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- 저자 : 홍다은(Da-Eun Hong) (검색결과 3 건)
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지자체 육아종합지원센터의 프로그램 및 공간구성 분석에 관한 연구
홍다은(Hong, Da-Eun),공순구(Kong, Soon-Ku) 한국실내디자인학회 2017 한국실내디자인학회 학술대회논문집 Vol.2017 No.5
Due to rapid industrialization, women "s economic activity has increased and the nuclear family has decreased the ability of the family to grow up. It is no longer a domestic matter but a national issue. However, since the child care support service delivery system in the community is operated in a dualized manner, there is concern about business duplication and service blindness among institutions, and The Child Care Support Center, which is a key support center for childcare, lacks a clear identity and relationship. Therefore, this study established the definition, status, delivery system and role of child care support center and national and international child care support center through literature and previous studies, and based on the data, various programs and spatial components were divided into five areas day care centers, parents, infants, community, and institutions. and constructed the analysis framework. We will conduct comparative analysis of national and international cases with these factors, and suggest ways to improve indoor space in the Child Care Support Center. The results of the study are as follows. First, overseas child care support facilities are operated by unified institutions, and their responsibilities have been shifted to local governments differently from past strict national guidelines and standards. In Korea, it was operated as a program focusing on toys and books, but in the case of overseas, various programs for parents, young and infants, and cultural programs were conducted in connection with the local community. Spatial composition is also insufficient to carry out the program for infants and parents, so it is necessary to adjust the program and its proportions and make space suitable for the program.
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초등학생의 상호활성화와 긍정적 정서를 위한 원예교육 프로그램의 개발과 적용
홍다은(Da-Eun Hong),곽혜란(Hye-Ran Kwack),임은애(Eun-Ae Im) 한국실과교육학회 2023 한국실과교육학회지 Vol.36 No.2
본 연구는 긍정심리학에 기초하여 학교에서 실행 가능하도록 고안한 원예교육 프로그램이 긍정심리학의 통합적 변인인 상호활성화(Covitality)와 삶에 호의적으로 반응하는 긍정적 정서에 미치는 효과를 검증하였다. 이를 위하여 서울시 소재의 H 초등학교 6학년 52명을 대상으로 실험집단 26명, 통제집단 26명으로 두집단 사전-사후측정 유사실험설계(Two group pretest-posttest measurement quasi-experimental design)로 총 13회기 긍정심리 원예교육프로그램을 실시하였다. 연구의 결과, 개발된 긍정심리학 기반 원예교육 프로그램은 초등학생의 상호활성화를 증진시키는 데 유의미한 효과가 있었다. 하위영역인 자신에 대한 믿음, 타인에 대한 믿음, 감정적 능력, 삶의 참여에 향상을 가져왔다. 또한 초등학생의 스트레스를 줄이고 긍정적 정서를 증진시키는데도 유의미한 효과가 있었다. 본 연구는 단일 개념을 벗어나 다양한 정보를 포함하는 통합적 개념을 나타내는 도구를 사용함으로써 긍정심리학 기반 원예교육 프로그램이 초등학생의 상호활성화 및 긍정적 정서 향상에 영향을 미친다는 것을 확인하였다. 이를 바탕으로 사회·정서적 역량을 높여 초등학생 스스로 행복감을 조성할 수 있도록 돕는 긍정심리학에 기초한 원예교육의 필요성을 알리고, 초등학교 현장에 보다 효과적이고 다양한 긍정심리학 기반 원예교육 프로그램을 제공하고자 하였다. This study examined the effects on covitality, an integrative variable of positive psychology and positive emotions that respond favorably to life, of a horticulture education program designed to be implemented in schools based on positive psychology. For this purpose, the analysis included a total of 52 6th graders at H Elementary School in Seoul, Korea, with 26 participants in the experimental group and 26 participants in the control group. A total of 13 sessions of the positive psychology horticulture education program were conducted using a two-group pretest-posttest measurement quasi-experimental design. The results of the study showed that the developed positive psychology-based horticulture education program was significantly effective in promoting covitality in the case of elementary school students. It improved the sub-domains of belief in self, belief in others, emotional competence, and engaged living. It also had a significant effect on reducing stress and promoting positive emotions of elementary school students. This study confirmed that positive psychology-based horticulture education programs affect elementary school students' covitality and positive emotions by using a tool that represents an integrated concept including various information beyond a single concept. This study aimed to inform the need for positive psychology-based horticulture education to help elementary school students in the creation of a sense of well-being by increasing their social and emotional competence, and to provide more effective and diverse positive psychology-based horticulture education programs for elementary schools.
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