「하네만 유아대인문제해결」 프로그램 적용 효과

박찬옥 중앙대학교 한국교육문제연구소 1996 한국교육문제연구 Vol.- No.11

교사용 유아 정직 척도 개발 연구

박찬옥,홍찬의 한국영유아교원교육학회 2016 유아교육학논집 Vol.20 No.5

This study was conducted to develop a measure of young children’s honesty on a teacher’s observation scale. The subjects were 322 young children consisting of 151 four-year-old children and 171 five-year-old children in four different kindergartens located in Seoul and Gyeonggi province. The results of exploratory factor analysis show that thirty items from the three factor categories are related to young children’s honesty. The three factors are ‘lying’, ‘stealing’, and ‘cheating’. In addition, there are significant positive correlations between the sub-area scores and the overall score? in the young children’s honesty scale (r=.509~.961, p<.01). The young children’s honesty scale has a high reliability: Cronbach’s α shows .958 overall and .870-.965 for the three factors individually. These results explain that this scale is an appropriate tool for measuring young children’s honesty. 본 연구는 교사용 유아 정직 척도의 타당도와 신뢰도를 검증하여 유아교육 현장에서 활용 가능한 정직 척도를 개발하는데 목적이 있다. 이를 위해 서울시와 경기도에 소재한 유치원에 재원하고 있는 만 4세와 만 5세 유아 322명을 대상으로 정직 검사를 실시하였다. 연구의 주요 절차는 척도 개발 계획 수립, 문헌고찰과 자료수집, 1․2차 시안 문항 개발과 그에 따른 예비 검사, 최종 시안 구성, 본 검사 실시 및 자료 분석이다. 개발된 검사도구의 타당도와 신뢰도를 알아보기 위하여 SPSS 프로그램을 이용하여 먼저 문항 양호도를 검증하였고, 요인분석, 상관관계, 문항 간의 내적합치도를 분석하였다. 분석 결과 본 검사도구의 문항 양호도는 매우 높게 나타났다. 구인타당도 검증을 위해 요인분석을 실시한 후, 전체 설명변량의 69.39%를 설명하고 부하량이 .50 이상인 요인과 문항을 추출하여 거짓말하는 행동 15문항, 훔치는 행동 11문항, 속이는 행동 4문항이 추출되었으며 전체 정직과 하위요인의 상관관계가 통계적으로 유의미한 것으로 나타났다. 본 척도의 신뢰도는 Cronbach’s α 계수가 .958로 매우 높게 나타났다. 즉 본 연구에서 개발된 교사용 유아 정직 척도는 타당도와 신뢰도가 높은 것으로 드러나, 교사가 유아를 대상으로 정직의 정도를 측정하기에 적합한 척도라고 할 수 있다.

사랑과 창조의 표현

박찬옥 충남대학교 교지편집위원회 1973 寶雲 - 충남대학교 Vol.- No.3

가정에서의 유아 전자미디어 활용 현황 및 부모의 인식

박찬옥,조형숙,이한영,허미애,김민정 한국언론학회 2006 한국언론학회 학술대회 발표논문집 Vol.2006 No.-

「하네만 유아대인문제해결」프로그램의 적용 효과

박찬옥 中央大學校 韓國敎育問題硏究所 1996 韓國敎育問題硏究所論文集 Vol.- No.11

The purpose of this study is to restructure the Hahnemann Interpersonal Cognitive Problem Solving(H-ICPS) program for Korean kindergartens and to examine its effects of doing that. The more scientific technique is developed, the less human relationships are close. The Education Ministry proposes that we cultivate in our students the ability to solve problems in every life. Most educators agree that social competency must be the objective of education and that social development programs should be carried out from early childhood. Accordingly, the author restructured the H-ICPS program to become the K-HICPS program and applied it to Korean kindergartens. The results of this study indicate that there are significant differences between the experimental group and the control group children's PIPS test scores. The experimental group created more strategies to solve social problems ina mutually beneficial way compared with the control group children. The teacher estimated that the experimental group children tended to change their social behavior in a mutually beneficial way during the programmed period.

유치원과 국민학교 연계교육을 위한 국민학교 1학년 통합교육 프로그램 개발 연구

이원영,이대균,박찬옥 中央大學校 韓國敎育問題硏究所 1995 韓國敎育問題硏究所論文集 Vol.- No.10

The purpose of this study is to develop an integrated program through child activity for the first grade children that can articulate the curriculums of the kindergarten and primary school. To realize the above purpose, the following tasks are performanced. 1. To articulate two the main problem of curriculums for the kindergarten and the primary school? 2. To survey the main feature of two new curriculums for the kindergarten and the primary school? 3. To develop of the integrated program through child activity for the first grade? For the first task, three aspects of two facilities were surveyed; educational philosophy, classroom environment, and teaching method. In the educational philosophy, the child-centered educational philosophy of the kindergarten teachers focused on the interests and the needs of the children. Conversely, teacher-centered philosophy of the primary school teachers forced the children to follow the plan which is made by adult rather than comply with the children's interests and needs. In the classroom environment, the children in the kindergarten involved in the educational activities using the concrete materials that are appropriate for the children's developmental level. On the other hand, the first grade children were not given any concrete materials for their educational activities and the desks for the children were arranged in lines. In the teaching methods, the kindergarten teachers prefer the small group to the large group, the individual teaching to the small group. Therefore, the child-child, child-teacher and child-material interactions were valued in the kindergarden program. In addition, the program was not highly structured. On the contrary, the first grade teachers used a teacher-directed teaching method. The features of two new curriculums surveyed in this study are as follows. The new kindergarten curriculum is characterized by the guidance of the children's behaviors in their basic life, and respect to the children's interest and the individuality. Also, the program emphasizes the play-centered activities and the children's wholistic development. The primary school curriculum was also revised to encourage the basic abilities and the attitudes required in the children's daily life. Therefore, two new curriculums were improved in terms of the articulation of two programs-the kindergarten and the primary school. The basic principles for a child-centered approach for the first grad accounting for the articulation of the kindergarten and the primary school program were as follow. 1. The program provides the opportunities for the activities as much as possible considering the developmental level of the first grade. 2. The program encourages children to study spontaneously. 3. The program provides an appropriate educational opportunities respecting individual differences within the scope of the whole curriculum 4. To accomplish the educational goals, the program involves various activities besides the contents in the text books. 5. The program utilizes the parents as teacher-aids for the individualized teaching in the classroom. 6. To facilitate the interactions of the child-child and the child-teacher, the small group lessons and the free-choice activities are encouraged and desks are rearranged effectively.

유아를 위한 대인문제해결사고 프로그램

박찬옥 서울여자대학교 1989 서울여자대학논문집 Vol.18 No.-

During the 1970s' psychologists and educators alike came to realize that assessment of intellectual skills alone is inadequate and that one reasonable outcome of school experience is the development of social competence. Substantial investigation has demonstrated that social incompetence at an early age is a precursor to adjustment difficulties later. Rather than wait to treat problems after they become serious, prevention minded researchers advocate early intervention because it may be less costly, less intrusive more humane and more broad reaching. This paper overviews one broad area of socal competence, namely, the ability of young children to manage interpersonal problems, and presents the Interpersonal Cognitive Problem Solving program for 4 Year Old developed by Shure & Spivack.

교수-학습과정의 역동적 평가를 통한 유아교사의 창의성 변화 탐구

박찬옥,백영숙 한국유아교육학회 2006 유아교육연구 Vol.26 No.6

유아의 사회적 역할놀이에 대한 교사들의 인식

박찬옥,정남미 중앙대학교 한국교육문제연구소 1996 한국교육문제연구 Vol.- No.11

幼兒期 兒童의 問題解決 思考와 社會適應(Ⅱ)

朴贊玉 仁川敎育大學校 1986 論文集 Vol.20 No.1