유아주도적 질문과 교사주도적 질문이 유아의 초인지에 미치는 효과

손은주,박영태 한국교육학회 2011 敎育學硏究 Vol.49 No.3

본 연구는 유아주도적 질문과 교사주도적 질문이 유아의 초인지에 미치는 효과를 분석하는데 목적을 두고 다음과 같은 연구문제를 설정하였다. 첫째, 유아주도적 질문과 교사주도적 질문이 유아의 초인지에 미치는 효과는 어떠한가?둘째, 유아주도적 질문과 교사주도적 질문이 유아의 영역특정 초인지에서 예언과 평가에 미치는 효과는 어떠한가?위 연구목적을 달성하기 위하여 만 5세 남아 39명, 여아 36명 모두 75명을 대상으로 실험하였으며, 동화를 이용한 유아주도적 질문 프로그램과 동화를 이용한 교사주도적 질문 프로그램을 실험도구로 하고, 초인지 검사를 측정도구로 이용하였다. 본 연구에서 나타난 주요 결과는 다음과 같다. 첫째, 유아들은 유아주도적 질문집단, 교사주도적 질문집단, 통제집단의 차이에 관계없이 영역독립 초인지나 영역특정 초인지의 변화에 차이가 없다. 그러나 동화를 읽기 전에는 영역독립 초인지와 영역특정 초인지 간에 큰 차이가 없으나 동화를 읽고 난 후에는 유아주도적 질문집단, 교사주도적 질문집단, 통제집단의 차이에 관계없이 영역독립 초인지 보다 영역특정 초인지가 더 높은 향상을 보이고 있다. 둘째, 유아주도적 질문집단과 교사주도적 질문집단, 통제집단 간에 영역특정 초인지 중 예언능력과 평가능력에 미치는 효과는 의미 있는 차이가 없다. This research is aimed to analyze the effect of young children-directed questions and teacher-directed questions on metacognition of young children, and the following research questions were set. First, What's the effect of young children-directed questions and teacher-directed questions on metacognition of young children?Second, What's the effect of young children-directed questions and teacher-directed questions on prediction and evaluation in the field special metacognition?To achieve the above research purposes, 5-year-old 39 boys and 36 girls, all 75 children were tested and experimental tools were young children-directed question program and teacher-directed question using stories. Measuring tools were metacognition test. The main conclusion of this research is as following. First, Regardless of young children-directed group, teacher-directed group or the control group, young children have no difference in the field independent metacognition or in the field special metacognition. Before reading the stories, there wasn't much difference in the field independent metacognition or in the field special metacognition, after reading, regardless of young children-directed group, teacher-directed group or the control group, the field special metacognition has more improved than the field independent meta cognition. Second, the field special metacognition had no difference in the effect of prediction and evaluation among young children-directed question group, teacher-directed question group, control group.

A FORMATIVE MEASURE OF VERY YOUNG CHILDREN’S PERSUASION KNOWLEDGE

Shasha Wang,Dick Mizerski,Fang Liu,Doina Olaru,Victoria Mallinckrodt 글로벌지식마케팅경영학회 2016 Global Marketing Conference Vol.2016 No.7

Introduction An individual’s Persuasion Knowledge is his or her knowledge of the persuasive nature of messages (Freisted and Wright 1994). Most adults are assumed to have this knowledge that enables them to be sceptical of persuasive messages, and to incorporate this information in their decision-making about promoted products. Children are viewed as vulnerable to persuasive messages (Nelson 2016) because they have not developed the appropriate knowledge base to be sceptical of messages (Mallinckrodt and Mizerski 2007) and thus unable to discount the claims made by marketers. This lack of ability to be sceptical is argued to lead to “…the vulnerability of young audiences to the negative effects of advertising” (Nelson 2016, p. 169) like obesity, materialism, poor quality of life and higher rates of mortality. Because of the wide acceptance that young children are particularly vulnerable to persuasive messages, advertising targeting children has been banned in several countries and proposed for others (Mizerski et al. 2016; Wang 2016). Many studies about Persuasion Knowledge or Advertising Knowledge (communication research) have been published over the 40 plus years since Ward (1972) first discussed the concept. However, few studies have tested whether Persuasion Knowledge is an antecedent to children’s sceptical responses to persuasive messages. The 11 studies that have tested the link (see Mizerski et al. (2016) for a review) used a wide variety of single item or reflective measures (measures that reflect the construct). They provide inconsistent findings except that the child’s age is positively associated with acquiring knowledge about persuasive messages like advertising or playing advergames. For example, while most researchers assumed or argued a positive link between young children’s persuasion knowledge and their scepticism, Buijzen (2007) and Christenson (1982) failed to find this link. Robertson and Rossiter (1974) reported children’s understanding of persuasive intent (commercials persuade one to buy things) was positively related with young children’s scepticism, but assistive intent (commercials tell one about things) was negatively related. The inconsistent findings of children’s responses to commercial messages may be due to more than the lack of consistent measures. The use of reflective rather than formative measure of young children’s persuasion knowledge may be another reason for inconsistent findings. “Young” children are those under eight years old (Mizerski 1) shashaatperth@gmail.com et al. 2016), but a lack of sufficient persuasion knowledge has been found with children over 16 years old (Carter et al. 2011). Most recent studies have adopted the Freisted and Wright (1994) Persuasion Knowledge Model that is based on the information processing of an adult buyer. Adults tend to have obtained Persuasion Knowledge so their knowledge may be captured with measures that reflect the construct. Young children are in the process of obtaining Persuasion Knowledge. The ability to understand the source of the message and the persuasive intent of the source are often cited as antecedents to having Persuasion Knowledge. These constructs form over time and cause persuasion knowledge (Nelson 2016). Therefore, it should be a formative measure. Measuring social class is a classical formative measure because causal elements like where you live and your profession can’t be accurately calculated for children. Social class forms over time. The use of a reflective measure when a formative measure should be used leads to several problems (Diamantopoulos and Siguaw 2006; Diamantopoulos and Winklhofer 2001), particularly an increase in Type II errors-“false negatives” (MacKenzie, Podsakoff and Jarvis 2005). For example, this means ruling out a causal element of persuasion knowledge when it is causal. This paper will compare existing single item or multi-item reflective measures used with young children, with a formative measure of the Persuasive Knowledge construct. The best way to validate a construct is to test it with external variables empirically and theoretically linked to the construct, including both antecedents and consequences (Diamantopoulos and Winklhofer 2001). Three variables, theoretically and/or empirically linked with young children’s Persuasion Knowledge, are tested in a baseline model to assess the external validity of the construct. These variables are age (Ward 1972), responses toward persuasive marketing messages (such as scepticism) and affect toward the persuasive messages (Mizerski et al. 2016; Wang 2016). Therefore, it is expected that the goodness-of-fit measures for the model using the formative measure of young children’s Persuasion Knowledge will provide a better fit to the data than the reflective measures. To further test the formative nature of young children’s Persuasion Knowledge, two additional models are tested. Researchers are responsible to set the weights of indicators of a formative construct, so a formative model with expert knowledge weights is developed (Figure 1). The indicators or elements of a formative construct should be able to reveal different facets so another model with different facets is developed. Consistent findings of the two models and the proposed baseline model will further support the formative nature of this construct. Apart from content validity and external validity, we also test the measures of the construct with another data set (Mallinckrodt and Mizerski 2007) to test the models’ generalisability. The Mallinckrodt and Mizerski study used children from a different cultural background (Australian vs. Chinese young children), but have similar ages and measures of Persuasion Knowledge and external variables. Further confirmation of the structure of the measurement model is provided if the same relationships are found with the second data set. Methodology Sample The population to be sampled are young Chinese children. China was selected because it has the largest population of young children, is the largest market for toys and a children’s toy is the stimulus product in the experimental study. The sample frame is day care schools in a Northern Chinese city of approximately eight million people. Procedure This is an experiment-based study with a control group. After individual exposure to a toy TV advertisement for a “magic ruler” that can be made into many different shapes with a Dinosaur shape shown in the ad, participants were each asked to answer questions. Cartoon pictures of the question options accompanied by verbal statements were used to reduce the possibility of misunderstanding young children’s responses on Persuasion Knowledge related questions. To reduce any effects of young children choosing the first option they see, pictures or options were shown in a random order. Children were told that there is no right or wrong answer, and they could withdraw at any point. Measures Persuasion knowledge was measured three ways; including a single-item measure, a summated-items measure, and a formative measure. Through an analysis and coding of 20 studies that tested the effect of young children’s persuasion knowledge (Mizerski et al. 2016), six items were found to measure the Persuasion Knowledge construct. The single-item measure used is the children’s understanding of the advertisers’ intention to make them ask their parents to buy (parent-buying intent). This was treated as the most important aspect of persuasion knowledge by several researchers (Carter et al. 2011; Mallinckrodt and Mizerski 2007). A summated-items measure included six items, frequently used in prior scholarly work. The formative measurement model was built using the same six items but by changing the direction of influence, with the causal flow from measures to the construct. Other variables include the children’s scepticism, their belief of false claims made in the ad and affect toward the toy TV advertisement (see Figure). After a CFA analysis with five questions, the scepticism factor score was derived as a standardised measure that followed a normal distribution. Scepticism ranged from -0.59 to 1.35, with an average of 0.07 and SD of 0.68. Belief of false claims (named as “false beliefs”) shown in the TV advertisement indicated that most children did not believe the two false claims included in the ad (84% and 69% respectively). Affect towards the toy TV ad was measured using one question: “Do you like this video?” to which most children (88%) indicated yes. Results, Discussion And Implication Fifty-four different patterns or combinations of the six persuasion knowledge items were found. This pattern show substantial heterogeneity in children’s Persuasion Knowledge, and further illustrates that young children are accumulating or forming their Persuasion Knowledge (Friestad and Wright 1994). In addition, these items have low correlations to one another that are typical of a formative measure. These findings of variability of knowledge levels and weak association between them indicate the potential multiple-dimension, formative nature of the construct of persuasion knowledge for young children. This may apply specifically to young children who are at the stage of increasing their learning abilities and developing or forming their knowledge. No relationship was found in the structural models using the reflective single-item measure and summated-items measure of persuasion knowledge, and the models showed a poor fit. However, relationships were found in the structural model that applied the formative measure of persuasion knowledge, with good model fit (see Table 1). Because a formative measure is supported, we tested the formative nature of Persuasion Knowledge on a previous study’s data (Mallinckrodt and Mizerski 2007). A formative model using that study’s data showed the same relationships between Persuasion Knowledge and its external variables. This consistency supports a formative measure of young children’s persuasion knowledge. Any review of future or past research should note the possible impact of using reflective measures of young children’s Persuasive Knowledge. To generalise the findings more research needs to be done for different product categories and age groups. More product categories, such as food and movies, and age groups could be taken into consideration. While few studies have tested the association of young children’s Persuasion Knowledge to scepticism toward the message, even fewer have tested the link of scepticism to young children’s responses to the advertised product (e.g. like, prefer, choose). Most of these studies do not find a link. If having Persuasion Knowledge doesn’t influence a young child’s desire for the brand, why teach it (e.g. Nelson 2016) or ban advertising because the children don’t have Persuasion Knowledge? Perhaps using a formative measure the link will be found.

다문화가정 유아교육경험 여부에 따른 영재와 영재교육에 관한 교사의 인식 차이

성영화(Young Hwa Sung),이신동(Sin Dong Lee) 한국영재교육학회 2015 영재와 영재교육 Vol.14 No.4

본 연구는 다문화가정 유아영재 및 영재교육에 대한 교사의 일반적인 인식 및 다문화가정 유아 교육 경험 여부에 따른 차이를 비교하는데 목적을 두었다. 이를 위해 서울에 위치한 어린이집에서 근무하는 교사 270명을 대상으로 설문조사를 실시한 후 수집된 자료는 카이검증을 하였다. 연구결과 첫째, 교사들은 다문화가정 유아영재는 일반영재로, 잠재된 능력과 성취가 불일치한 영재로 보았다. 특히, 다문화가정 유아들이 지닌 영재특성은 특정 분야에서의 탁월한 재능을 뽑았고, 부정적 특성으로는 사회적 불안 및 소외감과 언어발달 지연이 있었으며 이는 교사의 다문화가정 유아 교육경험유무에 따라 차이를 보였다. 둘째, 교사들은 다문화가정 유아영재를 판별할 때 창의성 및 사고력 검사를 실시해야 하며, 만 3세 이후가 되면 판별할 수 있다고 보았다. 셋째, 교사들은 다문화가정 유아영재교육이 필요하며, 이에 대해 다문화가정 유아를 교육해본 교사가 그렇지않은 교사에 비해 높게 인식하였다. 또한 교사들은 다문화가정 유아영재교육의 목적은 잠재력 계발 및 소외영재로 발굴 가능성 증진에 있고, 사회성 및 정서 발달에 대한 교육내용을 바탕으로 놀이를 통해 교육을 실시해야 하며 다차원적으로 평가해야 한다고 보 았다. 이 중에서 교육 내용 및 교육 방법에 대해서는 교사 집단 간 차이를 보였다. 넷째, 다문화가정 유아영재교육은 학기 중 평일을 이용하여 개인수준에 따라 횟수를 정해서실시하고, 1~5명으로 구성된 집단으로 영재교육담당 공교육기관에서 영재교사에 의해실시되어야 한다고 교사들은 인식하였으며, 집단 간 차이를 보이지 않았다. 교사의 인식을 바탕으로, 다문화가정 유아영재교육을 위한 방향에 대해 제안하였다 The purpose of this study was to recognize of teachers' general perceptions about gifted education for young children from multicultural families and to compare the differences by teachers' education experience of young children from multicultural families. For this study, participants were 270 teachers working in daycare centers located in Seoul, and collected data were analyzed by using chi-square test. Results of this study were as follows. First, teachers perceived gifted young children from multicultural families as generally gifted, and mismatched between achievement and potential ability. In particular, teachers perceived outstanding talent in a particular field as a characteristic of gifted young children from multicultural families. As a negative characteristic, teacher responded social unrest and alienation, delays in language development and it showed differences between groups. Second, teachers responded that creativity and thinking skills tests must be carried out to determine gifted young children from multicultural families and the gifted young children can be classified after three years old. Third, teachers perceived the need of gifted education for young children from multicultural families. Especially, teachers with educational experiences of young children from multicultural families highly responded on the need of the gifted education. Also, teachers responded that purpose of education for gifted young children from multicultural families were to increase potential development and excavation possibility of disadvantaged and gifted young children. Moreover, the contents of gifted education should focus on social and emotion development, and it should be implemented as play-based, and the measurements should be a multidimensional. Among them, educational contents and methods showed differences between groups. Forth, teachers responded that gifted education for young children from multicultural families need to be conducted during weekdays of the education year depending on the individual level as a group of 1-5 young children and the education needs to be implemented in public gifted education institutions by gifted teacher. And it's perception showed no difference between groups. Based on the recognition of teachers, suggestions were provided about the direction for gifted young children from multicultural families.

표준보육과정과 2007년 개정유치원교육과정에 반영된 유아문학교육의 의미 분석

임영심 ( Young Sim Lim ) 한국어린이문학교육학회 2009 어린이문학교육연구 Vol.10 No.2

본 연구는 국가수준 유아교육과정의 성격, 목표, 내용에 유아문학교육이 어떻게 반영되어 있는지를 분석해봄으로써 유아문학교육에 대한 교육적 시사점을 얻고자 하였다. 분석대상은 국가수준의 유아교육과정인 표준보육과정(2005, 여성부)과 2007년 개정유치원교육과정(2008, 교육과학기술부) 및 유치원교육과정해설III(2008)로 하였으며, 분석의 범위는 표준보육과정의 의사소통영역, 예술경험영역과 2007년 개정유치원교육과정의 언어생활영역과 표현생활영역의 성격, 목표, 내용으로 하였다. 분석의 결과, 첫째, 현재 표준보육과정의 의사소통영역, 유치원교육과정의 언어생활의 성격, 목표, 내용에 반영되어 있는 유아문학교육은 유아언어교육의 목적을 달성하기 위한 수단으로서의 기능은 충분할지 모르지만 유아문학교육의 본질적 목표를 달성하기엔 미흡하며 문학 예술적 기능을 소홀히 다루게 될 우려가 있는 것으로 나타났다. 둘째, 유아교육과정의 성격, 목표, 내용에 반영된 유아문학교육은 아동중심교육철학을 실천하기 위한 좋은 자원이 될 수 있음을 내포하고 있었으며, 표준보육과정의 의사소통영역과 유치원교육과정의 언어생활을 지원하는 좋은 자원이 될 수 있음을 강조하고 있었다. 셋째, 1969년 1차 유치원교육과정의 탄생 이후 최초로 유아교육과정내용에 ‘문학’의 용어가 사용된 것으로 나타났다. 이는 유아교육과정 내에서 유아문학교육의 중요성을 강조하고 유아문학의 의미해석을 시도하는 단초를 마련하였다는 점에서 고무적이라 할 수 있을 것이다. 그러나 유아교사가 유아문학교육의 본질적 목표와 내용을 통합 운영할 수 있도록 돕기 위해 유아교육과정은 의사소통영역 및 언어생활과 예술경험영역 및 표현생활이 유기적이고도 통합적으로 연결되도록 재정립하여 유아들의 문학교육활동이 문학예술활동이면서 동시에 언어 예술활동으로 발현될 수 있도록 도와야 할 것이다. Young children`s literature could present a direction for a reconstruction of aesthetic appreciational experiences on a basis of literate imagination rather than a simple delivery of their meaning. The purpose of this study is to get some educational suggestions by analyzing how young children`s literature education is reflected on the characteristics, goals and contents of Standard Educare Curriculum, Kindergarten Curriculum as a national level curriculum. The objects of analysis are Standard Educare Curriculum(2005, Ministry of Gender Equality), An Introduction of Kindergarten Curriculum revised in 2007 (2008, Ministry of Education, Science and Technology) and The Commentary of Kindergarten Curriculum III (2008). The category of analysis is including a field of communication and art experience of Standard Educare Curriculum, as much as the characteristics, goals and contents of a field of linguistic life and expressional life of Kindergarten Curriculum. The Results of analysis are as follows: First, a field of communication of Standard Educare Curriculum and young children`s literature education reflected on the characteristics, goals and contents of linguistic life might be a sufficient function of reaching a goal of young children`s linguistic education. But they are insufficient for achieving a essential goal of young children`s literature education and literal artistic function is thought to be worried over neglecting its value. Second, young children`s literature education may be an excellent resources to practice a child-focusing education philosophy and is emphasizing to support a field of communication of Standard Educare Curriculum and a linguistic life of Kindergarten Curriculum. Third, the term of "Literature" is used first on young children`s curriculum after the born of first Young Children`s Curriculum in 1969. It is seems to be encouraging to make an implication of analyzing a meaning of young children`s literature education in young children`s education. Young children`s education should be clearly established for connecting a field of communication with that of art experience systematically and coordinately. It will be so useful for teachers to coordinate an essential goals and contents of young children`s literature education. The activities of young children`s literature education should be manifested and enjoyed as both literal artistic and linguistic artistic activities.

어머니의 과보호 양육이 유아의 사회적 능력에 미치는 영향: 유아 불안의 매개효과

정영선(Young Sun Chung) 한국아동학회 2021 아동학회지 Vol.42 No.5

Objectives: This study aimed to examine the direct and indirect effects of maternal overprotection on the development of young children’s social competence through their anxiety. In this study, maternal overprotection was defined as anxiously shielding their young children from having negative experiences and maintaining developmentally inappropriate intrusive and permissive parenting for their children. Methods: Participants were 183 mothers and 18 teachers with young children aged from four to six years. Mothers rated themselves on the degree of their overprotecting behaviors measured by a maternal overprotection scale for young children (Y. S. Chung & Park, 2021). Teachers rated young children’s anxiety and social competence. Data were analyzed using descriptive statistics, correlation analysis, and a structural equation model. Bootstrapping method was applied to examine the significance of the mediating effects. Results: First, there were significant correlations between maternal overprotection, young children’s anxiety and social competence. Second, structural equation modeling supported the hypothesized relations among maternal overprotection, young children’s anxiety and social competence after controlling with young children’s gender, maternal academic background, and monthly household income. And the level of young children’s anxiety mediated the relationship between overprotective parenting and young children’s social competence. Conclusion: This study showed that mother’s overprotective parenting was associated with varying levels of young children’s anxiety and social competence. Additionally the maternal overprotection linked with children’s social competence indirectly through their anxiety. These findings offer basic knowledge applicable to parent education and the for the development of program for improving parenting behaviors. The limitations and other implications of this study are also discussed.

Influences of the Mothers’ Execution of Respect for Child Rights on the Personality Characteristics and Happiness of Young Children

( Kim Young-me ),( Hong Soon-ohk ),( Kim Hyoung-jai ) 한국유아교육학회 2017 정기학술대회 논문집 Vol.2017 No.1

The purpose of this study was to analyze the relationship between the mothers’ execution of respect for child rights and the personality characteristics and happiness of young children, and to investigate influences of the mothers’ execution of respect for child rights on the personality characteristics or happiness of young children. Subjects of study were the 405 young children aged 4 and 5 years to selected from 10 daycare centers located in Busan. In order to measure the mothers’ execution of respect for child rights, it was used Moon(2016)’s inspection scale to revised by Jang and Lee(2011). And in order to measure the personality characteristics and happiness of young children, it was used Choi(2005)’s and Lee(2009)’s inspection scale to rated by the teachers. In order to analyze the relationship between the mothers’ execution of respect for child rights and the personality characteristics and happiness of young children, the data were analyzed by Pearson correlation analysis. Also, In order to investigate influences of the mothers’ execution of respect for child rights on the personality characteristics or happiness of young children, the data were analyzed by regression analysis. The results of this study are as follows: first, there was a significant positive correlation between the mothers’ execution of respect for child rights and the personality characteristics of young children. In addition, it was found that the mothers’ execution of respect for child rights positively affects the personality characteristics of young children. Second, there was a significant positive correlation between the mothers’ execution of respect for child rights and happiness of young children. In addition, it was found that the mothers’ execution of respect for child rights positively affects happiness of young children. Therefore, the conclusion of this study suggests that the mothers’ execution of respect for child rights is a major variable that has positive effects on the personality characteristics and happiness of young children.

부모의 창의적 인성과 창의적 가정환경이 유아의 창의적 인성에 미치는 영향

장영숙 ( Young Sook Jang ),조정화 ( Jeong Hwa Cho ) 인하대학교 교육연구소 2010 교육문화연구 Vol.16 No.2

본 연구에서는 부모의 창의적 인성과 창의적 가정환경이 유아의 창의적 인성에 미치는 영향에 대해 살펴보고자 하였다. 본 연구의 대상은 인천과 경기지역의 병설 유치원에 다니는 유아 200명과 그들의 부모이었다. 본 연구에서 수집된 자료는 SPSS 14.0 프로그램을 이용하여 상관관계분석과 단계적 다중회귀분석 방법에 의해 분석되었다. 본 연구의 결과는 다음과 같다. 첫째, 부모의 창의적 인성과 유아의 창의적 인성의 관계를 살펴본 결과, 아버지와 어머니의 창의적 인성과 유아의 창의적 인성은 정적 상관관계가 있는 것으로 나타났다. 둘째, 창의적 가정환경과 유아의 창의적 인성의 관계를 살펴본 결과, 창의적 가정환경과 유아의 창의적 인성은 정적 상관관계가 있는 것으로 나타났다. 셋째, 부모의 창의적 인성과 창의적 가정환경이 유아의 창의적 인성에 미치는 상대적 영향력을 살펴본 결과, 유아의 창의적 인성은 창의적 가정환경 중 풍부한 학습환경과 아동존중, 독립심 자극하기 순으로 유의미한 설명력을 갖는 것으로 나타났으며 아버지와 어머니의 창의적 인성은 유아의 창의적 인성을 의미있게 설명하지 못하였다. 그러나, 어머니의 창의적 인성의 하위변인인 어머니의 호기심은 유아의 창의적 인성의 하위변인인 유아의 독특성과 유아의 독립성-인내를 의미있게 설명하는 것으로 나타났다. This study examined the effects of parents` creative personality and creative home environment on young children`s creative personality. The subjects of this study consisted of 200 young children in six kindergartens and their parents in Incheon and Gyeonggi Province. The collected data were analyzed by using SPSS program. Correlation analysis was conducted to understand the relationship between parents` creative personality and young children`s creative personality, and the relationship between creative home environment and young children`s creative personality. Stepwise multiple regression analysis was carried out to identify the relative effects of fathers` creative personality, mothers` creative personality, and creative home environment on young children`s creative personality. The results of the study were as follows. First, fathers` creative personality and mothers` creative personality was positively related to children`s overall creative personality. Second, creative home environment turned out to be positively related to young children`s overall creative personality. Third, young children`s creative personality was most significantly explained by abundant learning environment, followed by respecting children and stimulating to be independent. Parents` creative personality failed to explain significantly young children`s creative personality. The examination of the sub-factors of young children`s creative personality, however, showed that young children`s peculiarity and independence-patience was explained by mothers` curiosity.

유아 레질리언스(resilience)에 대한 국내 연구동향

구희정 ( Koo Heejeong ) 열린부모교육학회 2018 열린부모교육연구 Vol.10 No.2

본 연구는 유아 레질리언스 관련 국내 석·박사 학위논문과 학술지 논문을 대상으로 연구동향을 분석하기 위한 것이다. 이를 위해 2002년부터 2018년 3월 현재까지 국내에서 발표된 유아 레질리언스 관련 석·박사 학위논문(106편)과 학술지논문(66편) 172편을 대상으로 연구문제에 따라 발표시기별, 논문유형별, 연구 주제 및 내용별로 분석을 하였다. 본 연구의 결과는 첫째, 2011년 이후 유아 레질리언스에 대한 연구가 급격히 증가되어왔다. 둘째, 유아 레질리언스에 대한 다양한 용어가 사용되고 있으며, 명확한 개념 정리가 필요하다. 셋째, 유아 레질리언스와 다른 변인들 간의 관계를 알아보는 연구와 유아 레질리언스의 변화를 모색하는 교육활동에 대한 연구가 많이 이루어졌으나 유아 레질리언스 본질에 대한 연구는 매우 부족하였다. 넷째, 유아 레질리언스에 영향을 미치는 요인은 주로 유아 자신 및 어머니와 관련된 변인이었으며, 교사와 관련된 연구는 미흡하였다. 다섯째, 유아 레질리언스의 변화를 모색하는 교육활동은 대부분 ‘자아탄력성’에 미치는 효과를 알아보는 것이었다. 여섯째, 유아 레질리언스 증진 프로그램이 개발 되었으나 사회정서 프로그램과의 차별성을 찾기 어렵다. 일곱째, 유아 레질리언스에 대한 연구 대부분이 양적연구로 이루어졌다. 끝으로, 유아 레질리언스 척도가 개발되었으나 학문적 합의과정이 필요하다. 이러한 분석결과를 바탕으로 향후 유아 레질리언스에 대한 연구방향과 시사점을 제시하였다. This study was carried out for the purpose of analyzing research trends of young children’s resilience in Korea. The study investigated the current trends, scrutinizing the current state of theses fora degree and articles in young children’s resilience in Korea. This study reviewed 172 research papers, written from January, 2002 to March, 2018 on young children’s resilience. Its findings were as follows. First, researches in this area escalated after 2011, Second, there are used several terms of young children’s resilience, and an accurate conceptual arrangement is needed. Third, researches on the relationship between many variables of resilience and educational activities for young children’s resilience were carried out a lot, but researches on the nature of young children’s resilience were lacking. Forth, factors affecting young children’s resilience were young children themselves and their mother factors, however researches related to their teachers were insufficient. Fifth, most educational activities were focused on ‘ego-resilience’ of young children. Sixth, It was difficult to differentiate between the young children’s resilience promotion programs and socila-emotional program for young children. Seventh, researches on young children’s resilience were almost quantitative. Scales for young children’s resilience has been developed but an academic consensus process is needed. In conclusion, this study is meaningful in that it shows the current research trends on young children’s resilience and supplies suggestions for further research topics based on the empirical data analysis.

어머니의 과보호와 유아 스마트폰 의존 간 관계에서 유아 놀이성의 조절효과

이지연,백주희 미래유아교육학회 2020 미래유아교육학회지 Vol.27 No.3

The purpose of this study was to investigate the moderating effect of young children’s playfulness in relationship between maternal overprotection and young children’s smartphone dependency. The participants for the study was five hundred twenty seven parents of 4 to 5 year-old children at nursery school in J area. The major findings were as follows: First, the level of maternal overprotection was normal, the level of child’s smartphone dependency was lower than the average, and the level of children’s playfulness was higher than the average. Second, there was a significantly positive relation between maternal overprotection and young children’s smartphone dependency. Moreover, there was significantly negative relation between maternal overprotection and young children’s playfulness, and young children’s smartphone dependency and young children’s playfulness. Third, the young children’s playfulness played a role as moderator between maternal overprotection and young children’s smartphone dependency. This study is important since it exploratively identified that there was the relation between maternal overprotection and young children’s smartphone dependency, and also empirically verified that there was moderating effect of young children’s playfulness between maternal overprotection and young children’s smartphone dependency. 본 연구에서는 어머니의 과보호가 유아의 스마트폰 의존에 미치는 영향을 살펴보고, 어머니의 과보호와 유아의 스마트폰 의존 간의 관계에서 유아 놀이성의 조절 효과를 확인하고자 하였다. 이를 위해 J시 13개 어린이집에 재원 중인 만 4, 5세 유아의 부모 527명을 대상으로 설문조사를 실시하였고, 최종 315명의 자료가 분석되었다. 본 연구의 결과는 다음과 같다. 첫째, 어머니의 과보호와 유아의 스마트폰 의존 간에 통계적으로 유의한 정적 상관이 있는 것으로 나타나, 어머니의 과보호가 높을수록 유아의 스마트폰 의존도가 높은 것으로 나타났다. 또한 어머니의 과보호와 유아의 놀이성이 통계적으로 유의한 부적 상관이 나타나, 어머니의 과보호가 높을수록 유아의 놀이성 수준이 낮았다. 유아 놀이성과 유아 스마트폰 의존 간에는 통계적으로 유의한 부적 상관이 나타나, 유아의 놀이성이 높을수록 유아의 스마트폰 의존 수준이 낮았다. 둘째, 어머니의 과보호와 유아의 스마트폰 의존 간의 관계에서 유아의 놀이성은 조절 효과가 있는 것으로 나타났다. 본 연구는 어머니의 과보호와 유아의 스마트폰 의존 간의 관계를 탐색적으로 확인하고, 어머니의 과보호가 유아의 스마트폰 의존에 미치는 영향을 완충할 수 있는 방안을 경험적으로 확인하였다는 점에 의의가 있다.

유아 토론수업 모형 개발을 위한 기초 연구

이선영(Sun-Young Lee),김지영(Ji-Young Kim) 중앙대학교 한국교육문제연구소 2015 한국교육문제연구 Vol.33 No.4

본 연구는 유아 토론수업 모형 개발을 위한 기초 연구로 유아 토론수업의 실태와 토론수업에 대한 영유아교사의 인식을 조사하였다. 총 32문항으로 구성된 설문지를 서울 및 경기도 지역 영유아교육기관 교사 212명을 대상으로 조사하였다. 자료 분석은 spss 17.0 프로그램을 이용하여 빈도분석과 카이검증을 실시하였다. 연구결과, 응답자의 96.2%가 토론수업이 필요하다고 인식하고 있으나, 85.8%가 토론과 관련된 연수 경험이 없고, 33.5%가 토론수업에 대해 모르고 있으며, 58.5%가 토론수업을 실시하지 않고 있었다. 또한, 토론수업을 실행하는 데 있어서 토론수업 방법, 주제, 평가방법 등에 대한 정보의 부족으로 어려움을 겪고 있음이 나타났다. 한편, 실제 토론수업을 실시하고 있는 경우 실시 시기, 실시 방법, 평가 방법, 지원 내용에 대해 실태와 이상적인 토론수업에 대한 인식 간에 약간의 차이가 있음이 나타났다. 따라서 연구결과를 토대로 유아 토론수업이 잘 실행될 수 있도록 다양한 지원과 토론수업모형 개발이 요구된다. This study surveyed young children’s discussion status and young children teachers’ perceptions for development on young children’s discussion model. Questionnaires were composed of 32 questions which were distributed to teachers in Seoul and Gyeonggi-do areas of early childhood education institutions. A total of 212 questionnaires were analyzed by frequency analysis and χ2-test using SPSS Win 17.0 Program. The major findings of this study are as follows: First, 96.2% of the teachers perceived the importance of young children’s discussion but 85.8% have had no experience about young children’s discussion. Secondly, 33.5% of the teachers have not heard of young children’s discussion and 58.5% of the teachers have not implemented young children’s discussion. Third, the teachers felt that they were not able to perform young children’s discussion due to their lack of adequate information in young children’s discussion methods, themes and evaluation methods. Fourth, there is a little difference between young children’s discussion status in practice time, practice method, evaluation method, supports and perception about young children’s ideal discussion. They required a variety support and development for young children’s discussion model.