Earticle

본 연구는 구성주의 이론에 기초한 과학활동이 유아의 문제해결력 및 과학 관련 태도에 어떠한 영향을 미치는지 알아보는데 목적이 있다.연구 대상은 충청북도 음성군에 소재하고 있는 2개 병설유치원 2학급의 만 5세 유아 28명으로 실험집단 15명(남: 9명, 여: 6명), 통제집단 13명(남: 7명, 여: 6명)이었다. 연구 대상 유아의 연령 분포는 5년 4개월에서 5년 6개월이었으며, 평균 연령은 5년 5개월이었다. 연구 도구는 문제해결력 검사와 과학 관련 태도 검사를 사용하였다. 문제해결력 검사는 Tegano, Sawyer와 Moran(1989)의 유아 문제해결력 검사에 기초하여 문은자(2000)가 수정, 보완하여 사용한 검사도구를 사용하였고, 과학 관련 태도 검사는 김효남, 정완호, 정진우(1998)가 개발한 ‘국가수준의 과학에 관련된 정의적 특성의 평가체제’에 기초하여 채정연(2003)이 수정, 보완하여 사용한 검사도구를 사용하였다. 본 연구의 결과는 첫째, 구성주의 이론에 기초한 과학활동은 유아의 문제해결력에 긍정적인 영향을 주었다. 문제해결력의 하위영역별로 살펴보면, 문제의 발견 및 진술에는 긍정적인 영향을 주었으며, 아이디어 제안 및 적용과 문제해결에 대한 결론짓기에는 영향을 주지 않았다. 둘째, 구성주의 이론에 기초한 과학활동은 유아의 과학 관련 태도에 긍정적인 영향을 주었다. 과학관련 태도의 하위영역별로 살펴보면, 인식에는 긍정적인 영향을 주었으며, 흥미와 과학적 태도에는 영향을 주지 않았다.

The purpose of this study is to examine the educational effect of the science activity based on constructivism for young children. For this purpose, this study is focused on learning how effect science activity based on the constructivism makes on children' s problem-solving ability and science-related attitudes. To examine this purpose, the following research questions were investigated: 1. How effects does science activity based on the constructivism make on young children' s problem-solving ability? 2. How effects does science activity based on the constructivism make on young children' s science-related attitudes? The Subjects were 28 five year old children(experimental group 15 and control group 13) attending two elementary school annexed kindergarten which is located in Eum-Sung in the Chung-buk province. The age ranges the subjects were between 5 years 4 months and 5 years 6 months and average were 5 year 5 months. Measuring tools for this study included the problem-solving ability test and the science-related attitudes test. Moon, Eun-Jah' s (2000) revision and supplementation of the Problem-Solving Ability Test for Young Children manufactured by Tegano, Sawyer, and Moran (1989) was used to test a problem-solving ability and Chae, Jung-Yeon' s (2003) revision and supplementation of ‘National Assessment tool of Science-Related Affective Domain’ developed by Kim, Hyo-Nam, Chung, Wan-Ho and Jeong, Jin-Woo (1998) was used to test science-related attitudes. To test research questions, difference scores between post- and pre-tests were calculated, and then t-tests were conducted on these difference incremental scores. The results of this study were as follows: First, science activity based on the constructivism theory exerted positive effects on young children' s problem-solving ability. As for sub-areas of a problem-solving ability, the activities exerted positive effects on problem discovery and statement but no effect on idea suggestion and application or on conclusion for problem solving. Second, science activity based on the constructivism theory exerted ositive effects on young children' s science-related attitudes. As for sub-areas of science-related attitudes, the activities exerted positive effects on recognition but no effect on interest or on scientific attitudes.

본 연구는 두레 정신의 유아교육적 함의를 탐색하기 위하여 두레 관련 문헌을 탐구하였다. 두레의 공동체 정신은 민주시민의 자질을 갖게 하고 유아의 정체성 형성과 참여적 리더쉽을 발현하는 기초 원리로서 의미가 있다. 상부상조 정신은 교육복지와 생활을 통한 유아의 도덕적 인성을 형성하는 원리로 제공된다. 협동 정신은 지역사회와 협력적 관계를 맺어 지역사회와 연계되는 교육을 하는 원리로서의 의미와 유아의 진보를 가져오는 효과적인 교육방법으로서 의미가 있다. 민주․자주 정신은 교육의 목적이며 내용인 동시에 교육을 효과적인 방법으로 제공하고 교육의 윤리적 정당성을 갖는 의미가 있다. 풍류 정신은 교육의 이상적 목적을 설정하는 근본 원리와 유아들을 우리 민족의 문화로 가르치고 민족의 정체성을 형성하게 하는 원리와 유아에게 신명을 주어 성장과 학습을 돕는 원리를 제공한다. 자연과 조화하는 정신은 인류의 생존을 위한 교육의 새로운 담론인 생태공동체 구성의 근거를 제공한다. 두레 정신은 유아교육을 실천하는 교육철학적 의미와 교육심리학적 의미로서 교육근거인 가치론, 교육내용인 존재론, 교육수단인 인식론적 관점에서 유아교육적 함의를 갖는다고 할 수 있다.

This research is to investigate what pedagogical implication 'Durea' , Korean traditional culture. To achieve this research goal, many literatures related to 'Durea' have been reviewed and studied. The spirits that 'Durea' implies are very important to build a philosophical base for Korean early childhood education. The pedagogical implication of 'Durea' spirits are as followings regarding to practices of today' s Korean early childhood curriculum. First, 'Durea''s community spirit is meaningful because it provides an ideal environment for early childhood education. In such environment, children can learn how to build a meaningful bond with others and enjoy a community culture. Second, its Sangbusangjo spirit is very valuable as an ideal teaching spirit that we have to exercise at the spot of today' s education to raise our children into the persons with a gentle spirit and humanism sharing what they have with others who are suffering form difficulties. Third, cooperation spirit is the main power to lead children to get over their own difficulties and make a progress in the community. Cooperation for progression is a very valuable learning method to children and also it gives methodological diversity to instructors for effective teaching. Fourth, its democracy spirit is essential to raise children as qualified democratic citizens by practicing human dignity, and this spirit becomes more valuable when education itself carries out its moral responsibilities. Fifth, the Poongryu spirit is a practice of Juphwagunsaeng which embraces and loves all living creatures and makes people changed. This spirit means a lot in pursuing change of human beings, one of goals of education. Sixth, the spirit accommodate oneself to the nature means that the nature should be considered as an organism with life to live with human. We have to make an ecological community for eternal existence and happy life. The spirit accommodate oneself to the nature will guarantee happy life to young children and have the meaning of ecological community to make body and spirit healthy.

본 연구의 목적은 유아의 사회적 발달에 중요한 영향을 미치는 친구관계가 어떠한지에 대한 진정한 의미를 파악해 봄으로써, 유아들의 친구관계 형성, 유지 및 변화에 대한 깊은 이해를 도모하고, 이에 적합한 사회적 태도를 지도하는데 필요한 자료를 제공하는데 있다. 연구의 대상은 만 5세 유아 2명 박진열(가명)과 윤형진(가명)이다. 주요 자료의 수집방법으로는 유아관찰 및 기록, 면접, 교사의 반영적 저널 등이며, 수집된 자료들을 부호화하고 범주화한 뒤에 정리된 자료를 읽으면서 그 의미를 분석하고 해석하였다. 연구 결과 유아들은 유사성, 근접성, 애착, 관계성, 주도성, 지원성에 기초하여 다양한 친구관계를 형성하고 있음을 알 수 있었다. 뿐만 아니라 유아들은 친구관계에서 싸움과 화해, 때리기와 따돌리기, 규칙 어기기와 같은 친구관계 갈등을 경험하고 있음을 알 수 있었다.

The objective of the present study is in-depth examination of friendship, which has significant effects on young children’s social development, and for this purpose, a research question was formulated as follows. For the purpose of this study, Following research question: 1. What are the qualitative characteristics of young children’s friendship? The subjects of this study were two five-year-old children, Park Jin-yeol (pseudonym) and Yoon Hyeong-jin (pseudonym) selected from a class at W Kindergarten in Cheongwon-gun Chungcheongbuk-do. Data were collected through observing and recording the children, interviews, and the teacher’s reflective journals during the research. Collected data were conceptualized for examining the qualitative characteristics of the children’s friendship and the roles of friends, and the derived concepts were interconnected based on a category, and expressed in hierarchy according to the relation of related categories. Using the processed data, the meanings were analyzed and interpreted. At the end, concepts derived from these analysis methods were integrated. The results of this study are summarized as follows: First, young children’s friendship showed similarity, approximation, attachment, and relationship, initiative, supportive based on the various patterns. Because they formed friendship based on the similarity of attending the same class, their age did not affect friendship. Children showed the tendency of feeling friendship with learning tools or intimate animals that they played with. They created imaginative "friends"in their mind and played and lived with them together. Young children expressed their affection for friends verbally by saying "like," "keep company with" or "popular." In addition, they expressed their affection actively by playing with the friends, sitting beside them, or planning together. To maintain friendship based on affection, they expressed and shared their thoughts or feelings actively. It was found that, in order to have opportunities to make friends with those whom they liked, young children kept friendship with those around the friends. They responded in a way preferred by their friends in order maintain friendship, and extended the range of friendship through established relations. As they played favorite plays with the closest friends, they experienced pleasure from the plays as well as pleasure from associating with close friends and this gave the children a positive idea on and satisfaction with friendship. It appeared that young children developed friendship further through interactive behaviors such as helping a friend who was doing a difficult activity or asking helps. Second, young children experienced friendship conflicts such as fighting and reconciliation, beating and alienating, violating rules, etc. Children distinguished between mistakes and deliberate acts, and showed social behaviors like forgiving friends’ faults and restoring friendship through reconciliation. Children did not associate with those whoacted aggressively without reason, and with those who violated rules, they maintained association while giving information on the rules and demanding to keep the rules.

본 연구는 유아역사교육에 대한 유치원 교사의 인식 및 실태가 어떠하며, 이는 교사의 경력에 따라 차이가 있는가를 알아보고자 하였다. 연구 대상은 유치원 교사 780명이었으며, 연구도구인 질문지는 4범주 24문항으로 구성하였다. 이를 기초로 유아역사교육의 필요성 및 목적에 대한 인식, 내용에 대한 교육실태, 교수-학습방법에 대한 활용실태, 지원 및 문제점에 대한 실태를 알아보았다. 자료의 처리는 문항별로 빈도와 백분율을 산출하였고, 교사의 경력에 따른 집단 간의 차이를 알아보기 위하여 χ²검증을 실시하였다. 연구결과를 기초로 유아역사교육에 관한 지원과 연구, 교사교육 방안 등을 논의하였다.

This study was to investigate kindergarten teachers' perceptions and actual conditions on history education and their differences by teaching career. The researcher constructed a questionnaire that consists of 24 items which belong to one of four categories. The item frequency and percentage were used to analyze kindergarten teachers' perceptions and actual conditions. χ2 tests were conducted to investigate their differences by teaching career groups. Data analyses above revealed following results: First, Most kindergarten teachers perceived history education to be a necessary subject for young children. They also perceived forming personal and national identities to be the reason of history education. Upbringing accountable citizens was mostly perceived as the goal of history education. Significant group differences on the conception, reason, goal, and appropriate age of history education were found by teaching career. Second, teaching on change or time was carried out more frequently than teaching on continuity of life or past. Significant group differences on the changes of self, neighbors, and kindergarten, the contacts of family and generation, and the people, things, and narratives of past were found by teaching career. Third, teachers gave history education frequently linking with kindergarten curriculum. The themes of history education tended to concentrate on Korea and foreign countries and special days. Young children' s interests were considered most when teachers planned history education. There were significant group differences on human resources and reference materials by teaching career. Fourth, teachers had much difficulty in applying teaching methods appropriate for development. The lack of standard and guidelines was perceived as the main problem. Most teachers have not taken in-service training regarding history education. There were significant group differences on difficulty, problems, and training experience by teaching career.

본 연구는 전래동화를 활용한 개작활동이 유아의 조망수용능력에 어떠한 영향을 미치는가를 알아보는 데 그 목적이 있다. 연구대상은 경기도 파주시 소재 공립유치원에 재원 중인 만 5세 유아 32명이었으며, 실험집단 유아에게 8주간 주 3회씩 전래동화를 듣고 개작하는 활동을 실시하였다. 연구도구는 조망수용능력 검사도구와 개작활동을 위한 전래동화 8편을 사용하였고, 연구문제를 검증하기 위하여 SPSS for Windows 12.0 프로그램으로 통계분석이 이루어졌다. 그 결과 유아의 조망수용능력은 인지 조망수용능력과 감정 조망수용능력에서 전래동화를 활용한 개작활동을 경험한 실험집단과 전래동화를 활용한 개작활동을 경험하지 않은 통제집단 간에 유의한 차이가 있는 것으로 나타났다.

This study was to investigate how the rewriting activity using traditional fairy tales affected young children' s perspective-taking ability. Subjects for this study were 16 five-year-old children (experimental group) attending the kindergarten attached to P elementary school and another 16 five-year-old children (control group) attending the kindergarten attached to J elementary school. Both schools were located in Paju, Gyunggee. The experimental group was treated with the rewriting activity after listening to traditional fairy tales, while the control group only listened to the same traditional fairy tales. The instrument of perspective-taking ability, which Kim (1985) translated based upon Kurdek and Rodgon' s (1975) research and was revised by Hur (2001), was used as a measure of young children' s perspective-taking ability. Eight traditional fairy tales with didactic or retributive factors were selected to be used for rewriting activity. To test research questions, means and standard deviations of the difference scores between post- and pre-tests were calculated first, then t-tests were conducted using SPSS for Windows 12.0. Results of this study were as follows. First, a significant difference of perspective-taking ability between experimental and control groups was found. Second, there was a significant difference of cognitive perspective-taking ability between experimental and control groups. Third, it was also found that the affective perspective-taking ability of the experimental group significantly differed from that of the control group.

본 연구는 또래와 협력하여 집단놀이 형태로 이루어지는 전통놀이 활동이 유아의 일상적 스트레스에 어떠한 영향을 미치는가를 알아보고자 하는데 그 목적이 있다. 연구대상은 충북 청주시에 소재한 유치원 만 5세 2개 반을 각각 실험집단(30명)과 통제집단(30명)으로 배정하였다. 실험처치는 실험집단의 유아들에게 8가지의 전통놀이 활동을 8주간 실시하였다. 전통놀이 활동은 도입, 전개, 정리의 과정으로 전개되었다. 일상적 스트레스의 집단별 비교를 위하여 ‘한국 유아의 일상적 스트레스 척도’를 사용하였다. 그 결과 전통놀이 활동에 참여한 실험집단의 유아가 통제집단의 유아보다 일상적 스트레스가 유의미하게 감소된 것으로 나타났다.

The purpose of this study was to investigate the effects of Korean traditional play activities on young children' s daily stress. Subjects for the study were 60 five-year-old children attending a kindergarten in Cheongju, Chungbuk. The experimental group consisted of 30 children, while the control group consisted of 30 children. These play activities had been conducted during free-choice activities time for 8 weeks, two sessions per week, and 16 sessions in total. The instrument for Korean Preschool Daily Stress Scale: KPDSS(1998, Yoem, Hyun Kyung) was used to examine children' s daily stress. There was significant effect of Korean traditional play activity on young children' s daily stress.

본 연구는 유치원 교사들이 창의성에 대해 어떻게 인식하고 있는 지를 파악하여 유아의 창의성 교육에 관한 기초 자료를 제공하는데 그 목적이 있다. 연구 대상은 D광역시와 C도 교육청 소속의 유치원 1급 자격 연수 과정에 있는 교사 72명이다. 연구 도구인 설문지는 창의성의 개념, 창의성 태도, 창의적인 유아, 유아 창의성 교육의 4개 항목으로 개방적인 질문과 폐쇄적인 질문을 통하여 구성하였다. 연구결과, 유치원교사들은 창의성의 개념, 창의적인 유아의 특성, 유아의 창의성을 증진시키기 위한 교수 전략 및 교육활동에 대해 창의성 이론에 토대로 다양하게 인식을 하고 있었으나 반면에 창의성의 발휘 경로, 창의적인 유아의 비율, 창의성 교육에 대해 잘못된 인식을 하고 있었다.

The purpose of this study is to obtain basic information necessary for establishing the right direction for creativity education for young children by examining teachers' perceptions regarding creativity. 72 kindergarten teachers were surveyed using the questionnaire. The responses of the participants to the questionnaires are divided into four themes: teachers' concepts of creativity, teachers' attitudes of creativity, teachers' perceptions of creative children, and teachers' perceptions of teaching strategies to foster creativity. The findings indicate that teachers recognize much about creativity concepts, creative children' s characteristics, and teaching strategies to foster creativity. But teachers showed negative responses toward path of creativity, percentage of creative children, and creativity education.

본 연구의 목적은 컴퓨터 동화를 활용한 언어활동을 실시하여 봄으로써 유아의 언어 능력에 미치는 영향이 어떻게 나타나는지를 검증하는데 목적이 있다. 연구의 대상 유아는 충청북도 청주시에 위치한 S유치원 2개 학급 유아들이다. 2개 학급 모두 만5세 반이며, 유아 수는 실험집단은 30명(남:15, 여:15), 통제집단은 29명(남:14, 여15)이었다. 연구 결과 컴퓨터 동화를 활용한 언어활동은 유아의 언어 능력에 긍정적인 영향을 미치는 것으로 나타났다. 다시 말하면 유아들은 컴퓨터 동화를 활용한 언어활동에 능동적이고 적극적으로 참여하였으며, 그 결과 유아의 언어 능력이 향상되었다는 것을 알 수 있다.

The purpose of this study was to investigate what effects the language arts activities using computer fairy tales had on children' s language abilities. The following research questions were established for this purpose. Research questions: Do the language arts activities using computer fairy tales have effects on children' s language abilities? 1. Do the language arts activities using computer fairy tales have effects on children' s vocabulary? 2. Do the language arts activities using computer fairy tales have effects on children' s Language understanding? 3. Do the language arts activities using computer fairy tales have effects on children' s Language expression? The subjects of this study were the children from 2 classrooms of S Kindergarten located in Cheongju, Chungcheongbuk-do. All of them were 5 years old and the number of children was 30 for experiment group (15 male and 15 female children) and 29 for control group (14 male and 15 female children). For the research tool, it used the test tool for language abilities that was manufactured by Jang Young-ae (1981) corresponding to the level of children aged 4 to 6 and revised and supplemented by Park Ae-ja (1996). The multimedia used for language arts activities were 4 CD-ROM titles such as ' five children with lots of talents' , ' Grandmother and Me' , ' The Tortoise and the Hare' , ' etc. In order to verify the research questions, the study obtained the differences in the scores from vocabulary, language understanding and language expression acquired from pre-test and post-test of children of the said two groups and performed a t-test for the average improvement scores by each group. The results of this study were as below. It has been found that the language arts activities using computer fairy tales had positive effects on children' s language abilities. First, the language arts activities using computer fairy tales had positive effects on children' s vocabulary. Second, the language arts activities using computer fairy tales had positive effects on children' s language understanding. Third, the language arts activities using computer fairy tales had positive effects on children' s language expression. From the said results, it has been noted that children participated actively and enthusiastically in the language arts activities using multimedia and their language abilities were subsequently improved.