Earticle

본 연구는 12개월 미만 첫 자녀를 둔 어머니의 양육 경험을 알아보는데 목적이 있다. 이를 위해 첫 자녀가 12개월 미만인 어머니 1인을 연구참여자로 하여 참여관찰, 면담, 연구자의 반성적 저널, 연구참여자의 육아일기 등을 통해 질적 연구를 수행하였다. 연구 결과, 연구자는 12개월 미만의 첫 자녀를 둔 어머니의 양육 경험을 크게 세가지로 범주화하였으며, 첫째,「새 생명과 함께 하는 첫 걸음」은「자녀의 성장이 주는 경이로움」,「최고의 것을 주는 행복」,「우리 가정에 찾아온 보물」로 범주화하였다. 둘째,「힘겹지만 함께 걸어갈 길」은「아가, 너는 나의 전부」,「때로는 힘겨운 시간들」,「나란히 함께 걷고픈 사람」,「이제는 긴 담을 허물 시간」으로 범주화하였고, 셋째,「모두의 행복을 위한 새로운 걸음」은「미래를 위한 또 다른 시작」,「일 선택의 조건」,「마음 단단히 먹기」로 범주화하였다.

The purpose of this study was to investigate the parenting experience of the mothers with the first child younger than 12 months old. The participant of this study was one mother with the first child was younger than 12 months old. The participant observations and interview transcription, researcher's reflective journal and researcher's parenting diary were collected, and the data analysis were composed of the stages of the transcription and confirmation of the contents of participant observations. The findings of this study was as follows. First, ‘the first step with a new life’ was categorized into ‘the wonder given by the child's growth’, ‘the happiness that gives the best thing’ and ‘the treasure that came to our home’. Second, ‘the way to walk together though it is tough’ was categorized into ‘My baby, you are my everything’, ‘Times that are tough sometimes.’, ‘the person with whom I want to walk along together’ and ‘It's time now to tear down a long wall.’ Third, ‘a new step for happiness of all’ was categorized as ‘another start for the future’, ‘the conditions of selecting a job’ and ‘making a firm resolution’.

본 연구의 목적은 그림책을 읽고 이야기를 나눈 후, 그림책 중에서 사회적 능력이 포함되어 있는 내용과 관련된 토의 주제를 중심으로 소집단내에서 또래 간에 토의하는 활동이 유아의 사회적 능력에 어떠한 영향을 미치는지를 알아보는데 그 목적이 있다. 연구대상은 전라북도 k군에 소재한 k단설유치원 2개 학급에 재원중인 만 5세 유아 48명으로, 실험집단 (24명)과 통제집단(24명)으로 배정하였다. 실험집단은 그림책을 활용한 소집단 토의활동을 8주 동안 매주 2회씩 총 16회에 걸쳐 실시하였으며, 통제집단은 같은 기간 동안 생활 주제에 따른 유치원 교육과정과 일과 운영에 맞추어 일상적인 교육 활동을 실시하였다. 두 집단 간의 사회적 능력 변화를 비교하기 위해 유아의 사회적 능력 검사를 실시하였다. 유아의 사회적 능력의 집단 간 차이를 알아보기 위해 t-검증을 실시한 결과 실험집단은 사회적 능력의 하위요소인 주도성, 협조성, 사교성이 통제집단에 비해 통계적으로 유의하게 높은 증가를 나타냈다. 본 연구를 통해 그림책을 활용한 소집단 토의활동이 유아의 사회적 능력에 긍정적인 영향을 미친다는 것을 알 수 있다.

The purpose of this study was to investigate the effect of small group discussion activities using picture books on young children’s social competence. The research subjects were defined as follows depending on the purpose of this study: 1. How does small group discussion activities using picture books affect young children’s social competence? 1-1. How does small group discussion activities using picture books affect young children’s initiative of social competence? 1-2. How does small group discussion activities using picture books affect young children’s cooperation of social competence? 1-3. How does small group discussion activities using picture books affect young children’s sociability of social competence? The participants for this study were 48 children of 5 year age or 2 classes from K public Kindergarten located in K, Jeollabuk-do. The experimental group was selected 24 children(male 9, female 15) of 5 year age in A class, and the controlling group 24 children(male 11, female 13) of 5 year age in B class. The instrument for young children’s social competence was the Young Children’s Social Competence Instrument(Woo, 2002). Experimental group treatments had been conducted 16 times for 10 weeks from Oct. 8th(mon) to Dec. 14th(thu) in 2012 during the Free Choice Activities. Each 110minute observation were made from the first treatment through the sixth treatment and each 70minutes to the end of the treatment of this study. To test the research question, two group’s mean and standard deviations of social competence scores were calculated, and t-tests were conducted test group differences. The result of the study were as follows: The significant group differences of young children’s social competence was found(p<.001). First result means that small group discussion activities using picture books has positive effects on young children’s social competence. First, the significant group differences of young children’s initiative was found(p<.001). second result means that small group discussion activities using picture books has positive effects on young children’s initiative of social competence. Second, the significant group differences of young children’s cooperation was found(p<.001). third result means that small group discussion activities using picture books has positive effects on young children’s cooperation of social competence. Third, the significant group differences of young children’s sociability was found(p<.01). third result means that small group discussion activities using picture books has positive effects on young children’s sociability of social competence.

본 연구는 동화를 활용하여 만드는 집단게임 활동이 유아 자율행동에 어떠한 영향을 미치는지 알아보는 데에 그 목적이 있다. 연구대상은 울산광역시에 소재한 2개의 공립유치원에 재원중인 2학급 만 5세 유아 36명이었다. 연구도구는 유아 자율행동을 측정하기 위해 이학선(2007)에 의해 개발된「유아 자율행동 검사」도구를 사용하였다. 그 결과 실험집단과 통제집단의 자율행동에서 유의한 차이가 나타나 동화를 활용하여 만드는 집단게임 활동이 유아 자율행동에 긍정적인 효과가 있다는 것을 시사한다.

The purpose of this study was to examine the effects of group game activities using fairy tales on the autonomous behavior of young children. The Participants were 36 five-year-old young children attending two different classes of two public kindergartens located in Ulsan Metropolitan City. The experimental group consists of 18 young children (7 boys, 11 girls) of class A at the kindergarten attached to N Elementary School. The control group consists of 18 young children (8 boys, 10 girls) of class B at the Kindergarten attached to B Elementary School.「A Test on Young Children's Autonomy」constructed by Lee(2007) was used to measure the participants' autonomous behaviour. This test comprises 54 items on five daily-activity categories which include arrival and planning, free choice activities, clean-up and transition, group activities, and evaluation and departure. The group game activities using fairy tales were administered to the experimental group, while the general kindergarten curricula in line with daily topics based on Nuri Curriculum Guide for five-year-olds were administered to the control group. The group game activities for experimental treatments had been conducted by the researcher twice a week from May 7, 2012 (Monday) to July 13, 2012 (Friday), totalling 20 sessions. Each session lasted 50 minutes from 10:30 AM during the large group activity time on Thursday and Friday. The results of this study were as follows: The group game activities using fairy tales lead to statistically significant differences in the autonomous behavior of young children(p< .001). This indicates that the group game activities using fairy tales have positive effects on the autonomous behavior of young children.

본 연구의 목적은 유아들이 정서지능 관련 하위 요소가 포함된 명화 속 대상의 감정을 이해하여 이야기 나누고, 이야기를 꾸며보며, 대상들의 감정을 이입하여 이야기 해보는 활동이 유아의 정서지능에 어떠한 영향을 미치는지를 알아보는데 목적이 있다. 이를 통하여 감정이입활동을 활용한 교수 - 학습방법의 기초자료를 제공하는데 의의가 있다. 연구대상은 충북 Y군에 소재한 Y초등학교병설유치원 1개원에 재원중인 만 5세 유아 40명이며, 12주 동안 총 12회 실시하였다. 연구 도구는 유아의 정서지능을 알아보기 위하여 Salovey와 Mayer(1997)가 제시한 정서지능 모형을 근거로 하여 이병래(1997)가 개발한 정서지능 도구를 사용하였다. 본 연구의 결과 명화를 활용한 감정이입활동이 유아의 자기인식 및 표현능력, 자기조절능력, 타인인식능력, 타인조절 및 대인관계능력에 영향을 미치는 것으로 나타났다. 결론적으로, 명화를 활용한 감정이입활동이 유아의 정서지능에 긍정적인 영향을 미쳤다고 할 수 있다.

The purpose of this study was to find out effects of Empathy Activities using famous paintings on Emotional Intelligence of young children. The participants were 40 young children, age of 5, in two classes of a certain public kindergarten located in Y-gun, Chungcheongbuk-do. The results of this study were as follows. The Empathy Activities using famous painting leads statistically significant differences in Emotional Intelligence of young children(p<.001). It suggests the Empathy Activities using famous painting have positive effects on the young children's Emotional Intelligence. First, The Empathy Activities using famous painting was revealed to have statistically significant distinction in self-awareness and self-expression which are subcomponents of Emotional Intelligence(p<.001). It suggests Empathy Activities using famous painting have positive effects on the young children's self-awareness and self-expression. Second, The Empathy Activities using famous painting was revealed to have statistically significant distinction in self-regulation which is subcomponent of Emotional Intelligence(p<.001). It suggests Empathy Activities using famous painting have positive effects on the young children's self-regulation. Third, The Empathy Activities using famous painting was revealed to have statistically significant distinction in other-awareness which is subcomponent of Emotional Intelligence(p<.01). It suggests Empathy Activities using famous painting have positive effects on the young children's other-awareness. Fourth, The Empathy Activities using famous painting was revealed to have statistically significant distinction in other-regulation and interpersonal relationship ability which are subcomponents of Emotional Intelligence(p<.01). It suggests Empathy Activities using famous painting have positive effects on the young children's other-regulation and interpersonal relationship ability.

세시풍속 교육활동을 교육과정 운영과 함께 상호 연관성을 가지고 통합적으로 이루어지도록 하고, 계절에 따라 자연스러운 일상으로 지속적인 운영이 되도록 하는 가운데, 세시풍속 교육활동에 참여한 유아들의 경험을 질적으로 탐색해 보았다. 세시풍속 교육활동에 참여한 유아들의 경험은 「신명나는 세시풍속」, 「스스로 알아가는 세시풍속」, 「생활 속 세시풍속」, 「더불어 즐기는 세시풍속」,「생소한 세시풍속」으로 나타났다.

The purpose of this study was to examine the experiences of young children who kept participating in educational activities about seasonal customs as part of kindergarten daily routine. For the purpose, following research question was set up. 1. What are the experiences of young children who engage in educational activities about seasonal customs? The subjects in this study were 10 young children at a kindergarten attached to S elementary school located in a rural community in Gangwon Province. They were at the Western ages of three, four and five. The young children engaged in educational activities about seasonal customs during an 11-week period of time from April 1(Mon.) through July 15(Mon.), 2013. They kept performing individual activities, small group activities, large group activities and optional activities, and they had a circle time as well. As for data collection, the video materials were transcribed by using triangulation(Merriam, 1988/1994) to produce more valid and reliable results, and the photographs of the young children's activities, the journal of their teacher, their works, plans on play including optional activities, and evaluation data were all gathered. The collected data were organized, and the organized data were classified, analyzed and interpreted after a domain analysis was made. The result of this study is as follows: The experiences that the young children gained in the course of engaging in the educational activities about seasonal customs were categorized into five: “exciting seasonal customs,” “knowing about seasonal customs on their own,” “seasonal customs in daily life,” “enjoying seasonal customs together,” and “strange seasonal customs.” First, the young children found seasonal customs exciting while they performed the educational activities. They gave an exclamation of joy and used diverse words to express their pleasure in the activities of seasonal customs. They continued to be interested in these customs as they found it so delightful to do the activities, and they kept playing by doing more than what's initially planned to do. Thus, they took the initiative in their own play. Second, the young children gradually got to know and understand the origin, meaning, play and food of seasonal customs and other customs in their own way while they engaged in the educational activities. They expressed how they felt about the customs, and understood the reason that their ancestors enjoyed seasonal customs. Also, they found it wonderful and exciting to learn about folk belief related to seasonal customs. Third, the young children naturally got to learn about the characteristics of each season while they participated in the educational activities. When a new season came, they had experience to make a preparation for the seasonal custom of the new season and to wait for that. In addition, they learned to value life while they was frequently in touch with nature. Fourth, the play of seasonal customs provided a lot of chances for them to mingle with one another, and they learned to cooperate with one another in that course. Thus, they were naturally able to foster their prosocial attitude and skills, and they learned to care about their friends and others. Fifth, seasonal customs were quite strange for the young children since they weren't often exposed to them, but they got interested in the customs as new sources of experience. Despite their unfamiliarity with seasonal customs, they understood the meaning of the customs and expressed it in their own way.

본 연구는 유아가 재구성한 전통놀이 활동이 유아의 사회적 능력에 어떠한 영향을 미치는지 알아보는 데 그 목적이 있다. 연구 대상은 강원도 홍천군에 소재한 N초등학교병설유치원에 재원중인 만 5세 유아 46명으로 실험집단 23명, 통제집단 23명이다. 본 연구의 결과는 첫째, 유아가 재구성한 전통놀이 활동은 사회적 능력의 하위요인 중 유아의 협동성에 통계적으로 유의한 차이가 있는 것으로 나타났다(p<.05). 이는 유아가 재구성한 전통놀이 활동이 유아의 협동성에 긍정적인 영향을 미치는 것을 의미한다. 둘째, 유아가 재구성한 전통놀이 활동은 유아의 타인 이해성에 통계적으로 유의한 차이가 있는 것으로 나타났다(p<.01). 이는 유아가 재구성한 전통놀이 활동이 유아의 타인 이해성에 긍정적인 영향을 미치는 것을 의미한다. 셋째, 유아가 재구성한 전통놀이 활동은 유아의 자율성에 통계적으로 유의한 차이가 있는 것으로 나타났다(p<.01). 이는 유아가 재구성한 전통놀이 활동이 유아의 자율성에 긍정적인 영향을 미치는 것을 의미한다. 넷째, 유아가 재구성한 전통놀이 활동은 유아의 또래 간 상호작용에 통계적으로 유의한 차이가 있는 것으로 나타났다(p<.05). 이는 유아가 재구성한 전통놀이 활동이 유아의 또래 간 상호작용에 긍정적인 영향을 미치는 것을 의미한다. 이러한 연구 결과를 통해 유아가 재구성한 전통놀이 활동이 유아의 사회적 능력에 긍정적인 영향을 미친 것을 의미한다.

The purpose of this study was to examine the influence of traditional play activities reconstructed by preschoolers on their social competence. The subjects in this study were 46 preschoolers in two different classes of Western age 5 in a kindergarten attached to N elementary school in Hongcheon-gun, Gangwon Province. The findings of the study were as follows: The preschooler-reconstructed traditional play activities made statistically significant differences to the social competence of the preschoolers(p<.05). It implied that the preschooler-reconstructed traditional play activities had a positive impact on their social competence. First, the preschooler-reconstructed traditional play activities made statistically significant differences to their cooperativeness(p<.05). It implied that the preschoolerreconstructed traditional play activities had a positive impact on their cooperativeness. Second, the preschooler-reconstructed traditional play activities made statistically significant differences to their understanding of others(p<.01). It implied that the preschooler-reconstructed traditional play activities had a positive impact on their understanding of others. Third, the preschooler-reconstructed traditional play activities made statistically significant differences to their autonomy(p<.01). It implied that the preschoolerreconstructed traditional play activities had a positive impact on their autonomy. Fourth, the preschooler-reconstructed traditional play activities made statistically significant differences to their peer interaction(p<.05). It implied that the preschoolerreconstructed traditional play activities had a positive impact on their peer interaction.

본 연구는 유아기 자녀를 둔 아버지의 이야기를 통해 아버지의 문해 교육이 어떠한지를 질적으로 분석하는 데 목적이 있다. 본 연구의 참여자는 분당에 거주하는 만 3세에서 5세 사이의 유아기 자녀를 둔 5명의 아버지이다. 연구 기간은 2013년 6월 22일부터 8월 31일까지 10주 동안 인터넷 카페 운영, 심층 면담, 이야기 쓰기, 연구자 약기를 통해 이루어졌다. 수집된 자료의 분석은 심층 면담 내용의 전사 및 확인, 자료의 통합, 자료 분류 및 분석, 분류된 내용의 해석 단계로 이루어졌다. 연구결과는 첫째. 아버지의 문해 교육에 영향을 준 사람은「뿌리가 된 아버지」, 「문해 교육의 동반자가 된 아내」, 「정보를 교류하는 지인」그리고 「공부하는 자신」으로 나타났다. 둘째. 어아버지의 문해 교육에 대한 생각은 「문해에 대한 관점」과 「시대의 조류 속에서 생각하기」로 나타났다. 아버지의 문해 교육의 실제는 「내 아이 가늠하기: 문해를 여는 열쇠」, 「문해 학습으로의 초대」그리고 「문해 문화 속에서의 산책」으로 나타났다.

The purpose of this study is to have an qualitative analysis of literacy education through the stories of the fathers who have children in early childhood. The participants are those who live in Bundang, with an early child who is from 3 to 5 years old. This research had been conducted by running an online cafe, interviewing individually, writing stories, and researcher’s notes, from June 22nd to August 31st in 2013 , for 10 weeks. The collected data were analyzed through the following stages ― typing the whole interviews and checking, integration, classification and systematization, and interpretation of them. Followings are the results of this study : This research could be categorized as「The One Who Had an Influence on Literacy Education」, 「Views on Literacy Education」, and「The Practice of Literacy Education」. First, the ones who had influences on fathers' literacy education are as follows:「Their Fathers Who Were Their Roots」,「Wives Who Had Been Companions of Literacy Education」,「Surrounding People Who Shared Knowledge」, and「Oneself engrossed in study」. Secondly, the thought about the fathers' literacy education revealed「The Perspectives on The Literacy」,「Thinking in The Trend of The Times」. Thirdly, the practices of fathers' literacy education were categorized as follows:「Estimation of My Child: The Key to Literacy Education」,「Invitation to Literacy Education」,「Sauntering in the Literacy Culture」.

본 연구는 율곡의 저서 중 가정의 자녀교육과 관련 깊은「동거계사(同居戒辭)」,「격몽요결(擊蒙要訣)」사친장(事親章).거가장(居家章),「성학집요(聖學輯要)」정가편(正家篇),「소아수지(小兒須知)」에 나타난 자녀교육관을 자녀교육의 목표.내용.방법으로 분석하고 정리하는 것을 목적으로 한다. 율곡의 저술에 나타난 자녀교육의 목표는 첫째, 가정의 법도를 알고 실천하며, 은혜를 갚고자 하는 마음 기르기 둘째, 사람다운 사람을 기르는 부모됨을 배우고 익히기, 셋째, 분수를 지키기 위하여 마음의 절제력 기르기로 나타났다. 위와 같은 목표는 자녀에 대한 신뢰를 바탕으로 하는 교육, 사람다운 사람을 기르는 일의 중요성을 인식한 방향성 있는 자녀교육이라는 점에 의의가 있다. 목표를 실현하기 위한 구체적인 자녀교육의 내용으로는 첫째, 자애와 공경을 바탕으로 한 가정의 법도로 부모와 자녀관계의 도리로서 효, 부부 관계의 도리로서 예, 형제관계에 있어서의 우애, 장유관계로서의 예로 어른을 어른으로 대접하는 예가 나타났으며, 둘째, 사람다운 사람을 기르는 부모됨을 준비하기 위한 내용으로 심신이 건강한 아이를 얻기 위한 부모의 정성과 노력; 태교와 교육자로서의 부모됨의 준비로서 자녀교육의 순서; 입교의차례, 자녀의 바른 몸가짐과 마음가짐을 향한 부모의 관심; 기본생활습관교육이 나타났다. 셋째, 중용의 지혜를 터득하기 위한 절제를 가르치기 위하여 분수를 지키기 위한 마음의 중심잡기와 의롭기 위한 절검을 찾아볼 수 있었다. 마지막으로 율곡의 저술에 나타난 자녀교육의 방법은 수범교육, 적기.습관화 교육, 앎과 행동.몸과 마음이 하나 되는 교육으로써 지행병진교육 및 표리상응교육, 마지막으로 잘못을 일깨우는 이성적 대화와 행위로써 훈계로 나타났다. 율곡의 저술에 나타난 자녀교육관은 그 모습 그대로 접목이 가능하진 않지만 교육을 통해 실현되어야 할 인간과 교육의 본질과 방향을 담고 있으므로 오늘날에도 유효하며, 어떠한 의식이나 형태로든 앞으로도 이어져 나아갈 수 있고 나아가야함을 인식하여야 할 것이다.

This thesis, in an effort to gain wisdom on child education from our own traditional home education, has its purpose in putting in order the content of Yoolkol’s writings involved in child education such as ‘Donggeogesa,’ the chapters of ‘Sachin’ and ‘Geoga’ from ‘Kyokmongyokyol’, the chapter of ‘Jeongga from ‘Seonghakjipyo’ and ‘Soasuji’. To this end, the matters to be researched were set like the followings; What is the child education like in the writings of Yoolkok? What is the goal of child education like in Yoolkok’s writings? What is the content of child education like in Yoolkok’s writings? What is the method of child education like in Yoolkok’s writings? This thesis studied ‘Kookyokyoolkokjeonseo’ published by ‘Mental Culture Research Institute, gathered in ‘Yoolkolhakyeonkuchongseo’ published by the Academy of Korean Studies’. This book has content related to home management which includes ‘Dongjeogesa’, the chapter of ‘Sachin’ and ‘Geoga’ from ‘Kyokmongyokyol’, the chapter of ‘Jeongga’ from ‘Seonghakjipyo’ and ‘Soasuji’ which deals with the view of child education. All of those books mentioned above and other existing pre researched materials were used as supplementary materials and through this the view of child education of Yoolkok’ was analyzed and put in order. The followings are results of this research: The goals of child education witnessed in Yoolkok’s writings were first, to learn and practice the family rule and nurture the mindset to pay for the blessings, second, to learn and exercise parenthood who teaches men of character and third, to nurture self-restraint of the mind to live within means. Those goals are meaningful in that it is an education of trust and the one which recognizes the importance of nurturing men of character. More concrete content to realize these goals include first, ‘Hyo’ as a rule stipulating the family rule of parents and children based upon mercy and respect, and ‘Ye’ as rule of couples, fraternal love, ‘Ye’ of relationship between adults and children. The second one is preparation for parenthood who nurtures men of character which includes efforts of parents to get a physically and mentally healthy child which is called ‘prenatal care’ and as an educator the order of education, and as parents’ concern towards the physically and mentally right attitude, the education to habituate good basic life attitude appeared.. Third, as a way to teach temperance to learn the wisdom of moderation, mind orientation and the effort to be just and to stay within right means were found. The trial to teach family rule based upon human ethics is meaningful in that it creates a family community and moral social community where love and respect are harmonized and it is translated as an active effort to convey such culture and the trial to teach parenthood who nurtures men of character is meaningful in that along with a clear perception of being a parent, the educator, it tries to teach the needed preparation to be parents from childhood period in a formal and systematic way. The last one which is the effort to teach the wisdom of moderation is meaningful in that it teaches the importance of controlling the minds and makes them to act within the appropriate means without being slanted and nurtures the attitudes which enable them to lead the community lives harmoniously. The method of child education appeared in Yoolkok’s writings are the education combining knowledge and action and the education of correspondence of the inside and the outside which in other words are modeling education, timely habituation education, and the education that knowing and acting becomes one and body and mind becomes one and lastly admonition which awakens wrongdoings by rational conversation and behavior appeared in his writings. Modeling education means that the behavior of parents are the content of education and modeling is a direct educational method and emphasizes that parents show the right behavior themselves. By awakening the importance of not only the modeling itself but also building the right human environment to them it has meaning in that that it presents a living exemplary person out of parents or surrounding persons. In addition it has its meaning in that self-correction and self-assessment are possible for the parents who continuously studies and models of themselves and also for the children who follow them. Timely.Habituation education is timely education which does not miss on the children’s sensitive time of learning and it means the conduction of habituation education making children accustomed to the right behavior from early period of life and it was education that repeated a variety of maxims and reasonable sayings in grinding way. This education is meaningful in that it becomes a habituation of moral thoughts breaking the start of humane love in each person’s nature making them closer to natural intelligence. The education of knowledge and action and the education of correspondence of the inside and the outside focused on the integration and agreement and execution between words, thought and action. This is a whole personal education which harmonizes intelligence, morality, physical capacity, and intelligence, emotion. Justice and it is meaningful in that it pursued the harmonious development and integration of human beings in concrete lives. The admonition for the fault of children in learning process should be implemented with a clear principle and based upon emotional interaction called teaching and learning and it should be executed through rational conversation and action which respect the other party as a man of character.

본 연구는 유아들이 한국 전통음식에 대해 알아보고, 오감을 이용하여 음식 재료를 탐색해 보고, 한국 전통음식을 직접 만들어 다른 사람과 음식을 나누는 활동에 참여하면서 나타나는 유아들의 경험이 어떠한지를 알아보는 것이다. 이를 위해 충청북도 C군 O어린이집 꿈꾸는반 만5세 유아 10명을 대상으로 2013년 7월 9일부터 2013년 9월 9일까지 8주에 걸쳐 주 2회씩 총 16회 한국 전통음식 만들기 활동을 실시하였고, 녹화자료의 전사와 교사저널, 사진, 유아 기록물 등의 자료를 수집, 분석하였다. 연구결과 첫째, 유아들은 연구 초기 한국 전통음식에 대해 생소함을 느꼈지만 점차 한국 전통음식에 관심가지기 시작했다. 둘째, 한국 전통음식 만들기에 참여하면서 다양한 음식재료를 오감을 이용해 탐색하고, 전통 도구를 이용하여 음식을 만드는 경험을 통해 즐거움을 느꼈다. 셋째, 한국 전통음식에 자부심을 갖게 되고, 유아가 만든 음식을 나누는 과정 속 에서도 유아 혼자에서 유아 주변 사람으로, 더 나아가 많은 사람으로 확대되었고, 나눔의 즐거움을 경험하였다. 넷째, 유아들은 한국 전통음식에 담긴 조상들의 지혜를 알게 되고, 조상들의 생활양식에도 관심 갖게 되면서 점차 전통 문양, 전통 의복 등 한국 전통문화로의 관심을 확대해 나갔다.

The purpose of this study was to examine the experiences of young children in the course of checking up on Korean traditional food, exploring food materials using their five senses, making traditional food on their own and sharing it with others. The subjects in this study were 10 young children in a class of Western age five in a daycare center located in a rural area in North Chungcheong Province. This study was implemented 16 times during an eight-week period of time from July 9(Tues.) to September 9(Fri.), 2013, twice a week. The Korean traditional food making activities were conducted in four different stages: checking up on Korean traditional food, making Korean traditional food, sharing Korean traditional food, and sharing activity experiences. As for data collection, their teacher's journal, photographs and the young children's records were gathered. The collected data were organized, classified, analyzed and interpreted. The findings of the study were as follows First, At the onset of the study, they felt strange about traditional food. The young children started to get interested in Korean traditional food. Second, participation in making the senses with a variety of traditional food and food ingredients navigation, using traditional tools, felt the joy through the experience of making food. Third, While they shared the food that they prepared, they learned to think of not only themselves but others, and they became proud of Korean traditional food and felt happy about sharing. Fourth, they learned about the wisdom of ancestors through Korean traditional food and got interested in their life styles. Moreover, they showed interest in Korean traditional culture such as traditional patterns or clothes.

본 연구는 유아들이 그림책을 감상하고 그림책의 협동 관련 이야기를 나눈 후, 모둠별 토의 활동을 통하여 그림책의 내용에 기초한 협동적 집단게임을 스스로 구성하고, 구성한 집단게임활동에 친구들과 협동하여 참여하는 과정 속에서 나타나는 유아들의 경험을 분석하는데 목적이 있다. 본 연구에 참여한 유아는 경상북도 K시에 소재한 K초등학교 병설유치원에 재원중인 H반 만 5세 유아 24명(남 12명, 여 12명)이었다. 연구과정은 2013년 4월 23일부터 2013년 6월 27일까지 총 10주간 이루어졌으며, 총 활동 수는 27회 실시하였다. 자료 수집은 질적 연구의 타당도와 신뢰도를 높이기 위한 방법인 삼각측정법(Merriam, 1988)을 이용하여 녹화자료의 전사와 유아면담, 유아들의 활동 사진, 연구자의 관찰일지 및 유아들의 활동 결과물 등의 다양한 방법으로 이루어졌다. 수집된 자료들의 분석은 비디오 녹화 자료의 전사 및 수집된 자료들의 통합, 분석, 자료 분류 및 분석, 분류된 내용의 해석 단계를 거쳤다. 본 연구를 통해 얻은 결과는 다음과 같다. 협동관련 그림책을 활용한 유아 주도적 집단게임활동에서 유아들의 경험은 협동적 집단 게임이 경쟁 게임보다 더 즐겁다는 것을 알았고, 친구와 함께 만든 집단 게임이라 더욱 즐겁게 참여했으며, 게임의 승패보다 다양한 게임 방법을 서로 나누면서 즐거움을 느꼈다. 또 문제를 함께 해결하면서 사이좋은 친구가 되었으며, 공동의 목표를 달성하기 위해 친구와 협동을 하는 모습을 보였다.

The purpose of this study was to examine the experiences of young children's in the course of appreciating picture books, talking about cooperation described in the picture books, making cooperative group games based on the picture books through group discussions and performing the game activities in collaboration. For this purpose, following research question was set up. 1. What experiences do young children gain while they engage in young children-led group game activities by using cooperation-related picture books? Participants for this study were 24 young children(12 boys and 12 girls) in a class at a kindergarten attached to K elementary school in the city of K, North Gyeongsang Province. They were at the Western age of five. This study was implemented during a 10-week period of time from April 23 to June, 27, 2013. Overall, they engaged in the activities 27 times. Data was gathered in diverse ways. The video materials were transcribed by using triangulation(Merriam, 1988) that was a method to improve the validity and reliability of a qualitative research, interview, and the photographs of the young children's activities, this researcher's observational journal and the results of their activities were all collected. As for data analysis, the video materials were transcribed, and the collected data was integrated, classified, analyzed and interpreted. The results of this study are as follows: The experiences that the young children had while engaging in the cooperative group game activities by using picture books were categorized into five: “knowing that the cooperative group games were more pleasant than competitive games,” “finding it more delightful to play the group games that they made together,” “finding it joyful to share opinions about diverse methods of the games without being concerned about victory or defeat,” “becoming good friends while solving the problems together,” and “cooperating with one another to attain the common goal.” First, the young children found that the cooperative group games were more delightful to play than competitive games as they continued to make and fulfill cooperative group game activities on their own. Namely, they realized that there could be enjoyable results when they understood one another and felt happy about the process of tuning different opinions and of doing the activities, and that it's happier to play group games in collaboration than to compete with one another. Second, the young children found it more pleasant to play the group games that they made together, as they realized that the cooperative game activities were more enjoyable than competitive games. While they made the games together, they learned that things which were difficult to do alone could be more easily done by discussing with others and by joining forces. Moreover, they learned that they should share their ideas to find a better way so that they could find it happier to play the cooperative group games together. Third, the young children felt that sharing their ideas of how to play the games was more delightful than merely winning the games. Namely, they learned that they should share their diverse opinions to make both the process and results of the games more enjoyable, and they actually felt joy when they shared their ideas. Fourth, they learned to enjoy both the process and results of the games, and found it delightful to communicate with one another. And they learned to join forces to solve problems that took place in the course of playing the group games, and they finally became good friends. When they tried to solve the problems that occurred during the cooperative group game activities, they got closer to one another and naturally realized that they could help each other and were eventually in mutually complementary relationship. Fifth, they were better able to collaborate with one another to achieve their common goal. They joined forces to solve the problems that occurred during the game activities, and they got along well with one another. Thus, they learned to cooperate with one another and to accept other people's perspectives.

이 연구의 목적은 효 관련 그림책을 활용한 토의활동을 실시했을 때 유아의 효 관련 행동에 어떠한 영향을 미치는지 알아보는 데 있다. 이를 위해 경기도 이천시에 소재한 A병설유치원 1개 학급에 재원중인 만 5세 유아 27명(남17명, 여10명)이었다. 연구 도구는 유아의 효 관련 행동을 알아보기 위해 박석일(2001)이 초등학생의 효행 실태를 알아보기 위해 제작한 설문지 문항을 토대로 유아에게 적합하게 수정·보완한 유아 효 관련 행동 설문지를 사용하였다. 실험처치는 효 관련 그림책을 활용한 토의활동을 2013년 10월 14일(월) ~ 2013년 12월 20일(금)까지 10주 동안 주 1회씩 총 10회의 교육활동을 자유선택활동시간에 20~25분씩 모둠별로 실시하였다. 자료 처리는 연구문제에 따라 효 관련 그림책을 활용한 토의활동이 유아의 효 관련 행동에 미치는 영향을 알아보기 위하여 효 관련 그림책을 활용한 토의활동을 경험한 집단의 사전․사후 점수 차이에 대하여 대응표본 t검증을 실시하였다. 본 연구의 결과는 효 관련 그림책을 활용한 토의활동이 유아의 효 관련 행동에 통계적으로 유의한 차이(p< .001)가 있는 것으로 나타났으며 이는 효 관련 그림책을 활용한 토의활동이 유아의 효 관련 행동에 긍정적인 영향을 미치는 것을 의미한다.

The subjects for this study were 27 children(17 boys, 10 girls) at the age of five from one class of a kindergarten attached to an A Elementary School located at Icheon city in Geonggi Province. And the material as the tool for the study, was based on the questionnaire which was already used for Seokil Park(2001) who was an elementary school at that time because of finding out the actual conditions of filial behavior, but the questionnaire was evaluated and revised for the study. For the experiment for the study, the small group discussion activities using picture books about filial duty was carried out for once a week, total ten times from October 14(Mon), 2013 through December 20(Fri), 2013, during which ten educational activities were conducted for about 20-25 minutes of their Free Choice Activities by group. As for the handling of the data, the paired t-test was conducted on the remaining score of post experiment was subtracted by preliminary score to check the differences of the effect of small group discussion activities using picture books about filial duty on young children's filial behavior. The results of the study were as follows: Small group discussion activities using picture books about filial duty has shown statistically significant difference (p<.001), which means it has positive effect on a child’s filial behavior. First, the small group discussion activities using picture books about filial duty was revealed to have statistically significant distinction(p<.001) in the behavior of being thankful the parents’ love, a sub factor of a child’s filial behavior, and this represented that the activity had positive effect on a child’s behavior of being thankful the parents’ love. Second, the small group discussion activities using picture books about filial duty showed that it had statistically meaningful disparity(p<.01) in the attitude towards parents, a sub factor of a child’s filial behavior, indicating that the activity has positive effect on a child’s attitude towards parents. Third, the small group discussion activities using picture books about filial duty was believed to show statistically significant difference(p<.001) in the behavior for pleasing parents, a sub factor of a child’s filial behavior, indicating that the activity has positive effect on a child’s behavior for pleasing parents. Fourth, the small group discussion activities using picture books about filial duty revealed that it made statistically significant gap(p<.01) in the obedient behavior towards parents, a sub factor of a child’s filial behavior, which led to the positive effect of the activity on a child’s obedient behavior towards parents. Fifth, the small group discussion activities using picture books about filial duty revealed statistically meaningful difference(p<.05) in the brotherly affection, a sub factor of a child’s filial behavior, indicating that the activity has positive effect on a child’s brotherly affection. Sixth and the last, the small group discussion activities using picture books about filial duty showed that it had statistically meaningful disparity(p<.01) in the respect towards elders, a sub factor of a child’s filial behavior, indicating that the activity has positive effect on a child’s respect towards elders. 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.