Earticle

본 연구의 목적은 유아의 지적 능력과 사회적 유능감이 어떻게 나타나며, 지적 능력에 따라 사회적 유능감이 어떻게 나타나는지 그 발달적 양상을 성별에서 알아보는 것이다. 본 연구의 대상은 전라북도 익산시에 소재하고 있는 6개 공립유치원에 재원 중인 5, 6세 유아 129명(남아: 68명, 여아: 61명)이다. 연구도구는 지적 능력을 측정하기 위하여 KEDI-WISC를 사용하였고, 유아의 사회적 유능감을 알아보기 위하여 이혜원(2005)이 제작한 교사용 유아의 사회적 유능감 평가척도 중에서 1개 문항을 제외하고 사용하였다. 연구 결과, 첫째, 유아의 전체 지능 평균은 남아가 여아보다 높게 나타났으나, 성별 집단 간에는 유의미한 차이가 없는 것으로 나타났다. 지능의 영역별로는 언어성 지능보다 동작성 지능이 높게 나타났다. 언어성 지능과 동작성 지능의 평균은 남아가 여아보다 모두 높게 나타났으나, 성별 집단 간에는 유의미한 차이가 없는 것으로 나타났다. 둘째, 유아의 사회적 유능감은 남아보다 여아가 더 높게 나타났으며, 성별에 따라 유의미한 차이가 있는 것으로 나타났다. 사회적 유능감의 하위 요인에서는 정서 조절, 정서성, 또래관계기술, 사회적 규범 이해 모두에서 남아보다 여아의 점수가 더 높게 나타났으며, 또래관계기술을 제외한 하위 요인에서 성별 집단 간에 유의미한 차이가 있는 것으로 나타났다. 셋째, 유아의 지적능력에 따른 사회적 유능감은 지적 능력 집단에 따라 유의미한 차이가 있는 것으로 나타났으며, 사회적 유능감의 하위 요인에서는 또래관계기술과 사회적 규범 이해에서 집단 간에 유의미한 차이가 있는 것으로 나타났으며, 정서 조절과 정서성에서는 유의미한 차이가 없는 것으로 나타났다. 지적 능력에 따른 사회적 유능감은 성별 집단에서 남아의 경우, 지적 능력 집단에 따라 유의미한 차이가 있는 것으로 나타났다. 사회적 유능감의 하위 요인에서는 또래관계기술과 사회적 규범 이해에서 집단 간에 유의미한 차이가 있는 것으로 나타났으며, 정서 조절과 정서성에서는 유의미한 차이가 없는 것으로 나타났다. 여아의 경우, 지적 능력에 따른 사회적 유능감은 지적 능력의 집단에 따라 유의미한 차이가 없는 것으로 나타났다. 사회적 유능감의 하위 요인 중에서는 또래관계기술과 사회적 규범 이해에서 유의미한 차이가 있는 것으로 나타났으며, 정서 조절과 정서성에서는 유의미한 차이가 없는 것으로 나타났다.

The present study was to find out how young children's intellectual ability and social competence develop and how young children's social competence by intellectual ability develops according to children's gender. Participants for the study were 129 young children (68 boys and 61 girls) attending six public kindergartens in Iksan, Jeonbuk. Their average age was 72 months (72 months for boys and girls). The instrument measuring young children's intellectual ability was KEDI-WISC and ‘Social Competence Rating Scale for Young Children’ developed by Lee (2005). One item of the scale which seemed inappropriate for this study was omitted. Results of the study were as follows. First, boys' mean score of intellectual ability was higher than girls, which group difference was statistically insignificant. With regard to the areas of intellectual ability, verbal ability score was higher than motion ability score. Verbal and motion ability scores were higher in boys than in girls, but this group difference was not significant. Second, young children's social competence was higher in boys than in girls, which was found to be statistically significant. Boys got higher scores on all the sub-factors including regulation of emotion, emotionality, peer-relation skills, and comprehension of social rule. And these gender group differences were statistically significant except peer-relation skills. Third, young children's social competence was found to differ by the levels of children's intellectual ability. Regarding sub-factors of social competence, significant group differences were found in peer-relation skills and comprehension of social rule. But no significant group differences were found in regulation of emotion and emotionality. Boys' social competence by the levels of intellectual ability was found to be significant. Sub-factors of boys' social competence including peer-relation skills and comprehension of social rule showed significant group differences. But no significant group differences were found in regulation of emotion and emotionality. Girls' social competence by the levels of intellectual ability was found not to be significant. Sub-factors of girls' social competence including peer-relation skills and comprehension of social rule showed significant group differences. But no No significant group differences were found in regulation of emotion and emotionality.

본 연구의 목적은 애니메이션 비디오 감상을 활용하여 고정된 개념이나 법칙에 얽매이지 않고 창의적 사고를 신장시킬 수 있는 스캠퍼 기법을 적용한 활동을 함으로써 유아의 창의적 사고를 돕고 새로운 아이디어를 창출해 내는 창의성에 어떠한 영향을 주는지 알아보고자하는 것이다. 본 연구의 대상은 인천광역시에 소재한 실험집단은 Y초등학교 병설유치원 만 5세 유아 20명이며, 통제집단은 B초등학교 병설유치원 만 5세 유아 20명으로 하여 하였고 연구도구는 유아의 창의성을 알아보기 위해 전경원(2000)이 개발한 만 4~6세 유아를 대상으로 한 ‘유아 종합 창의성 검사’를 사용하였으며 실험처치를 위한 애니메이션 비디오 감상을 활용한 스캠퍼 기법은 10주간 주 4회 실시하였다. 자료의 처리는 연구 문제에 따라 실험집단과 통제집단 간의 차이를 알아보기 위하여 t검증을 실시하였고 본 연구의 결과는 애니메이션 비디오 감상을 활용한 스캠퍼 기법이 유아의 창의성에 긍정적인 영향을 미쳤다.

This study was to investigate how the SCAMPER technique utilizing animations can affect enhancing creativity of young children. For the purpose, following research questions were set up. 1. How does the SCAMPER technique used with animation watching affect creativity of young children? 1-1 How does the SCAMPER technique used with animation watching affect fluency of young children? 1-2 How does the SCAMPER technique used with animation watching affect flexibility of young children? 1-3 How does the SCAMPER technique used with animation watching affect originality of young children? 1-4 How does the SCAMPER technique used with animation watching affect imagination of young children? The study was conducted with 40 children aged 5 who attend two kindergartens in Incheon. The children are divided into tow group, the experimental group and the control group. The former consists of 20 children (11 boys and 9 girls) from the kindergarten attached to Y Elementary School, and the latter is composed of 20 children (11 boys and 9 girls) from the kindergarten attached to B Elementary School. This study adopts 'The Comprehensive Creativity Test for Young Children' by Jeon Gyeongwon (2000), which is a test tool for creativity of young children of age 4-6 and consists of four sections, fluency, flexibility, originality, and imagination. For this study the SCAMPER technique used with animations was used four times weekly for 10 weeks from March 30 to June 5 in 2009. In order to examine the result from the two different groups, this study adopted t-validation in analyzing the data, Results of this study were as follows. First, the SCAMPER technique used with animations has positive effects on creativity of young children. Second, the SCAMPER techniques used with animations has positive effects on fluency of young children. Third, the SCAMPER technique used with animations has positive effects on flexibility of young children. Fourth, the SCAMPER technique used with animations has positive effects on originality of young children. Last, the SCAMPER technique used with animations does not have any positive effects on imagination of young children.

본 연구의 목적은 정보통신기술을 활용한 창의적 문제해결활동을 유치원 현장에 적용하여 유아의 창의성에 어떠한 효과가 있는가를 알아보는 데에 있다. 본 연구의 대상은 경기도 광명시에 소재한 사회ㆍ경제적 수준이 비슷한 2개 유치원의 만 5세 유아 60명을 대상으로 하였다. 실험집단에는 정보통신기술을 활용한 창의적 문제해결활동을 8주간 실시하였고, 통제집단에는 같은 기간동안 컴퓨터 영역에서 생활주제와 관련된 동화 및 동요를 감상하도록 하였다. 연구 결과 정보통신기술을 활용한 창의적 문제해결활동을 실시한 실험집단이 통제집단에 비하여 창의성이 유의미하게 증진되었다.

The purpose of this study was to explore the effect of creative problem solving activity using ICT(Information and Communications Technology) on young children's creativity. For the purpose, research questions were established as follows: 1. Is the creative problem solving activity using ICT effective in the creativity? 1-1. Is the creative problem solving activity using ICT effective in the fluency of creativity? 1-2. Is the creative problem solving activity using ICT effective in the flexibility of creativity? 1-3. Is the creative problem solving activity using ICT effective in the originality of creativity? 1-4. Is the creative problem solving activity using ICT effective in the imagination of creativity? The total subjects for the study consisted of 60 five-year-old children in two kindergartens attached to Elementary Schools in Gwangmyeong, Gyeonggi-do. 30 children (Male 17, female 13) were enrolled in experimental group and the other 30 children(Male 14, female 16) were enrolled in the control group. They were 5 years and 4 months old in average. Instrument for this study was creativity test which is a test of Chon's(2000) 'Korean Comprehensive Creativity Test for Young Children'. Experimental group was treated with creative problem solving activity using ICT. The experiment was performed 16 times during 8 weeks from October 27th 2008 to December 19th 2008, and two times in a week. Collected data was analyzed by SPSS/WIN 12.0 commercial program. The mean and standard deviations of two groups was calculated, and the incremental mean of two groups was verified by t-verification method. From this experiment with creative problem solving activity using ICT, the following results were obtained: As the creativity of experimental group was significant difference than that of control group, it can be found that there was significant effect of creative problem solving activity using ICT on increasing young children's creativity. First, there was significant effect of creative problem solving activity using ICT on increasing young children's fluency. Second, there was significant effect of creative problem solving activityusing ICT on increasing young children's flexibility. Third, there was significant effect of creative problem solving activity using ICT on increasing young children's originality. Fourth, there was significant effect of creative problem solving activity using ICT on increasing young children's imagination. The results from the experiment showed that the creative problem solving activity using ICT resulted in significant effects on the creativity of young children. Therefore this study presented that creative problem solving activity using ICT can improve the creativity of young children.

본 연구의 목적은 교사의 전문성 발달과 지식의 기초에 관한 요구를 살펴보고, 이러한 전문성 발달과 지식의 기초에 관한 요구가 교사의 경력에 따라 차이가 있는지 알아보고, 전문성 발달 정도와 지식의 기초에 관한 요구 간에는 어떠한 관계가 있는지를 알아보고자 하는 것이다. 본 연구의 대상은 강원도 교육청 관내 소재 공립유치원에 재직 중인 원감, 교사 461명으로 전문성 발달은 보통 이상으로 경력에 따라 차이가 있으며, 지식의 기초에 관한 요구는 보통 이상으로 경력에 따라 전체요구에서는 차이가 없으며, 하위영역인 교육 및 사회현상에 대한 이해, 유아교육 현장에 대한 이해, 연구능력에서 차이가 있다. 전문성 발달과 지식의 기초에 관한 요구 간에는 경력을 통제 한 후 살펴본 결과 보통의 정적 상관이 있으며, 연구능력에서 가장 높은 상관을 보였다.

The purpose of this study was to examine the professional development of teachers, their needs for the basis of knowledge, the relationship of their career to professional development and needs for the basis of knowledge and the relationship between their professional development and needs for the basis of knowledge. For the purpose, following research questions were set up. 1. How about the specialty development of the teacher, Is there a difference by a career? 2. How about the demand about the basics of knowledge, Is there a difference by a career? 3. How about the relations with the demand about the specialty development rank of the teacher and the basics of knowledge? The subjects in this study were 461 assistant principals and teachers in public kindergartens under the umbrella of the Gangwon-do Office of Education. An instrument used in this study to assess the professional development of the kindergarten teachers was Baek Eun-joo & Cho Boo-kyung(2004)'s inventory, and the other used to evaluate their basis of knowledge was Cho Boo-kyung, Park Eun-hye & Lim Seung-ryeol (1998)'s inventory. As to data handling, F-test was carried out to check their professional development and needs for the basis of knowledge, and Duncan test was utilized to make a post-hoc analysis. To look for connections between the level of their professional development and needs for the basis of knowledge, partial correlation coefficients were after having controlled a career. The research of this study were as followings: First, the professional development of the teachers was above the average in general. They scored highest in development of knowledge and knowhow, followed by ecological development and development of self-understanding. In regard to overall professional development by career, the teachers whose length of career was between 11 and 20 years ranked first, followed by those with 20 years or more of career, those with six to 10 years of career and those with five years or less of career. The intergroup gaps were significant. In terms of the three aspects of professional development, there were significant gaps in all the three aspects of professional development that involved development of knowledge and knowhow, development of self-understanding and ecological development. Second, they had strong needs for the basis of knowledge, which was above the average. They were most in need of understanding of children, followed by communication skills, research ability, understanding of the early childhood curriculum, understanding of kindergarten teacher professionalism, understanding of actual early childhood education, and understanding of educational and social phenomena. Concerning their overall needs for the basis of knowledge by career, the teachers whose length of career was between 11 and 20 years called for the basis of knowledge the most, but the gap between them and the others was not significant. As for the subfactors of needs for the basis of knowledge by career, career made a significant difference to their needs for understanding of educational and social phenomena, needs for under- standing of actual early childhood education and needs for research ability. Third, when the relationship between their professional development and needs for the basis of knowledge was investigated by keeping career in control, there was a positive correlation between the two(r=.42). The level of professional development had a positive correlation to the subfactors of needs for the basis of knowledge(r=.20 to r=.41). Among the subfactors of needs for the basis of knowledge, that was most closely linked to needs for research ability, followed by needs for understanding of kindergarten teacher professionalism, needs for communication skills and needs for understanding of the early childhood curriculum. Regarding the relationship between the three aspects of professional development and the subfactors of needs for the basis of knowledge, development of knowledge and knowhow and development of self-understanding had the closest correlation to needs for research ability, and ecological development had the strongest correlation to needs for communication skills.

본 연구의 목적은 물체의 움직임 관련 활동이 유아의 과학적 탐구능력 및 과학적 탐구능력의 구성 요소인 예측하기, 관찰하기, 분류하기, 측정하기, 토의하기에 어떠한 영향을 미치는지 알아보고자 하는 것이다. 본 연구의 대상은 서울시 구로구에 위치한 S초등학교병설유치원에 재원중인 만5세 유아 40명으로 실험집단 20명과 통제집단 20명 이었다. 본 연구의 결과 물체의 움직임 관련 활동이 유아의 과학적 탐구능력 및 과학적 탐구능력의 구성요소인 예측하기, 관찰하기, 분류하기, 측정하기, 토이하기에 긍정적 영향을 미치는 것으로 나타났다.

The purpose of this study was to examine the impact of activities related to the motion of objects on the scientific inquiry process skills of preschoolers. The following research questions were posed: 1. What influences do activities related to the motion of objects exercise on the scientific inquiry process skills of preschoolers? 1-1. What influences do activities related to the motion of objects exercise on predicting, one of scientific inquiry process skills? 1-2. What influences do activities related to the motion of objects exercise on observing, one of scientific inquiry process skills? 1-3. What influences do activities related to the motion of objects exercise on classifying, one of scientific inquiry process skills? 1-4. What influences do activities related to the motion of objects exercise on measuring, one of scientific inquiry process skills? 1-5. What influences do activities related to the motion of objects exercise on discussing, one of scientific inquiry process skills? The subjects in this study were 40 preschoolers who were enrolled in two different classes for Western age 5 in S affiliated kindergarten located in Guro-gu, Seoul. An experimental group and a control group were organized with 20 preschoolers respectively(10 boys and 10 girls). The preschoolers were at the average age of 68 months. The instrument used in this study was Seo Yoon-hee(2003)'s inventory that modified Lee Kyung-min(2000)'s adapted version of Martin(1997)'s Scientific Inquiry Process Skills Inventory. In that inventory, five evaluation criteria were presented for each of the five subfactors of scientific inquiry process skills that involved predicting, observing, classifying, measuring and discussing. The experiment was conducted nine times during a nine-week period of time from May 4(Mon.) to July 3(Fri.), 2009, by utilizing activities related to the motion of objects, which were composed of blowing, rolling and throwing. As for data analysis, t-test was carried out after their pretest scores were subtracted from their posttest scores in order to look for any possible intergroup gaps to address the research questions. The findings of the study were as follows: First, the activities linked to the motion of objects - blowing, rolling and throwing - had a positive impact on the scientific inquiry process skills of the preschoolers. Second, the activities linked to the motion of objects - blowing, rolling and throwing - had a positive impact on predicting, one of the scientific inquiry process skills of the preschoolers Third, the activities linked to the motion of objects - blowing, rolling and throwing - had a positive impact on observing, one of the scientific inquiry process skills of the preschoolers. Fourth, the activities linked to the motion of objects - blowing, rolling and throwing - had a positive impact on classifying, one of the scientific inquiry process skills of the preschoolers. Fifth, the activities linked to the motion of objects - blowing, rolling and throwing - had a positive impact on measuring, one of the scientific inquiry process skills of the preschoolers. Sixth, the activities related to the motion of objects - blowing, rolling and throwing - had a positive impact on discussing, one of the scientific inquiry process skills of the preschoolers.

본 연구의 목적은 발도르프 유아교육의 라이겐을 우리나라 문화와 정서에 맞추어 적용해 봄으로써, 이를 통하여 유아들의 정서지능에는 어떠한 영향을 미치는지 알아보고자 하였다. 본 연구의 대상은 강원도에 소재한 2개의 병설유치원에 재원중인 만5세 종일반 유아 42명으로 연구 도구는 유아의 정서 지능을 측정하기 위하여 이병래(1997)가 제작한 교사용 평정 유아정서지능 검사도구와 본 연구자가 구성한 라이겐 활동을 사용하였다. 연구 결과, 발도르프 유아교육의 라이겐 활동은 유아의 정서지능과 그 하위요소인 자기인식 및 표현능력, 자기조절능력, 타인인식능력, 타인조절 및 대인관계능력에 통계적으로 유의한 차이가 있는 것으로 나타나 유아의 정서지능에 긍정적인 영향을 미친 것으로 나타났다. 이는 발도르프 유아교육의 라이겐 활동으로 유아가 교사의 사랑이 담긴 긍정적인 정서적 배려를 경험함으로써 타인과의 감정 공유에 대한 자연스러운 정서적 경험이 자연스럽게 도출 되었을 것으로 보여지며, 교사와 또래들 간의 상호작용을 통해 서로 돕고 배려해주며 이해하는 친 사회적 행동도 함께 증진 될 수 있도록 하는 기회제공이 필요하다는 것을 시사한다.

The purpose of this study was to examine the effects of Reigen activities of Waldorf early childhood education on the emotional intelligence of the young children. For the purpose, following research questions were set up: 1. How about the influence for the emotional intelligence of young children's the Reigen activites of the Waldorf early childhood education? 1-1. How about oneself recognition and the influence for the articulacy in the emotion intelligence low rank element of young children's the Reigen activity of the Waldorf early childhood education? 1-2. How about the influence for the ability for oneself adjustment in the emotion intelligence low rank element of young children's the Reigen activity of the Waldorf early childhood education? 1-3. How about the influence for the ability for another person recognition in the emotion intelligence low rank element of young children's the Reigen activity of the Waldorf early childhood education? 1-4. How about another person adjustment and the influence for the adult-affiliated ability in the emotion intelligence low rank element of young children's the Reigen activity of the Waldorf early childhood education? Results of this study were as follows: First, the Reigen activities of Waldorf early childhood education made statistically significant differences to the emotional intelligence of the young children's(p< .001). It implied that the Reigen activities of Waldorf early childhood education had a positive impact on the emotional intelligence of the young children's. Second, the Reigen activities of Waldorf early childhood education made statistically significant differences to the self-awareness and expression skills of the young children's, one of the emotional intelligence subfactors(p< .01). It denoted that the Reigen activities of Waldorf early childhood education exercised a positive influence on the self-awareness and expression skills of the young children's. Third, the Reigen activities of Waldorf early childhood education made statistically significant differences to the self-regulation skills of the young children's, one of the emotional intelligence subfactors(p< .001). It indicated that the Reigen activities of Waldorf early childhood education affected the self-regulation skills of the young children's in a positive manner. Fourth, the Reigen activities of Waldorf early childhood education made statistically significant differences to the others-awareness of the young children's, one of the emotional intelligence subfactors(p< .01). It suggested that the Reigen activities of Waldorf early childhood education impacted on the others-awareness skills of the young children's in a positive way. Fifth, the Reigen activities of Waldorf early childhood education made statistically significant differences to the others-regulation and interpersonal skills of the young children's, one of the emotional intelligence subfactors(p< .05). It showed that the Reigen activities of Waldorf early childhood education had a positive impact on the others-regulation and interpersonal skills of the young children's.

본 연구의 목적은 함께 학습하는 수학활동이 유아의 수학적 문제해결능력에 미치는 영향에 대해 알아보고자 하는데 있다. 만 5세 유아로 실험집단 23명(장기결석 및 전학 유아 제외)과 통제집단 29명으로 하여 8주간 15회의 실험처치가 이루어졌다. 실험집단 유아에게는 함께 학습하는 수학활동을 처치하였고, 통제집단에는 생활주제와 관련된 수학활동을 자유선택활동의 수조작놀이 영역에서 실시하였다. 연구 결과 함께 학습하는 수학활동은 유아의 수학적 문제해결능력에 긍정적인 영향을 미치는 것으로 나타났다. 특히 수학적 문제해결능력의 하위요인인 분류, 패턴, 수, 측정, 도형 문제해결능력에서 긍정적인 영향을 미치는 것으로 분석되었다.

This study was to investigate how mathematical activities with learning together affected young children's ability of mathematical problem-solving. The subjects of this study were 55 five-year-old children. Twenty three children of one class were assigned to the experimental group. Another twenty nine children(in exception of absenteeism and the transfer) were assigned to the control group. For the experimental treatment, the experimental groups were conducted in mathematical learning activities while the control groups were conducted in the free choice activities' mathematics manipulation play center. The results of this study showed that mathematical activities with learning together had a positive effects on young children's ability of mathematical problem-solving. Especially, the mathematical activities with learning together had a positive effect highly on young children's sub-category that was classification, pattern, number, measurement, shapes problem-solving.

본 연구는 가족 관련 그림책을 이용한 교육활동이 유아의 가족 인식에 미치는 영향이 어떠한지를 알아보는 것을 목적으로 하였다. 연구 대상은 만 5세 단일 연령 학급 유아 26명(남 16명, 여 10명)이었다. 사용된 검사 도구는 가족에 대한 유아의 인식을 알아보기 위한 질문지로 다양한 가족 관련 연구에서 사용한 질문지를 기초로 연구자가 면접을 위한 질문지의 형태로 수정, 보완하여 사용하였다. 자료 처리는 유아의 가족 인식에 미치는 영향을 알아보기 위하여 사전, 사후 검사 후 유아의 반응을 항목별로 분석하였고, 빈도와 백분율을 산출하고 유아 반응의 차이를 알아보기 위하여 x² 검증을 실시하였다. 연구결과 가족 관련 그림책을 이용한 교육활동은 다양한 가족형태(한부모 가족, 국제결혼 가족, 조손 가족)와 다양한 가족 유아(한부모 가족 유아, 국제결혼 가족 유아, 조손 가족 유아)에 대한 인식에 긍정적인 영향을 미치는 것으로 나타났다.

The purpose of this study is to investigate the effect of educational activity involving family related picture books in children’s understanding of family. The subjects of this research are 26 children (16 males, 10 females), 5 year olds attending a kindergarten attached to a primary school in Asan, Chungcheongnam-do. The analyzing tool used for this research is a questionnaire that was edited, supplemented from an original questionnaire that was used in a variety of family related researches. The data gathered for the effect of educational activities involving family related picture books on the child’s understanding of family was analyzed; the child’s reactions were investigated by its category before and after examination, the frequency and percentage was calculated and x² verification was executed for the difference in the child’s reactions. First, the use of family related picture books in educational activities appeared to have positive effect in the child’s understandings of the various family forms. Secondly, the educational activities involving family related picture books appear to have positive effects in the child’s understanding of the children who belong in various family forms.

본 연구는 유치원에서 운영하는 인터넷 커뮤니티를 대상으로 활용의 실태를 알아보고 역할을 탐색하는데 그 목적이 있다. 연구 대상은 유치원에서 운영하고 있는 인터넷 커뮤니티 6개 사이트를 대상으로 전체 게시판을 분석하고 일정기간동안의 회원 참여도를 조사하였다. 본 연구의 결과는 다음과 같다. 첫째, 커뮤니티의 게시판이 특정 게시판이 과도하게 구성되어 있고, 부족하거나 개설되어 있지 않은 게시판도 있어 게시판의 구성이나 이용이 비효율적으로 이루지고 있는 것으로 나타났다. 둘째, 상호작용의 장인 인터넷 커뮤니티의 특성을 제대로 살리지 못하고 단지 필요에 의한 운영을 하고 있어서 운영자와 교사, 학부모, 유아들 간의 올바른 협의와 활발한 상호작용을 위한 소통의 노력이 필요한 것으로 나타났다. 셋째, 인터넷 커뮤니티 안에서 일반회원, 즉, 학부모나 유아보다는 교사와 원장, 원감등 유치원 운영관리자가 더 많은 활동을 하는 것으로 나타났다. 유치원 인터넷 커뮤니티 전체 가입자 중에서 실제로 글을 올리고 댓글을 다는 게시판 활동을 하는 회원은 전체 1% 미만으로 나타났다. 실제로 활동하는 회원 중에서 교사나 원감과 회원간의 활동 비율이 각각 50%정도인 곳은 한곳에 불과했다. 넷째, 운영자 스스로 인터넷 커뮤니티의 목적이 무엇인지 명확히 규정할 필요가 있다. 유치원은 가장 먼저 커뮤니티의 목적이 무엇인지 명확히 규정하고 이를 바탕으로 커뮤니티에서 제공하고자 하는 정보와 관심사에 대한 토론, 주제 등에 대한 요구사항에 대해 운영자, 교사, 학부모, 유아 모두의 입장에서 정확하게 파악하여 커뮤니티의 상호작용이 활발하고 올바르게 이루어질 수 있도록 노력해야 할 것이다.

The aim of this study is to investigate the condition of the use of an internet community managed by kindergartens, and to expose the role of this community. Following is the research question that informs the aim of this study. 1. How is the use of an internet community managed by kindergartens? This study aims to investigate six internet community websites managed by kindergartens. The research methodology I employed in the study was to analyze the boards in detail, and to investigate the proportion of attendance of the members for certain periods of time. The results of the study are as follows: First, the study indicated an inefficient management of construction and use of the boards. This is influenced by the excessive construction of specific boards and also the lack in, or absence of, certain community boards. Second, the study verified a need for an endeavor to achieve an interactive communication and a bilateral negotiation among system operators, educators, parents and children, as the internet communities are currently only run due to necessity, and fail to incorporate the element that largely constitutes an interactive internet community, which emerges as a place of interactive communication. Third, the study indicated that stake holders in kindergartens such as teachers, directors were more active in the internet communities than general members such as parents and children. The investigation indicated that less than one percent of all members of kindergarten internet communities actively participated in the internet communities, by writing comments and uploading opinions. Only one internet community, among all of the active members in the internet communities, indicated a fifty percent proportion of the participation respectively from teachers, directors and general members. Fourth, it is necessary for operators to clearly define the aims of the internet community. If the kindergartens aim to promulgate their pedagogical intentions to general members, it is advisable for operators to construct additional boards, or explanations, so to assist general members to develop a better understanding of the syllabus and curriculum. Thus, firstly, the kindergartens must devise an articulate definition of intentions of the community. Then, based on this, the kindergartens must efforts to achieve an interactive community, by understanding thoroughly the perspectives of the operators, teachers, parents, and children, in relation to their requirements of discourses and themes of interests, or information which the community wants to provide.