Earticle

본 연구는 RIASEC 모형에서 예술형(A) 직업흥미를 보이는 공·사립 유치원에 재직 중인 173명의 유치원 교사를 대상으로 직업흥미의 GOT, BIS, PSS 척도별 분포 및 상호 관련성을 알아보는 데에 목적이 있다. 그 결과, 예술형(A) 유치원 교사의 직업흥미는 GOT 척도에서 예술형(A)이 가장 높고, 사무형(C)이 가장 낮게 나타났다. BIS 척도는 예술형(A) 코드의 음악/드라마, 미술이 가장 높고, 진취형(E)코드의 판매가 가장 낮게 나타났다. PSS 척도는 학습유형에서 학문적인 학습형태를 선호하는 것으로 나타났다. GOT 척도내 상관관계는 인접코드인 예술형(A)과 탐구형(I), 예술형(A)과 사회형(S)간에상관이 있으며, PSS 척도내 상관관계는 학습유형과 리더쉽유형간에 상관이 있는 것으로 나타났다. GOT 척도와 BIS 척도간 상관관계는 현장형(R)의 자연, 탐구형(I)의 과학, 예술형(A)의 음악/드라마, 미술, 응용미술, 글쓰기, 사회형(S)의 사회봉사, 진취형(E)의 대중연설, 법/정치와 상관이 있는 것으로 나타났다. GOT 척도와 PSS 척도간 상관관계는 예술형(A)과 학습유형간에 상관이 있는 것으로 나타났다. PSS 척도와 BIS 척도간 상관관계는 학습유형이 예술형(A)의 글쓰기, 진취형(E)의 대중연설, 법/정치와 상관이 있는 것으로 나타났다.

The purpose of this study was to know how the phase of artistic(A) kindergarten teachers' interest inventory by the RIASEC model is. The participants of this study were 173 female teachers of public ․ private kindergarten. As a measure of kindergarten teachers' inventory, the Korean version of Strong Interest Inventory(Kim, Kim, & Sim, 2001) were used. Data were analysed by distributions and correlation patterns between GOT, BIS and PSS scales. As a result, at the GOT scale of Strong, the distribution of the Art type was the most high and the Conventional type was the most low. At the BIS scale of Strong, the preferring tendency of the basic interest was the most high at the music/drama, art of the Art type and the most low at the sales of the Enterprising type. At the PSS scale of Strong, the preferring tendency was evident of the academic leaning style at the Learning Environment. The correlations within GOT scale, between Artistic(A) and Investigative(I), and Artistic(A) and Social(S) showed significant correlations. The correlations within PSS scale, between Learning Environment and Leadership style showed significant correlations. The correlations between GOT and BIS scales, nature of Realistic(R), science of Investigative(I), music/drama, art, applied arts, writing of Artistic(A), social service of Social(S), and public speaking, law/politics of Enterprising(E) showed significant correlations. The correlations between GOT and PSS scales, between Artistic(A) and Learning Environment showed significant correlations. The correlations between PSS and BIS scales, between Learning Environment and writing of Artistic(A), public speaking, law/politics of Enterprising(E) showed significant correlations.

특수아동의 현재 학습수행 수준을 파악하고 장단기 목표를 작성하는 일은 개별화교육계획 작성에 있어서 가장 핵심적인 요소라고 할 수 있다. 따라서 본 연구에서는 특수아동의 개별화교육계획의 핵심적인 요소인 현재 학습수행 수준 파악 및 장단기 목표 작성을 위해 활동표본평가를 적용해 보고 그 경험 내용을 질적으로 분석하였다. 또한 활동표본평가 적용의 연구 결과의 제시와 함께 활동표본평가가 특수아동의 교육진단을 위한 검사도구에 적절함을 논하였다.

The purpose of this study was to offer data for successful Individualized Education of special education with a child as application Work Sampling System(WSS) for planning Individualized Education Plan(IEP) and as analyzing to the result in quality. For this purpose, the study question was as follows: 1. How is the experience contents of WSS application for planning IEP? 1-1. How are the experience contents of WSS application for understanding Present Level of Educational Performance? 1-2. How are the experience contents of WSS application for planning Long term goal and Short term objectives? 1-3. What are complements for application WSS? WSS was used for instruments for study and all three components of WSS, developmental checklist, portfolios, and summary reports, were used. The data for this study are contents of WSS, Present Level of Educational Performance planning contents and Long term goal and Short term objectives planning contents of IEP, researcher's journal, interview contents of the study participants. The process of interpreting data was made up of collection and combination, classification and categorization, analysis and translation of the classified data. The results of this study were as follows: After applied to planning IEP, WSS showed that it can help to design Present Level of Educational Performance and plan Long term goal and Short term objectives of IEP but there were two complements for application WSS. First, WSS supported to understand Present Level of Educational Performance of IEP on whole and detailed development area. Furthermore, WSS reduced time of understanding Present Level of Educational Performance and helped understand long and short term learning tasks and find the zone of proximal development and understand Present Level of Educational Performance of developmental disability. Second, WSS supported to plan Long term goal and Short term objectives of IEP. Namely, WSS supported to change Long term goal and Short term objectives into meaningful and functional goal and objectives. And WSS helped find Long term goal and Short term objectives of children in undeveloped area and supported it on low developmental level. And developmental checklist and developmental guideline offered performance frame of hierarchical relationship learning task for planning Long term goal and Short term objectives. Third, WSS had two complements in application process. One was that special education teacher, inclusive class teacher, and parents need to assess the developmental checklist on each condition. The other was that need deeper standards than this WSS standards. Because the participants of this study were elementary school student.

본 연구는 교사가 지각한 유아의 기질에 따라 집단 간에 그리고 집단 내에서 기질과 성차의 특성이 자기조절력에 어떻게 반영되고 있는지를 알아보는데 그 목적이 있다. 위와 같은 목적에 따라 다음과 같은 연구 문제를 설정하였다. 1. 교사가 지각한 유아의 기질에 따라 자기조절력은 어떻게 나타나는가? 1-1. 교사가 지각한 유아 기질의 집단 간에 자기조절력은 성별에 따라 어떠한 차이가 나는가? 1-2. 교사가 지각한 유아 기질의 집단 내에 자기조절력은 성별에 따라 어떠한 차이가 나는가? 자기조절력은 구성요인 중 인지조절의 하위요소인 계획하기, 점검 및 평가, 정서조절의 하위요소인 정서인식, 정서억제, 대처하기 모두에서 성별에 따라 유의한 차이가 없는 것으로 나타났다

This study investigated how young children's characteristics of temperament and gender according to their temperament between and within groups perceived by teachers would be reflected in their self-regulation. For the purpose, following research questions were set up: 1. How does young children's self regulation emerge according to their temperament perceived by teachers? 1-1. Is there any difference of young children's self-regulation between temperament groups perceived by teachers according to gender? 1-2. Is there any difference of young children's self-regulation within temperament groups perceived by teachers according to gender? Subjects were 47 easy children (14 boys and 33 girls) and 36 difficult children (28 boys and 8 girls) who were selected after the Young Children's Temperament Test for Teachers administered to 277 five-year-old children attending 11 public kindergartens in Sooncheon, Jeonnam. Selected subjects' age ranged from five years and four months to six years and one month and their age average was five years and ten months (five years and ten months for both boys and girls). To measure young children's temperament, Kang's (1997) scale for teachers consists of four subscales, that is, approach or withdrawal, adaptability, quality of mood, and intensity of reaction. This scale was revised version of Gordon's (1981) scale which used five subscales from the Instrument for Young Children's Temperament (Thomas, Chess, & Korn, 1977). As a measure of young children's self-regulation, the Young Children's Self-regulation Scale for Teachers (Yang, 2006) was used. The means and standard deviations of young children's temperament and self-regulation were first computed from collected data. t-tests were then conducted to investigate any difference of self-regulation between easy and difficult children groups perceived by teachers according to gender. Secondly, t-tests were also conducted to investigate any difference of self-regulation within easy and difficult children groups perceived by teachers according to gender. Results of this study were as follows: First, self-regulation scores between easy and difficult boy groups showed significant difference in cognitive and emotional regulations (p< .001). Specifically, boys' children's self-regulation showed significant differences according to temperament in cognitive regulation factors such as planning and monitoring/evaluation and emotional regulation factors such as emotional recognition, emotional control, and emotional management (p< .001). Second, self-regulation scores between easy and difficult girl groups showed significant difference in cognitive and emotional regulations (p< .001). Specifically, girls' self-regulation showed significant differences according to temperament in cognitive regulation factors such as planning and monitoring/evaluation and emotional regulation factors such as emotional recognition, emotional control, and emotional management (p< .001). Third, young children's self-regulation within easy temperament group showed significant difference according to gender in emotional regulation (p< .05). Cognitive regulation showed no significant difference, however. Specifically, young children's self-regulation showed no significant difference according to gender in cognitive regulation factors such as planning and monitoring/evaluation and emotional regulation factors such as emotional recognition and emotional management. Conversely, emotional control showed significant difference (p< .01). Fourth, young children's self-regulation within difficult temperament group showed no significant difference according to gender. In other words, cognitive and emotional regulation according to gender showed no significant difference. Specifically, young children's self-regulation showed no significant difference according to gender in cognitive regulation factors such as planning and monitoring/evaluation and emotional regulation factors such as emotional recognition, emotional control, and emotional management.

본 연구의 목적은 유아의 기질 및 어머니의 양육행동과 유아 자율행동과의 관계를 검증해 보고자 한 것이었다. 경상남도 J시와 C시에 재원 중인 만 5세 유아 268명과 그들의 어머니 268명을 대상으로 분석한 결과는 다음과 같다. 첫째, 유아의 기질 구성 차원 중 활동성이 유아 자율행동과 부적 상관이 있었다. 성별로는 남아의 경우, 유아 기질 차원 중 활동성 자율행동과 부적 상관이 있는 것으로 나타났으며, 여아의 경우, 유아 기질 구성차원과 자율행동 간에 유의한 상관이 나타나지 않았다. 둘째, 어머니의 양육행동 하위 요인 중 합리적 지도가 유아 자율행동과 정적 상관이 있었다. 성별로는 남아의 경우, 양육행동 하위 요인 중 한계설정 자율행동과 정적 상관이 있었고, 여아의 경우, 양육행동 하위 요인 중 합리적 지도와 반응성이 자율행동과 정적 상관이 있었다.

The purpose of this study was to investigate how children's temperament, and mother's child-rearing behavior are related to young children's autonomous behavior. The subjects of this study are 268 5-year-old young children and their mothers from 26 classes of the public kindergarten located in a city 'S' and 'J' in GyungSangNamDo. The result of this study is like this. First, we examined the correlation between the temperaments and the autonomous behaviors of young children. As the result, the activity, among dimensions that constitute the temperament of young children, had the weak negative correlation with the autonomous behaviors of young children. As the result of examining the correlation between the temperaments and the autonomous behaviors of young children according to the sex, in case of the male children, among dimensions that constitute the temperament of young children, the activity had the weak negative correlation with the autonomous behaviors of young children. In case of the female children, dimensions that constitute the temperament of young children had no meaningful correlation with the autonomous behaviors of young children. Secondly, we examined the correlation between the autonomous behaviors of young children and the mothers' child-rearing behaviors. Reasoning guidance, among the subcategories of child-rearing behaviors, had weak positive correlation with the autonomous behaviors of young children. As the result of examining the correlation between the mothers' child-rearing behaviors and the subcategories of autonomous behaviors of young children according to the sex, in case of the male children, reasoning guidance had weak positive correlation with clean-up and transition. Limit setting, among the subcategories of the mothers' child-rearing behaviors, had weak positive correlation with free-choice activities, clean-up and transition, group activities, and evaluation and departure.

본 연구는 우리나라 어머니와 유아 간의 일상적 내러티브 대화에서 자녀의 일상적 내러티브를 이끌어내기 위해 사용하는 어머니의 대화방식과 유아의 일상적 내러티브 발달의 관계를 알아보는데 목적이 있다. 연구대상은 만 4,5세 48명의 유아와 그들의 어머니 48명으로 총 48쌍을 대상으로 하였다. 본 연구의 결과 첫째, 어머니의 대화방식은 ‘정교한 방식’과 ‘반복적 방식’으로 나타났으며, 정교한 방식의 요소는 정교화 진술, 정교화 질문, 평가, 길이 이고, 반복적 방식의 요소는 반복 진술, 반복 질문, 문장 완성형 진술 및 질문, 기억자극으로 나타났다. 유아의 개인적 변인에 따른 어머니 대화방식의 차이를 살펴보면 유아의 연령과 성별에 따라 어머니의 대화방식은 차이가 없었다. 둘째, 유아의 일상적 내러티브 발달 수준을 분석한 결과 유아의 성별, 연령에 따라 유아의 일상적 내러티브 발달은 유의미한 차이가 없었다. 셋째, 어머니의 대화방식과 유아의 일상적 내러티브 발달 수준의 관계를 알아본 결과, 정교한 방식은 각 하위요소인 정교화 진술, 정교화 질문, 평가, 길이에서 통계적으로 유의한 것으로 나타났다. 구체적 경향성을 살펴본 결과 어머니의 대화방식 중 정교한 방식에서 정교화 진술, 정교화 질문, 평가, 길이의 요소 모두 유아의 일상적 내러티브 발달 수준이 4수준에 이르기까지는 증가하는 경향을 보이다가 4수준이 넘어서면 점차 감소하는 경향을 보였다.

The present study purposed to examine the relation between Korean mothers’ conversational styles for inducing children’s personal narrative in their daily conversation with young children and the development of young children’s personal narrative and, ultimately, to provide basic materials for exploring mothers’ conversational styles helpful for the development of young children’s personal narrative. For this purpose, research questions were formulated as follows: 1. How is mothers’ conversational styles ? 1-1. What are the major factors of mothers’ conversational styles? 1-2. How different is mothers’ conversational styles according to the personal variables of young children (age, gender)? 2. How is the development of young children’s personal narrative? 3. How is the relation between mothers’ conversational styles and the development of young children’s personal narrative? The subjects of this study were 17 four‐year‐old children (9 boys and 9 girls) and 31 five‐year‐old children (15 boys and 16 girls), so a total of 48 young children at K Kindergarten in Wonju‐si, Gangwon‐do and their mothers, so a total of 48 pairs of mother‐child. In order to identify mothers’ conversational styles for inducing children’s personal narrative, we used the analysis tool used in the research of Resse and Fivush (1993). The tool for analyzing the development of children’s personal narrative was the standard for analyzing the development of children’s personal narrative suggested by Lee Yeong‐ja and Lee Ji‐hyeon (2005) based on the result of Peterson & McCabe and McCabe (1997). All the research process was recorded and transcribed. From transcribed data were obtained frequencies and percentages according to the research questions, and factor analysis was conducted to identify mothers’ conversational style. Difference in mothers’ conversational styles according to children’s personal variables was determined through t‐test, and the development of personal narrative was examined according to children’s gender and age. Lastly, we made trend analysis through one way ANOVA to determine the relation between mothers’ conversational style and the development of young children’s personal narrative. The results of this study are as follows: First, mothers’ conversational styles were found to be ‘elaborative style’ and ‘repetitive style’. The factors of the elaborative style were statement elaborations , question elaborations, evaluation and length, and the factors of the repetitive style were statement repetitions, question repetitions, fill-in-the-blank questions and statement, memory Prompt. As to difference in mothers’ conversational styles according to children’s personal variables, no difference was observed in mothers’ conversational styles according to children’s age and gender. Second, in the results of analyzing development of children’s personal narrative, no significant difference was observed in the development of children’s personal narrative according to gender and age. Third, according to the results of examining the relation between mothers’ conversational style and the development of young children’s personal narrative, the elaborative style showed statistical significance for the quadratic term of all its sub‐factors, namely, statement elaboration (F=5.79, p<.05), question elaboration (F=8.71, p<.05), evaluation (F=4.39, p<.05) and length (F=4.69, p<.05), but the repetitive style was found to be statistically insignificant. When the trends were examined, all the sub‐factors of mothers’ elaborative conversational style, namely, statement elaboration, question elaboration, evaluation and length increased while children’s daily narrative developed level 4 but the rate of their increase slowed down after level 4.

본 연구의 목적은 유치원의 자연스러운 상황에서 만 4세 후기에서 만 5세 중기동안의 유아들이 어떤 내용의 유머를 사용하며, 그 내용은 어떻게 변화하는지, 그리고 유아들이 유머를 사용하는 의도는 어떻게 변화하는지에 대해 심층적으로 탐색함으로써 유아들의 유머에 대한 구체적이고 의미 있는 이해를 돕고자 하는데 있다. 연구 참여 유아는 경기도 오산시에 위치한 S초등학교병설유치원에 재원중인 남아 3명이었으며, 연구는 11개월 동안 이루어졌다. 연구 결과 본 연구에 참여한 만 4세 후기에서 만 5세 중기동안의 유아들이 사용하는 유머의 내용은 크게 금기에 대한 도전: 지저분한 것들이 선사하는 통쾌한 즐거움, 과장: 즐거운 향연, 부조화: 신선한 딜레마, TV 모방하기: 바보상자와의 조우, 언어유희로의 걸음마 떼기 등 다섯 가지 범주로 특징지어졌다. 연령이 증가함에 따라 유머의 양과 질은 발달하였고, 보다 적극적으로 유머를 사용하였다. 본 연구에 참여한 유아들이 유머를 사용하는 의도는 크게 다섯 번의 변화를 거쳐 나타났다. 연구 초기인 만 4세 후기 유아들의 단순 놀이로서의 유머 사용의도를 시작으로 단순 놀이에서 교사의 유머 따라 하기로, 교사의 유머 따라 하기에서 친구에게 기쁨주기로, 친구에게 기쁨주기에서 우리의 결속 다지기로, 우리의 결속 다지기에서 인기아 되기의 의도로 유머를 사용하고 있음을 살펴볼 수 있었다.

The purpose of this study was to make a firm and significant intention of children's humor understood by looking deeply for what contents of humors those children of aged from the late four-year-old to five-year-old use, how they change, and how the intention of children's humor telling change in a natural circumstance of a kindergarten. For the purpose, the research questions were as follows: 1. What are the contents of 4-5 years old children's humor and how have they been changed? 2. How were the intents of 4-5 years old children's humors changed? The results of this study were as follows: First, the contents of the children's using humors were characterized generally into five category such as challenging to prohibitions, gaining great pleasure from dirty things, exaggeration, joyful entertainments, incongruity, fresh dilemma, mimicking TV, meeting with boob tube, toddling toward language play. As time passes, the quality and quantity of their humors were improved and used their humors more aggressively. Each content category were seen to be changed through three phases such as, the seeds of humors planted in children were germinated, and sprouted through the humor supporting environment and teacher's humors modeling, and then lastly, the flower of children's humors come into full bloom, that is, humor seeds are germinated, humors sprout are came out, humors flowers come into full bloom in every day lives of children. Second, the change of humor using intention of the surveyed children went through five stages generally. Late four-year-old children's humor using intention appeared starting with simple play which is the beginning stage of this research, following their teacher's humors, making their friends happy, strengthening 'our' solidarity, becoming stars.

본 연구는 명화감상을 통한 이야기 만들기가 유아의 상상적 내러티브의 구조에서 어떠한 영향을 미치는지 그 효과를 알아보고자 하는데 연구의 목적이 있다. 연구대상은 만 5세 유아 40명(실험집단: 20명, 통제집단: 20명)이며 실험집단은 2006년 10월 9일부터 2006년 12월 29일까지 총 12주간에 걸쳐 명화를 감상하고 이야기를 만들어보는 과정(12회)을 실시하였으며 통제집단은 자유선택활동 시간에 생활주제에 따른 언어활동만 실시하였다. 명화감상을 통한 이야기 만들기의 절차는 명화 탐색하기, 명화에 대한 느낌 이야기하기, 이야기의 단서들 찾기, 이야기 단서들을 연결하여 이야기하기. 상상적 이야기 만들기의 순으로 이루어졌다. 연구의 결과는 명화감상을 통한 이야기 만들기를 실시한 실험집단의 유아들이 생활주제에 따른 언어활동만 실시한 유아들보다 상상적 내러티브의 구성 요소, 구조 수준, 상상적 내러티브의 길이를 향상시키는 것으로 나타났다.

This study aims to investigate what influence the story making through appreciation of famous paintings has on young children’s imaginative narrative. For the purpose of this study, I have established the following research questions. 1. Does the story making through appreciation of famous paintings have influence on the development of young children’s imaginative narrative? 1-1 Does the story making through appreciation of famous paintings have influence on the components of young children’s imaginative narrative? 1-2 Does the story making through appreciation of famous paintings have influence on the structure of young children’s imaginative narrative? 1-3 Does the story making through appreciation of famous paintings have influence on the length of young children’s imaginative narrative? The subjects of this study were 40 young children, of whom are 20 young children from T Kindergarten in Suwon, Gyeonggi-do (for the experimental group), and other 20 ones from D Kindergarten in the same city (for the control group). Their average age was 5 years and 8 months. I have used as research tools for analyzing imaginative narrative the reference for the analysis of ‘story elements of imaginative narrative,’ which was modified from that used in Lee and Lee’s (2005) work, and the references for the analyses of ‘levels of narrative’and ‘length of narrative,’ used in O’Donell-Johnson’s (1999) work. I have video-recorded the whole process, which in turn has been transcribed. As for data processing, I have worked out frequencies and means of the transcribed data in accordance with the research questions. I have carried out a test in order to examine the differences in story elements and levels of narrative in young children’s imaginative narrative, and performed t-test of the increased scores after the experiment compared to those before with respect to length of narrative. The results from this study are as follows. First, the activities of story making through appreciation of famous paintings have had effects on promoting the story elements of the young children’s imaginative narrative. As a result of the post-test, the experimental group showed meaningful differences from the control group in such story elements as ‘beginning‘, ‘time,’ ‘problem’, ‘response,’ and ‘ending‘. Second, the activities of story making through appreciation of famous paintings have had effects on promoting the levels of narrative of the young children’s imaginative narrative. Though the two groups showed such developmental levels as ‘action sequence’ and ‘reactive sequence’in the preliminary test, in the post test, the experimental group showed higher frequencies at the levels of ‘reactive sequence,’ ‘abbreviated episodes,’ and ‘complete episodes,’ whereas the control group showed meaningful differences with ‘action sequence,’ ‘reactive sequence,’ ‘abbreviated episodes,’ and ‘complete episodes,’ Third, the experimental group, which underwent story making activities through appreciation of famous paintings showed more effective increase in the length of narrative than the control group, which did not. Generalizing the results so far, we can find out that story making through appreciation of famous paintings has positive effects on young children’s imaginative narrative. Thus, this suggests that story making through appreciation of famous paintings is an effective way to develop imaginative narrative ability.

This study was to explore how effective wordless picture book reading activities were in developing young children's fictional narratives. Subjects for this study were 40 five-year-old children attending two classes of S kindergarten located in Seoul. They comprised the experimental group of 20 children and the control group of 20 children. As the treatment for the experimental group, the researcher applied the wordless picture book reading activities to small groups of five children using active interactions. Twelve sessions had been carried out once or twice a week for nine weeks. Results of this study, it was found that the wordless picture book reading activities positively affected young children's structural development levels of fictional narratives, the emergence of structural components, the use of logically cohesive devices, the number of clauses. This suggests that the wordless picture book reading activities using teacher-child interactions would be one of effective ways of developing young children's fictional narratives.

본 연구는 유치원 교사의 사고양식과 직무만족도는 어떠하며, 사고양식과 직무만족도와의 관계가 어떠 한지를 알아보는데 목적이 있다. 이와 같은 목적에 따라 다음과 같은 연구 문제를 설정하였다. 1. 유치원 교사의 사고양식은 어떠한가? 1-1. 유치원 교사의 사고양식의 전반적인 경향은 어떠한가? 1-2. 경력별 유치원 교사의 사고양식은 어떠한가? 1-3. 학력별 유치원 교사의 사고양식은 어떠한가? 2. 유치원 교사의 직무만족도는 어떠한가? 2-1. 유치원 교사의 직무만족도의 전반적인 경향은 어떠한가? 2-2. 경력별 유치원 교사의 직무만족도는 어떠한가? 2-3. 학력별 유치원 교사의 직무만족도는 어떠한가? 3. 유치원 교사의 사고양식과 직무만족도와의 관계는 어떠한가? 3-1. 유치원 교사의 사고양식과 직무만족도와의 전반적인 관계는 어떠한가? 3-2. 경력별 유치원 교사의 사고양식과 직무만족도와의 관계는 어떠한가? 3-3. 학력별 유치원 교사의 사고양식과 직무만족도와의 관계는 어떠한가? 본 연구에 나타난 결과는 다음과 같다. 첫째, 유치원 교사들의 사고양식은 군주적, 외부지향적, 행정적, 자유주의적인 순으로 높은 경향성을 보였다. 둘째, 유치원 교사의 직무만족도는 전체적으로 높게 나타났다. 셋째, 유치원 교사의 사고양식과 직무만족도 전체와의 관계는 정적 상관을 보였다.

The purpose of this study was to examine what about thinking styles and job satisfaction in kindergarten teachers and what about the relationship between thinking styles and job satisfaction. The research subjects were kindergarten teachers who participated in a Qualification Training and a Job Training by region, targeting total 761 persons in the final analysis. A research tool was sued questionnaire that comprised 6 items for background factor, 65 items for thinking styles, and 24 items for job satisfaction. The questionnaire items for thinking styles of kindergarten teachers were used the thinking-style questionnaire that Yun, Mi-seon(1997) translated 'thinking styles Questionnaire Short Version' by Sternberg and Wagner(1991). The results, which were indicated in this study are as follows: First, thinking styles in kindergarten teachers showed high tendency in order of monarchic, external, executive, and liberal. Thinking styles in kindergarten teachers by career was indicated to be statistically higher significantly in kindergarten teachers with career of more than 9 years than kindergarten teachers with career of less than 9 years, as for anarchic and internal thinking styles(p<.01). Second, job satisfaction in kindergarten teachers were indicated to be high in whole. Third, the whole relationship between thinking styles and job satisfaction in kindergarten teachers showed the positive correlation.

본 연구의 목적은 탐구 중심 실험활동이 유아의 과학적 태도 및 문제해결력에 어떠한 영향을 미치는지 알아보는데 있고, 연구 대상은 경기도 시흥시에 소재한 2개 병설유치원에 재원 중인 만 5세 유아 30명으로 실험집단 15명, 통제집단 15명이었다. 연구 도구는 과학적 태도 검사와 문제해결력 검사를 사용하였고. 연구 문제를 검증하기 위하여 각 집단별 평균 증가 점수에 대한 t검증을 실시하였다. 탐구 중심 실험활동을 실시한 실험집단과 실시하지 않은 통제집단간의 과학적 태도와 문제해결력에는 유의한 차이가 있었다. 즉, 탐구 중심 실험활동이 유아의 과학적 태도 및 문제해결력을 향상시키는데 긍정적인 영향을 미치는 것으로 나타났다.

The purpose of this study was to examine the educational effect of the inquiry - oriented experimental The subjects of the study were 30 of a five-year-old child from two of annexed kindergartens to Elementary Schools in Siheung, Gyeonggi. The 15 children from one kindergarten were put in Experimental Group and the rest of children from the other were put in Control Group for the study. Measuring tools for this study included a scientific attitude test and a problem-solving ability test. To verify the result of the study, t-verification method was used for calculating the incremental mean of two groups. There was an meaningful difference between two groups of experimental and control in scientific attitude and young children's problem-solving ability. This showed the inquiry-oriented experimental activities had positive effects on young children's scientific attitude and young children's problem-solving ability.