http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
여성결혼이민자와 유아기 자녀를 위한 어머니대상 ‘그림책 읽기 프로그램’의 효과검증
현은애(Hyun, Eun-Ae),나종혜(Rha, Jong Hay) 한국생활과학회 2012 한국생활과학회지 Vol.21 No.2
The purpose of the study was to prove the effect of the Picture Book Reading Program for Mothers developed to enhance the language competence of married immigrant women and their children. Twenty immigrant mothers with three-year-olds were recruited, and they participated in an 8-week-Picture Book Reading Program developed by the reseacher. The REVT and U-TAP were used to measure linguistic abilities for mothers while PRES was used to measure their children’s linguistic abilities. Lee(2004)s Effect of dialogic picture book reading teacher training program for toddlers was used to measure the mother’s and children’s verbal and non-verbal behaviors. The results of the study were as follows: First, by participating in the PBRPM, the mother’s linguistic ability as well as childrens vocabulary and receptive language have increased. Second, by participating in the PBRPM in terms of mother-child interaction, mother’s verbal behaviors to children (i.e. attention and inquiring) and children’s verbal behaviors(i.e. responding and imitation) have increased. In conclusion, PBRPM for married immigrant women and their children proved to be effective in enhancing the language competence and verbal interactions between married immigrant women and their children.
민해정(Min, Hae Jung),나종혜(Rha, Jong Hay) 한국생활과학회 2010 한국생활과학회지 Vol.19 No.1
The purpose of the study was to examine the actual conditions of caregiver-infant ratios, group-room activity areas, evaluations of infant programs and caregiver-infant interactions based on structural and process indicators which are major factors of infant care. The subjects were 20 caregivers and 91 infants from 14 infant classes of 13 day care centers in Daejeon. An actual survey was conducted on caregiver-infant ratios and group-room activity areas, and teaching-learning plans for infants and daily schedules were gathered for the evaluation of infant programs. The caregiver-infant interactions were observed every one minute for a total of 20 minutes using Lee Wan Jeong’s “Evaluation Measure of Caregiver-infant Interactions”( 1999). The results of this study were as follows: First, caregiver-infant ratios ranged from 2.5 to 7 infants per caregiver, resulting in the difference of the number of infants. Second, the 14 classes for one-year-old infants were arranged in three different ways; 5 classrooms with distinctive activity areas, 2 without any divided areas and 7 containing a mix of partial activity areas. Third, in teaching-learning plans for infants, there were a large number of topics related to seasonal features and experiences while the fewest were about basic life habits. Fourth, in the caregiver-infant interactions, caregivers used more positive interactions and linguistic modeling than sensitive responses to infants and social interactions.