Earticle

이 연구의 목적은 유아에게 책임감 교육을 실시했을 때 유아의 자기와 타인과의 관계 맺기 실행의 변화는 어떻게 나타나는지를 알아보는 데 있다. 이를 위해 만 5세 유아 27명을 대상으로 12가지 활동으로 구성된 책임감 교육을 유아 1인당 12회씩 참여할 수 있도록 6주 동안 실시하여, 교육 실시 전과 실시 후에 평가되는 유아의 자기와 타인과의 관계 맺기 실행을 비교하였다. 연구 결과 첫째, 유아의 자기와의 관계 맺기 실행으로 나타나는 자기존중감은 인지 능력에 대한 자기지각과 어머니 수용에 대한 자기지각에서 유의한 차이가 있었다. 둘째, 유아의 타인과의 관계 맺기 실행으로 나타나는 또래 유능성은 하위 영역인 사교성, 친사회성, 주도성 모두에서 유의한 차이가 있었다. 이러한 연구 결과에 근거하여 유치원에서 책임감 교육의 실시가 가능하다는 것과, 책임감 교육이 유아에게 자기와 타인과의 관계 맺기 실행의 변화를 통하여 바람직한 발달을 스스로 실현해 갈 수 있는 주요 경험이 되고 있음을 검증해 주고 있다는 것을 알 수 있다.

This study was to investigate how experiencing activities developing responsibility effect young children's practice of making relationships with self and others. For the purpose, 27 five-year-old children participated 12 activities developing responsibility during 6 weeks, and each child experienced 12 activities. The difference of pre- and post-test performances of making relationship with self and others were compared. Results of this study were, first, young children’s self-esteem presented as performance of making relationship with self, there were significant differences of self perception on performance ability of cognitive ability and mother acceptance. Second, young children’s peer acceptance presented as performance of making relationship with others, there were significant differences on all sub-categories of social ability, social spontaneity, and leadership. These results show the possibility of implementation of activities developing responsibility and verify that activities developing responsibility can be the major experience to realize a desirable development through the change of the performance of making relationships with self and others.

본 연구는 가정과 연계한 환경교육활동이 유아의 환경친화적 태도 및 환경 보전 지식에 어떠한 영향을 미치는지 알아보는데 그 목적이 있다. 연구 대상은 제주특별자치도 제주시에 소재한 2곳의 사립유치원에 재원 중인 만 5세 유아 46명으로 실험집단 23명, 통제집단 23명이다. 본 연구의 결과는 첫째, 가정과 연계한 환경교육활동을 경험한 실험집단과 경험하지 않은 통제집단 간의 환경친화적 태도는 통계적으로 유의한 차이가 있었다(t=4.00, p< .05). 이는 가정과 연계한 환경교육활동이 환경친화적 태도에 긍정적인 영향을 미쳤음을 보여주는 것이다. 둘째, 가정과 연계한 환경교육활동을 경험한 실험집단과 경험하지 않은 통제집단 간의 환경 보전 지식에 통계적으로 유의한 차이가 있었다(t=8.31, p< .05). 이는 가정과 연계한 환경교육활동이 환경 보전 지식에 긍정적인 영향을 미쳤음을 보여주는 것이다. 이러한 연구 결과를 통해 유아환경교육은 가정과 연계가 되었을 때 효과적이라는 점을 시사한다.

he purpose of this study is to find out the effects of environmental education activities connected with homes on young children's pro-environmental attitudes and environmental preservation knowledge. The subjects were 46 five-year-old children from two private kindergartens located in Jeju-si, Jeju Special Self-Governing Province, consisting of 23 children in the experimental group and 23 children in the control group. The results of the study are as follows: First, there were statistically significant differences between two groups of experimental and control in young children's pro-environmental attitudes(p< .05). This means they have positive effects on young children's pro-environmental attitudes. Second, they showed statistically significant differences between two groups of experimental and control in young children's environmental preservation knowledge(p< .05). This means they have positive effects on young children's environmental preservation knowledge. These results suggest that Young children's environmental education can be effective when it comes from home activities.

본 연구의 목적은 돈 프로젝트 활동이 유아의 수학성취와 구매행동에 어떠한 영향을 미치는지 알아보기 위한 것이다. 이를 위하여 대전광역시에 위치한 D유치원의 만 5세 유아 20명을 실험집단으로, 20명을 비교집단으로 구성하여 총 5주 동안 ‘돈’을 주제로 프로젝트 활동을 실시하였다. 연구의 결과 돈 프로젝트 활동은 유아의 수학성취와 구매행동에 긍정적 효과가 있는 것으로 나타났다. 이는 통합적 접근 방법인 돈 프로젝트 활동이 유아의 수학성취와 구매행동에 영향을 미쳤음을 알 수 있다.

The aim of this research is to find out how money projects effect the children's mathematics achievements and purchasing behavior. For this, a project approach was taken with two groups of 20 to compare for 5 weeks in Daejeon D kindergarten.As a result it was found that money based projects give a positive effect on a children's mathematics achievements and purchasing behavior. We can know that money project activities which is integrated approach effected the children's mathematics achievements and purchasing behavior.

구성주의가 우리나라 유아교육계에서 논의된 지 30여년이 지났음에도 여전히 ‘구성주의’가 무엇인가에 대해서는 여러 관점이 존재한다. 본 연구에서는 먼저 Piaget의 자서전과 관련 문헌을 중심으로 구성주의의 본질을 고찰하고, 이를 토대로 구성주의 유아교사와 수업은 어떠해야 하는지 그 지향점을 탐색해보고자 한다. 구성주의는 지식의 이론임과 동시에 삶의 기저가 되는 가치로서, 그 핵심은 ‘찾아가는 것’과 그 과정에서 상대적 가치로서의 ‘균형의 의미’ 탐색이다. 이러한 가치를 기반으로 하는 구성주의 교사는 지속적으로 종적, 횡적 균형을 이루며 변화하고, 교사로서의 정체성을 찾아가며, 타자와 협력하면서, 불균형을 즐기며 균형을 추구해간다. 구성주의의 본질에 따르는 수업이란 유아와 함께하고, 지식의 구성이 이루어지는 수업이며, 수업의 본질에 대한 지속적인 성찰을 기본으로 한다. 본 연구는 구성주의라는 하나의 고정된 틀 속에 교사와 유아를 갇히게 하는 것의 위험성을 간과하지 말고 구성주의라는 지평을 향해 함께 변화해 가야 함을 시사한다.

Although it has been over 30 years since constructivism first arose in the field of Korean early childhood education, there have been various view points on the definition of constructivism. This study reviews the essence of constructivism based on Piagent's autobiography and related literature, and investigates the direction of constructivist early childhood teachers and their classroom.Constructivism is not only a theory of knowledge but also the basis of life. The core of constructivism is "searching" and discovering the "meaning of equilibrium as a relative value" during the search. Teachers based on these values develop continuously while maintaining the "vertical and horizontal equilibrium." They also search for their identity, collaborate with others, and pursuit their equilibrium by enjoying the unequilibrium. Teaching following the essence of constructivism constructs knowledge with the children. It also emphasizes continuous reflection on the basis of teaching.This study implies on the development of teacher and teaching towards the horizon of constructivism, while not being confined by the literal definition of constructivism.

본 연구는 그림책을 활용한 자기표현활동이 유아의 창의성에 어떠한 영향을 미치는지 알아보는 데 목적이 있다. 연구 대상은 경상북도 포항시에 소재한 2개의 공립유치원에 재원중인 2학급 만 5세 유아 30명이다. 실험집단은 H초등학교병설유치원 만 5세 유아 15명(남 6명, 여 9명)이며, 통제집단은 O초등학교병설유치원 만 5세 유아 15명(남 8명, 여 7명)으로 선정하였다. 연구 도구는 유아의 창의성을 검사하기 위해 개발된 노영희, 김경철, 김호(2006)의 교사용 유아 창의성 평정척도(Teacher's Creativity Rating Scale for Young Children: TCRSYC)를 사용하였다. 실험 집단은 한 권의 그림책과 관련한 자기표현활동을 주 2회씩 총 16회 실시하였고, 통제집단은 5세 누리과정 생활주제에 따른 일반적인 유치원 교육활동을 실시하였다. 본 연구의 결과 그림책을 활용한 자기표현활동이 유아 창의성의 하위요인인 확산적 사고, 호기심, 몰입, 탈규범성, 독립성에 통계적으로 유의한 차이가 있는 것으로 나타났다.

The purpose of this study was to find out the effects of self-expressive activities using picture books on young children's creativity. The participants were 30 young children aged 5, in two different classes of two public kindergartens located in P, Gyeongsangbuk-do. The experimental group consists of 15 young children aged 5(6 boys, 9 girls), in the Kindergarten attached to H Elementary School. The control group consists of 15 young children aged 5(8 boys, 7 girls), in the Kindergarten attached to O Elementary School.As for a research tool, this study used “Teacher's Creativity Rating Scale for Young Children: TCRSYC” devised by Noh Young-Hee, Kim Kyoung-Chul and Kim Ho(2006), measure young children's creativity.The experimental group engaged in a self-expressive activities using picture books, while the control group was under a general kindergarten activities with weekly topics based on Nuri Curriculum for 5 year-olds. Self-expressive activities using picture books for experimental treatment was conducted twice a week, totalling 16 times.As a result of self-expressive activities using picture books, the experimental group showed higher score in young children's creativity, than the control group, that is statistically significant differences(p<.01). It suggests the self-expressive activities using picture books have a positive effect on the young children's creativity. First, as a result of self-expressive activities using picture books, the experimental group showed higher score in divergent thinking, which is the cognitive factor of young children’s creativity, than the control group, that is statistically significant differences(p<.01). Second, as a result of self-expressive activities using picture books, the experimental group showed higher score than the control group, that is statistically significant differences in the dispositional factors of young children's creativity; curiosity(p<.05), flow(p<.05), post-normativity(p<.05) and independence(p<.01).

이 연구는 대인인지에 어려움을 보이는 유아가 모래상자놀이 과정에서 어떻게 자아를 표현하고, 그 양상이 어떻게 변화되어 가는지를 살펴보고, 모래상자놀이의 적용 효과는 어떠한지를 분석해보았다. 연구대상 유아는 6년 4개월 된 남아 1명으로 유아가 때때로 다른 사람 앞에서 자신을 드러내는 일에 지나치게 소극적인 자세와 경직된 태도를 보이는 문제로 의뢰해 온 유아였다. 연구절차는 모래상자놀이실시, 모래상자놀이 표현, 모래상자놀이의 적용 효과로 진행되었다. 모래상자놀이도구는 Kalff(1996)가 제시한 방법에 따라 2013년 6월 26일(수)～8월 28일(수)까지 10주 동안 10회의 모래상자놀이를 실시하였다. 모래상자놀이 표현은 매회 유아의 행동 특성을 기록한 일화기록, 사진, 비디오 촬영, 유아의 놀이평가 등을 종합하여 모래상자놀이의 변화과정을 중심으로 분석하였다. 연구 결과 모래상자놀이는 대인인지에 어려움을 보이는 유아가 모래상자놀이 경험을 통해 자신의 모습을 돌아보는 의미있는 기회를 통해 자신의 특성을 알고 자신을 드러내는 경험을 통하여, 자기인지를 바탕으로 다른 사람을 이해하고 다른 사람과의 관계에서 자기인지와 타인인지를 조화롭게 조절하여 긍정적 변화가 나타났다.

The purpose of this study was to analyze how a child expresses his psychological status, and how the contents of his expression change in the process of sand-box play and the effect of the application of sand-box play. In accomplishing these purposes, the following research problems were established: 1. How does a child with difficulties in interpersonal cognitive express his psychological status in the sand-box play? 2. What is the effect of the application of sand-box play on a child with difficulties in interpersonal cognitive? The subject of this study was a 6 years and 4 months old male child. The mother of the child visited this researcher to consult about her son who knows the rules and promises in the class and between him and his peers and yet was likely to excessively avoid expressing his emotional expression in front of others. This researcher majored in early childhood education in 4-year college, had 10 years of teaching experiences and is still in service. She completed the basic training for sand-box paly and receives supervision from a developmental expert and a sand- play therapy expert on a regular basis. This study was conducted in the sequence of performing sand-box play, the expression in the sand-box play, and the evaluation. As for the sand-box play tools, sand, a sand-box and play materials were prepared following the methods suggested by Kalff(1966). The sand-box play therapy was conducted over 10 weeks from Jun 16(Wed), 2013 to Aug 28(Wed), 2013 in a total of 10 sessions, 1 session every week. The expression during sand-box play was analyzed by synthesizing the anecdotal records of child's behavioral characteristics, photographs, videotape transcriptions in each session and a child's self-evaluation of the play with focus on the changing process of the sand-box play on the basis of Neumann’s Self-Development Process. Furthermore as for the effect of the application of sand-box play, the changing process of the child between before and after sand-box play was analyzed on the aspect of developmental psychological behavioral characteristics. As for the evaluation tools, Korean-Wechsler Intellignce Scale for Childern-Ⅲ, Bender-Gestalt Test for children, Doll’s House, Kinetic Family Drawing, Self-Esteem Scale for young children, Kindergarten adaptation assessment, House-Tree-Person Test and Peer-Competence Scale were used. The results of the study were as follows: First, when examining the expression in the sand-box play, at the 1st session and the 2nd session, the overall impression was rather poor. As for the spatial arrangement, he divided the whole sand-box for playing. He had difficulties in setting play theme, as for the play material. he used vehicles the most yet his play did not show a consistent pattern, lacking integrity and dynamics, which indicates his ego-development stage was ‘The AnimalsㆍVegetative Phase’. From the 3rd session to the 5th session, his expression showed the pattern of disorder, confusion, confrontation and struggle, ‘Fighting Phase’. In the spatial arrangement, he utilized the whole sand-box space. Moreover, his play developed to more dynamic play over time during sand-box play session. The play themes were battle filed, polar bears and zoo. As for the play materials, he used vehicles and animals the most. The movement of the vehicles had consistent directivity and dynamics and animals were grouped, showing consistent directivity and dynamics as a typical fighting play. In this ego-development, he developed his strength through a trial of strength and Fighting phase. From the 6th session to the 10th session, the spatial arrangement, that converged in the center, drawing a circle in the center of the sand-box, maintained safety during a shift from the balance of power to the integration of power. His expression in the sand-box play showed dynamics and diversity; the theme of disorder disappeared; and the elements symbolizing transformation started manifesting themselves. The child started knowing the concept of “I” and “You”, separated him as an independe From the 6th session to the 10th session, the spatial arrangement, that converged in the center, drawing a circle in the center of the sand-box, maintained safety during a shift from the balance of power to the integration of power. His expression in the sand-box play showed dynamics and diversity; the theme of disorder disappeared; and the elements symbolizing transformation started manifesting themselves. The child started knowing the concept of “I” and “You”, separated him as an independent human being from unconsciousness and his ego started working, indicating ‘Ego/Self Axis Phase’. In particular, at the 6th session and the 7th session, the characteristics of group adaptation was manifested, yet not perfectly. The limitation of this study is the restriction of research period and the number of session to 10 sessions. Second, when examining the psychological test results of interpersonal perception, the effect of sand-box play showed upward trend holistically. In particular, with respect to ego-strength of Kindergarten adaption assessment, peer-competence, self-directedness of peer-competence scale and, sociality and prosociality, before this program, he suffered a lack of self-confidence, such as rating self-perception and others-perception low, whereas after the program he expressed himself in his behaviors more positively behaved in such a way as to induce an interaction with significant others as peer or teacher, indicating the child had an ability to perceive himself objectively, integrate it into subjective perception and thereby accommodate the viewpoints of others. Taken together, the child met with his ego and expressed himself with the play materials that he chose naturally, safely and pleasantly in the sand-box play, experiencing the release of his power. In particular, the child experienced self-differentiation and formed self-axis through ‘Struggling and Fighting Phase’, showing dynamics and diversity, after the middle part of the program (the 6th or the 7th session). In the last part of program(the 9th and the 10th session), the child established his ego on the basis of the power of his ego such as integration, centration, etc and thereby attempted group adaptation. Changes in his expression during the sand-box play are manifested as his ability to accommodate the viewpoints of others as they are and his pro-social behaviors allowing him to share his knowledge to share his knowledge and compromise with his peers. These results imply that the continued sand-box play helps young children establish their ego, have directivity and order in Interpersonal cognitive and establish an adaptive relationship in everyday life, which will develop into his active group adaptation and thereby lead to the development of Interpersonal cognitive.

본 연구의 목적은 동화를 통한 이야기나누기가 유아의 배려적 사고 수행능력에 어떠한 영향을 미치는지 알아보는데 목적이 있다. 연구대상은 경기도 G시에 소재한 유치원의 2개 반으로 실험집단(18명)과 통제집단(18명)으로 배정하였다. 실험집단은 동화를 통한 이야기나누기 활동을 10주 동안 주 1회씩 총 10회의 교육활동을 적용하였으며, 통제집단은 같은 기간 동안 유치원 교육과정에 따른 교육활동을 실시하였다. 두 집단 간의 배려적 사고 수행능력 변화를 비교하기 위해 배려적 사고 관찰척도를 사용하여 평정하였다. 배려적 사고 수행능력에 집단 간 차이를 알아보기 위해 t-검증을 실시한 한 결과 실험집단은 배려적 사고의 하위요소인 가치부여적 사고, 규범적 사고, 정서적 사고, 감정이입적 사고, 행동적 사고의 수행능력이 통제집단에 비해 통계적으로 유의하게 높은 증가를 나타냈다. 본 연구를 통해 동화를 통한 이야기나누기가 유아의 배려적 사고 수행능력에 긍정적인 영향을 미친다는 것을 알 수 있다.

The purpose of this study was to find out the effects of discussion activities through fairy tales on a Young children’ ability to carry out caring thinking.For the purpose of the study, the detailed items were set up like these.1. How does discussion activities through fairy tales affect a young children’s ability to carry out caring thinking?1-1. How does discussion activities through fairy tales affect a young children’s ability to carry out appreciative thinking?1-2. How does discussion activities through fairy tales affect a young children’s ability to carry out normative thinking?1-3. How does discussion activities through fairy tales affect a young children’s ability to carry out affective thinking?1-4. How does discussion activities through fairy tales affect a young children’s ability to carry out empathic thinking?1-5. How does discussion activities through fairy tales affect a young children’s ability to carry out active thinking? The subjects for this study were 36 children at the age of five from two classes of a D public kindergarten located at G city in Geonggi-do. Out of these children, the experiment group consisted of 18 children from A class and the controlled one was made up of 18 children from B class. And the material titled The Standard for Observation on caring Thinking was adopted as the tool for the study, which was developed by Lee Choon-hee(2007) based on the type characteristics of the caring thinking by Lipman(2003) to find out the young children’s ability to carry out caring thinking. For the experiment for the study, the activity of discussion activities through fairy tales was carried out for ten weeks from October 16(Tue), 2012 through December 21(Fri), 2012, during which ten educational activities were conducted for about 18-25 minutes of their free choice activities by group. As for the handling of the data, the average and standard deviation of a preliminary inspection and post one between the experimental group and controlled one were calculated to investigate the effect of the activity of discussion activities through fairy tales on the considerate thinking and then t verification was conducted on the remaining score in which the score of post experiment was subtracted by that of preliminary score to check the difference between the two groups.The result of this study was as follows: Discussion activities through fairy tales has shown statistically significant difference (p<.001), which means it has positive effect on a young children’s ability to carry out caring thinking. First, discussion activities through fairy tales was revealed to have statistically significant distinction(p<.001) in activity to carry out appreciative thinking, a sub factor of a young children’s caring thinking, and this represented that the activity had positive effect on a young children’s activity to carry out appreciative thinking. Second, discussion activities through fairy tales showed that it had statistically meaningful disparity(p<.01) in the activity to carry out normative thinking, a sub factor of young children’s caring thinking, indicating that the activity has positive effect on their activity to carry out normative thinking. Third, discussion activities through fairy tales showed that it had statistically meaningful disparity(p<.001) in the activity to carry out affective thinking, a sub factor of young children’s caring thinking, indicating that the activity has positive effect on their activity to carry out affective thinking. Fourth, discussion activities through fairy tales showed that it had statistically meaningful disparity(p<.01) in the activity to carry out empathic thinking, a sub factor of young children’s caring thinking, indicating that the activity has positive effect on their activity to carry out empathic thinking. Fifth and the last, discussion activities through fairy tales showed that it had statistically meaningful disparity(p<.01) in the activity to carry out empathic thinking, a sub factor of young children’s caring thinking, indicating that the activity has positive effect on their activity to carry out empathic thinking.

본 연구는 유아기 자녀를 둔 결혼이민자 가정 어머니의 부모교육 요구를 조사하고, 출신국가, 한국생활기간, 월평균 소득수준에 따라 어떠한지를 알아보는 데 목적이 있다. 출신국가에 따른 부모교육 요구를 범주별로 살펴본 결과, 유아의 습관형성 범주에서 유아의 문제행동을 고치는 방법, 어머니의 한국적응 범주에서 어머니의 한국어 교육, 어머니의 한국 문화에 대한 교육, 어머니의 스트레스 해소에 관한 내용, 한국의 가족관계 이해에 대한 교육에 유의한 차이가 있는 것으로 나타났다. 한국생활기간에 따른 부모교육 요구를 범주별로 살펴본 결과, 유아의 양육과 건강 범주에서 유아의 건강진단과 아플 때 간호하는 방법, 유아의 안전사고와 위급한 상황에 조치하는 방법, 유아의 영양에 대한 지식과 바른 식사습관을 갖게 하는 방법, 어머니의 한국적응 범주에서 어머니의 한국어 교육에 유의한 차이가 있는 것으로 나타났다. 월평균 소득수준에 따른 부모교육 요구를 범주별로 살펴본 결과, 유아의 양육과 건강 범주에서 유아의 건강진단과 아플 때 간호하는 방법, 유아의 발달 범주에서 유아의 성격과 사회성 발달에 관한 내용, 유아의 창의성 발달에 대한 내용, 부모와 유아간의 의사소통 범주에서 유아와 효과적으로 대화하는 방법, 유아가 다른 사람의 말을 귀기울여 듣는 태도를 갖게 하는 방법, 자녀교육 방법 범주에서 유아가 실생활을 통해 배울 수 있도록 가르치는 방법, 어머니의 한국적응 범주에서 어머니의 여가활동에 대한 정보 및 교육, 어머니의 직업에 대한 정보 및 교육에 유의한 차이가 있는 것으로 나타났다.

The purpose of this study is to survey the need for parental education of the mothers of married immigrant families with young children and how it varies depending on country of origin, length of stay in Korea and monthly average income. To achieve the purposes as above, this study was carried out on the following research questions.1. What is the need for parental education of the mothers of married immigrant families with young children?2. How does the need for parental education of the mothers of married immigrant families with young children vary depending on variables?2-1. How does the need for parental education of the mothers of married immigrant families with young children vary depending on their country of origin?2-2. How does the need for parental education of the mothers of married immigrant families with young children vary depending on the length of stay in Korea?2-3. How does the need for parental education of the mothers of married immigrant families with young children vary depending on monthly average income?The subjects of this study are 123 mothers of married immigrant families with 3-5-year-old children going to the public․private kindergartens located in 17 cities and counties across Gangwon-do. Their countries of origin include China, the Philippines, Vietnam and Japan. As for a research tool, a questionnaire form ‘Need for Parental education’ made by Yoon, So-Young (2002) was modified and supplemented on the basis of the results of interviews with subjects for the purpose of this study. As for data processing, to find out the need for parental education of the mothers of married immigrant families with young children, frequency and percentage were calculated. Furthermore, to analyze the need for parental education of the mothers of married immigrant families with young children according to variables(country of origin, length of stay in Korea and monthly average income),  test was conducted. The results of this study can be summarized as follows. First, the need for parental education of the mothers of married immigrant families with young children was examined and as a result, the need for parental education of the mothers of married immigrant families with children is high in the following categories; how to take measures in emergency situations and safety accidents, knowledge on child nutrition and how to let children have proper eating habit in the category of child health and raising; information on brain development of children in the category of children development; how to effectively communicate with children in the category of communication between parents and children; how to correct the maladaptive behavior of children in the category of child habit formation; and information on married immigrant family support and how to use it in the category of mothers’ adaptation to Korea. Second, the need for parental education of the mothers of married immigrant families with young children depending on the variables - country of origin, length of stay in Korea and monthly average income – was examined. Based on the results, the following conclusions have been derived. 1. The need for parental education according to country of origin was examined by category and as a result, there are significant differences in how to correct the maladaptive behavior of children in the category of child habit formation; and Korean education for mothers, Korean culture eduction for mothers, information on how to relieve stress for mothers, education on understanding of family relationship in Korea in the category of mothers’ adaptation to Korea. Regarding how to correct the maladaptive behavior of children in the category of child habit formation, the need for parental education of the mothers from China and the Philippines turned out to be relatively higher than that of the mothers from Japan and Vietnam. Regarding Korean education for mothers in the category of mothers’ adaptation to Korea, the need for parental education of the mothers from Vietnam, the Philippines and Japan turned out to be relatively higher than that of the mothers from China. Regarding Korean culture education for mothers and education on understanding of family relationship in Korea, the need for parental education of the mothers from Vietnam and the Philippines turned out to be relatively higher than that of the mothers from China and Japan. Regarding information on how to relieve stress for mothers, the need for parental education of the mothers from Vietnam, the Philippines and Japan turned out to be relatively higher than that of the mothers from China.2. The need for parental education according to the length of stay in Korea was examined by category and as a result, there are significant differences in how to check children’s health and care for sick children, how to take measures in emergency situations and safety accidents of children, knowledge on child nutrition and how to let children have proper eating habit in the category of child raising and health; in Korean education for mothers in the category of mothers’ adaptation to Korea. Regarding how to check children’s health and care for sick children, how to take measures in emergency situations and safety accidents of children, knowledge on child nutrition and how to let children have proper eating habit in the category of child raising and health, the need for parental education of the mothers who stayed in Korea less than 6 years turned out to be relatively higher than those who stayed for more than 6 years to less than 9 years and those who stayed more than 9 years. Regarding Korean education for mothers in the category of mothers’ adaptation to Korea, the need for parental education of the mothers who stayed in Korea less than 6 years turned out to be relatively higher than those who stayed for more than 6 years to less than 9 years and those who stayed more than 9 years.3. The need for parental education according to monthly average income was examined by category and as a result, there are significant differences in how to check children’s health and care for sick children in the category of child raising and health; information on development of children’s personality and sociality, information on development of children’s creativeness in the category of children development; how to effectively communicate with children, how to let children have the attitude of listening to others carefully in the category of communication between parents and children; how to teach children to learn through real life in the category of child education method; information and education for mothers’ leisure activities and information and education for mothers’ jobs in the category of mothers’ adaptation to Korea. Regarding how to check children’s health and care for sick children in the category of child raising and health, the need for parental education of the mothers who earn more than ₩ 3,000,000 or less than ₩ 1,000,000 turned out to be relatively higher than those who earn more than ₩ 1,000,000 to less than ₩ 2,000,000, more than ₩ 2,000,000 to less than ₩ 3,000,000. Regarding information on development of children’s personality and sociality and information on development of children’s creativeness in the category of children development; how to effectively communicate with children and how to let children have the attitude of listening to others carefully in the category of communication between parents and children; how to teach children to learn through real life in the category of child education method, the need for parental education of the mothers who earn less than ₩ 1,000,000, more than ₩ 1,000,000 to less than ₩ 2,000,000, more than ₩ 2,000,000 to less than ₩ 3,000,000 turned out to be relatively higher than those who earn more than ₩ 3,000,000. Regarding information and education for mothers’ leisure activities in the category of mothers’ adaptation to Korea, the need for parental education of the mothers who earn more than ₩ 3,000,000 and more than ₩ 2,000,000 to less than ₩ 3,000,000 turned out to be relatively higher than those who earn more than ₩ 1,000,000 to less than ₩ 2,000,000 and less than ₩ 1,000,000. Regarding information and education for mothers’ jobs in the category of mothers’ adaptation to Korea, the need for parental education of the mothers who earn less than ₩ 1,000,000 turned out to be relatively higher than those who earn more than ₩ 2,000,000 to less than ₩ 3,000,000, more than ₩ 1,000,000 to less than ₩ 2,000,000 and more than ₩ 3,000,000.

본 연구는 질적 연구방법을 적용하여 유치원 교실 내에 개구리를 기를 수 있는 자연관찰영역을 구성하여 일상적, 지속적으로 개구리와 만나며 보살펴 주고 기르는 과정에서 유아들이 어떠한 자연친화경험을 하는지 알아보는데 목적이 있다. 이러한 목적에 따라 충청북도 청원군에 소재한 M초등학교병설유치원의 만 3, 4, 5세 혼합연령으로 구성된 유아 7명을 연구 참여자로 선정하여 참여관찰을 통한 녹화자료들의 전사와 사진, 연구자의 기록 및 메모, 유아들의 작품 분석 등의 다양한 방법으로 자료를 수집하였다. 수집된 자료의 분석 결과, 개구리 기르기 활동에 참여한 유아들의 경험은 「개구리에게 느끼는 두려움」, 「개구리와 관계 형성하기」, 「개구리를 애정으로 돌보기」, 「호기심에서 생긴 궁금증 해결하기」로 나타났다.

The purpose of this study was to examine the nature-friendly experiences of children in the course of keeping taking care of and raising frogs in daily routine life in a nature-observing section in the kindergarten classroom.A research question was posed:1. What are the nature-friendly experiences of children who engage in frog-raising activities in the kindergarten classroom?The subjects in this study were seven children(four males and three females) in a multiage class of Western ages 3, 4 and 5 named "Deer" in a kindergarten attached to an elementary school located in Cheongwon-gun, North Chungcheong Province. An experiment was conducted during a 12-week period of time from April 9(Tues.) to June 28(Fri.), 2013.To ensure the validity and reliability of this qualitative research, data were gathered in various ways by utilizing triangulation(Merriam, 1994), which included the transcribed data of the recording materials, photographs, this researcher's record and memos and the works of the children. As for the analysis of the collected data, organizing, domain analysis, data classification and analysis were carried out, and then the results of the analyses were interpreted.As a result of analyzing the nature-friendly experiences of the children in the frog-raising activities, the following findings were given:The experiences that the children who participated in the frog- raising activities had were classified into four: fear for frogs, relationship building with the frogs, taking care of the frogs with affection, and satisfying curiosity.First, the children experienced fear toward the frogs. Their fear was comprehensive of surprise, worry and fright. They said, "They are gross," "Can they grow up well?" or "What if another one dies? Because of the fear, they found it hard to get used to the frogs and regarded the activities as strange. But when their teacher showed her curiosity about the frogs and tried to do research on the life cycle of the frogs with the children, their fear gradually died away.Second, the children experienced relationship building with the frogs. They voluntarily showed prosocial behavior such as feeding, water changing and cleaning without expecting any reward. Their relationship building was categorized into three: 'getting interested,' 'empathizing' and 'helping.' While the frogs hatched out of the eggs, they were just curious at first, but they viewed them as the same living things as themselves in the latter half. They were concerned about how the frogs felt and helped them together.Third, the children experienced taking care of the frogs with affection. Before they engaged in the frog-raising activities in the classroom, the words 'animal' and 'life' were just something like what would be important yet not that personally significant. When they participated in the activities, however, they had a chance to take care of the frogs with affection, and they got increasingly interested in the frogs and felt growing affection for them. This process could be classified into four: 'indifference,' 'getting interested,' 'attachment for life,' and 'curiosity about another life.' In other words, they felt familiar with the frogs while they studied their life cycle and raised them, and they got to respect their way of life, and then they gradually felt affection for them. Furthermore, they started to show interest in other living things in nature.Fourth, they experienced satisfying their own curiosity. They had interest in the appearance and characteristics of the frogs as well as their movement and tried to use their own senses and sensory perception to satisfy their curiosity. This process could be classified into two: 'becoming a careful observer' and 'becoming an active inquirer and learner.' At the onset of the study, they satisfied their curiosity based on their own experience or through interaction with their peers and teacher, and then they read pictorial books of amphibian or eco-picture books to satisfy their curiosity as they proceeded with the activities.

이 연구는 유아들이 보이는 BGT 반응 수준과 지각적 특성이 연령과 성별에 따라 어떻게 나타나는지를 알아보기 위하여 수행되었다. 이를 위해 충청북도 청주시에 소재한 유치원의 5세 학급 유아 101명(남아: 46명, 여아: 55명)을 연구 대상으로 하여 BGT 카드를 모사하도록 하였다. Koppitz의 발달적 채점 절차에 따라 채점한 후 연령과 성별에 따른 차이를 분석한 결과 첫째, 만 5～6세 유아의 BGT 반응 수준은 정상적인 수준을 보이는 것으로 나타났다. 지각 특성에서는 만 5세아 보다 만 6세아가 시각적 자극을 개별적 요소보다 전체적 관계성 속에서 통합된 것으로 형태화하여 지각하려는 특성을 더 많이 보이고 있었다. 둘째, 5～6세 남아와 여아의 BGT 반응 수준은 비슷한 수준의 정상성을 보이는 것으로 나타났다. 지각 특성에서는 남아는 규칙성에 따라 조직적으로 지각하려는 특성을 보였고, 여아는 전체적이고 통합적으로 지각하려는 특성을 보였다.

This study was to examine the BGT(Bender-Gestalt Test) response level and the characteristic of perception of young children according to their age and gender. To analyze characteristics of perception, BGT figure copying was administered to 101 kindergarteners(46 boys and 55 girls) of Cheongju City, Chungcheongbukdo. And their responsive errors were scored by the developmental Bender Test scoring system of Koppitz, and differences were calculated according to their age and gender. The results were, first, BGT response levels of 5 and 6-year-old children showed a normal level. And 6-year-old children had the characteristic of perception to perceive visual stimuli as an integrated whole rather than discrete elements. Second, boys and girls showed similar BGT response levels of normality. Boys had the characteristic of perception to perceive systematically with regularity, and girls had the characteristic of perception to perceive totally with integration.

본 연구는 이야기전달하기 활동이 유아의 듣기 능력과 이야기 이해력에 어떠한 영향이 미치는지 알아보는데 목적이 있다. 이를 위하여 경기도 시흥시에 소재한 2개의 공립유치원에 재원중인 만 5세 유아 32명(실험집단 16명, 통제집단 16명)을 대상으로 10주 동안 총 20회 걸쳐 실험처치를 하였다. 실험집단과 통제집단 유아의 듣기 능력 검사는 Royer(1979)의 듣기 능력에 듣기 이해력을 위해 개발한 문장수정기법(Sentence Verification Teaching : SVT)검사를 참고로 정남미(1996), 최윤영(2000)이 수정·보완한 듣기 검사 도구를 사용하였다. 유아의 이야기 이해력 측정을 위해 김경철, 채미영(2001)이 개발한 이야기 이해력 평가 도구를 사용하여 유아의 듣기 능력과 이야기 이해력에 미친 효과를 검증하였다. 그 결과 이야기전달하기 활동이 유아의 듣기 능력과 이야기 이해력에 긍정적인 영향을 미치는 것으로 나타났다.

The purpose of this study is to find out the effects of story retelling to parents for young children's listening ability and story comprehension ability. The participants were 32 young children, age of 5, in two different classes of two public kindergarten located in Siheung-si, Gyeonggi-do. The experimental group are composed of 16 young children, age of 5(7 boys, 9 girls), in the Kindergarten located in Elementary School “G”. The control group are made up of 16 young children, age of 5(8 boys, 8 girls), in the Kindergarten located in Elementary School “D”. As for a research tool, this study used listening test tool developed by Nam-Mi, Jeong by referring “SVT : Sentence Verification Teachting” concepted by Royre(1979) and evaluated by Yoon-Young, Choi. To measure young children's story comprehension ability, this study utilized dynamic assesment tool devised by Kyoung-Chul, Kim & Mi-Young, Kim, which has two sub-categories as repeated speaking & listening comprehension ability. To identify the effects of listening and story comprehension abilities of young children, this study calculated pre & post test results of "Average and Standard deviation" between experimental group and control group. In addition to this data, T-test on increment was utilized to ensure the data by subtracting the pre-test scores from post-test results.The results of this study are as follows: Story retelling to parents using listening picture books lead to statistically significant differences in young children's listening ability and story comprehension ability (p<.001). It suggests the story retelling to parents using listen picture books have positive effects on the young children's listening ability and story comprehension ability.

본 연구는 포트폴리오 평가를 수행하는 과정에서 나타나는 교사들의 경험은 어떠한지를 알아보는데 목적이 있다. 본 연구의 참여자는 충청남도 소재한 사립, K대학 부설 유치원에 근무하고 있는 교사 6명이다. 연구 기간은 2011년 3월 17일부터 2012년 2월 17일까지 12개월 교사면접과 관찰, 포트폴리오 평가 자료수집, 연간․주간․일일교육계획안 등의 자료를 수집하였다. 자료 분석 6단계로 수집된 자료 전사, 메모작업, 자료의 분류, 범주화, 자료의 해석, 분석 결과의 확인 단계로 이루어 졌다. 연구결과는 첫째. K유치원의 교사들은 포트폴리오 평가에 대한 교사의 망망함이나 두려운 시작하게 된다. 이러한 시작으로 교사들은 포트폴리오에 대한 정확한 개념 없이 평가를 수행하게 되고, 평가를 수행하는 과정에서 예상치 못한 여러 가지난제를 겪게 된다. 둘째. 어렵고 힘든 부분도 많이 있지만, 교사들은 포트폴리오 평가를 진행하면서 신임교사와 경력교사 모두 평가의 가치를 깨달았다. 셋째. 포트폴리오 평가는 교사들에게 어려움만을 주는 것은 아니다. 포트폴리오 평가를 통해 교사들은 수업의 질이 향상되었으며 질적인 상호작용을 제공, 유아를 관찰하는 능력 발달, 개인차를 고려한 수업제공, 유아를 이해하는 능력 향상을 가져다주었다.

The purpose of this study was to identify teachers' experience in portfolio assessment process. This study surveyed six subjects who work with the kindergarten affiliated with the private university K located in Chungcheongnam-do. The research period was 12 months from March 17, 2011 to February 17, 2012. During the period, teachers were interviewed and observed, portfolio assessment data were gathered, and yearly, weekly and daily teaching plans were gathered. The six data were analyzed using the processes of copying, taking notes, classification, categorization,interpretation, and analysis result confirmation. The result of the first study, teachers had various difficulties evaluating their portfolio. Teachers felt disoriented and confused about assessment, although such feeling intensity varied. Second, teachers overcame the difficulty of portfolio assessment as they evaluated their portfolio. Third, teachers through portfolio assessment has improved the quality of instruction to provide a qualitative interaction, the ability to observe the development of young children, taking into account in dividual differences, providing classes, infant brought to improve the ability to understand.