만 2세 자녀를 둔 아버지와 어머니의 놀이상황에서의 반응성 분석

고지민,이승연 한국유아교육학회 2010 유아교육연구 Vol.30 No.2

유치원 종일반 학급편성방법에 따른 유아의 놀이행동과 상호작용

고지민,이기숙 이화여자대학교 사범대학 교육과학연구소 2003 교육과학연구 Vol.34 No.3

본 연구는 유치원 종일반 학급편성방법에 따라 유아의 놀이행동과 교사-유아, 유아-유아 상호작용에 어떠한 차이가 있는지 알아보는데 목적을 두었다. 연구목적을 달성하기 위하여 서울시에 위치한 종일제 프로그램 실시 유치원 중 오후 재편성 종일제 유치원 1학급의 유아 18명과 독립된 종일제 유치원 1학급 유아 25명으로 모두 43명을 대상으로 하였다. 연구결과 종일반 학급편성방법에 따라 유아의 사회적, 인지적 놀이수준은 차이가 있는 것으로 나타났다. 종일제 학급편성방법에 따른 교사-유아 상호작용은 차이가 없었으나 유아-유아 상호작용은 차이가 있는 것으로 나타났다. 이러한 연구결과를 바탕으로 유치원 종일반의 활성화를 대한 시사점이 논의되었다. The purpose of this research is about finding out children's playing behavior, and how the interaction of teachers versus children and children versus children is different according to management method of kindergarten all-day-class. For the purpose, the following are discussed : 1) What is children's playing behavior according to management method of all-day-class? 2) Is there any difference in the interactions of teachers versus children and children versus children according to management method of all-day-class? Thus, this study draws a conclusion that it was examined whether there was difference in children's playing behavior according to management method of all-day-class, In no-playing and playing-alone, children's social playing level showed intentional difference among groups, Secondly, In the affirmative interaction of proposal & request and aiding, while interaction of teachers versus children showed no intentional difference among groups, it did not showed any difference among group in negative interaction, and in the affirmation interaction of children versus children showed intentional difference among groups.

예비유아교사의 성인애착, 놀이성, 대인관계 유능성이 행복감에 미치는 영향

고지민,이진희 한국유아교육학회 2023 유아교육연구 Vol.43 No.4

The purpose of this study is to identify the relationship of adult attachment, playfulness and interpersonal competence of pre-service early childhood teachers with happiness, and to find out their effects. To this end, a survey was conducted on pre-service early childhood teachers attending the Department of Early Childhood Education at H University and S University, and data were analyzed through mean, standard deviation, Pearson's rate correlation coefficient, and stepwise multiple regression analysis. As a result of the study, first, it was found that there was a static correlation between the happiness, adult attachment, playfulness, and interpersonal competence. Only the sub-factors of anxiety-attachment were negatively correlated. Second, the adult attachment, playfulness, and interpersonal competence predicted happiness at a meaningful level. Among the playfulness sub-factors, the motivation for pursuing fun was the highest, followed by dependence-attachment among adult attachment sub-factors, relationship formation, and initiation among interpersonal competence sub-factors, and non-inhibition among playfulness sub-factors. These findings suggest that efforts are needed to develop adult attachment, playfulness, and interpersonal competence in order to increase the happiness of pre-service early childhood teachers 본 연구의 목적은 예비유아교사의 성인애착과 놀이성, 대인관계 유능성을 중심으로 행복감과의 관계를 파악해보고 이들이 행복감에 미치는 영향을 알아보는 것이다. 이를 위해 H대학과 S대학 유아교육과에 재학 중인 예비유아교사를 대상으로 설문조사를 실시하였으며, 최종 354부를 대상으로 평균, 표준편차, Pearson 적률 상관계수와 단계별 중다회귀분석을 통해 자료를 분석하였다. 연구결과, 첫째, 예비유아교사의 행복감과 성인애착, 놀이성, 대인관계 유능성 간에는 정적 상관이 있는 것으로 나타났으며, 성인애착 중 불안-애착의 하위요인만 부적 상관을 보였다. 둘째, 예비유아교사의 성인애착, 놀이성, 대인관계 유능성은 행복감을 의미 있는 수준으로 예측하였다. 특히 놀이성 하위요인 중 재미 추구 동기의 영향력이 가장 높았으며, 성인애착 하위요인 중 의존-애착, 대인관계 유능성 하위요인 중 관계형성 및 개시, 놀이성 하위요인 중 비억제성 순으로 행복감에 대한 영향력이 있는 것으로 나타났다. 이러한 연구결과는 예비유아교사의 행복감을 높이기 위해 성인애착과 놀이성, 대인관계 유능성에 관심을 갖고 이를 발달시키기 위한 노력과 개입이 필요함을 시사하고 있다

문제중심학습(PBL)기반 유아사회교육 교과목 운영에서 예비교사의 협력학습에 대한 질적 연구

고지민,서혜정 한국유아교육·보육복지학회 2016 한국유아교육·보육행정학회 학술발표대회 논문집 Vol.- No.2

예비유아교사의 성인애착, 대인관계유능성, 놀이성이 행복감에 미치는 영향

고지민,이진희 한국유아교육학회 2022 정기학술대회 논문집 Vol.2022 No.2

예비영유아교사의 보육실습 경험과 보육실습 지도교사에 대한 기대 연구

고지민,김현정 한국유아교육학회 2022 정기학술대회 논문집 Vol.2022 No.1

현장중심 대학수업이 예비유아교사의 창의적 인성에 미치는 영향

고지민,양수경 한국육아지원학회 2016 한국육아지원학회 학술대회지 Vol.2016 No.11

교사의 통합교육에 대한 태도에 따른 장애유아와의 상호작용 행동 연구

고지민,정계숙 부산유아교육학회 2001 유아교육논총 Vol.10 No.-

본 연구는 교사의 통합교육에 대한 긍정적 수용 태도의 정도에 따라 통합학급 내 교사와 장애유아의 상호작용 양상과 그 특징이 어떠한 지를 알아보고자 하였다. 연구의 대상은 공·사립유치원에서 1명의 장애유아를 통합하고 있는 일반 유치원의 교사 6명과 그 학급의 장애유아들이었다. 학급의 자유놀이 시간 동안의 관찰을 중심으로 연구한 결과, 통합교육에 대한 태도가 긍정적인 교사와 부정적인 교사들 간에 장애유아와의 상호작용 행동에 차이가 있는 것으로 나타났다. 장애유아와의 긍정적인 상호작용 시도와 반응은 긍정적인 태도 집단에서 더 많이 나타났고, 통합교육에 대한 부정적인 태도를 가진 교사는 전반적으로 장애유아에 대한 이해 부족으로 상호작용이 부적절하며 일반유아와의 상호작용을 연결시켜주는데 미숙하였다. This study purposed to investigate characteristics of the teacher's social interactions with young children with disabilities by teacher's attitudes toward inclusive education in integrated classrooms. The subject were teachers and their young children with disabilities in 6 integrated classes. The 6 classes were selected based on the teacher's attitudes toward the inclusive education. Three teachers from 3 classes had positive attitudes toward the inclusive education and the other 3 teachers had relatively negative attitudes toward the inclusive education. For the purpose of this study, interactions between the teacher and young children with disabilities were observed and the frequency of interactions were measured. The results were as follows: First, the frequency of attempts to interact with the child with disability by teachers and the frequency of teachers' responses to interaction attempts of the child with disability were greater in the classes of teachers with positive attitudes toward the inclusion, compared with the teachers with negative attitudes toward the inclusion. Second, the teachers with positive attitudes toward the inclusion interacted with their young child with disability in the way to expand the child's play, promote the child's interactions with typically developing peers, and facilitate prosocial behavior of the child with disability. Whereas, the teachers with negative attitudes toward the inclusion didn't effectively intervene interactions between young children with and without disability and didn't facilitate learning and play activities of the child with disability.

단일 도금라인에서 최적의 도금라인 레이아웃을 결정하기 위한 시뮬레이션 기반의 통합 운영 스케줄링 연구

고지민,노태현,우탁균,김관호 대한산업공학회 2023 대한산업공학회 추계학술대회논문집 Vol.2023 No.11

4-교육정책,부모 힘과 통제에 대한 어머니의 인식, 어머니와 자녀의 기질 및 상호작용의 효과가 어머니와 자녀의 반응성에 미치는 영향

고지민 ( Ji Min Ko ),김희진 ( Hee Jin Kim ) 한국유아교육학회 2013 정기학술대회 논문집 Vol.2013 No.-

In this writing, I am analyzing the responsiveness between mother and her two-year-old child in their interaction The purpose of this analysis is to observe how one reacts to the other`s needs in their interaction, and to study the relationship of the responsiveness between them and how mother`s perceived power, the mother` temperature and toddler`s temperature affect their responsiveness is to be examined. For the purpose of this I keep in mind research questions as follows:. 1. What is the responsiveness between mother and her two-year-old child in their interaction? 2. What is the variables that affect the mother-toddler`s responsiveness? 1-1. How the mother`s perceived power, the mother` temperature and the toddler`s temperature affect a mother`s responsiveness? 1-2. How the mother`s perceived power, the mother` temperature and the toddler`s temperature affect a toddler`s responsiveness? The subjects of this study were 36 mothers and their two-year-old toddlers in middle class families in seoul. The research methods were based on the criterion of mother`s and child`s responsiveness developed by Gates(2007) and the variables on the component of mother`s perceived power, the mother` and the toddler`s temperature were analyzed by. The study generally shows that there is a close connection in the responsiveness between mother and their toddler; modulating their thought and aim, they have an influence on each other. Secondly, as far as the effect of mother`s perceived power, the mother` and the toddler`s temperature, mothers who have more effortful control were more cooperative, more sensitive, more acceptive regardless of the toddler`s negative affective, more responsive to toddlers who have more effortful control, and less responsive to toddlers who have less effortful control. On the other hand, while mothers who have lower effortful control are less responsive to the toddlers who have lower negative affectivity, they are more responsive to the toddlers who have higher negative affectivity. and mothers who recognized that they have the perceived power regulated toddler`s behavior adequately in mediating between two parties and highly responsive to their toddlers regardless of their sons or daughters negative affectivity. And that, as far as the effect of toddler`s temperature, the mother` temperature and the perceived power on toddler`s responsiveness, toddlers who have more negative affectivity were more responsive to mothers who have more effortful control, and less responsiveness to mothers who have less effortful control. And toddlers were more cooperative, more sensitive, involved with mothers, and more affective to mothers who recognized that they have more the perceived power.