근본적 교사로서 부모 역할 제고를 위한 기독교교육 연구

박미경(Mikyong Park) 연세대학교 신과대학(연합신학대학원) 2014 신학논단 Vol.78 No.-

This study aims at empowering parents to educate their children and reminding them of their role as primary educator in their children’s education in ever-changing society. According to the change of the society, the educational role of parent has given to the public and private institutions. The role of parent, however, is still decisive in children’s education. Several researches emphasize that our society has to re-think and recognize the parental role in children’s education. In addition, most parents feel the difficulty in their effectiveness in their own children’s education. The parents need education for parenting because no one knows the right path. Through the literature research, the researcher examines biblical understanding of parental role in children’s education and explores brief history of parent education and its theories. These results suggest some implications on Christian education for the enhancement of the role of parent in children’s education. Firstly, parents need to recognize their role as the primary educator for their own children. Second, it needs parent education which helps parents to have right educational purpose. Third, parents have to keep the two-way communication with their children and accept them as they are. Fourth, the parents have the responsibility for nurturing their children in Christian value. Fifth, it needs the partnership between the church and the parent as a team. The church is expected to equip and support parents for their role as the primary educator. Lastly, the church develops and implements several programs for parent education. For the improvement of educational context, the church needs to listen for parents’ comments and to help them educate their own children. Parent education could be the key to solve the educational problems. This study aims at empowering parents to educate their children and reminding them of their role as primary educator in their children’s education in ever-changing society. According to the change of the society, the educational role of parent has given to the public and private institutions. The role of parent, however, is still decisive in children’s education. Several researches emphasize that our society has to re-think and recognize the parental role in children’s education. In addition, most parents feel the difficulty in their effectiveness in their own children’s education. The parents need education for parenting because no one knows the right path. Through the literature research, the researcher examines biblical understanding of parental role in children’s education and explores brief history of parent education and its theories. These results suggest some implications on Christian education for the enhancement of the role of parent in children’s education. Firstly, parents need to recognize their role as the primary educator for their own children. Second, it needs parent education which helps parents to have right educational purpose. Third, parents have to keep the two-way communication with their children and accept them as they are. Fourth, the parents have the responsibility for nurturing their children in Christian value. Fifth, it needs the partnership between the church and the parent as a team. The church is expected to equip and support parents for their role as the primary educator. Lastly, the church develops and implements several programs for parent education. For the improvement of educational context, the church needs to listen for parents’ comments and to help them educate their own children. Parent education could be the key to solve the educational problems.

제롬 베리맨(Jerome W . Berryman)의 어린이영성교육 연구-인지주의 어린이교육에 대한 비판적 성찰-

유선희 한국기독교교육학회 2012 기독교교육논총 Vol.32 No.-

This research paper reflects critically on cognitivism of children’s education which had made decisive impact on their education until now. It also proposes a new perspective on the theory of education on children by studying the Educational Theory of Children’s Spirituality by Jerome Berryman. This paper conducts its research by taking into its premise three essential requisites that decide the direction of children’s education. They are understanding children, epistemology, and didactics. Until recently,it was understood that children’s education has been focusing on cognitive logicality, uniformity, and language expression capability and overemphasizing children’s immaturity on religious reflection. In paper they are acknowledged as individuals that are invited for religious reflection and spiritual exploration(Understanding Children). This paper also indicates that religious education, which focuses on rationality and cognition, will result in a loss of uniqueness of religious education,because it ignores children’s method for gaining spiritual knowledge which is the ‘sensorial analogy’ capacity. Religious education emphasizes on overcoming subordinate understanding levels, which are psychological and sensory levels, in order to attain spiritual understanding. Furthermore,this research indicates the limitation of cognitive religious education,because it remains in the level of rationality and senses (Epistemology). Also, this paper emphasizes on the need for religious education that uses the whole senses of a child, the transcendence of faith, spirituality,non-verbalism, non-intervention etc. to overcome teaching technique that focuses on children’s cognitivity-reasoning(Didactics). Finally, the Korean Church must overcome a simple assessment of a child’s cognition and verbalism, and needs education system that takes into its prerequisites the spiritual essence and value. The study also makes an implication for the need to pursue the wholeness of understanding children, epistemology, and didactics. 본 연구는 지금까지 어린이교육에 결정적 영향을 미쳐왔던 인지주의적 어린이교육을비판적으로 성찰하고 새로운 관점의 어린이교육론을 제시하고자 제롬 베리맨의 어린이영성교육론을 탐구한 논문이다. 이 논문은 어린이이해, 인식론, 교수론을 어린이교육의 방향을 결정짓는 핵심요소라고 보고 이 세 가지의 틀로 연구를 진행하고 있다. 그 동안의 어린이교육이 인지논리성, 언어표현능력을 기반으로 어린이의 종교적 사고능력의 미성숙성을 강조하였다면, 이 연구는 어린이를 종교적 사고, 영적 탐구에 열려있는 존재로 인정해야 함을 피력하고 있다(어린이이해). 또한 본 연구는 합리성, 인지성에 집중된 종교교육은종교교육적 앎의 독특성을 상실하고 있고 ‘감각적 유추’ 능력이라는 어린이의 영적 앎의방식을 간과하고 있음을 지적하고 있다. 또한 신앙교육은 하위적 앎의 차원, 즉 정신적 차원이나 감각적 차원을 넘어서서 영적 앎의 형태를 취해야 함을 강조하고, 이성과 감각의영역에 머물러 있는 인지주의적 종교교육의 한계를 비판하고 있다(인식론). 더 나아가 본연구는 어린이의 인지-이성에 겨냥한 교수방식을 넘어서서 어린이의 전(全)감각성과 신앙의 초월성, 영성, 비언어성, 비지시성 등에 근거한 신앙교수의 필요성을 강조하고 있다(교수론). 한국교회는 어린이의 인지성, 언어성을 넘어서서 어린이의 영적 본질과 가치를 전제하는 교육이 절대적으로 필요로 하며, 보다 더 통전적인 어린이 이해, 인식론, 교수론을 추구해야 함을 시사해 주고 있다.

천식 환아와 보호자를 대상으로 한 집중 교육 프로그램의 효과

서강진,김건하,유병근,여윤구,김종훈,심으뜸,윤미리,유영,정지태 대한소아청소년과학회 2008 Clinical and Experimental Pediatrics (CEP) Vol.51 No.2

Purpose:Asthma is one of the most common chronic childhood disease. Education of asthmatic children and their families about asthma and its management may improve disease control, reduce symptoms, and improve school performance. The aim of the study was to evaluate the effects of an intensive asthma education program in asthmatic children and their families on outcome measure of asthma management behavior scale, knowledge about asthma, self efficacy scale and quality of life. Methods:Fifteen asthmatic children and their families were invited the intensive asthma education program which including allergen avoidance, management of asthma, correct use of the inhalation devices and control of exercise-induced asthma (study group). Fifteen asthmatic children and their families those who did not participate this program were served as control group. Participants were asked to complete a written questionnaire before and 3-month after the program. Results:After completing the intensive education program, significant improvement of the childrens asthma management behavior scale (27.1 vs. 32.2, P=0.011), belief and knowledge about asthma (14.2 vs. 17.9, P<0.001), self efficacy (47.9 vs. 49.7, P=0.091) and quality of life (79.6 vs. 88.6, P<0.001) was noted in the study group by measuring questionnaires. There are increasing tendencies in parental asthma management behavior scale and knowledge about asthma. Conclusion:This intensive asthma education program is effective in improving asthma control, self efficacy and quality of life of asthmatic children. This should serve as a national model for family- based programs for asthmatic children and their families. (Korean J Pediatr 2008;51:188-203) Purpose:Asthma is one of the most common chronic childhood disease. Education of asthmatic children and their families about asthma and its management may improve disease control, reduce symptoms, and improve school performance. The aim of the study was to evaluate the effects of an intensive asthma education program in asthmatic children and their families on outcome measure of asthma management behavior scale, knowledge about asthma, self efficacy scale and quality of life. Methods:Fifteen asthmatic children and their families were invited the intensive asthma education program which including allergen avoidance, management of asthma, correct use of the inhalation devices and control of exercise-induced asthma (study group). Fifteen asthmatic children and their families those who did not participate this program were served as control group. Participants were asked to complete a written questionnaire before and 3-month after the program. Results:After completing the intensive education program, significant improvement of the childrens asthma management behavior scale (27.1 vs. 32.2, P=0.011), belief and knowledge about asthma (14.2 vs. 17.9, P<0.001), self efficacy (47.9 vs. 49.7, P=0.091) and quality of life (79.6 vs. 88.6, P<0.001) was noted in the study group by measuring questionnaires. There are increasing tendencies in parental asthma management behavior scale and knowledge about asthma. Conclusion:This intensive asthma education program is effective in improving asthma control, self efficacy and quality of life of asthmatic children. This should serve as a national model for family- based programs for asthmatic children and their families. (Korean J Pediatr 2008;51:188-203)

유아기 자녀를 둔 결혼이민자 가정 어머니의 부모교육 요구에 관한 연구

김경옥 한국교원대학교 유아교육연구소 2014 한국유아교육연구 Vol.16 No.1

본 연구는 유아기 자녀를 둔 결혼이민자 가정 어머니의 부모교육 요구를 조사하고, 출신국가, 한국생활기간, 월평균 소득수준에 따라 어떠한지를 알아보는 데 목적이 있다. 출신국가에 따른 부모교육 요구를 범주별로 살펴본 결과, 유아의 습관형성 범주에서 유아의 문제행동을 고치는 방법, 어머니의 한국적응 범주에서 어머니의 한국어 교육, 어머니의 한국 문화에 대한 교육, 어머니의 스트레스 해소에 관한 내용, 한국의 가족관계 이해에 대한 교육에 유의한 차이가 있는 것으로 나타났다. 한국생활기간에 따른 부모교육 요구를 범주별로 살펴본 결과, 유아의 양육과 건강 범주에서 유아의 건강진단과 아플 때 간호하는 방법, 유아의 안전사고와 위급한 상황에 조치하는 방법, 유아의 영양에 대한 지식과 바른 식사습관을 갖게 하는 방법, 어머니의 한국적응 범주에서 어머니의 한국어 교육에 유의한 차이가 있는 것으로 나타났다. 월평균 소득수준에 따른 부모교육 요구를 범주별로 살펴본 결과, 유아의 양육과 건강 범주에서 유아의 건강진단과 아플 때 간호하는 방법, 유아의 발달 범주에서 유아의 성격과 사회성 발달에 관한 내용, 유아의 창의성 발달에 대한 내용, 부모와 유아간의 의사소통 범주에서 유아와 효과적으로 대화하는 방법, 유아가 다른 사람의 말을 귀기울여 듣는 태도를 갖게 하는 방법, 자녀교육 방법 범주에서 유아가 실생활을 통해 배울 수 있도록 가르치는 방법, 어머니의 한국적응 범주에서 어머니의 여가활동에 대한 정보 및 교육, 어머니의 직업에 대한 정보 및 교육에 유의한 차이가 있는 것으로 나타났다. The purpose of this study is to survey the need for parental education of the mothers of married immigrant families with young children and how it varies depending on country of origin, length of stay in Korea and monthly average income. To achieve the purposes as above, this study was carried out on the following research questions.1. What is the need for parental education of the mothers of married immigrant families with young children?2. How does the need for parental education of the mothers of married immigrant families with young children vary depending on variables?2-1. How does the need for parental education of the mothers of married immigrant families with young children vary depending on their country of origin?2-2. How does the need for parental education of the mothers of married immigrant families with young children vary depending on the length of stay in Korea?2-3. How does the need for parental education of the mothers of married immigrant families with young children vary depending on monthly average income?The subjects of this study are 123 mothers of married immigrant families with 3-5-year-old children going to the public․private kindergartens located in 17 cities and counties across Gangwon-do. Their countries of origin include China, the Philippines, Vietnam and Japan. As for a research tool, a questionnaire form ‘Need for Parental education’ made by Yoon, So-Young (2002) was modified and supplemented on the basis of the results of interviews with subjects for the purpose of this study. As for data processing, to find out the need for parental education of the mothers of married immigrant families with young children, frequency and percentage were calculated. Furthermore, to analyze the need for parental education of the mothers of married immigrant families with young children according to variables(country of origin, length of stay in Korea and monthly average income),  test was conducted. The results of this study can be summarized as follows. First, the need for parental education of the mothers of married immigrant families with young children was examined and as a result, the need for parental education of the mothers of married immigrant families with children is high in the following categories; how to take measures in emergency situations and safety accidents, knowledge on child nutrition and how to let children have proper eating habit in the category of child health and raising; information on brain development of children in the category of children development; how to effectively communicate with children in the category of communication between parents and children; how to correct the maladaptive behavior of children in the category of child habit formation; and information on married immigrant family support and how to use it in the category of mothers’ adaptation to Korea. Second, the need for parental education of the mothers of married immigrant families with young children depending on the variables - country of origin, length of stay in Korea and monthly average income - was examined. Based on the results, the following conclusions have been derived. 1. The need for parental education according to country of origin was examined by category and as a result, there are significant differences in how to correct the maladaptive behavior of children in the category of child habit formation; and Korean education for mothers, Korean culture eduction for mothers, information on how to relieve stress for mothers, education on understanding of family relationship in Korea in the category of mothers’ adaptation to Korea. Regarding how to correct the maladaptive behavior of children in the category of child habit formation, the need for parental education of the mothers from China and the Philippines turned out to be relatively higher than that of the mothers from Japan and Vietnam. Regarding Korean education for mothers in the category of mothers’ adaptation to Korea, the need for parental education of the mothers from Vietnam, the Philippines and Japan turned out to be relatively higher than that of the mothers from China. Regarding Korean culture education for mothers and education on understanding of family relationship in Korea, the need for parental education of the mothers from Vietnam and the Philippines turned out to be relatively higher than that of the mothers from China and Japan. Regarding information on how to relieve stress for mothers, the need for parental education of the mothers from Vietnam, the Philippines and Japan turned out to be relatively higher than that of the mothers from China.2. The need for parental education according to the length of stay in Korea was examined by category and as a result, there are significant differences in how to check children’s health and care for sick children, how to take measures in emergency situations and safety accidents of children, knowledge on child nutrition and how to let children have proper eating habit in the category of child raising and health; in Korean education for mothers in the category of mothers’ adaptation to Korea. Regarding how to check children’s health and care for sick children, how to take measures in emergency situations and safety accidents of children, knowledge on child nutrition and how to let children have proper eating habit in the category of child raising and health, the need for parental education of the mothers who stayed in Korea less than 6 years turned out to be relatively higher than those who stayed for more than 6 years to less than 9 years and those who stayed more than 9 years. Regarding Korean education for mothers in the category of mothers’ adaptation to Korea, the need for parental education of the mothers who stayed in Korea less than 6 years turned out to be relatively higher than those who stayed for more than 6 years to less than 9 years and those who stayed more than 9 years.3. The need for parental educat

어린이 관련 문헌 통계분석을 통한 한국 기독교 어린이교육 진단

유선희(Sun-Hee Yoo) 연세대학교 신과대학(연합신학대학원) 2014 신학논단 Vol.77 No.-

This paper is a study that assesses and evaluates the children`s education of the Korean Christian by first collecting and then analyzing children`s literature dating from 1909 to 2012. The collected literature totaled 1754 documents of books(540), thesis and dissertations(877), and academic essays(337) that were then analyzed vertically by their published year and horizontally by subcategories within Christian Education. First, the literature was analyzed by their published decade, then by shift in academic interest and trend in children`s education. Next, the literature was analyzed into subcategories, and then the trend and themes of interest were analyzed. Based on the chronological and sub-categorical analysis, this study examines and evaluates the trend and the problems seen in children`s education of Korean Church. Based on the analysis of the literature on children, the problems in children`s education could be identified to include: imbalance between the fundamental(theory) and the praxis areas, weakening of the educational theology, decrease in the study of inner dimension of children. Based on the following the analysis of the children`s literature, the author proposes that for the next new leap in children`s education, it cannot simply provide solutions for the current issues of the education praxis, but be a holistic faith formation education that changes the life of a child. In order to do this, children`s education must maintain an integrated holistic approach in its overall direction. This paper is a study that assesses and evaluates the children`s education of the Korean Christian by first collecting and then analyzing children`s literature dating from 1909 to 2012. The collected literature totaled 1754 documents of books(540), thesis and dissertations(877), and academic essays(337) that were then analyzed vertically by their published year and horizontally by subcategories within Christian Education. First, the literature was analyzed by their published decade, then by shift in academic interest and trend in children`s education. Next, the literature was analyzed into subcategories, and then the trend and themes of interest were analyzed. Based on the chronological and sub-categorical analysis, this study examines and evaluates the trend and the problems seen in children`s education of Korean Church. Based on the analysis of the literature on children, the problems in children`s education could be identified to include: imbalance between the fundamental(theory) and the praxis areas, weakening of the educational theology, decrease in the study of inner dimension of children. Based on the following the analysis of the children`s literature, the author proposes that for the next new leap in children`s education, it cannot simply provide solutions for the current issues of the education praxis, but be a holistic faith formation education that changes the life of a child. In order to do this, children`s education must maintain an integrated holistic approach in its overall direction.

북한 아동문학과 교육 연구

이영미 ( Lee Young-mi ) 한국문학이론과 비평학회 2006 한국문학이론과 비평 Vol.30 No.-

The purpose of this study was to raise the necessity of full-scale and in-depth studies on children’s literature & education of North Korea and work for activation of the studies. South Korea poorly has now prepared for embracing North Korean children under the confusion caused by change in the system after the unification of North and South Korea. In particular, in-depth studies have been absent on elementary and secondary educational system or conversion of learning contents in curriculum. However, Korean situation is pressed for time; peaceful division can be fixed, or the two Koreas can be unified in a way of adopting a federal system or through a war or a collapse of systems caused by rapid changes in international conditions. In this respect, concrete guidelines and direction must be prepared so as to narrow a gap in re-socialization education of North Korean children in or out of educational system. As is stated on No. 48 Provision of the constitution, education of North Korea purposes to train “coming generation as communistic new men with knowledge and virtue and strong revolutionists who struggle for society and the people by realizing principles of socialistic education”. This purpose is based on < A Thesis of Socialistic Education > instructed by Kim Il-seong in 1977. According to this thesis, contents of school education are divided into education of political ideology, education of science and technology and physical education. Among these, education of political ideology is most important and the key to maintain the system, and it is joined to human trash theory of the Juche ideology. Most subjects focus on political ideology and the media(educational texts) can be included in “children’s literature”. In other words, literature is subjective genre taking charge of children's political socialization. As a result of this analysis, North Korean children are a group of the other who is subordinate to the only system, whose fundamental reason is that methodical, systematic and internalized rules of children’s literature affected children through education (education of political ideology in a narrow sense) and culture(education of political ideology in a wide sense). Since children’s literature was in dose connection with maintenance of system, it was formed closely and controlled by the government intensely. In the formative period of children's literature, however, the literary foundation with autonomous productivity existed until it was forced to enter into the only system. If the beginning literary field with potential is studied in earnest and applied in literature education, it will be likely to prevent inhumane situation where North Korean children are oppressed again from a viewpoint of imperialistic colonization.

유치원 교사의 유아수학교육에 대한 인식

서현아,배지미 미래유아교육학회 2004 미래유아교육학회지 Vol.11 No.1

본 연구의 목적은 유치원 교사의 유아수학교육에 대한 인식을 조사하기 위해 유아수학교육을 목적, 내용, 방법, 평가로 나누고, 이를 교사의 변인(경력별, 학력별, 설립유형별, 담당유아연령별)에 따라 분석하여 유아수학교육의 방향 정립과 발전 방안을 위한 기초자료를 제시하는데 있다. 부산시 소재 공·사립 유치원에서 근무하는 교사 426명을 연구대상으로 하였다. 연구결과 유아수학교육의 목적, 내용에서는 변인 모두에서 유의미한 차이가 있었으며, 유아수학교육의 방법, 평가에서는 문항에 따라 경력별, 학력별, 설립유형별 변인에서 부분적으로 유의미한 차이가 있는 것으로 나타났다. The purpose of this study is to obtain basic information necessary for establishing the right direction for the development of mathematics education for young children by examining teachers’ recognition regarding the objectives, courses, methods and evaluation of the mathematics education according to their teaching experience, educational background and young children’s ages under their responsibility and types of kindergartens where they work. Four hundred and twenty six teachers from public and private kindergartens located in Busan were investigated. The device used for the study was a questionnaire for surveying teachers, which was developed by the researcher based on related literature and previous studies and then verified in validity by professionals concerned. For data processing, the objectives and courses of math education for young children were analyzed using t-test or F-test and the methods and evaluation of the education, using χ2test. Results of the study can be summarized as follows. First, for the objectives of mathematics education for young children, teachers understood that ‘the recognition of the value of maths’, ‘abilities of mathematical reasoning and thinking’ and ‘creative approaches to mathematical problems’ were specially important. There were statistically significant differences in such understanding according to the teachers’ teaching experience and young children ages under their responsibility. Second, for the courses of mathematics education for young children, teachers considered as specially important ‘classification and ordering’ ‘understanding basic concepts of number’ and ‘computer’. Such consideration showed statistically significant differences according to the teachers’ teaching experience and young children’s ages under their responsibility and types of kindergartens. Third, regarding the methods of mathematics education for. young children, teachers perceived ‘small groups’ as best suitable for mathematical activities, and ‘activities of free choosing’ and ‘games’ as better for mathematical instruction. The teachers also recognized the necessity of computer in mathematics education for young children. For them, ‘plays’ were most effective for such education and ‘object manipulation’, the most effective education media to mathematical activity. Teachers responded that ‘the excessive number of young children’ and the teachers’ lack of expertise and skills related to mathematics education for young children’ were challenging to such education’. And they understood that their roles in such education lay in ‘interactions with young children’. Fourth, for the evaluation of mathematics education for young children, teachers perceived that ‘the extent to which mathematics is utilized in solving daily problems’ was the most important goal of such evaluation. For the respondents, the use of outcomes from mathematics activities(portfolios) was the best way of the evaluation and ‘the application to follow-up mathematics instruction’, the best direction of using results of the evaluation. ‘Understanding basic concepts of number’ was regarded by teachers as the most important. For them, ‘the evaluation of mathematical objectives’ was also a part of the evaluation of mathematics education for young children.

사교육의 실시 현황 및 유아의 불만족도가 유아의 행복감에 미치는 영향

정경자,심성경 한국육아지원학회 2019 육아지원연구 Vol.14 No.4

본 연구는 유아의 사교육의 실시 현황과 사교육에 대한 유아의 불만족도 및 행복감 그리고 그들간의 관계를 살펴보며, 사교육의 실시 현황 및 유아의 불만족도가 그들의 행복감에 미치는 영향을 알아보는 것을 목적으로 하였다. 연구대상은 전북 6개 사립유치원의 5세 유아와 그 어머니 216명이다. 이승미(2015)의 연구에서 사용된 설문지와 면담용 평정척도를 수정·보완하여 유아들의 사교육 실시 현황파악과 불만족도를 측정하였다. 또한 Ivens(2007)의 (SCHI)를 번역·수정하여 유아들의 행복감을 측정하였다. 수집된 데이터를 분석하기 위해 평균, 표준편차, 상관분석, 중다회귀분석을 실시하였다. 연구결과 첫째, 사교육 실시 현황을 보면 대부분의 유아가 방과 후 특별활동 3가지 이외에 주당 3시간 47분 동안 평균 5.01회의 사교육으로 2.4가지의 다른 종류의 사교육을 받았다. 이들은 사교육비로 매달 17만 3440원을 썻다. 또한 사교육에 대한 유아의 불만족도는 중간 정도였으며, 유아의 행복감은 중간 이상으로 평가됐다. 둘째, 사교육 실시 현황과 유아의 불만족도는 상관관계가 없었다. 셋째, 사교육 실시 현황과 유아의 행복감 간에는 부적 상관이 나타나 행복에 부정적인 영향을 미친다는 것을 보여주었다. 이러한 결과는 과도한 사교육은 유아의 삶의 질을 떨어뜨리고 발달에 부정적인 영향을 미칠 수 있음을 시사한다. The purpose of this study was to examine the current state of private education for young children, and the level of children’s dissatisfaction and happiness, as well as the relationships among them. This study also aimed to discover the effects of private education and the level of children’s dissatisfaction on their happiness. The subjects of this study were 216 5-year-old children and their mothers from 6 private kindergartens in Jeollabuk-do. A questionnaire was used to find out current state of children’s privatw education, and the questionnaire and interview rating scales used in Lee (2015)’s study were revised to measure children’s level of dissatisfaction. In addition, Ivens(2007)’s School Children’s Happiness Inventory (SCHI) was translated and revised to measure children’s happiness. Average, standard deviation, correlation analysis, and multiple regression analysis were conducted to analyze the collected data. The results of the study are as follows: First, in terms of children’s private education, the result showed that most of the children received 2.4 different kinds of private education on the average with 5.01 times of private education, for 3 hours and 47 minutes per week, in addition to 3 extracurricular activities. They spent 173,440 won per month for private education. The level of children’s dissatisfaction with private education was in the middle range of the response scale, while children’s happiness was rated above the middle range. Second, there was no significant correlation between the state of private education and the level of children’s dissatisfaction. Third, there was a negative correlation between the state of private education and children’s happiness-which showed that private education had a negative impact on their happiness. These results indicate that excessive private education can reduce the quality of children’s life and have a negative effect on their development.

영아기 교육에 대한 부모인식의 이론적 탐구

서현아(Seo Hyun-Ah),김나영(Kim Na-Young) 경성대학교 인문과학연구소 2007 인문학논총 Vol.12 No.1

본 연구는 인간 발달에서 영아기의 발달적 특성, 영아기의 교육적 의의, 우리니라 영아기 교육에 대한 부모의 인식을 알아보고 이를 통해 효율적인 영아기 교육을 위한 부모교육의 기초자료를 얻고자 하는 것을 목적으로 하였으며, 관련 문헌을 통하여 연구하였다. 문헌고찰을 통해 밝혀진 연구결과는 첫째, 영아기 교육의 목적은 영아기에 대한 발달적인 이해를 기초로 하여, 이들에게 어떠한 경험을 제공할 것인지에 대한 방향을 설정하는 것이다. 즉, 교육적으로 가치 있고 의미 있는 방향을 설정하고 의도적인 방법으로 발달을 지원하고 학습을 증진시키는 조직적인 경험을 증진시킬 수 있도록 설정하여야 한다. 셋째, 영아기 자녀를 둔 부모들은 자녀들에게 보다 낳은 교육의 기회와 적합한 환경, 경험을 제공해 주고자 하는 마음으로 교육의 중요성을 인식하고 있었으며, 적기교육의 의미보다는 발달을 앞당기는 다음 교육기관의 학습에 대해 사전 준비교육으로 인식하고 있는 것으로 밝혀졌다. Infancy is a period when people develop with even more faster than in any other period of the whole life, with big differences in the development among individuals. This suggests that infancy education should comply with children's developmental stage. Thus the purpose of this study is to propose a better way of infancy education by investigating the current status of education program experiences by children in infancy and parents' perceptions of such experiences. 1. What is the developmental aspects of children in infancy ? 2. What is the current status of education program experiences by children in infancy ? 3. What are parents' perceptions of education program experiences by children in infancy ? To get answers to the above questions, this researcher made a theoretical research. Results of the study can be summarized as follows. First, the developmental aspects of children in infancy was summarized as physical development, cognitive development, language development, social emotional development. Second, regarding children's education program experiences in their infancy, they were most frequency experiencing writing Korean alphabets. Throughout the experiences, most time was being invested in the writing. Children were in most cases first experiencing infancy education like Montessori or Froebel education program before 24 months from their birth. The mean time of infancy education was between 25 and 60 minutes. Home and culture center were places which were mostly used for such education. Third, most of the parents surveyed here were having interest in infancy education for their children. They were also positive about the implementation of such education. Parents who were positive about infancy education for children responded that such education was necessary for children's whole development. In contrast, those who were negative about the education were being concerned about possible negative influences of infancy education on children's physical development. Many parents thought that infancy education should be started when children were at the full age of 3 or over. But actually, such education was usually being first provided to children who were fully aged 2 or below. Most parents thought that children were 'interested' in infancy education. They were positive about the effect of such education. Most parents felt that there were many kinds of infancy education programs and that expenses for the programs were relatively high. And they were preferring teachers who majored in early childhood education and had the license of specialty education to instruct children.

일제 말기 아동문학교육 연구

박영기 ( Young Gi Park ) 건국대학교 동화와번역연구소(구 건국대학교 중원인문연구소) 2008 동화와 번역 Vol.15 No.-

The beginning of the education of modern children’s literature in Korea geared into the history of modern primary school education. But the outcomes of Gabo Revolution had been denied in Eulsa Neukyak and Chosun Dynasty had degraded to the colony of Japan only to be the object of the limping colonial education. However, children’s literature education has continuously developed even in the situation that the status of Koreans was replaced by the Japanese language. This study has researched the phases of children’s literature education in the late period of the Japanese colonial rule which especially faced dark age in the midst of the flow of these children’s literature education. In this period, getting rid of the Chosun language education became the basic policies by the Seventh Chosun Education Ordinance that was promulgated on March 3, 1938. The textbooks of this period only maintained the life of children’s poetry education by several poems which were contained in the Japanese textbooks. However, Ahee Saenghwal, Sonyon, and Dong-ah Ilbo did not cease to educate children with poetry. These magazines continued to have interests in educating with poems in the Chosun language which was then being killed, contained the articles on poetry education, especially with many significant writings on the Shijo education. In the education section of children’s stories, they had many children’s stories which were contained in the Japanese book Primary Japanese Reader and forced unconsciousness of the Chosun children because it was filled with the Japanese myths, Folktales and the Japanese heroes. The readers of the magazine were replaced with Shiguk Reader, and as for Ahee Saenghwal, it could be said that it was the only magazine that maintained the life of children’s stories education in this period, even though it had religious contents. When it comes to children’s plays education, there also appeared mostly simple children’s dialogic plays and the plays that were similar to children’s plays in the textbooks. However, the children magazines in this period contained pro-Japanese children’s plays, and the children’s dialogic plays, which gave a clue to the formation of the children’s plays, degraded into stories that introduced ‘funny stories’ to them. The children in those days were put as recipients who had to get benefits from the education policies intended by the Japanese as providers just as it was. But the space of school was a dynamic place where the subjective wills of children called aspiration for the modern education collided together. The newspapers and children magazines complemented the limitations of the textbooks that the Japanese made as part of colonial education and had symbolic status that confronted and carried out a function as ‘civil movements’, not being in despair because of the colonial education policies.