Earticle

본 연구는 공립유치원 방과후 과정 교사 운영에 대한 현장 교사들의 이야기를 듣고 방과후 과정 교사 운 영에 관해 교사들의 인식은 어떠한지 알아보는데 그 목적이 있다. 본 연구의 목적에 따라 교사가 인식하는 방과후 과정 교사 운영에 대한 인식은 어떠한가?로 연구 문제를 선정하여 연구를 진행하였다. 연구에 참여 한 연구 참여 교사는 충청북도에 공립유치원에서 근무하며 방과후 과정을 운영하고 있는 교사 5명과 타․시 도(대전, 경기, 대구, 전라북도) 공립유치원 근무하며 방과후 과정을 운영하는 교사 5명이다. 연구 과정은 2015년 4월 6일(월) ∼ 6월 27일(토)까지 12주 동안 주 1회 교사 10인과 심층 면담을 실시하였다. 연구자는 연구 참여자의 시각으로부터 통찰과 발견, 이해에 이르도록 도와주는 중요한 자료를 많이 수집하기 위해 심층면담을 실시하였으며, 전화 면담, e-메일과 같은 다양한 종류의 면담을 실시하였다. 자료의 수집은 면 담한 자료를 취합하여 전사하였으며, 현장 노트를 작성하여 현장에서의 상황을 묘사하여 예비적인 보충 자 료로 연구에 활용하였다. 본 연구를 통해 얻은 결과는 다음과 같다. 첫째, 갑자기 달라진 방과후 과정 교사 운영 지침이 갑자기 변 경되어 어려움을 겪고 있었다. 둘째, 방과후 과정 교사를 채용의 어려움을 겪고 있었다. 지원자가 감소하게 된 배경을 보면 방과후 과정 교사 채용 자격 조건이 강화되었으며, 유치원이 위치한 지역적 특성에 따라 면 이하의 경우 유치원 정교사 자격증 소지자의 부재로 지원자가 턱없이 감소하였다. 셋째, 다양한 방과후 과정 교사의 유형으로 인해 누구와 함께 일을 하느냐에 따라 교사가 느끼는 인식이 서로 다르게 나타났다. 넷째, 방과후 과정 교사 운영에 대한 어려움으로 소통의 부재를 말하고 있다. 한 학급을 함께 운영하는 교 육과정 교사와 방과후 과정 교사가 학급 운영을 잘하기 위해 무엇보다 필요한 것이 소통일 것이다.

This study aims to find out the opinions of teachers at the site on the operation of after-school course teachers at public kindergartens and study teachers’ perception on the operation of after-school course teachers. The study problem established for the objective is as follows. 1. How is the teachers’ perception on the operation of after-school course teachers? The teachers participating in this study consist of 5 public kindergarten teachers in Chungcheongbuk-do that are running after-school courses, and 5 public kindergarten teachers of other province or city (Daejeon, Gyeonggi-do, Daegu, Jeollabuk-do) that are running after-school courses. Study was conducted from April 6, 2015 (Mon) ~ June 27, 2015 (Sat) for 12 weeks, and in-depth interviews were conducted with 10 teachers once a week. This study conducted in-depth interviews to collect as much of important information that helps the participants’ perspective to reach insight, discovery and understanding as possible, and the methods of interview included various methods such as phone interviews and e-mails. Collected data was transcribed, and field notes, which describes the situations at the site, were used as additional preliminary material. Results obtained from this study are as follows. First, teachers were facing difficulties due to sudden changes in the operation guidelines of after-school course teachers. Policy should be coherent, and if changes are inevitable, sufficient time to adapt to such changes should be provided, so work transfer can be smoothly processed. Teachers faced difficulties as the after-school course teacher operation guidelines suddenly changed. First, teachers had to handle the curriculum solely by themselves and were the most concerned about the safety of children. Also, in case of kindergartens attached to elementary schools, teachers were operating the classroom alone that they were getting help from administrative workers in the elementary school or health teachers, and in case of kindergartens that hire 2-hour short-term instructors, teachers were using free-play activity time and their spare time to process official documents or work that a proper curriculum operation was not possible. In addition, teachers were having difficulties due to heavy workload and physical fatigue. In order to pursue a quality kindergarten education, various plans to support teachers’ work should be devised. Second, there was a difficulty in hiring after-school course teachers. Applicants decreased despite 3 notices. The reason for such decrease was the reinforced employment conditions for after-school course teachers. Also, depending on the region where the kindergarten is located in, locations below the township level had significant decrease in applicants due to the absence of license holder. Number of applicants also decreased due to reduced working hours. Not only the decrease in applicants lead to difficulty in hiring after-school course teachers, but it also created worries among teachers about after-school course teachers resigning. In addition, teachers experienced relative deprivation from the teachers that make higher wage compared to their short 4-working hours. Lastly, teachers had to bear a huge burden of having to operate both the curriculum and after-school course when after-school course teachers were not hired. However, they were not receiving proper compensation and were being hurt for not being properly acknowledged. Due to the changes in after-school course operation guidelines, teachers were being overburdened and were facing many difficulties; the organizational climate of taking teachers’ workload as granted without proper compensation or acknowledgement should be changed. Also, the manpower pool by each education office should be reinforced for employment, and the superintendent should hire and appoint after-school course teachers to kindergartens rather than the school principal. Third, due to various types of after-school course teachers, teachers’ perceptions varied depending on who they work with. Teachers paired with regular teachers displayed positive perception on after-school course teachers, since the after-school course teachers worked at the kindergarten in the morning as well, enabling them to operate the class together. Teachers paired with after-school educators also displayed high levels of satisfaction when the educators were working with them in the morning and afternoon. Teachers paired with part-time or contract teachers had to handle both the class and work, so they were overburdened, and complained that the after-school course teachers could not participate in field trips and kindergarten events due to their work hour restrictions. Teachers that work with 2-hour short-term instructors were facing the greatest difficulties. Some of difficulties they were facing were the extended operating hours by 1 hour, insufficient time to process work, and the worry about instructors without responsibility. In order for the after-school courses to be qualitatively improve, the system for after-school course teachers should be stabilized first. Fourth, the difficulty in after-school course teacher operation included absence of communication. In order for the curriculum teacher and after-school course teacher that run the class together to operate the class well, communication would be crucial. However, there was far from enough time for the teachers to communicate with part-time or contracted teachers that work for 4 hours or the short-term instructors that work for 2 hours due to their short working hours. Teachers briefly discussed about the children’s behaviors or precautions during their rotation. They were stating they the relationship among teachers were not amicable due to insufficient time for exchange. There should be sufficient time for the class teacher and after-school course teacher to discuss with each other, and various ways using memos or bulletin boards should be demanded.

본 연구는 소집단 그림이야기책 만들기 활동이 유아의 친사회적 행동에 어떠한 영향을 미치는지 알아보는 데 목적이 있다. 그림이야기책 만들기 활동을 소집단으로 구성하고 친사회적 요소가 반영된 단계적인 활동 을 구성하였다. 이를 위해 만 3,4,5세로 구성된 혼합연령학급 2개 학급의 유아 40명을 대상으로, 실험집단 A 반 유아 20명과 비교집단 B반 유아 20명으로 나누어 실시하였다. 전체 유아를 대상으로 친사회적 행동에 대 한 사전검사와 사후검사를 실시하여, 소집단 그림이야기책 만들기 활동의 친사회적 행동증진에 대한 효과를 알아보았다. 연구결과 소집단 그림이야기책 만들기 활동에 참여한 실험집단은 통제집단에 비하여 친사회적 행동의 하위요소인 개인정서 조절능력과 대인관계 형성능력이 증진되는 것으로 나타났다. 이는 소집단 그림 이야기책 만들기 활동을 통해 자기주장하기, 토의하기, 타인존중하기, 협동하기, 문제해결하기, 모델링의 친 사회적 관련 상호작용을 촉진하여 유아들의 친사회적 행동을 증진시킨 것으로 볼 수 있다. 결론적으로 소집 단 그림이야기책 만들기 활동은 유아의 친사회적 행동에 긍정적인 영향을 미쳤다고 할 수 있다.

This study aims to examine the effects of the small group picture storybook making activity on children's pro-social behavior. This study targeted 40 children aged 3, 4 and 5 from two after-school program classes of K kindergarten in C City. 20 of them(9 males and 11 females) from B class were placed in the experimental group and the remaining 20 ones(9 males and 11 females) were placed in the comparative group. The experiment was conducted for eight weeks from June 15th to August 6th 2015 and each group took part in the activity once a week. The experimental group was divided into small groups and took part in the picture storybook making activity consisting of 'starting the first sentence after hearing about the theme', 'drafting', 'organizing a story in detail', 'deciding on the title', 'completing the pages and the cover' and 'appreciating the story and assessing'. There was a statistically significant difference in children's pro-social behavior between the experimental group participating in the small group picture storybook making activity and the comparative group participating in the language activity(p <.05). This means various interactive and interpersonal experiences including a discussion in the small group picture storybook making activity influenced children's pro-social behavior.

본 연구의 목적은 시네틱스 기법을 활용한 그리기 활동이 유아의 미술 표현력에 미치는 영향을 알아보기 위한 것이다. 연구 대상은 충청북도 소재의 C시 지역의 사회 경제적 배경이 비슷한 2개 유치원에 재원 중 인 만 5세 유아 32명이었다. 실험집단의 유아들은 시네틱스 기법을 활용한 그리기 활동을 총 10차시로 진 행하였다. 통제집단은 5세 누리과정 생활주제의 일반적인 유치원 교육활동에 참여하였다. 본 연구에서 밝혀 진 연구 결과는 시네틱스 기법을 활용한 그리기 활동을 실시한 실험집단 유아들이 시네틱스 기법을 활용한 그리기 활동을 실시하지 않은 통제집단의 유아들보다 미술 표현력의 표상수준, 탐색수준, 예술성수준이 향 상되는데 효과가 있었다. 이러한 결과에 비추어 볼 때, 시네틱스 기법을 활용한 그리기 활동이 만 5세 유아 의 미술 표현력을 향상시킬 수 있도록 돕는데 효과적인 교수학습방법이라는 것이 밝혀졌다.

The purpose of this study is to explore whether drawing activities using synectics technique affect young children’s drawing expression. According to the above study purpose, research questions were set up as follows. 1. What effects do drawing activities using synectics technique have on young children’s drawing expression? 1) What effects do drawing activities using synectics technique have on young children’s representation level? 2) What effects do drawing activities using synectics technique have on young children’s exploration level? 3) What effects do drawing activities using synectics technique have on young children’s artistry level? The objects of this study were 32 young children aged 5 years attending 2 classes of B and S kindergarten in Cheongjoo-Si, Chungcheongbuk-Do, Korea. The experiment group were 16 young children(male: 10, female: 6) aged 5 years of B kindergarten; the control group were 16 young children(male: 6, female: 10) aged 5 years of S kindergarten. The research tool of this study was based on Evaluation Scales(Chen & Feinburg, 1990) in the visual arts domain of Project Spectrum(Krechevsky, 1998). And, this study employed the tool of Choi Hyeon-Yi(2010) which was developed from that of Kang Young-Soo(1999) who had adapted the Evaluation Scales to assess drawing expression. The experimental treatment of drawing activities using synectics technique was done from 18(Mon.) May to 23(Thu.) July, 2015 for 10 weeks each of which was one session. For the data processing in investigating the effects of drawing activities using synectics technique on 3 categories of drawing expression which include representation, exploration and artistry level, the means and standard deviations of pre- and post-test scores were calculated for both the experiment and control group. And, T-test was done for the increment which was post-score subtracted of pre-test score. The results of this study are as follows. First, the score of drawing expression in the experiment group who participated in drawing activities using synectics was more than that in the control group and there was statistically significant difference(p＜.001) which means drawing activities using synectics had a positive effect on young children’s drawing expression. Second, the scores of 3 sub factors(representation, exploration and artistry level) of drawing expression in the experiment group who participated in creative drawing activities using synectics were more than those in the control group and there were statistically significant differences(p＜.01, p＜.001). In detail, statistically significant differences at the representation level and the exploration/artistry level were p＜.01 and p＜.001 respectively. The above results means drawing activities using synectics had a positive effect on young children’s drawing expression. The conclusions based on the above results of this study are as follows. First, drawing activities using synectics had a positive effect on young children’s drawing expression. Second, drawing activities using synectics had a positive effect on the representation level of young children’s drawing expression. Third, drawing activities using synectics had a positive effect on the exploration level of young children’s drawing expression. Fourth, creative drawing activities using synectics had a positive effect on the artistry level of young children’s drawing expression. The results of this study showed drawing activities using synectics improved the drawing expression of your children in the experiment group. In conclusion, drawing activities using synectics is an effective teaching-learning method for the enhanced drawing expression of young children aged 5 years.

본 연구는 여섯색깔사고모자 기법을 활용한 그림책 중심의 배려교육이 만 4세 유아의 배려적 사고에 어떠 한 영향을 미치는지 알아보는데 목적이 있으며, 이를 통하여 유아교육 현장에서 창의적인 사고기법을 통한 인성교육 활동 교수.학습방법의 기초 자료를 제공하는데 의의가 있다. 연구대상은 서울시 N구에 소재한 공립단설유치원에 재원 중인 만 4세 유아 48명이며, 10주 동안에 총 8차시로 실시하였다. 연구 도구는 유아 의 배려적 사고에 대한 사전과 사후검사를 위해 이춘희(2007)가 개발한 면접형식의 유아평가도구를 사용하 였다. 본 연구의 결과 여섯색깔사고모자 기법을 활용한 그림책 중심의 배려교육은 배려적 사고의 5가지 하 위요인 중 규범적 사고에서는 유의미한 차이가 나타나지 않았으나, 가치부여적 사고, 정서적 사고, 행동적 사고, 감정이입적 사고에 유의미한 차이를 나타나는 것으로 나타났다. 결론적으로, 여섯색깔사고모자 기법 을 활용한 그림책 중심의 배려교육은 유아의 배려적 사고에 긍정적인 영향을 미쳤다고 할 수 있다.

The purpose of this study is to explore how care education based on picture books with the six thinking hats skill affects the caring thinking of children aged 4 years; its significance is to provide basic data for teaching and learning method of humanistic education through creative thinking skill. The objects of this study were 48 children aged 4 years attending a public kindergarten(not attached to an elementary school) in N Ku, Seoul, Korea and the experimental treatment of 8 sessions was done for 10 weeks. The research tool of this study was the early childhood evaluation tool in the form of child interview developed by Lee Chun-hee(2007) for pre and post test of children’s caring thinking. According to the result of this study, the care education based on picture books with the six thinking hats shows statistically significant differences in all the sub factors(value-giving, emotional, behavioral and empathic thinking) except normative thinking of children’s caring thinking. In conclusion, care education based on picture books with the six thinking hats skill has a positive effect on the promotion of children’s caring thinking.

본 연구는 제주 지역의 공립 유치원 방과후 과정 전반적인 운영 체계, 급·간식 및 안전 관리, 교직원 구성, 시설 및 행·재정 지원에 대한 교사의 인식을 조사하는데 목적이 있다. 연구에 참여한 교사는 제주도에 소재 하는 공립유치원에서 근무하는 방과후 과정 업무를 담당한 교사 89명이었다. 연구과정은 2015년 1월 5일 (월) ∼ 1월 23일(금)까지 3주간 실시하였다. 연구도구는 선행연구를 참고로 하여 연구자가 수정·보완하여 설문지를 사용하였다. 연구의 결과는 첫째, 특성화 프로그램을 가르치는 외부강사의 질 관리가 필요하다. 둘째, 급·간식 업무는 전문가의 영양(교)사가 담당해야 하며 보안시설이 완비되고 보안 담당자가 배치된 안 전관리가 필요하다. 셋째. 방과후 과정의 인력 배치가 확대 되어야 한다. 넷째, 방과후 과정의 예산이 확대 와 행정 실무 인력의 배치가 필요하다.. 이러한 연구 결과를 통해 유치원 교사의 방과후 과정 업무를 지원 하는 교육청의 행·재정 지원이 마련되어야 할 것이다.

The purpose of this study was to investigate public kindergarten's after school programs overall management system, managing nutrition, snacks, safety, teacher's organization, teacher's recognition about facilities and administrative and financial support. The participants of this study were 89 teachers who work in after school programs at public kindergartens in Jeju Special Self-Governing Province. This study course have executed from 5th. Jan.(Mon.) to 23th. Jan.(Fri.) for three weeks. This study instrument used questionnaires that a researcher was revised and replaced refer to previous study. The results of this study are as follows : First, It is need to quality management of outer-lecturer that teaching after school specialized program. Second, Working of school meal, snack is in charge of nutrition teacher, and safety management is need to also that fully equipped with security facilities and arranged security manager. Third, the manpower arrangement of after school program is enlarged. Fourth, It is need to budget enlargement of after school program and to arrange of administrative personnel. Through this study result is created to education office's administrative and financial support that aiding after school program work of kindergarten teacher.

본 연구는 조선족 유치원 교사의 전문성 발달정도와 직무만족도는 어떠하며, 유아교사의 배경변인에 따라 전문성 발달정도와 직무만족도에 차이가 있는지 그리고 전문성 발달 정도와 직무만족도 간의 관계는 어떠 한지를 알아보는데 목적이 있다. 본 연구결과를 살펴보면 다음과 같다. 첫째, 조선족 유아교사의 전문성 발 달 정도는 높으며 이는 근무기관, 연령, 학력, 경력과 자격증 유무에 따라 유의미한 차이가 있는 것으로 나 타났다. 둘째, 조선족 유아교사의 직무만족도는 높으며 이는 근무기관, 학력, 자격증 유무에 따라 유의미한 차이가 있는 것으로 나타났다. 셋째, 조선족 유아교사의 전문성 발달 정도와 직무만족도는 높은 정적 상관 이 있는 것으로 나타났다. 본 연구는 조선족 유아교사의 전문성 발달을 위한 교사교육 프로그램 개발 혹은 유아교사들의 근무환경 개선에 도움이 되는 기초 자료를 제공하는데 의의가 있다.

The purpose of this study was to investigate the level of professional development and job satisfaction of early childhood teachers and to analyze their differences according to their background variables and their relationship. The results of the research are as follows: Firstly, The level of professional development of Korean-Chinese early childhood teachers was shown upper than average. Acording working organs, age, degree, experence and teacher's certificate has differences. Secondly, Korean-Chinese early childhood teachers' job satisfaction was shown upper than average. Acording working organs, degree, teacher's certificate has differences. Thirdly, the results showed that Korean-Chinese early childhood teachers' professional development and job satisfaction were positive correlations. Teachers' professional development had a 59% persuasive power for the job satisfaction. This study will provide the Korean-Chinese Early Childhood Teachers of teachers' education and improve the working environment provides the basic data.