Earticle

본 연구는 그림책을 활용한 갈등상황 토의활동이 유아의 또래 유능성에 어떠한 영향을 미치는지 알아보는 데 목적이 있다. 연구의 대상은 경기도 용인에 소재한 J병설유치원과 근거리에 위치한 S병설유치원의 만5 세 유아들로 실험집단 26명과 통제집단 26명으로 총 52명이었다. 연구 대상 유아의 평균연령은 연구 시작 일을 기준으로 하여 63개월이었으며, 실험집단은 62개월(여: 64개월, 남 62개월), 통제집단은 63.5개월(여: 64개월, 남: 63개월)이었다. 실험처치는 2014년 4월 21(월)부터 2014년 7월 4일(금)까지이며, 그림책을 활용 한 갈등상황 토의활동은 주 1회씩 실시하여 10주간 총 10회에 걸쳐 실시하였다. 연구도구는 박정란(2008)이 고안한 또래 유능성 검사도구를 사용하였다. 그 결과 유아의 또래 유능성은 그림책을 활용한 갈등상황 토의활동을 실시한 실험집단과 실시하지 않은 통제집단 간에 유의미한 차이가 있는 것으로 나타났다. 또래 유능성의 하위요소인 놀이 주도하기, 친구 사 귀기, 공유하기, 갈등 해결하기는 그림책을 활용한 갈등상황 토의활동을 실시한 실험집단과 실시하지 않은 통제집단 간에 유의미한 차이가 있는 것으로 나타났다.

The objective of this study is to explore an effect of discussion activity over conflict situation utilizing picture books on peer competence of child. Based on the above objective, following research problem has been established. 1. What is an effect of discussion activity over conflict situation utilizing picture books on peer competence of child? 1-1. What is an effect of conflict situation utilizing picture books on 'taking the lead in play' of child? 1-2. What is an effect of discussion activity of conflict situation utilizing picture books on 'making friends' of child? 1-3. What is an effect of discussion activity of conflict situation utilizing picture books on 'sharing' of child? 1-4. What is an effect of discussion activity of conflict situation utilizing picture books on 'resolving conflict' of child? This survey was performed based on total 52 children including experiment group (26 persons) and control group (26 persons) aged full 5 years old of S annexed kindergarten near to J annexed kindergarten located at Yongin City, Gyeonggi-do. Average age of test subjects was 62 months (female: 64 months, male: 63 months) based on commencement date of research and that of experiment group was 62 months (female: 64 months, male: 62 months) and control group 63.5 months (female: 64 months, male: 63 months). Test was performed during the period from April 21 (Mon), 2014 to July 4 (Fri), 2014 and total 10 times of discussion activity over conflict situation utilizing picture books was performed for 10 weeks based on 1 time a week. As research tool, peer competency test tool designed by Park, Jeong Ran (2008) was used. The result of this research could be summarized as follows. First, it was revealed that in peer competency of child, there was a significant difference between experiment group that performed discussion activity over conflict situation utilizing picture books and control group that did not perform such activity. This implies that such activity exerted a positive influence over peer competency of child. Second, in case of taking the lead in play that is subelement of peer competency, it was revealed that there was a significant difference between experiment group that performed discussion activity over conflict situation utilizing picture books and control group that did not perform such activity. This implies that such activity exerted a positive influence over taking the lead in play of child. Third, in case of making friends that is subelement of peer competency, it was revealed that there was a significant difference between experiment group that performed discussion activity over conflict situation utilizing picture books and control group that did not perform such activity. This implies that such activity exerted a positive influence over making friends of child. Fourth, in case of sharing that is subelement of peer competency, it was revealed that there was a significant difference between experiment group that performed discussion activity over conflict situation utilizing picture books and control group that did not perform such activity. This implies that such activity exerted a positive influence over sharing of child. Fifth, in case of resolving conflict that is subelement of peer competency, it was revealed that there was a significant difference between experiment group that performed discussion activity over conflict situation utilizing picture books and control group that did not perform such activity. This implies that such activity exerted a positive influence over resolving conflict of child.

본 연구는 그림책을 활용한 신체활동이 유아의 운동능력에 어떠한 영향을 미치는지 알아보는데 목적이 있 다. 이를 위해 경기도 평택시에 소재한 2개 병설유치원에 재원 중인 만 5세반 2개 학급의 유아 30명을 실 험집단과 비교집단으로 나누어 실험을 진행하였다. 실험집단은 그림책의 구연 및 회상활동 후에 그림책의 내용에 따라 주제별 신체활동을 진행하였으며 비교집단은 그림책을 통제한 후 교사주도의 신체활동을 실시 하였다. 연구결과 그림책을 활용한 신체활동을 경험한 실험집단과 그림책을 통제한 비교집단의 운동능력에 유의한 차이가 나타났다(p< .01). 운동능력의 하위 영역별로 살펴보면 실험집단과 비교집단의 평형성과 민 첩성에서는 유의한 차이를 보였지만(p< .05) 순발력에서는 유의한 차이가 나타나지 않았다(p> .05).

The purpose of this study was to discover what effect physical activities using picture books had on children's motor ability. Subjects of this study were 30 students from two classes of five-year-olds in two kindergartens located in Pyeongtaek, Gyeonggi-do. The experimental group performed physical activities for each topic following the information in the picture book after narration and review of the book, while the control group performed teacher-led physical activities after restriction of the picture book. There was a significant difference between the experimental group which had performed physical activities using picture books and the control group which had not (p<.01). Examination of subdomains of ability to exercise showed significant differences in balance and agility between the experimental and control groups (p<.05), but significant differences in power did not appear (p< .05).

본 연구는 유치원 교사의 교직전문성 인식 정도에 따른 교원능력개발평가에 대한 인식이 어떠한지를 알아 보기 위하여 세종특별자치시 관내 국․공립 단설 및 병설유치원, 사립유치원 교사 187명을 대상으로 설문 조사를 실시하였다. 교원능력개발평가에 대한 교직전문성 인식에 따른 상·중·하 집단의 인식을 보면 모든 집단에서 교원능력개발평가의 주된 목적은 ‘교육의 질 향상’으로, 가장 필요한 사항은 ‘공정하고 신뢰로운 평가도구’를, 불필요한 사항은 ‘업무과중으로 인한 수업 불충실’로 나타났다. 가장 중점적으로 평가되어야 할 요소로는 교직전문성 인식의 상·중·하 모든 집단 교사가 ‘수업실행’을 인식하고 있는 것으로 나타났다. 평가방법은 ‘기준점수를 정하고 그 보다 높은 점수를 받았을 때’ 우수교사로 평가하는 것으로 나타났으며, 동료교사 평가의 가장 큰 문제점으로 ‘동료 교사 간 갈등과 위화감 조성’을 인식하고 있는 것으로 나타났 다. 교원능력개발평가의 평가결과는 교원 스스로의 전문성 향상 자료로 활용되어져야 하며, 전문성과 자질 이 우수한 교사는 학습연구년제 등 특별연수 기회를 부여해야 하고, 전문성과 자질이 부족한 교사는 현장 근무와 동시에 부족한 역량을 향상시키기 위한 단계별 맞춤형 연수기회를 제공해야 한다고 인식하고 있는 것으로 나타났다. 교원능력개발평가의 안정적 정착을 위한 조치로써 교원능력평가에 따른 업무경감을 위해 행․재정적 지원체계가 반드시 필요한 것으로 인식하고 있다. 이상과 같은 연구 결과는 유치원 교원능력개 발평가의 전면 실시에 앞서 유치원 교육의 신뢰와 공교육의 효과성을 높일 수 있도록 기초자료를 제공하고 평가방향을 제시함으로써 제도의 안정적 정착에 도움이 될 수 있다는데 의미가 있다.

The object of Perception of Kindergarten Teachers’ Teaching Professionalism and Teacher Evaluation for Professional Development is with 187 teachers working in private kindergarten, single public kindergarten, and public kindergarten attached to the public Elementary school in Sejong Special Self-Governing City. In cognition of high, middle, and low ranked group answered from the perception of teacher evaluation for professional development depending on teaching professionalism were shown the purpose as ‘Quality Improvement of Education’. The most necessary thing in a teacher evaluation for professional development is that groups of high, middle, and low ranked teachers understand the fairness and trust are important. The cognition about the prime need of talent for outstanding teacher evaluation is that the high ranked teachers think more toward sense of duty for teaching, and the middle ranked teachers use a teaching method or technology. It is an inflection of evaluation result for teachers’ evaluation for professional development and the groups of high, middle, and low ranked teachers understand that teachers themselves need to be used as professionalism improvement data. The groups of high, middle, and low ranked teachers have the higher perception about the subsequent of action for the teachers who are with lack of professionalism and qualification is that they can get an offer to have a training chances with different sections by steps for increasing their teaching professionalism. It is very essential for the groups of high, middle, and low ranked teachers to have the perception for teachers’ evaluation for professional development and it needs to be restricted with administratively and financially for work reduction because it is the safest action for teachers’ for professional development.

본 연구는 중국 현행 유아교사평가에 대한 교사의 인식을 살펴보고 이를 통해 공립유치원 교사가 바라는 교사평가의 개선방향을 모색해 보고자 하는데 목적이 있다. 이는 앞으로 실시해야 할 중국교사 전문성 향 상 중심의 유아교사평가의 토대를 마련하고 유아교사를 대상으로 하는 독립적인 평가체제를 구축하고 중국 유아교사 평가가 공정하고 객관적이며 신뢰성 있는 교사평가가 될 수 있도록 하는 기초자료를 제시하는데 의의가 있다. 본 연구 대상은 중국 연태시(烟台市) 지부구(芝罘区)와 개발구(开发区) 공립유치원에 재직 중 인 교사 200명이다. 본 연구에 사용된 도구는 관련 문헌 및 선행연구 고찰, 예비조사를 거쳐 연구자가 제작 한 질문지로 6개 범주의 총 18문항으로 구성되어 있다. 자료처리를 위해 문항별로 빈도와 백분율을 산출하 였다. 본 연구의 결과를 살펴보면 중국 유아교사 평가의 목적 및 필요성에 대한 93.0% 공립유치원 교사가 유아교사평가가 필요하다고 생각하였다. 32.6% 공립유치원 교사가 유아교사 평가의 목적은 ʻ교사 전문성 발 전ʼ에 목적을 두어야 한다고 인식하였다. 유아교사평가는 교사근무현황을 반영하는 것에 대한 74.6% 공립유 치원 교사의 인식은 일부분 객관적으로 반영하고 있다고 인식하였다. 유아교사평가 과정에 관한 공립유치 원 교사의 인식을 살펴본 결과, 교사평가 횟수는 ʻ한 학기 2번(53.5%)ʼ이 바람직하다고 인식하였다. 교사평 가주체는 ʻ교사동료 (31.2%)'가 적합하다고 인식하였다. 유아교사평가의 기준은 ʻ국가 교육부가 하여야 한다 가 1순위(42.3%)ʼ로 가장 많이 반응하였다. 중국 유아교사평가 개선방향에 대한 공립유치원 교사의 인식을 살펴본 결과, ʻ유아교사를 위한 평가체제가 필요하다(71.8%)ʼ고 인식하였다. ʻ유아교사평가 목적은 인사관리 보다 교사의 전문성 향상을 도와주는 것을 최우선으로 해야 한다(95.1%)ʼ고 반응하였다. 유아교사평가 내용 은 ʻ객관적이고 구체적이며 양적 평가가 가능하게 기술해야 한다(89.4%)ʼ고 인식하였다. 유아교사평가자는 ʻ 전문성과 객관성을 담보해야 하다(91.5%)ʼ고 반응하였다. 유아교사 평가 결과가 ʻ당사자인 교원에게 공개될 필요가 있다(93.7%)ʼ고 인식하였다. 유아교사평가 결과활용은 ʻ평가결과에 따른 교원별 맞춤형 연수시스템을 구축하고 다양한 인센티브를 마련하며 교사의 전문성발달에 긍정적인 영향을 준다(93.7%)ʼ고 인식하였다.

purpose of this study is survey the public kindergarten teachers' understanding of current preschool teachers evaluation in yantai. And analyzes China's current preschool teachers evaluation problem puts forward improving methods. The significance of this research is for the purpose of preschool teachers' professional development in the future in China, strengthening the teachers' evaluation of the former, the objectivity and reliability, and setting up specifically for preschool teachers' independent evaluation system to provide the necessary information. According to the purpose above, the research questions were as follows: 1. What is the China's public kindergarten teachers' understanding towards the current teacher evaluation ? 2. What is the improvement direction of Chinese preschool teachers' evaluation？ The object of this study are 7 public kindergarten, 200 in-service teachers in Zhifu and Kaifa district of Yantai. Research tools used in this study are relevant literature and previous research study, thorough investigation, and the six-part questionnaire of 18 questions produced by researchers through a pretest. Data analysis was performed to calculate the frequency and percentage of each problem. The major research findings were as follows： As for the purpose and necessity of public kindergarten teachers' evaluation of the current preschool teachers, the research results can be listed as follows. 32.6% of the public kindergarten teachers think the evaluation of kindergarten teachers should focus on teachers' professional development. 93% of the public kindergarten teachers think it is necessary to conduct evaluation on kindergarten teachers, because the teachers' professional abilities could be improved by this way. And 36.4% of them agree with it. 74.6% teachers think the result of current preschool teachers' evaluation is partly objective. Preschool teachers understanding on teachers' evaluation process is that 53.5% teachers think it reasonable to evaluate twice a semester. 31.2% teachers think it effective for teachers to evaluate mutually. 42.3% teachers rank the ministry of education in the first place. As for preschool teachers' understanding towards the improvement direction of China's early childhood teachers evaluation, 71.8% teachers think it necessary to practice the evaluation system specifically for preschool teachers. 95.1% teachers think that the purpose of preschool teachers' evaluation should be to promote the professional development of preschool teachers, but not only the management of teachers. 89.4％ teachers think the content and criteria of preschool teachers' evaluation should be more objective and operable. 91.5%teachers argue that the evaluators of preschool teachers should be professional so as to guarantee the impartiality of the evaluation. 93.7% teachers think the result of preschool teachers evaluation result be open to the research objects. 93.7% teachers think preschool teachers' evaluation should be based on the evaluation results, establish a corresponding system of studying according to different types of teachers and various bonuses system.

본 연구는 유아교육기관 전용 커뮤니케이션 앱을 활용한 쌍방적 의사소통을 통해 교사-어머니 의사소통 에 참여한 어머니, 교사 경험을 분석해 봄으로써 상호 호혜적 의사소통의 효율적인 활용방안을 모색하고 사생활 침해 및 개인정보 노출, 단편적·형식적 의사소통에 대한 대안을 마련하는데 목적이 있다. 커뮤니케 이션 앱을 활용한 교사-어머니 의사소통은 첫째, 기존의 교사-부모 간 의사소통의 제약점을 개선하고 활성 화 하는데 도움을 준다. 둘째, 교사와 어머니, 유아 모두에게 이롭다. 셋째, 커뮤니케이션 앱의 기능을 잘 활용하면 유아에 대한 상담이나 자세한 이야기도 충분히 나눌 수 있다. 넷째, 교사와 어머니 간 신뢰감 및 상호친밀감의 기회를 마련하며 새로운 인간관계를 형성하는 데 도움이 된다.

The purpose of this study was to seek an effective utilization for mutually beneficial communication using the features of the application between mother-teacher, and to provide an alternative plan for concerns on privacy, personal information exposure and fragmented/formal communication through in-depth analysis of the experience of mothers and teacher that participated in the communication by reviewing specific cases of bilateral communication using the early childhood institution application. Issues according the purpose of this study were as follows: 1. How was the teacher-mother communication experience using the communication application? 1-1. How was the mother’s experience in the teacher-mother communication experience using the communication application? 1-2. How was the teacher’s experience in the teacher-mother communication experience using the communication application? The group of mothers participated in this study consists of fifteen mothers of children under the age of five attending B public kindergarten located in I City of Gyeonggi-do. This study was performed flexibly depending on mothers’ communication within ten weeks, from September 22, 2014 through December 7, 2015. The data was collected by various methods, which include observation recordings and transcripts, individual/group discussions, communication data, surveys, and research material using communication application. The results obtained from this study are as follows. First, communication through the communication application between teacher-mother enhanced the existing limitation, and assisted in activating communication. In other words, it maximized the benefits of immediacy and portability of smartphones, and provided environment for a continuous and two-way communication between teacher and mother through various features on the early childhood institution application. Second, communication through the application is beneficial for all teachers, mothers, and children. In other words, teachers can inform mothers on the ongoing activities at the institution, and also gain a chance to know children’s education style at home and family’s characteristics. In addition, mothers can provide adequate assistance for children’s growth and development through understanding preschool education and having a more objective perspective on the child. Continuous communication between teachers and mothers lead all teachers, mothers, and children to a positive direction. Third, when effectively utilized, communication application can allow consultation and detailed discussion on children between teacher and mother. This also disregards concerns on privacy and exposure of unnecessary personal information when communicated via mobile instant messengers and SNS. However, it is necessary to be utilized along with other communication tools for a more effective communication. Fourth, communication through the communication application provides basis for mutual understanding and trust between teacher and mothers by understanding each other’s roles. Furthermore, through sharing emotions, the application can allow them to develop a new relationship by emotionally supporting each other and treating each other as partners.

본 연구는 협동적 요리 활동이 유아의 과학적 태도 및 친사회적 행동에 어떠한 영향을 미치는 지 알아보 는데 그 목적이 있으며 연구대상은 충북 청주시에 소재한 S 단설유치원에 재원 중인 만 4세 유아 40명으로 실험집단 20명, 통제 집단 20명이었다. 연구도구는 이경민(200)의 과학적 태도 검사와 김영옥(2003)이 개발 한 친사회적 행동평가 검사도구(Prosocial Behavior Scale for Young Children)를 사용하였다. 연구문제를 검증 하기 위하여 각 집단별 평균 증가 점수에 대한 t검증을 실시하였고 연구 결과 협동적 요리 활동을 실시한 실 험집단과 실시하지 않은 통제집단간의 과학적 태도와 친사회적 행동에 유의한 차이가 있었다. 즉, 협동적 요리활동이 유아의 과학적 태도와 친사회적 행동을 향상시키는데 긍정적인 영향을 미치는 것으로 나타났다.

The purpose of this study was to examine the educational effect of the cooperative cooking activities for young children. For this purpose, this study was focused on learning how effects cooperative cooking makes on young children's scientific attitudes and prosocial behavior. The subjects in this study were 40 of four-year-old child from two of classes of S kindergaren in Chung-ju, Chung-buk. 20 young children’s(13 boys and 7 girls) were put in the experimental group and the rest of children(13 boys and 7 girls) from the other were put in Control Group for study. The instruments used in this study were a scientific attitudes test and a prosocial behavior test. Researcher used ‘Instrument for Scientific Attitude Test’, Lee, Kyoung-min had made in 2000 on the basis of Yoo, Kyung-sook’s scientific attitude evaluation benchmark in 1999. And for the prosocial behavior test, Researcher used ‘Prosocial Behavior Instrument for Young Children’(Kim, 2003) which is based upon the scale developed by Babcock, Hartle and Lamme(1995). The results of study are as follows: First, there was an meaningful difference between two groups of experimental and control in scientific attitude. This showed the cooperative cooking activities had positive effects on young children’s scientific attitude. Second, there was an meaningful difference between two groups of experimental and control in scientific attitude. This showed the cooperative cooking activities had positive effects on young children’s scientific attitude.