남북한 보육정책 비교

양옥승 한국가족학회 1995 家族學 論集 Vol.7 No.-

실외놀이에서 자유선택을 위한 유아의 VPE프로그램 효과

양옥승 육아정책연구소 2016 육아정책연구 Vol.10 No.1

The purpose of this study is to verify the effect of young children’s VPE program during day care outdoor playtime in their self-regulation. Subjects of the study were 146 young children aged 3 to 5 years old, who were currently enrolled in corporate day care center, of which 74 were assigned to the experimental group, and 72 were assigned to the control group. This study was performed with untreated control group design with pretest and post-test. The effect of this program was confirmed using the ‘self-regulation scale for young children’ tool. The results are as follows: First, VPE program during outdoor playtime enhanced self-regulation in 3 to 5 year olds. Second, the effect of VPE program during outdoor playtime differed by the age of the young children. Based on these results, it is recommended that early childhood education institutions apply VPE program during outdoor playtime to enhance self-regulation in young children. 본 연구는 유아교육기관 실외놀이에서 유아의 VPE프로그램이 자기조절력에 미치는효과를 검증하는 데 그 목적이 있다. 연구대상은 직장어린이집에 재원 중인 만3-5세유아 146명(실험집단 74명, 통제집단 72명)이었다. 이 연구는 통제집단에 처치를 가하지 않은 사전·사후 검사 설계(untreated control group design with pretest and post-test) 방법으로 진행되었으며, 프로그램의 효과는 ‘영유아 자기조절력 측정도구’를사용하여 확인하였다. 연구결과를 제시하면 다음과 같다. 첫째, 실외놀이에서 VPE프로그램은 만3-5세 유아의 자기조절력을 향상시킨다. 둘째, 실외놀이에서 VPE프로그램의효과는 유아의 연령에 따라 차이가 있다. 이러한 결과들은 유아들의 자기조절력을 증진시키기 위해 유아교육기관에서는 실외놀이에서도 VPE프로그램을 적용해야 함을 시사한다.

「유아교육·보육기관 평가인정제 모형(안)」의 평가인정 기준에 대한 타당화 연구

양옥승,이혜원,최경애 덕성여자대학교 고등교육연구소 2000 敎育硏究 Vol.8 No.-

남북한의 유아교육 및 보육 제도 비교연구

양옥승 덕성여자대학교 사회과학연구소 1996 사회과학연구 Vol.4 No.-

Comparing the early childhood education and care systems of South Korea with those of North Korea, I have found out that despite of their differentiation in pedagogy, they have similar perspectives on child care. There are some conspicuous differences. First of all, South Korea is characteristic of individualism, but North Korea, of collectivism. In terms of curriculum, the South is based upon romantism while the North, upon behaviorism; the former's organization is child-centered while the latter's is subject-oriented. South Korea takes the early childhood education and care systems as one intergrated system, but North Korea as two separated ones; part of the children in the North also engage in boarding programs. Both Koreas, however, maintain a dual system in administrative organization and teacher education in which the early childhood education system and the child care system have their own manners. They also perceive child care as a substitute.

여자대학의 사명

양옥승 이화여자대학교 한국문화연구원 2000 여성적 가치의 지성공동체 Vol.2000 No.

통일대비 북한의 영유아 교육보육 시스템 분석

양옥승 한국생태유아교육학회 2014 생태유아교육연구 Vol.13 No.4

Preparatory to constructing early childhood education and care system plans for a unifiedKorea, this study aims to analyze North Korea's existing early childhood education and caresystem. Following are a summary of the findings. First, economic difficulties, in particular, NorthKorea's lack of food, have resulted in a serious curtailment of early childhood education and careservices; for example, since 2000, only about two million children have been enrolled in any givenyear in only about forty thousand kindergartens and child care centers. Second, in adherence tothe tenets of North Korea's unique conceptualization of socialism, both kindergarten and childcare center curriculums focus intensely on the idealization of the Kim, Il-Sung family. Third,since 1994 kindergartens appear to be implementing an integrated curriculum with emphasis onlearning through play while child care centers operate programs emphasizing infants' and toddlers’intellectual development. Fourth, kindergarten teachers and child care center teachers haveseparate pre-service training and both attend separate in-service programs every 4 to 5 years. These findings detail important issues and practices that must be addressed in the preparation ofcomprehensive unification plans. 본 연구는 통일에 대비하여 1995년 이후의 북한 영유아 교육보육 시스템을 분석하는데 목적을 두었다. 연구결과, 1995년 이후 지속되는 경제난과 식량난에도 불구하고 2000년에 접어들면서 4만여개의 유치원과 탁아소에 총 200만명의 영유아들이 취원하고 있었다. 유치원과 탁아소모두 <백두산 3대장군 어린시절 이야기>이라는 정치사상교육을 실시하고 유치원에서는 학교준비 교육을 위해 지적 교육을, 탁아소에서는 영양 및 건강관리에 보다 중점을 두고 있는 것으로 나타났다. 2014년부터 유치원에서는 놀이중심 통합교육을 적용하고 있었으며, 탁아소에서도놀이를 통한 지능보육을 강조하고 있었다. 교사들의 자질을 높이기 위해서는 다양한 현직교사보상제도를 실시하는 것으로 나타났다.

유아교육 관련산업 현황에 대한 기초조사

양옥승,이영자,신은수,이정욱,신동주,이경옥 덕성여자대학교 사회과학연구소 2004 사회과학연구 Vol.10 No.-

This study was designed to gather overall information on the early childhood education industry. Thirty-two industries were interviewed to investigate the present state of products, human resources, job specifications, university-industry cooperation and employees' retraining programs. The results indicated that most early childhood education industries were simultaneously operating in 2 or 3 fields among the various fields of industry. and trying to make a connection between the fields. In human resources and job specifications, specialists in early childhood education were highly evaluated in their professional contribution to R&D, especially in developing products based on the principles of child development and early childhood education. The survey results indicated that the investigated industries had a slightly lower level of satisfaction in university-industry cooperation and employees' retraining programs, but had higher expectations for future prospects. It Is necessary to strengthen the mutual cooperation between industry and university In R&D and employee retraining programs.

한국의 유치원 교육 제도 연구

양옥승 덕성여자대학교 사회과학연구소 1995 사회과학연구 Vol.2 No.-

This study is to examine the Korean Kindergarten system with focus on its development, demand-supply, and teacher training policy. The results are that: i) the educational system of kindergarten has evloved in five distinct stages of 1913 to 1949, 1949 to 1968, 1969 to 1981, 1981 to 1991, and 1991 to the present : ii) the enrollement rates of kindergarten are considerably low ; in 1995, for instance, 529,265 children at the ages of three to five and 277,843 children at the age of five attended the kindergartens, which accounted only for 26.74% and 42.21% repectively; iii) the two-year period of educational institutions is regarded as too short to produce qualified teachers. One of the recommendations is, thus, that the kindergarten be established as part of the public education system which tends to achieve the principle of universalism.

남북한 유치원과 보육시설 프로그램 비교

양옥승,신현문,신은미,장선혜 덕성여자대학교 사회과학연구소 1996 사회과학연구 Vol.3 No.-

본 연구는 남북한의 유치원과 보육시설의 프로그램을 분석하여 통일에 대비한 유아교육프로그램 통합 방안의 기초자료를 제공하는 것이 목적이다. 두 사회의 유아교육 프로그램은 교육 목적 및 내용, 공간구성, 시간구성, 교육과정 조직, 교수·학습방법, 놀이 시설과 자료, 영양·건강·안전 관리, 집단구성, 기타 운영 형태 등 9가지 요소로 비교·분석하였다. 본 연구의 결과, 남북한의 유치원과 보유시설 프로그램 현황은 각각의 사회적 현실을 반영하듯 이질적인 측면이 많이 나타났다. This study is to aim at providing the basic information for the program unification of children's education: Being prepared for the reunion of two Korea, analyzing kindergarten & child care service. The children's education programs of two parties were analyzed and compared into 9 items as follows: education goals & contents, space structure, daily plans, curriculum organization, teaching-method, equipment & materials, nuturition·health·safe services, grouping, and the other operating system. According to the result of this study, the present situation of both parties showed much more differences that it reflects each social present circumstance.

유아교육과정의 포스트모더니즘 관점에서 본 멀티미디어의 활용 탐색

양옥승,강현미,나은숙 덕성여자대학교 2006 德成女大論文集 Vol.35 No.-

The utilization of multi-media to deliver education content has been rapidly increasing recently in early childhood education institutions. However, in many cases multi-media is used as classroom tools without thorough review of their educational function and possible problems. According to Grundy(1991), the use of any medium in a curriculum should not be accepted without critical review. In addition, the medium should also be assessed as an area of overall curriculum development. Accordingly, this research studies the utilization of multi-media from a postmodern perspective of the early childhood curriculum. It emphasizes the following points: First, multi-media should deliver content that pursues diversity and multiplicity considering the socio-cultural context of the learners. Second, multi-media should be used for not only individual activities but also collaborative work to promote interaction. Third, multi-media should be capable of encouraging the active participation of the learners. In conclusion, this research suggests that the use of multi-media in early childhood education institutions is significant not only as an additional teaching tool but also as the means to enable new approaches to early childhood education curriculum.