심각한 골격계 변형을 보인 신성 골이양증 1례

서현아,이주훈,한혜원,박영서,Suh Hyun-Ah,Lee Joo-Hoon,Hahn Hye-Won,Park Young-Seo 대한소아신장학회 2005 Childhood kidney diseases Vol.9 No.1

With the advent of hemodialysis, the success of renal transplants in the 1960s and the wide use of continuous ambulatory peritoneal dialysis at the end of the 1970s, children with renal failure now enjoy an extended life span. As a result, several children experience renal osteodystrophy and growth retardation. Renal osteodystrophy is induced by phosphorus retention, hypocalcemia, low vitamin D levels and hyperparathyroidism. The pharmacologic interventions are used to prevent bone deformities and to normalize growth velocity. But surgical intervention is required sometimes whorl osteodystrophy is severe and poorly controlled. We report an eight-year-old boy with ctironic renal failure who developed severe bone deformities and needed osteotomy. 저자들은 신성 골이양증을 내과적으로 치료하였으나 호전되지 않아 골격계 변형을 초래하여수술적 치료를 시행한 1례를 경험하였기에 보고하는 바이다.

유치원 교육실습생과 지도교사의 교육실습에 대한 불안과 갈등

서현아(Seo Hyun Ah),최은정(Choi Eun Jung) 한국열린유아교육학회 2008 열린유아교육연구 Vol.13 No.1

본 연구는 유치원 교육실습생과 지도교사가 교육실습에 대해 어떠한 불안과 갈등을 느끼고 있는지를 살펴 보고자 하였다. 이를 위해 부산 지역에 소재한 2, 3년제 대학 5개교와 4년제 대학교 4개교 유아교육과 교육실습생들과 부산시 국ㆍ공립, 사립 유치원 유치원 교사들을 연구 대상으로 하였으며 수집된 자료는 SPSS 12 0 Program을 사용하여 분석하였다. 본 연구의 결과는 다음과 같다. 교육실습생들은 교육실습에 대한 불안과 갈등에 있어 실습생 변인들 중 교직선호도에 대해서만 유의미한 차이가 나타났으며 지도교사들은 교육실습 불안에 대해서는 지도교사 변인들 중 실습지도경력에 대해서만 유의미한 차이가 나타났으며 교육실습 갈등에 있어서는 교사경력과 실습지도경력에 대해 유의미한 차이가 있는 것으로 나타났다. 이상의 결론에서 교육실습의 질적 향상을 도모하고 효율적인 교육실습 체제를 구성하고 운영하기 위해서는 불안과 갈등을 해결하기 위한 구체적인 해결방안 모색과 효과적인 교육실습프로그램 개발을 위한 노력을 통한 지속적인 실습 프로그램의 질적 개선이 절실히 필요함을 알 수 있다. This study aimed to identify anxiety and conflict of student teachers and cooperating teachers. For this purpose, the research questions have been set up as follows: 1. Are there any significant differences in degree of anxiety and conflict in student teaching according to student teacher's characteristics(type of university(4 year) or college(2-3 year), type of the institution, cooperating teacher's teaching career, and preference for career)? 2. Are there any significant differences in degree of anxiety and conflict in student teaching according to cooperating teacher's characteristics(age, educational background, type of the institution, cooperating teacher's career, and cooperating career)? The Objectives of this study were limited to 326 student teachers of 5 and 4 universities, and 274 cooperating teachers of national, public and private kindergartens in Busan. The analyzing methods of data wen t-test and one-way ANOVA of SPSS 12.0 Program, The findings of this study are summarized as follows: First, in comparisons between groups by type of university or college of student teacher, those who are in university felt uneasiness and conflict more than those in college. By type of the institution, those who interned in national and public kindergarten felt uneasiness more than those in private kindergarten, and those who interned in private kindergarten felt conflict more than those in national and public kindergarten. By cooperating teachers' tcaching career, student teachers were uneasy about guidance of cooperating teachers with experience of 6 to 10 years, but student teachers had conflicts more with guidance of cooperating teachers with experience under 3 years. Lastly, preference for career, those who answered the 'normal' felt the most uneasy while those who answered the 'not prefer' felt the most conflictive. Second, in comparisons between groups by age of cooperating teacher, those who between 20 to 25 felt anxiety in student teaching most of all, and those who are 26 to 30 felt the most conflicts in student teaching. By educational background of cooperating teacher, those who graduated from college felt uneasiness and conflict more than those who graduated from university. By type of institution, cooperating teachers in private kindergartens felt anxiety and conflict, and by teaching career, those who taught 3 to 5 years felt the most uneasy and conflictive. Further, by cooperating teacher career, those who guided 1 to 5 times felt the most uneasy and conflictive.

유아교사의 인성과 직업적 웰빙의 관계에서 긍정심리자본의 매개효과

서현아(Seo, Hyun-Ah) 한국열린유아교육학회 2021 열린유아교육연구 Vol.26 No.6

본 연구는 유아교사의 인성과 직업적 웰빙 간의 관계에서 긍정심리자본의 매개효과를 알아봄으로써 유아교사가 기관에서 긍정적으로 기능하도록 하는 개인특성들을 이해하는 데 있다. 연구를 위해 선정한 연구대상은 부산과 경남, 울산 지역에 소재한 어린이집과 유치원에 재직 중인 유아교사 300명을 대상으로 설문조사를 실시하였으며, 인성과 직업적 웰빙의 관계에서 긍정심리자본의 매개효과를 알아보기 위해 SPSS 23.0 프로그램을 사용하여 빈도분석, 상관관계, 중다회귀분석을 실시하였다. 그 결과 첫째, 유아교사의 인성과 긍정심리자본은 직업웰빙과 정적 상관이 있는 것으로 나타났다. 둘째, 유아교사의 인성 하위요인 중 유아에 대한 사랑과 이해, 성실성, 인간에 대한 사랑 순으로 직업적 웰빙에 미치는 상대적 영향력이 높은 것으로 나타났다. 또 긍정심리자본 하위요인 중 희망, 자기효능감, 낙관주의 순으로 영향력이 높은 것으로 나타났다. 셋째, 유아교사의 인성과 직업웰빙의 관계에서 긍정심리자본은 부분매개 효과가 있는 것으로 나타났다. 이러한 결과는 유아교사의 직업웰빙을 높이기 위해서는 유아교육기관과 개인이 인성과 긍정심리자본을 향상시키는 방안 마련이 필요함을 시사하는 것이다. The purpose of this study was to examine the mediating effect of early childhood teachers’ Positive psychological capital on the relationship between Character and Work wellbeing in early childhood teachers. The subjects in this study were 300 early childhood teachers in early childhood education institutions located in Busan and Kyungnam. After a survey was conducted, the collected data were analyzed. After a mediation model of Positive psychological capital was set up based on the collected data. The findings of the study were as follows: the Positive psychological capital of the early childhood teachers was found to have a mediation effect on the relationship between their Character and Work wellbeing. The findings of the study on the mediation structure of the Positive psychological capital of early childhood teachers and their Character and Work wellbeing are expected to suggest how to Work wellbeing of early childhood teachers and how to understand their Positive psychological capital and Character.

효율적인 자유선택활동시간 운영을 위한 교사의 놀이개입에 관한 이론적 탐구

서현아(Seo Hyun-Ah),권말순(Kwon Mal-Soon) 경성대학교 인문과학연구소 2007 인문학논총 Vol.12 No.1

본 연구는 자유선택활동시간이 가지는 교육적 의의를 알고 효율적인 자유선택활동시간 운영을 위한 교사의 적절한 놀이개입 방법에 대해 알아보며 이를 유아교육 현장에 활성화시키는 교사교육의 기초자료로 사용하는 것을 목적으로 하였으며 문헌을 통하여 연구하였다. 문헌고찰을 통해 밝혀진 연구결과는 첫째, 자유선택활동은 유아의 개별적인 흥미와 욕구를 최대한 존중해 주는 시간이며 유아의 능동적인 자기선택의 기회를 통해 자유로운 활동 속에서 커다란 즐거움을 느끼게 되는 교육적 의의를 지닌 시간이다. 둘째, 교사는 끊임없는 자기반성을 통해 활동을 평가하고 놀이활동에 재투입하는 과정을 통해 스스로의 성장 뿐만 아니라 유아의 놀이상황을 질적으로 성숙된 놀이로 이끌어 줄 수 있음을 인식할 필요가 있으며, 이를 위해 끊임없는 자기성찰이 요구됨을 알 수 있다. The purpose of this study is to provide the essential data for teachers' training through the theoretical examination of the way to manage efficiently free play period. The results of the study are as follows: (1) Free play activity means the time to meet individual interest and needs of children and to be fun and educational significant through providing an active opportunity for choice for them during free play period. (2) kindergarten teachers' intervention on the interest center during free play period influences the whole development of children. But without teachers' guiding children in timely pattern of play, they must realize that they will interrupt or get out of children's play activities. (3) Teachers have to reflect on themselves constantly, evaluate the activities, and direct children' situation of play to play of quality.

대구지역 성인들의 연령별 떡에 대한 기호도 및 섭취실태

서현아(Seo, Hyun A),배지현(Bae, Ji Hyun) 계명대학교 생활과학연구소 2015 科學論集 Vol.41 No.-

As one of the Korean traditional foods, rice cake, which is called "tteok" in Korean, has a variety of tastes, flavors and colors and is regarded as a macrobiotic diet since it is cooked with ingredients in season. Recently, as people"s dietary life environments change due to westernization and nuclear families, it is true that the manufacture and use of rice cake are actually on the decline. Accordingly, this study aims to investigate the actual conditions of adults" awareness and preference for rice cake as well as perception and intake of rice cake by age, with a total of 289 survey participants from the Daegu region, further seeking a relevant plan to develop and inherit rice cake, a Korean traditional food. As for the preference for rice cake, adults in their 20"s showed the highest preference for songpyeon and adults between their 30s and 40s and between their 50s and 60s for injeolmi, but there was a significant difference (p<0.05) found between songpyeon and gyeongdan. As for the intake of rice cake , adults in their 20s showed the highest frequency in "about once every 3 to 6 months", and adults between their 30s and 40s and between their 50s and 60s showed the highest frequency in "about once or twice every month", so that there was a significant difference (p<.0001) between them. As for the kinds of rice cake, their 20s showed the highest preference for songpyeon and adults between their 30s and 40s and between 50s and 60s showed the highest preference for injeolmi. 97.6% of the research subjects responded that it is needed to inherit and develop rice cake, but the frequency of taking in rice cake was relatively low, such as adults in their 20s responded "about once every 3 to 6 months" and adults between their 30s and 40s and between their 50s and 60s responded "once or twice every month". As a result, it seems necessary to seek for various developmental plans, such as developing more kinds of rice cake by reflecting different age groups" preference for rice cake and to carry out constant promotion and research on rice cake in order to increase adults" frequency of taking in rice cake and to inherit and develop rice cake.

초등학생의 감정 번역에 관한 연구

서현아(Seo hyun-a),배민경(Bae min-kyeong),이영우(Lee young-woo) 한국콘텐츠학회 2021 한국콘텐츠학회 종합학술대회 논문집 Vol.2021 No.8

유아 다문화 관련 연구의 경향 분석

서현아(Seo Hyun-Ah),김정주(Kim Jung-Ju) 한국영유아보육학회 2010 한국영유아보육학 Vol.0 No.65

본 연구는 현재까지 이루어진 유아 다문화 관련 연구의 내용 경향 및 연구방법론적 경향을 고찰하여 지속적으로 증가하고 있는 유아 다문화 관련 연구의 방향을 제시하는데 목적이 있다. 본 연구는 73편의 논문을 수집하여 분석하였다. 분석결과, 첫째, 유아 다문화 관련 연구는 2007년부터 증가했음을 알 수 있다. 또한 유아 다문화 관련 연구의 주제는 다문화 교육 프로그램을 개발하거나 프로그램을 적용하는 연구, 다문화 유아의 발달에 대한 연구, 다문화 교육에 대한 인식에 관한 연구가 많았다. 둘째, 연구 대상은 교사와 유아가 가장 많았고, 다문화 유아의 연구대상 부모의 국적은 필리핀, 중국, 일본, 베트남 국적이 가장 많았다. 셋째, 연구는 설문지를 통한 연구가 가장 많았다. 이를 통해 살펴볼 때, 앞으로의 유아 다문화 연구에서는 다음과 같은 점이 요구된다. 첫째, 교사와 유아 외에도 부모를 대상으로 한 연구로 확대되어야 하는 필요성이 제기된다. 더불어 국적이 다양한 부모를 대상으로 한 연구가 확대되어야 할 필요성이 요구된다. 둘째, 유아 다문화 관련 연구가 보다 심층적이며 질적인 연구를 통해 양적인 팽창이 아닌 질적인 수준에서의 검토가 이루어져야 한다고 사료된다. The purpose of this study up to now is suggesting the direction of the study related to the research about general tendency and methodological study for increasing the number of children from diversity family. This study was analyzed by collecting 73 dissertations. The followings are the result of the analysis. First, the study related to children from diversity family has been increased since 2007. In addition, there are more topics of the study for children from diversity family related to development and application of the educational program, progress of children from diversity family, and the recognition of diversity education. Second, majority numbers of subjects for study are teachers and children. Most parents of this study came from Philippine, China, Japan, and Vietnam. Third, most study was completed by questionnaire. Therefore, the future study of children from diversity family needs following aspect. First, not only teachers and children, but also parents need to be the subject of the study. Additionally, the study needs to be expanded by including more parents from various countries. Second, the study related to children from diversity family needs to be examined by the intensive and qualitative research rather than by the quantitative and expansive one.

유아의 정서적 부적응행동에 대한 원인과 지도방법

서현아(Seo Hyun-Ah),강경희(Kang Kyung-Hee) 경성대학교 인문과학연구소 2006 인문학논총 Vol.11 No.2

본 연구는 유아의 사회적 적응을 돕기 위한 목적으로 유아의 정서적 부적응행동을 분석하고 원인과 지도방법을 알아보는데 목적을 두었다. 이러한 목적을 이루기 위해 문헌을 통한 연구 결과는 다음과 같았다. 유아의 정서적 부적응행동의 원인은 유아 개인의 심리적 특성과 부모와 가족관계, 유아교육기관 등 다양한 요인들의 상호작용에 의한 것으로 볼 수 있었으며, 지도방법은 유아 개인의 심리적 안정에 중점을 둔 지도방법과 보상과 벌을 통한 행동 통제법, 행동이 일어나기 전에 계획하여 행동을 수정해 나가는 수정기법, 개인과 사회적 맥락과의 상황을 고려한 지도방법 등 다양한 방법이 있음을 알 수 있었다. The purpose of this study is to help children's social adaptation by investigating the current status and causes of those children's emotional maladaptation behaviors and finding ways of instruction in accordance with types of those behaviors. For the purpose, this researcher raised the following research questions. 1. What are causes of children's emotional maladaptation behaviors ? 2. What are ways of instructing children in accordance with types of their emotional maladaptation behaviors ? Results of the study can be summarized as follows. First, there are many different causes of children's emotional maladaptation behaviors in accordance with types of those behaviors. Those causes need to be identified from perspectives of behaviorism, psychoanalysis, biology, physics, sociology, psychology and pedagogy. In addition, children's personal characters, parents and families, early childhood education agencies and other social factors surrounding children may lead them to do emotional maladaptation behaviors. Second, there are numerous ways of instructing children in accordance with types of their emotional maladaptation behaviors, for example, stabilizing children psychologically, controlling children's behaviors through rewarding or punishment against their emotionally maladaptive behaviors, modifying children's behaviors before they behave in emotionally maladaptive ways and considering relations between children's emotional maladaptation behaviors and their internal and social aspects.

장애유아 부모의 역할지능과 양육스트레스와의 관계 연구

서현아 ( Seo Hyun Ah ) 한국어린이문학교육학회 2016 어린이문학교육연구 Vol.17 No.3

장애유아 부모의 양육역량강화 요인 중의 하나인 부모역할지능과 양육스트레스와의 관계 및 영향을 살펴봄으로써 장애유아 부모의 실질적인 양육지원 서비스 제공 및 장애유아 부모교육프로그램 개발을 위한 기초자료를 제공하고자 한다. 연구목적을 수행하기 위해 장애유아 자녀를 둔 부와 모 500명을 대상으로 장애유아 부모의 부모역할지능과 양육스트레스와의 관계를 살펴본 결과 장애유아 부모의 역할지능과 양육스트레스 간의 관계는 유의한 부적 상관관계가 있는 것으로 나타났으며 장애유아부모의 역할지능은 양육스트레스에 유의한 영향을 미치는 것으로 나타났다. 이는 장애유아 부모의 부모역할지능을 향상시켜줌으로써 양육스트레스를 감소시키고 장애유아의 긍정적인 발달 지원을 도울수 있는 장애유아 양육지원 방안 모색이 필요함을 시사한다. This study is on parenthood intelligence and relationships and the influence of parenting stress of the disabilities parenting skills of strengthening factors and to provide basic data for practical parenting support services and for an education program for parent of disabled children. Part-based disabilities children to do the research and the relationship between the parent 500 people intelligence and nurturing parenting a disabled children``s parents destination stress and the role the intelligence of the discussed results disabilities parental relationship and parenting stress is a significant Charm It appeared to be correlated with disabilities were intelligent role of parents had significant influence on parenting stress. This reduces the parenting stress by giving intelligence to improve parenting children with disabilities and disability positive parents raising children with developmental disabilities to help support the child support scheme suggests sought is required

원불교 마음공부 프로그램이 유아의 사회ㆍ정서적 발달에 미치는 영향

서현아(Seo Hyun Ah),한순옥(Sun-Ok Han) 경성대학교 인문과학연구소 2002 인문학논총 Vol.6 No.-

This paper is tried to considerㆍthat is playing great role for character education. And this paper is tried to find the effect of mind training to child and certify the importance of mind training for child and renew the recognition of it through looking over previous study and example of mind training for child. Summary is like following First, mind training is a study of method to use mind well. It has a purpose not to inculcate boring morality to child but to know and use his mind in all cases so conclude as a owner of his mind and behavior rightly. Second, social & emotional development of child is not only ability to treat child himself effectively but also ability to behavior with other people, interact, and react effectively. In this paper, social & emotional development of child means independence on teacher, internal control, correlation with same ages, stability in kindergarten, motive of acquirement, and curiosity. Third, as effects of mind training to social & emotional development of child are that it enables child to organize habit and aptitude of basic life for daily life, to manage reasonable relationship with other peoples, increase correlation with parents, teacher, and friend. And mind education provide child with ability to control his behavior and emotion. According to Young-Suk Oh (2000), mind training is affecting to characterㆍsocialㆍemotional aspect of child. Today, mind training education that is required in society is to raise independent, moral, social human who has a positive life aptitude, reasonable human relation, respect & consideration for other peoples, responsible sense, citizenship, and spirit of sacrifice. is an education to raise human who possesses those moral and social mind. It is not easy to teach internal world that is invisible, namely, mind to child. Won-buddhism mind program has to be generalized not for specific person but for everybody and has to be variously developed, be activated as a child character education program, and be introduced widely.