Earticle

본 연구는 유치원 교사의 성격유형의 특성이 교사의 직업흥미와 어떤 상호관계성을 보여주고 있는가를 밝혀보는 데에 그 목적을 두고, 공·사립유치원에 재직 중인 여교사 324명을 대상으로 MBTI 성격유형검사(김정택, 심혜숙, 1990)와 스트롱 직업흥미검사(김정택, 김명준, 심혜숙, 2001)를 실시하여 상호관계성을 알아보았다. 스트롱 직업흥미검사의 척도별로 성격유형과의 상관관계를 살펴본 결과, GOT 척도에서 MBTI의 외향형(E)은 사회형과 진취형과 관련이 있으며, 직관형(N)은 예술형과 관련이 있고, 사고형(T)은 진취형과 관련이 있었다. BIS 척도에서는 외향형(E)은 군사활동, 운동경기, 기계관련, 의학, 가정/가사, 교육, 의료봉사, 대중연설, 법/정치, 상품유통, 판매, 조직관리와 관련이 있으며, 직관형(N)은 과학, 음악/드라마, 글쓰기와 관련이 있으며, 사고형(T)은 기계관련, 수학, 종교활동, 대중연설, 법/정치, 상품유통, 판매, 조직관리, 자료처리와 관련이 있었다. PSS 척도에서는 외향형(E)은 업무 유형, 리더십 유형과 관련이 있으며, 직관형(N)은 학습 유형과 리더십 유형과 관련이 있으며, 사고형(T)은 리더십 유형과 관련이 있었다.

The purpose of this study was to know what is to relate between MBTI and Strong Korean version. This study has been analyzed based on the 324 female teachers of public․private kindergartens. As a measure of kindergarten teachers' psychological types, the Korean version of MBTI Form G(Kim & Sim, 1990) and Strong Interest Inventory, the Korean version(Kim, Kim, & Sim, 2001) were used. Data was analyzed correlation and F-test and so on. At the GOT scale of Strong, Extraversion type of MBTI relate with Social scale and Enterprising scale, iNtuitive type relate with Artistic scale, and Thinking type relate with Enterprising scale. At the BIS scale of Strong, Extraversion type of MBTI relate with Military Activities, Athletics, Mechanical Activities, Medical Science, Culinary Arts, Teaching, Medical Service, Public Speaking, Law/Politics, Merchandising, Sales, and Organizational Management. Intuitive type of MBTI relate with Science, Music/Drama, and Writing. Thinking type of MBTI relate with Mechanical Activities, Mathematics, Religious Activities, Public Speaking, Law/Politics, Merchandising, Sales, Organizational Management, and Data Management. At the PSS scale of Strong, Extraversion type of MBTI relate with Work Style scale and Leadership Style scale, iNtuitive type relate with Learning Environment scale and Leadership Style scale, and Thinking type relate with Leadership Type scale.

본 연구는 협동적 집단 원게임 활동이 유아의 사회적 능력에 어떠한 영향을 미치는지를 알아보는데 목적이 있다. 생활주제에 적합하고 Orlick의 협동구조 게임의 4가지 개념(협동, 수용, 참여, 흥미)이 포함되며 유아들의 발달 수준이 반영될 수 있도록 고안한 16가지의 활동을 8주간 실시하였다. 연구 결과 협동적 집단 원게임 활동은 유아의 사회적 능력 전체에 통계적으로 유의미한 차이가 없는 것으로 나타났으나 유아의 사회적 능력 구성요인 중 주도성과 협조성에 통계적으로 유의미한 차이가 있는 것으로 나타났다.

The purpose of this study was to investigate the effect of cooperative group circle game on young children's social competence. For the purpose, following research questions were established; 1. How does cooperative group circle game affect young children's social competence? Subjects for the study were 40 five-year-old children attending a kindergarten attached to K elementary school in Geojae, Gyeongnam. The instrument for young children's social competence was the Young Children's Social Competence Instrument (Woo, 2002). To test the research questions, means and standard deviations of two groups' pre- and post-tests were calculated, and then ANCOVA's were conducted to test group differences, putting pre-test scores as covariates. Results of this study were as follows: First, there was no significant group difference of young children's social competence. The activities of cooperative group circle game didn't affect young children's social competence in positive ways. Second, the significant group difference of young children's initiative was found (p < .05). The the activities of cooperative group circle game positively affected on young children's initiative. Third, the significant group difference of young children's cooperation was found (p < .05). The the activities of cooperative group circle game positively affected on young children's cooperation. Fourth, there was no significant group difference of young children's sociability. The activities of cooperative group circle game didn't affect young children's sociability in positive ways.

본 연구는 전통사회 관련 아동교육 학위논문을 대상으로 하여 연도별로 연구수량, 연구내용, 연구방법을 분석하여 전통사회 관련 아동교육 학위논문의 연구경향을 구체적으로 알아보는데 목적이 있다. 연구결과 첫째, 학위논문의 연구수량은 제1기와 제2기에는 연구의 수량이 적었고, 제6기와 제7기에 급격히 증가하였다. 둘째, 연구내용은 초기에는 아동교육에 대한 연구가 많았고, 제6기와 제7기에는 전통문화교육의 인식과 실태, 전통문화교육 프로그램 및 학습법 개발, 전통문화교육의 효과에 대한 연구가 크게 증가 하였다. 셋째, 연구방법은 제1기와 제2기에는 문헌연구, 조사연구, 실험연구가 주로 사용되었고, 제5기부터 연구방법이 다양해지면서, 제7기에는 실험연구, 개발연구가 크게 증가하였으나, 내용분석은 감소하였다.

This study was to investigate the research trend of child education theses which were related to traditional society by analyzing their number, research contents, and research methods. Findings of this study were as follows: First, the amount of child education theses related to traditional society published during the first and second periods was small. However their amount began to increase during the third period and drastically increased during the sixth and seventh periods. Second, the research contents of child education theses related to traditional society had been the child education until the fifth period. The theses which studied the awareness and actual condition of the education for traditional culture, the development of the educational programs or learning methods for traditional culture, and the effect of the education for traditional culture had increased drastically during the sixth and seventh periods, whereas the theses on child education and perspective on children began to decrease during the same periods. Third, literature, survey, and experimental studies had been used as the research methods of theses on traditional society's child education during the first and second periods. The third period had witness the beginning of using the content analysis and development study, and various research methods had been used during the fifth period. Survey, experimental, and development studies had increased greatly during the sixth period. The great increases of experimental and development studies but the decrease of the content analysis had been witnessed during the seventh period.

본 연구는 이야기꾸미기 활동이 유아의 언어지능 증진에 미치는 영향을 살펴보는데 그 목적이 있다. 연구도구는 프로젝트 스펙트럼 평가 도구의 언어지능을 평가 도구로 사용하였다. 연구의 결과 이야기꾸미기 활동은 유아의 언어지능 증진에 긍정적인 영향을 주는 것으로 나타났다. 언어지능의 하위요인인 이야기구성력, 문장유형, 어휘력에서는 이야기꾸미기 활동이 긍정적인 효과가 있었고, 이해력에서는 이야기꾸미기 활동이 긍정적인 효과가 없었다. 그 결과를 종합해 볼 때, 이야기꾸미기 활동은 유아의 언어지능을 증진시키는데 긍정적인 영향을 미치는 것을 알 수 있으며, 이야기꾸미기 활동은 유아의 언어지능을 증진시킬 수 있는 효과적인 교육활동으로서 유아교육현장에 적용해 볼 가치가 있음을 시사해준다.

The purpose of this study was to investigate the effects of story making activities on the enhancement of young children' s linguistic intelligence. The specific research questions were established as follows: The findings of this study were as follows: First, Story making activities had a positive effect on young children' s story construction. Second, Story making activities did not have a positive effect on young children' s story comprehension. Third, Story making activities had a positive effect on young children' s sentence structure. Fourth, Story making activities had an positive effect on young children' s vocabulary acquisition. The findings of this study reveal that story making activities have a positive effect on the enhancement of young children' s linguistic intelligence. Story making activities are quite worthy of an application in teaching and learning as an effective way to enhance young children' s linguistic intelligence

본 연구의 목적은 교사가 지각한 유아의 기질에 따라 또래간 상호작용이 어떠한 차이를 보이는지 알아보는데 있다. 유아 기질 검사를 위한 도구는 Thomas, Chess와 Korn(1977)이 개발한 교사용 유아 기질 평가(Teacher Temperament Questionnaire for Children)를 강민정(1997)이 번안하여 수정·보완한 검사지를 사용하였으며, 또래간 상호작용은 Holloway와 Reichhart-Erickson(1988)의 관찰도구를 수정·보완한 조윤정(1997)의 「또래간 상호작용 분석도구」를 사용하였다. 연구 결과, 교사가 지각한 유아의 기질에 따른 또래간 상호작용은 순한 기질 집단과 까다로운 기질 집단간에 통계적으로 유의한 차이를 보이는 것으로 나타났으며, 교사가 지각한 유아의 기질에 따른 또래간 긍정적 상호작용, 의존적 상호작용, 부정적 상호작용은 순한 기질 집단과 까다로운 기질 집단간에 통계적으로 유의한 차이를 보이는 것으로 나타났다

The purpose of this study was to examine how young children's peer interaction differs according to their temperament which is perceived by teacher. For the purpose, following research questions were established; 1. Is there any difference of young children's peer interaction according to their temperament perceived by teacher? 1-1. Is there any difference of young children's positive peer interaction according to their temperament perceived by teacher? 1-2. Is there any difference of young children's dependent peer interaction according to their temperament perceived by teacher? 1-3. Is there any difference of young children's negative peer interaction according to their temperament perceived by teacher? The subjects for this study were 30 five-year-old children. Based on the results of this questionnaire, children were divided into easy, difficult, and moderate child groups. Among them, 17 of easy child group and 13 of difficult child groupwere finally chosen as the subjects. Results of this study were as follows: First, young children's peer interaction showed a significant difference between easy and difficult child groups which were perceived by teacher (p<.001). Second, young children's positive peer interaction also showed a significant difference between easy and difficult child groups which were perceived by teacher (p<.001). Third, a significant difference of young children's dependent peer interaction was found between easy and difficult child groups which were perceived by teacher (p<.001). Fourth, a significant difference of young children's negative peer interaction was also found between easy and difficult child groups which were perceived by teacher (p<.05).

이야기 쓰기 활동에서 나타나는 어머니의 언어적 상호작용 유형이 어머니의 학력에 따라 어떠한 차이가 있는지를 알아보는 데 목적이 있다. 연구 대상은 만 5세아 66명과 그들의 어머니로 총 66쌍이었다. 본 연구의 결과는 첫째, 5세 유아의 쓰기 활동에서 나타난 어머니의 상호작용 유형은 질문, 진술, 반응의 순으로 나타났으며 이는 어머니의 학력에 따라 유의한 차이가 있었다. 둘째, 5세 유아의 쓰기 활동에서 나타난 어머니의 질문 유형, 진술 유형, 반응 유형은 어머니의 학력에 따라 유의미한 차이가 있었다.

The purpose of this study was to know the types of language that mothers used to teach and the degree affected according to the difference of an academic background of mother as they collaborated to write a narrative writing. The subjects of this study were 66 pairs which consisted of the mothers and 5 years old children that go to kindergarten and are 9 kindergarten that are located in area of Daejeon city. The results of this study were as follows: First, the types of the mothers' teaching language from the most to least were mother-initiated questions, mother-initiate statements and mother' s responses to child' s efforts. There were significant differences according to an mother' s academic background. Second, in classifying the question and statements told by mother and classifying the type of mother' s responses were guessed to make a greate difference derived from an academic background of mothers.

본 연구는 비표준 단위를 이용한 길이 측정활동이 인지적 영역으로서의 길이 측정능력과 정의적 영역으로서의 수학 접근 태도에 어떠한 영향을 미치는지 알아보는데 그 목적이 있다. 유아의 길이 측정능력 검사는 전희영(2001)이 제작한 “길이 측정능력 검사도구”를 사용하였으며, 수학 접근 태도 검사는 Harter와 Pike(1984)가 개발한 척도를 Ward(1993)가 수정․보완하여 제작한 것으로써, 황정숙(1996)이 번안한 것을 본 연구에서도 사용하였다. 연구 결과 유아의 길이 측정능력과 수학 접근 태도 모두 비표준 단위를 이용한 길이 측정활동을 실시한 실험집단 유아와 통제 집단 유아 간에 유의한 차이가 있는 것으로 나타났다.

The purpose of this study was to investigate the effect of length measuring activity using nonstandard units on young children's ability to measure length and mathematical attitude. Findings of this study were as follows: First, there was a significant difference of young children's ability to measure length between the experimental group which was treated with the length measuring activity using nonstandard units and the control group which was not treated (p < .05). Specifically, young children's ability to measure length with direct comparison showed no significant group difference, but their ability to measure length using nonstandard units showed a significant group difference (p < .05). Second, there was a significant difference of young children's attitude toward mathematics between the experimental group which was treated with the length measuring activity using nonstandard units and the control group which was not treated (p < .05).

본 연구는 유치원 교사의 교직전문성 인식과 개인연수에 대한 요구는 어떠하며, 유치원 교사의 교직전문성 인식에 따른 개인연수에 대한 요구는 어떠한가를 알아보는데 목적이 있다. 본 연구에 나타난 결과는 첫째, 유치원 교사의 교직전문성 인식은 하위영역별로 고도의 지적 능력, 자율성, 직업윤리, 사회봉사 기능, 사회 경제적 지위의 순으로, 보통보다 높게 나타났으나 사회경제적 지위는 낮은 인식을 나타내었다. 둘째, 유치원 교사의 개인연수 내용의 하위영역은 유아 교수-학습 방법 및 평가, 유아교육의 기초, 교사 교육, 정보화 교육, 교육 행정 및 운영, 건강, 대인관계 기술, 예술 및 문화 순으로 나타났으며, 개인연수 방법의 하위영역은 문화 활동 참여, 매체 활용, 교육기관 참여, 단체 활동 참여, 사설기관 참여 순으로 나타났다. 셋째, 유치원 교사의 교직전문성 인식 정도에 따른 개인연수 내용 및 방법에 대한 요구는 전체적으로 교직전문성 인식 정도가 중집단인 교사가 하집단 교사에 비해 높고, 상집단 교사가 중집단 교사에 비해 높게 나타났다.

The purpose of this study was to investigate recognition of teaching professionalism, needs for individual in-service education of kindergarten teachers and how the needs for individual in-service education according to their recognition of teaching professionalism are. The results of this study were as followings: First, the recognition of kindergarten teachers for teaching professionalism was shown a little higher than the average. The sub-categories were higher than the average starting with intellectual faculty, self-control, professional ethics, function of social service but that of the social-economic status is below the average. Second, the needs for various contents and methods of individual in-service education are a little higher than the average. The preference of the contents is the order of teaching and learning methods & evaluation for early childhood education, followed by fundamentals of early childhood education, education for teachers, the education of information, administration and management of education, health, technique for interpersonal relations, art & culture. The preference order for the method of individual in-service education is participation in cultural activities followed by practical use of media, attending an educational institute, participating in the circle activities and attending a private institute. Third, the higher recognition of teaching professionalism they have had, the more need of individual in-service education they have gotten, being divided into three groups like high-level recognition group for teaching professionalism, mid-level, low-level recognition.

본 연구는 초임교사 모임을 통해 유치원 초임교사들이 이야기 하는 교직생활 내용은 무엇이며, 이러한 초임교사 모임이 그들에게 어떤 도움을 주는지 심층적으로 분석해 보기위한 것이었다. 초임교사 모임을 통해 유치원 교사들은 교수활동을 하면서 느끼는 막막함, 유치원에서 만나는 사람들과의 관계 속에서 느끼는 어려움과 불만, 교사로서 어려움을 극복할 수 있도록 힘이 되는 사람에 대한 이야기, 자신이 원하던 교육환경 및 교육방법과 이에 못 미치는 현재 유치원의 상황 등에 대해 이야기 하였다. 한편 초임교사 모임을 통해 교사들은 이야기를 통한 동료지지, 정보공유를 통한 교수전략 교환, 동기와 자극을 통한 자신감 획득 등에 대해 도움을 받고 있는 것으로 나타났지만 모임을 진행해 가면서 느끼는 모임의 한계점에 대해서도 언급하였다.

본 연구는 유아가 자기존중감에 따라 모래상자놀이에서 어떻게 자신을 표현하고, 그 표현된 내용이 어떻게 변화해 가는지에 대한 구체적인 사례를 분석해 보는 데 목적이 있다. 연구 결과 자기존중감이 낮은 유아와 자기존중감이 높은 유아 모두 모래상자놀이 과정에서 동물적·식물적 단계, 투쟁의 단계, 집단에의 적응 단계를 거치면서 놀이가 이루어지고 있었고 자기존중감이 낮은 유아와 자기존중감이 높은 유아가 각 단계에서 사용했던 놀잇감의 종류에 차이가 있는 것으로 나타났다.

The present study was to investigate how young children express themselves in the sand-box play by their self-esteem and how the contents of their expressions change. Subjects were two five-year-old female children. Case 1 child with low self-esteem was classified into the low self-esteem group which usually got the lower 25% scores in the young children's self-esteem scale. On the other hand, Case 2 child with high self-esteem was classified into the high self-esteem group which usually got the higher 25% scores in the young children's self-esteem scale. This study had been conducted in the sequence of the selection of subjects, the pre-test, the administration of the sand-box play and interim test, and the post-test. The instruments used as tests were the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children, KEDI-WISC, BGT, H-T-P, and the Doll's House as a constructive play. The expressions which Case 1 child with low self-esteem had made in the sand-box play generally had shown poor mood, no dynamics and low integrity, and the conflict between the energies charged within her own internal world and the dissatisfactions suppressed in her outer world, during the animal/vegetative stage. Her favorite figures were furniture, transportation, and food. The fighting stage had shown the expressions of chaos, confrontation, and fighting. As the sessions continue, the integrity had increased by the decreases of crude, poor, and mechanical factors and then the expressions of death, revival, and energy generation had been expressed. The figures of nature, animal, and fairytale figure had been used much. Weapons and tools had been used, moreover. The stage of adaptation to the collective showed the stable and peaceful mood by expressing musical performers and audience. Human figures were used much. Case 1 with low self-esteem showed positive changes of her self-esteem, especially in the positive results of KEDI-WISC, BGT, H-T-P, and the Doll's House. The expressions which Case 2 child with high self-esteem had made in the sand-box play generally had shown mechanical array and low integrity during the animal/vegetative stage. Her favorite figures were furniture, fairytale figure, and food. The fighting stage had shown the expressions of the trial of dynamics and changes by placing certain figures around the upper center or right side of sand-box. Figures of furniture, fairytale figure, and animal had been usually used. Bright routines had been expressed in a stable and peaceful ways during the stage of adaptation to the collective. Frequently used figures had been furniture, fairytale figure, and human. Case 2 with high self-esteem showed the maintenance of high self-esteem. Positive changes were also found in the results of KEDI-WISC, BGT, H-P-T, and the Doll's House. The child with low self-esteem expressed her internal world through the sand-box play, confronted with her feeling and thought, actively accepted herself, and increased her self-esteem. The child with high self-esteem accomplished self-actualization through the sand-box play and maintained high self-esteem. It was found that sand-box play of young children who had low and high self-esteem similarly went through the animal/vegetative stage, the fighting stage, and the stage of adaptation to the collective. There was a difference between two children in their figures used in each stage. This seemed to imply the importance of representation of figures which related player's internal world to external image.

본 연구의 목적은 반편견 교육에 대한 유치원 교사의 인식과 실태가 학력, 경력, 기관유형에 따라 어떠한 차이가 있는지를 알아보는 것으로써, 인식을 전체적으로 알아본 결과는 첫째, 유치원 교사의 반편견 교육에 대한 관심 정도와 관련 지식은 학력과 경력이 높을수록 높은 것으로 나타났다. 반편견 교육에 관한 현장의 실태를 알아본 결과 현재 실시하고 있는 교사들은 그다지 만족하고 있지 않은 것으로 나타났으며, 실시정도와 실시 방법 면에서는 ‘필요시마다 실시한다’에 가장 높은 반응을 보였다. 반편견 교육에 대한 교수 방법을 알아본 결과 이야기 나누기 시간과 대․소집단 활동에서 가장 많이 실시하고 있다고 응답하였고, 반편견 교육 활동 시 참고 자료는 교육부 지도 자료집을 가장 많이 참고하고 있다고 나타났고, 교수 매체는 ‘시각매체(도서자료 등)’에서 학력이 높을수록 높게 활용되고 있는 것으로 분석되었다. 반편견 교육의 교사 연수에 관한 참여 정도는 전체적으로 2년에 1회 정도에 가장 높은 반응을 보였으며 학력이 높고 경력이 높은 교사일수록 반편견 교육의 연수 참여 정도가 높은 것으로 나타났다. 반편견 교육을 위한 부모교육 방법으로는 가정 통신문을 활용하고 있다는 것에 가장 높은 반응이 나타났고, 반편견 교육의 문제점으로 워크숍 또는 연수 기회의 부족이 가장 큰 원인이 된다고 분석되었고, 우리나라 상황에 맞는 반편견 교육자료 개발과 반편견 교육 교사 연수 프로그램 계발이 시급히 요구됨을 알 수 있었다.

The present study was to investigate how kindergarten teachers' awareness and the actual condition of anti-bias education differ according to their educational level, career experience, and kindergarten type. Findings of this study were as follows: First, kindergarten teachers' overall awareness of anti-bias education showed that most teachers were "a little" interested in anti-bias education and had "moderate" knowledges related to anti-bias education. Second, regarding the actual condition of anti-bias education, most teachers were "not so much satisfied" with current anti-bias education. The most highly responded category about the number of giving anti-bias education was "when necessary." Its teaching method was found to be "giving anti-bias education wh en necessary rather than giving intensive education within one unit." The most highly responded category about the parent educating program for anti-bias education was "using messages." The Parent educating method using a udio-visual education had significant differences according to educational level, career experience, and kindergarten type. "Shortage of in-service training" was perceived as the biggest problem of anti -bias education and "providing teaching materials for anti-bias education" was perceived to activate anti-bias education. Teachers who had higher educational level and career experience and worked for public kindergartens more highly required development of the teaching material appropriate for our situation and the in-service training program for anti-bias education.

본 연구는 동화의 후속이야기 짓기 활동이 유아의 언어 표현력 및 언어 창의성에 어떠한 영향을 미치는가를 알아보는데 목적이 있다. 연구 대상은 전라남도 담양군에 소재한 2개의 초등학교 병설유치원 만 5세 유아 30명으로 실험 집단 15명(남: 9명, 여: 6명), 통제집단 15명(남: 7명, 여: 8명)이었으며, 3그룹으로 나누어 9주간 주 1회씩 총 27회 실시 하였다. 연구 결과 동화의 후속이야기 짓기 활동을 한 실험집단과 동화를 듣기만 한 통제집단간 유아의 언어 표현력과 언어 창의성에 있어 통계적으로 유의미한 수준에서 차이가 있었다.

The purpose of this experimental study was to examine the effect of the fairy tales following story making on young children's linguistic expression and creativity. This study focused on the following questions: 1. Does fairy tales following story making influence linguistic expression (expression vocabulary number, sentence number, sentence length)? 2. Does fairy tales following story making influence linguistic creativity (fluency, flexibility, originality)? The results of this study are as follows: First, there were significant effects of linguistic expression(expression vocabulary such as adjective, adverb, pre-noun and sentence length) to fairy tales following story making group(p< .05). Second, there were significant effects of linguistic creativity(fluency, flexibility, originality)to fairy tales following story making group(p< .001).