동화의 정독적 반복 들려주기와 다독적 한번 들려주기에 따른 유아의 흥미도와 이야기 구조화

손혜숙,Shon, Hye Sook 한국아동학회 2004 아동학회지 Vol.25 No.2

The question addressed by the present research was whether repeated, careful reading of a few stories(Intensive Reading) is more effective than general, one-time reading of many stories(Extensive Reading). Unfamiliar stories were read to 105 kindergarten children from typewritten sheets of paper for 40 days(about 10 weeks). The Intensive Reading group heard 5 stories and the Extensive Reading group heard 40 stories. Effectiveness was measured by interest level during story telling and by narrative structure. Test scores were analysed by ANCOVA. No differences were found between the 2 groups; however, as a new area of study it could serve as a catalyst for research on story telling methods.

교사의 동화 제시방법이 유아의 창의성에 미치는 영향

손혜숙 ( Hye Sook Shon ) 미래유아교육학회 2007 미래유아교육학회지 Vol.14 No.1

같은 동화의 반복 들려주기와 여러 동화의 한번 들려주기가 유아의 이야기 구성 길이에 미치는 효과

손혜숙(Hye Sook Shon) 한국어린이문학교육학회 2003 어린이문학교육연구 Vol.4 No.2

만 5세 유아의 정서적 실행기능에 따른 주의력결핍, 기관적응, 그리기표상능력 간의 관계분석

김채연(Chay-Youn Kim),손혜숙(Hye-Sook Shon) 중앙대학교 한국교육문제연구소 2015 한국교육문제연구 Vol.33 No.2

본 연구는 만 5세 유아의 정서적 실행기능과 주의력결핍, 기관적응능력, 그리고 그리기표상능력 간 의 관계를 분석하여 유아의 정서적 실행기능에 관한 기초정보를 제공하는 데 목적이 있다. 본 연구 대상은 유아교육기관에 재원중인 만 5세 유아 총 162명으로 평균 월령은 71.15개월이었다. 역보상 과제와 스티커 찾기 과제로 구성된 정서적 실행기능 검사도구, 주의력결핍 비율 척도(K-ARS), 유 아 교육기관적응 질문지(PAQ), 그리기표상능력 평가척도를 통하여 연구자료를 수집하고, 수집된 연 구자료는 Pearson 적률상관과 단계적 중다회귀분석을 통해 검증하였다. 연구결과 유아의 정서적 실 행기능과 주의력결핍, 기관적응이 유의미한 정적 및 부적상관이 있는 것으로 나타났으며 그리기표상 능력과는 부분적으로 정적상관이 있는 것으로 나타났다. 또한 유아의 주의력결핍이 정서적 실행기능 을 가장 강력하게 설명하는 영향력 있는 예측변인으로 나타났으며, 이어서 기관적응도 정서적 실행 기능을 설명하는 예측변인으로 밝혀졌다. The purpose of this study was to analyze the relationships among young children’s hot executive function (hot EF), attention deficit, school adjustment, and drawing representation ability. The subjects used in this study were 162 five-year-old children who attend day care centers and kindergarten, and whose mean age is 71.15 months. For data collection, the researcher of this study conducted the hot EF task (Less Is More Task, Sticker Search Task). Teachers reported on the children’s attention deficit and school adjustment by completing questionnaires and the researcher of this study analyzed children’s drawing using The Drawing Representation Inventory. The collected data from this study were then analyzed by SPSS 21.0 program, Pearson’s correlation, and Stepwise Multi-Regression. The results of this study indicate that there were significant positive and negative correlations among young children’s hot EF, attention deficit, and school adjustment. On the other hand, correlation between hot EF and drawing representation ability was found. Moreover, the results of this study also indicate that attention deficit is the predicted variable that has the most significant relative effect on young children’s hot EF. Also, the results of this study indicate that school adjustment is a variable that predicts young children’s hot EF. This study analyzed the relationships among hot executive function, ADHD, school adjustment, and drawing representation ability. By doing so, these study results offer meaningful information for guidelines of promoting children’s social emotional development.

Feldenkrais이론에 기반한 신체토닥임(tapping)이 유아의 자아존중감과 정서지능에 미치는 영향

한명옥(Myoung Og Han),손혜숙(Shon Hye Sook) 한국열린유아교육학회 2015 열린유아교육연구 Vol.20 No.1

본 연구는 펠던크라이스(Feldenkrais) 기법 중 하나인 신체토닥임(tapping)이 유아의 자아자존감과 정서지능에 미치는 영향을 알아보고자 하였다. 이를 위하여 I시에 위치한 만4세 유아 60명(실험집단 30명, 비교집단 30명)을 연구대상으로 주2회 신 체토닥임을 12주간 실시하였다. 연구 결과, 신체토닥임이 유아의 자아존중감과 정서 지능 중 자기조절능력에 영향이 있는 것으로 나타났다. 본 연구의 결과로 유아교육 현장에서 신체토닥임 관련 프로그램을 개발하는데 활용 및 적용 할 수 있을 것이며 부모교육 정보의 기초적 자료로 제공될 수 있을 것이다. This study seeks to find out how tapping one of Feldenkrais’s methods, affects young children’s self-esteem and emotional intelligence. The subjects of this study consist of 60 four-year-olds(30 in the experimental group and 30 in the comparison group) enrolled in a kindergarten in I city, Korea. The experimental group experienced tapping 2 times a week for 12 weeks(24 times), and the comparison group took routine activities for the same period. The results of this study show a significant difference between the two groups regarding young children’s self-esteem and self-regulation of emotional intelligence. These findings suggest that the tapping can improve young children’s self-esteem and emotional intelligence. It is possible that the results of this study could be used or applied to the field of early childhood education.

유아의 개인적 지능 증진을 위한 협동적 문제해결 학습모형 적용 및 효과

송미선(Song, Mi-Sun),유구종(Yoo, Ku-Jong),손혜숙(Shon, Hye-Sook) 한국열린유아교육학회 2017 열린유아교육연구 Vol.22 No.1

본 연구는 유아의 개인적 지능 증진을 위한 협동적 문제해결 학습모형을 구안하여 적용하고 효과를 검증함으로써 유아교육 현장에서 유아의 개인적 지능 향상에 활용 가능한 체계적인 교수-학습활동 방안을 제공하는 데 목적이 있다. 이를 위해 협동적 문제해결 학습을 적용하여 협동학습모형의 시안을 구성하고 시안에 대한 내용 적합성을 검토하고 분석 및 적용하여 최종 모형을 완성하였다. 본 학습모형의 효과 검증을 위해 만 5세 유아 20명씩 두 집단을 대상으로 16회에 걸쳐 적용하였으며, KC-MIDAS를 통하여 효과를 검증하였다. 그 결과 본 연구에서 개발한 협동적 문제해결 학습모형은 유아의 개인적 지능 증진에 긍정적인 영향을 미쳤다. 집단별 상황을 살펴보면 협동적 문제해결 학습모형을 실시한 실험집단이 개인적 지능의 하위 요소별 자기인식 및 이해, 자기표현, 긍정적 자아관, 타인이해, 배려, 사회적 기술에서 비교집단 유아들에 비해 통계적으로 유의미한 차이를 보였다. 이에 본 연구에서 개발한 협동적 문제해결 학습모형은 유아 개개인과 유아들 간, 교사․유아 간의 긍정적인 관계 형성은 물론 개인적 지능 증진을 돕는 활동으로서의 현장 적용 가능성을 기대해볼 수 있겠다. The purpose of this study was to design and apply a cooperative problem-solving learning model for personal intelligence and verify its effect to provide a systemized teaching-learning activity plan that can be applied to improving young children"s personal intelligence in early childhood education. For this purpose, relevant resources were derived from preceding studies based on the related theses and resources of Korea and abroad on cooperative problem-solving learning and applied to design a cooperative learning model for five-year-old children. Then, two early childhood education experts, two teachers with five or more years of teaching experience, and three Ph.D. students were asked to review and analyze the feasibility of cooperative problem-solving learning model and apply it to complete the final model. To evaluate the effect of this learning model, it was applied to two groups of 20 five-year-old children in 16 sessions and KC-MIDAS was used to evaluate the effect and analyze the trends. As a result, the cooperative problem-solving learning model developed in this study had a positive impact on young children"s personal intelligence. Considering each group, the experiment group that engaged in the cooperative problem-solving learning model showed statistically significant differences compared to the children in the control group in terms of self-awareness and comprehension, self-expression, positive ego, understanding of others, consideration, and social skills in the sub-factors of personal intelligence. Therefore, the cooperative problem-solving learning model developed by this study may be applied to the field of education for positive social relationships among children and between teachers and children and each individual child"s personal intelligence.

동화의 제시방법에 따른 유아의 동화 흥미도와 이야기 구조화 능력

손혜숙 미래유아교육학회 2004 미래유아교육학회지 Vol.11 No.1

본 연구는 유아교육기관 현장에서 동화 제시방법에 따라 유아의 동화에 대한 흥미도와 이야기 구조화 능력에 차이가 있는지를 알아보았다. 연구의 결과 유아교육기관의 대그룹 상황에서 동화 제시방법에 따른 유아의 동화 흥미도와 이야기 구조화에는 차이가 없는 것으로 나타났다. The purpose of this study is to investigate the effect of Intensive-Repetition Reading and Extensive-Once Reading through Fairy Tale Stories on Interest Level and Narrative Structure of Young Children. The subject of this study were 105 children(55 in the experimental group & 50 in the control group) of 5.6 year old of a kindergarten located on Incheon, Korea. Intensive-repetition reading and extensive-once reading of fairy tale stories were conducted for 40 days. Test score was analyzed by ANCOVA. The results of this study are a follows : 1. There was no difference in the effect of intensive-repetition reading and extensive-once reading through fairy tale stories on children’s interest level. 2. There was no difference in the effect of intensive-repetition reading and extensive-once reading through fairy tale stories on children’s level of Narrative Structure.

중다애착 유형에 따른 유아의 자아개념과 성차

손혜숙 영유아교육학회 2003 영유아교육연구 Vol.6 No.-

본 연구는 유아의 애착을 중다애착 즉, 어머니와 교사와의 중다애착을 유형별로 구별하고, 중다애착 유형에 따른 4,5세 유아의 자아개념과 성차를 알아보았다. 연구결과, 어머니와 교사 모두에게 안정 애착된(교사 안정-어머니 안정) 유아들이 어머니와 교사에게 모두 불안정 애착된(교사 불안정-어머니 불안정) 유아들보다 자아개념이 높게 나타났다. 그리고 어머니에게 안정 애착되고 교사에게 불안정 애착된(어머니 안정-교사 불안정) 유아들, 또 어머니에게 불안정 애착되고 교사에게 안정 애착된(어머니 불안정-교사 안정) 유아들은 어머니와 교사 모두에게 안정 애착된(어머니 안정-교사 안정) 유아들과 차이가 없었으나, 어머니와 교사 모두에게 불안정 애착된(어머니 불안정-교사 불안정) 유아들과는 차이가 있었다. 어머니에게 안정 애착되고 교사에게 불안정 애착된(어머니 안정-교사 불안정) 유아들과, 어머니에게 불안정 애착되고 교사에게 안정 애착된(어머니 불안정-교사 안정) 유아들 간에는 자아개념에 있어서 차이가 없었다. 성차는 나타나지 않았다. The purpose of the present study was to investigate the relation between type of multiple-attachments and children's self-concept. Four types of multiple-attachments were 1) secure-secure type (maternal and teacher attachment relationship were all secure to children), 2) secure-insecure type (maternal attachment relationship was secure and teacher attachment relationship was insecure to children), 3) insecure-secure type (maternal attachment relationship was insecure and teacher attachment relationship was secure to children), 4) insecure-insecure type (maternal and teacher attachment relationship were all insecure to children). The subjects used in this study were two hundreds and three preschool-age four, five-year old children(99 girls), their mothers(n=203), their teachers(n=19) who attended four kindergartens in Kyung-Gi Do. The mean age of the children was 71.36 months. It used Water's(1987) Attachment Q-Set and Nimetz's(1992) AQS in collection of data. The independent variables were types of multiple-attachment in this study. The dependent variables which were conducted in this study were self-concept, sex. Pearson r, two-way ANOVA and Duncan test were used to analyzed the data. Significant effects for types multiple-attachments were analyzed. The results of current study suggested that children who were securely attached to both mother and teacher were higher self-concept than did children who were insecurely attached to both mother and teacher. Children who were securely attached to mother but insecurely attached to teacher, and children who were insecurely attached to mother but securely attached to teacher were higher self-concept than did children who were insecurely attached to both mother and teacher. However, there was no significant difference in the children who were securely attached to mother but insecurely attached to teacher, and children who were insecurely attached to mother but securely attached to teacher among the children who were securely attached to both mother and teacher. And there were no significant differences in self-concept between children who were securely attached to mother but insecurely attached to teacher and children who were insecurely attached to mother but securely attached to teacher. This study suggests that the quality of child-mother or child-teach attachment effects on children's self-concept. Moreover, the secure attachment relation with mother or teacher could compensate for the insecure relationship with mother or teacher. It is possible that the results of this study could be applied to the field of early childhood education.

근로자들의 직종별 직무스트레스

이승욱,이종태,손혜숙,김성준 인제대학교 백병원 2002 仁濟醫學 Vol.23 No.5

Objective : This study was conducted to evaluate the Job stress among workers by tasks. Methods and Material : This is a cross-sectional study consisting of self-administered qestionnaire survey. These study subjects were 983 persons in total; elementary school teachers 282, taxi-drivers 72, container terminal workers 199 and hair dressers 430. Through the questionnaire, socio-demographic characteristics, stress-related behaviors and daily sleeping hours were surveyed, and through the JCQ(Job Content Questionnaire), Job characteristic scores were assessed and through the PWI(Psychological Well being Index), psychosocial distress level was assessed. Results : Psychological job demand and decision latitude by hairdressers were the highest among 4 jobs. So, in the job strain levels, the rate of between active group and high strain group was higher than of other jobs. On taxi-drivers, psychological job demand was high in some degree but decision latitude and social support were low. In case of contain terminal workers, psychological job demand and social support were high in some degree but decision latitude was the lowest among 4. On elementary school teachers, social support was high in some degree. but decision latitude was low and psychological job demand was lowest among 4. Accordingly, in Job strain, the rate of passive group was the highest, but the rate of high strain group was the lowest. On hairdressers, the job strain by each rank was very various; in case of staff, the rate of passive group and high strain group was the highest and in case of designers and directors, the rate of active group and strain group was high(P<0.01). The psychosocial distress of taxi-drivers(PWI; 90.1) and container terminal workers(PWI; 88.3) were very serious. It was thought that the common job characteristics caused works by turns, night workers, irregular break and mealtime, and strain against accidents as job stressors. Only on hairdressers, the difference of PWI levels by each rand was statistically significant; staffs(46.9) and designers(44.9) were higher than directors(34.8)(P<0.01). Comparing the results of PWI between low strain group and high strain group, only about hairdressers, the PWI was high(P=0.0001) and high strain group odds ratio about low strain group was statistically significant. Conclusion : It could be evaluated the job stress among workers by tasks. To lower the job strain levels and to raise the rate of active group in container terminal workers and elementary school teachers, the decision latitude should be guaranteed. On taxi-drivers and hairdressers, social support should be consolidated. Especially to decrease psychosocial distress among workers, an effective and systematic job stress management programs should be needed.

초등학교 교사들의 직무스트레스와 건강 수준

조현숙,이종태,손혜숙,박진국 인제대학교 백병원 2002 仁濟醫學 Vol.23 No.5

Objective : The purpose of this study was to assess the effect of job strain on stress and health status among elementary school teachers. Methods and Material : The subjects in this study were 300 teachers who were selected from among 588 teachers in 13 out of 42 elementary schools in the city of Gimhae. Through the questionnaire, demographic characteristics, Karasek's Job Content Questionnaire(JCQ) and the Psychosocial Well-being Index (PWI) to assess their occupational characteristics and psychosocial stress level were surveyed. Medical checkup results of them were adopted to measure their Health status. Results : 24.9 percent of the general teachers were low strain group, and 16.3 percent of them were high strain group. In the senior teachers, 19.7 percent belonged to a low strain group and 21.3 percent belonged to a high strain group. In regard to health status, more senior teachers than junior teachers suffered from obesity(24.6%) and diabetes(11.5%) (p<0.O5), and they also were higher in DBP(p<0.057), total cholesterol(p=0.039) and blood sugar level(p=0.000), the low strain group perceived more social support(p=0.000), and the high strain group felt bigger physical overload(p=0.000). Concerning psychosocial stress, the low strain group was more aware of teacher social role and put more confidence in themselves(p=0.004). The high strain group was more depressed(p=0.001), but no difference was detected in health status. The health status difference between the high strain and low strain groups was significant in depression of psychosocial stress(OR=3.823, 95%CI=1.584-9.224). Conclusion : The senior teachers group was more morbid to obesity, diabetes and hyperlipidemia, which implies that some measure should be studied to help senior teachers manage those diseases properly. The high strain group suffered more from physical overload and was high 'Social support'. Therefore it's required for high strain group to be given more support from colleagues and supervisors, and a stress management program should be implemented to reduce their psychosocial stress.