협동 미술활동이 유아의 사회·정서적 발달에 미치는 영향

홍순옥,정수금 부산유아교육학회 2003 유아교육논총 Vol.12 No.-

본 연구는 유아교육현장의 여러 활동 중에서 유아의 사회·정서적 발달과 관계가 깊은 협동 활동의 중요성과 필요성을 이해하며 협동활동으로서의 가치와 활용도가 높다고 보여지는 미술활동이 사회·정서적 발달에 긍정적인 효과가 있는지를 검증하는 것을 목적으로 한다. 이에 부산광역시 소재 H유치원 유아 68명을 대상으로 실험집단과 비교집단으로 나누어 실험연구를 하였으며 그림책을 활용하여 13회의 협동미술활동을 실험집단에게 실시하였다. 그 겨로가 협동 미술활동이 유아의 사회·정서적 발달에 긍정적인 영향을 미친다는 것이 검증되었다. 즉 사회·정서적 발달의 하위요인인 교사에 대한 비 의존성, 내적 통제, 또래와의 상호작용, 유치원에서의 안정감, 성취동기, 호기심의 6개 하위 요인에 있어 협동미술활동이 긍정적인 영향을 미쳤다. The purpose of this study was to investigate the effects of cooperative art activities young children’s social and emotional development. Subjects of this study were 68 five-year-old kindergarten children(36 boys and 32 girls) attends the kindergartens in Busan. Their everage age was 5 years and 11 months. Two instruments used in this study were the Thirteen Cooperative Art Activities Programs and the Mun’s (1987) Rating Scale for Young Children’s Social·Emotional Development, a revised version of Korean Institute for Research in the Behavioral Sciences’s (1978) Scale. Experimental and control groups’ scores of social and emotional development scale were obtained from the collected data, and then the scores were analyzed with t-test to confirm research questions. Results of this study were as follows: First, there were significant positive affect of experimental group children’s social-emotional development according to cooperative art activities experience. Second, there were significant positive affect of experimental group children’s independence on teacher(internal control, interaction with peers, sense of security in kindergarten, achievement motive, curiosity) according to cooperative art activities experience.

Wallon과 Piaget

홍순옥 경성대학교 2001 論文集 Vol.22 No.1

Jean Piaget and Henri Wallon are the masters of the child development psychology in the 20th century. They studied under direction of the same teacher. Their books were written in French. But of their books those of Piaget were translated into a lot of languages, became well known all over the world, while so were not Wallon's books. This is why Wallon was Marxisit in those days, as a result, no one attracted attention to him in America. And also his books were not translated, so not known in the world. Wallon was very interested in Piaget's cognition theory. Their thoughts are, however, different in various ways. Piaget has concentrative interest in children's understandings, while Wallon harminized well cchildren's biological, psychological and social points. Their differences are as following : 1. Wallon and Piaget had belief in the reaction of children's understanding development. But, Wallon put importance not only on the reaction of children and their environment, but also on their emotion and understandings. 2. Piaget's development theory is based on the succession and the unsuccession of development relationship, while Wallon puts an emphasis on quantitative differences of development steps. 3. Piaget thinks children's thought is first of all important, while Wallon insists on their language acquirement abilities. 4. For Piaget, children's imitation is the accommodation action, while for Wallon, their imitation is based on understanding action. This way, Wallon and Piaget have contributed to children's total interest, their educational policy and its practice. Consequently, their researches should be translated studied. And their theory should be adapted to practical, educational spots.

유아의 사회극적 놀이에 대한 유치원 교사들의 인식

홍순옥 慶星大學校 1994 論文集 Vol.15 No.3

본 연구는 사회극적 놀이에 대한 이론적인 고찰과 유치원 교사들의 사회극적 놀이에 대한 인식을 조사하는 연구를 하였다. 이를 통해 얻은 결론은 다음과 같다. 1) 사회극적 놀이는 Smilansky(1968)가 개념화한 놀이로 상징놀이 중의 가장 발달된 형태로 세계의 모든 나라에서 2~8세 아동들이 즐기는 놀이다. 2) 사회극적 놀이는 복잡성, 다양성, 자발성, 즉흥성들의 특성을 갖는다. 3) 사회극적 놀이는 물체가 중심이 아니고 역할과 주제가 중심이다. 4) 사회극적 놀이의 가상적인 면은 아동을 만족시키는 요인이 된다. 5) 사회극적 놀이에 대한 요구, 동기, 능력은 보편적인 것이나 모방적 기질이나 대용행위는 환경적 자극에 의존한다. 6) 대부분의 유치원 교실에는 사회극적 놀이를 위한 시설과 소도구가 있다. 그러나 소꼽 놀이나 병원 놀이 도구 등에 한정되었으며, 다양한 자료가 부족하였다. 7) 현장의 유치원 교사들은 사회극적 놀이가 아동의 사회 정치적 발달에 영향을 미친다고 생각은 하지만, 놀이를 고무시키거나 발전시키기 위해서 지도하거나, 사회극적 놀이의 지지자, 조력자, 격려자로서 적극적으로 참여하고 있지는 않았다. 8) 사회극적 놀이에 대한 교사의 적절한 지도는 사회극적 놀이를 계속하게 하는 상부구조로서, 사회극적 놀이에 대한 계획과 교사의 참여가 아동의 인지능력, 판단 능력, 충돌 조절 능력을 발달시키는데 기여한다. 위와같은 결론을 통하여 다음과 같은 제언을 할 수 있겠다. 1) 유아를 교육하는 교사는 사회극적 놀이를 유아교육과정에 적극적으로 삽입하여, 사회극적 놀이의 적극적인 지지자, 촉진자, 조력자로 참여 함으로써, 아동이 인지, 사회적 능력을 향상시키는데 도움이 되어야 할 것이다. 2) 사회극적 놀이 훈련이 유아의 발달에 미치는 영향에 대한 실제적인 연구가 있어야한다. 3) 유치원에서 사회극적 놀이를 효과적으로 진행하기 위한 교육방법에 대한 연구가 필요할 것이다. This study contains theoretical consideration and research of perception of kindergarten teachers concerning sociodramatic play. Following are results obtained through the study. 1st, As an advanced symbolic play sociodramatic play which was defined by Smilansky(1968) is an enjoyable play for 2 to 8 year old children all over the world. 2nd, sociodramatic play is characterizes by complexity, diversity and impromptu activity. 3rd, sociodramatic play is not object-oriented, but it is role and theme-oriented. 4th, Make-believe is anelement that is satisfying children in sociodramatic play. 5th, Although children generally have need, motivation and ability toward sociodramatic play, imitative behavior and substitutive action depand on environmental stimulation. 6th, Most of kindergarten classrooms have settunga and objects for sociodramatic play. Howewer, they are limited to play house and hospital setting and lack of variety. 7th, Although most of kindergarten terchers recognized that sociodramatic play has influence on development of social emotion for children, they are not activity involved in encouraging children to participate in sociodramatic play as supporters and assistants for sociodramatic play. 8th, Since pertinent instruction for sociodramatic play by teachers is higher structure to continue utilizing sociodramatic play activities, projects designed by teachers and theirs participation enhance cognitive development, intellectual discipline and ability of self-control in children. Following are recommendation obtained through the results. 1st, As kindergarten teachers who are understanding education for young children must enhance children's cognitive and social ability, by employing sociodramatic play into kindergarten curriculum and participating actively in sociodramatic play as strong advocates, facilitator and assistants for sociodramatic play. 2nd, There must be practical reseachs concerning effect that sociodramatic play training has on children's development. 3rd, Reserch for educational method which can facilitate sociodramatic play effectively in kindergarten in needed.

유아가장놀이에 대한 이론적 고찰

홍순옥 경성대학교 2000 論文集 Vol.21 No.1

This research is theoretical study on the young children's pretend play that is often shown in children's play. Through it, we obtained some results. The young children's pretend play is one of the best way to show children's mental qualities. Through it, young children present their world of experiences, enlarge their experience, accelerate social and emotional development with cognitive development, and develop language skills. There are four striking features in young children's pretend play. The First one is Vivid Symbols. The symbols used in pretense are not easily tied to actual experiences with real persons or even real events. And when children's pretend play is beyond the real event, the play have vivid symbols. The Second one is Substitutions. There is no substitution or the substitutions are often symbolized in the play. Substitutions make the play smooth and the play an important part on children's pretend play. The Third one is Uncertainty. The Uncertainty means the explanation on children's ignorance, of the immediate environment and the personal roles, or actual meanings. So Children use metacommunication to reduce Uncertainty. The Forth one is Recursion. Young children's pretend play tends to return in themselves repeatedly. Children's learning occurs in modeling, observation, and Repetition is one of the most favorite learnings for children. Although young children like this repetition, the same pattern doesn't take place exactly in young children's pretend play. Young children's pretend play is very natural phenomenon. Young children enjoy the play alone or together. Young children organize this play for themselves. But, when the teacher supports the children's pretend play, the quality of the play is developed. Therefore the teacher must offer appropriate environment, materials, and time to children. And also the teacher offer them the necessary friends, or the teacher can become a friend for children's play. Not only he becomes their friend, but the teacher must participate as a person who takes a role on proper time. It gives them vital power in the children's pretend play, through it children get opportunities to learn good models. Through children's experience pretend play with the help of the teacher, children will grow good citizens.

유아기 교육의 정적강화와 부적강화에 관한 연구

홍순옥 慶星大學校 1992 論文集 Vol.13 No.1

연령 및 성별에 따른 유아의 동성친구 선호에 관한 연구

홍순옥 한국영유아보육학회 2003 한국영유아보육학 Vol.0 No.34

The purpose of this was to make clear what was the preference of young children's friends of the same sex according to their age of 3, 4, and 5 and their sex. For it, we asked questions by 315 young children's interview in 4 kindergartens and observed 662 young children's group play outside in the same kindergartens in Busan. The interview and the observation resulted in the increase of the high preference and that of the number of their friends, as they was growing older. And it led to the higher preference in boys to girls. That is, young children of 3 years old didn't still show the clear preference in the friends of the same sex, but their preference was shown more clearly in the case of 4 or 5, and in particular more strongly at the age of 5. The mixed play helps young children to do many activities in a larger category and to understand their characteristics which the two sexes can share each other. Therefore, we need our thoughtful considerations and attitude changes so that boys of more than 3 years old, who have preferences in their friends of the same sex, can increase the mixed sex play in the family or the kindergarten.

兒童의 社會化와 社會的行動에 關한 硏究

洪順玉 경성대학교 1984 부산수산대학 논문집 Vol.5 No.2

유치원에서의 사회극적놀이에 대한 일 연구

홍순옥 慶星大學校 1994 論文集 Vol.15 No.1

Some results came from theolocial research for the Socialdramatic play. 1. Socialdramatic play is the most unique from of play. It gives the immerginative world and recognition of the reality to the child. 2. Socialdramatic play gest the autonomy, spontaneity, impromptu and various mental process. 3. Socialdramatic play developes with other play type and continues until about 10 year old. 4. Socialdramatic play stimulate emotional, socialal and intellectual development of children, therefore it have a good effect to accomplish schoolwork in the school. 5. Socialdramatic play affects personal problem solving.

유아경제교육에 대한 교사와 부모의 인식

홍순옥(Soon-Ohk Hong),김미경(Mi-Kyoung Kim) 경성대학교 인문과학연구소 2006 인문학논총 Vol.11 No.1

본 연구는 유아경제교육 내용에 대한 교사와 부모의 인식을 알아보고 그 차이를 조사함으로써 현재의 유치원과 가정에서의 유아경제교육 내용의 현황을 파악하고 이를 근거로 유아에게 필요한 경제교육 내용을 계획하는데 있어 기초 자료를 제공하는데 목적이 있다. 본 논문에서는 유아경제교육의 내용을 소비, 돈, 직업과 일, 물건구매 및 시장개념, 광고, 생산 등 6가지 영역으로 나누었다. 연구의 대상은 부산광역시에 소재한 유치원 현직교사 190명과 유치원에 다니는 자녀를 둔 아버지 190명, 어머니 199명이다, 장명주(2004)가 사용한 유아경제교육의 인식조사 도구에서 사용한 질문지를 근거로 본 연구의 목적에 맞는 유아경제교육의 내용부분을 수정, 보완하여 재구성하였으며 예비조사와 본 조사를 거쳐 자료를 모으고 자료는 빈도, 백분율, x²검증으로 통계처리 되었다. 분석을 통한 연구의 결론은 다음과 같다. 첫째, 유아경제교육내용 중 소비에 대해서는 물건을 아껴 쓰는 태도 기르기를 교사와 부모 모두 가장 중요하게 생각하였고, 소비자의 권리를 알게 하기는 어머니가, 잃어버린 물건 되찾기는 교사가 상대적으로 높게 인식하여 유의미한 인식의 차이를 나타내었다. 둘째, 돈에 대해서는 저축의 필요성을 안다가 가장 중요한 내용으로 인식되었는데 그중 교사의 인식이 가장 높았고, 어머니, 아버지는 ‘보통이다’에도 인식을 보여 유의미한 차이를 나타내었다. 셋째, 물건구매와 시장개념은 물건 구입 시 물건의 수량이나 거스름돈 확인하기를 가장 중요하게 생각하였고, ‘필요한 물건을 사전에 계획하여 구입 한다’에는 어머니, 교사 순으로 높은 인식을 나타내었지만 아버지는 상대적으로 낮은 인식을 보여 유의미한 차이가 있었다. 넷째, 직업과 일에서는 여러 가지 직업의 종류알기는 교사의 인식이 가장 높았고, 일을 함으로써 상품과 서비스를 생산하며 수입이 생긴다는 것을 알게 한다는 어머니, 아버지가 더 높은 인식을 보여 유의미한 차이를 보였다. 다섯째, 생산에서는 물건을 함부로 버리지 않고 재활용하는 습관 기르기와 쓰레기 분리수거하는 습관 기르기가 교사, 어머니의 높은 인식을 나타내어 유의미한 차이를 나타내었다. 여섯째, 광고에는 비싸고 예쁜 물건보다는 실용적이고 안전한 것이 더 좋음을 알기가 교사, 부모 모두의 높은 필요성을 나타내었고 그 외의 항목은 어머니의 인식이 가장 높아 인식의 차이를 보였다. 연구결과를 토대로 후속연구를 위해 제언하였다. This study intends to analyze the present actual conditions of economic education contents for young children in both kindergartens and families through looking into teachers, fathers and mothers' recognition. This research has been conducted using questionnaires of 190 Kindergarten teachers, 190 fathers and 199 mothers who have Kindergarteners within Pusan City. The results of this study are as follows: First, regarding consuming out of six child economic educational content items, both teachers and parents thought of developing habit of sparing objects to be most important; mothers thought of knowing the consumer rights and teachers thought of searching for lost objects to be most important. Second, regarding money, knowing the necessity of saving was acknowledged to be the most important content. Teachers had the highest acknowledgement on this matter. Third, regarding buying goods and market concept, both teachers and parents thought of confirming change or objects' amount when buying goods to be most important regarding buying goods and market concept. Fourth, regarding occupation and work, teachers had highest acknowledgement for knowing various types of occupations. Fifth, regarding production, teachers and mothers' acknowledgements were high on developing habit of recycling, not throwing trash allover the place, and collecting garbage by its kinds. Sixth, regarding advertisement, both teachers and parents showed high necessity to know practical and safe goods are better than expensive and pretty ones.

인성교육 프로젝트가 유아의 조망수용능력 및 또래 수용도에 미치는 영향

홍순옥 ( Soon Ohk Hong ),전수열 ( Soo Youl Jun ) 부산유아교육학회 2007 유아교육논총 Vol.16 No.1