유아 정서지능 발달에 관한 연구

김경회(Kyoung Hoe Kim),김경희(Kyoung Hee Kim) 한국아동학회 2000 아동학회지 Vol.21 No.4

This investigation of developmental trends in children`s emotional intelligence used the Emotional Intelligence Rating Scale for Preschool Children(Kim, 1998) to study 973 children. Significant age differences were found in 5 factors: `utilization of emotion`, `regulation of emotion`, `handling of relationship between child and teacher` and `handling of relationship with peers`. Children`s emotional intelligence scores increased with age in 3 factors: `utilization of emotion`, `empathy`, and `regulation of emotion`. Sex differences were found in 5 factors: `utilization of emotion`, `empathy`, `appraisal and expression of self emotion`, `regulation of emotion`, and `handling of relationship between child and teacher`. In all factors, the scores of girls were higher than chose the scores of boys.

3∼5세 유아용 인성척도 개발연구

나은숙 ( Eun Suk Na ),김경희 ( Kyoung Hoe Kim ) 한국어린이문학교육학회 2014 어린이문학교육연구 Vol.15 No.3

본 연구의 목적은 3~ 5세 유아의 인성척도를 개발하는 것이다. 이를 위하여 인성에 대한 의미를 명료화 한 후, 인성의 하위요소를 추출하고 이를 측정하는 예비문항을 구성하였다. 구성된 예비문항의 적절성을 검토하기 위하여 문항 내용타당도를 검증하고, 인성을 측정하는 1차 문항을 구성하였다. 1차 문항의 선별 및 타당도 검증을 위하여 S, K시에 소재한 306명 3~5세 유아를 대상으로 예비검사를 실시하여 자료를 수집하였다. 자료 수집 후 문항 선별 및 주성분 요인분석을 통해 구성요인을 확인하여 2차 문항을 선정하였다. 예비검사에서 선정된 2차 문항의 선별 및 타당도 검증을 위하여 예비 검사 시행과는 달리 S, K 시에 소재한 328명을 대상으로 본 검사를 실시하여 자료를 수집하였다. 본 검사에서 수집된 자료 역시 문항 선별 및 타당도 검증을 거쳐 3개 요인의 최종문항 24문항을 완성하였다. 최종 선정된 24문항에 대해 탐색적 요인분석과 확인적 요인분석 결과 개발된 문항은 검사의 구인을 타당하게 측정하는 것으로 나타났다. 신뢰도의 경우 인성척도 전체는 .94이고 대인가치 .92, 개인가치는 .89, 사회가치는 .78이었다. 본 연구의 결과는 추상적이고 포괄적인 의미를 지니고 있는 ‘인성‘을 보다 명료하게 측정할 수 있는 측정도구를 개발하고 그 타당성을 입증하였다는 측면에서 의의가 있다. The purpose of this study is to develop a scale to measure the humanity of children aged 3~5. In order to develop the humanity rating scale, we composed the 119 preliminary questions to measure the humanity of young children through analysis of the meaning of the humanity. With the preliminary questions as the object, we extracted the 66 questions by verifying the adequacy of evaluation, understanding of the questions and validity of the contents of the questions. In order to select the questions and to verify the validity of the humanity rating scale for young children, a preliminary test was carried out with the 306 young children aged 3~5 who are at the kindergartens located in S, K city. Through selection of the questions and factor analysis of the main component using the collected data, the 54 secondary questions were selected. Using the humanity rating scale for young children composed through the preliminary test, the main test for humanity rating was carried out with the 328 another children at the kindergartens located in S, K city. In order to select the questions and to verify the validity and reliability of the data collected from this test, the Exploratory Factor Analysis using the Varimax method, and the Confirmatory Factor Analysis using the Maximum Likelihood Method were carried out and Cronbach α coefficient was calculated. As a result of the study, it was found that the humanity rating scale for young children was composed of the 24 questions and the 3 factors of the ‘interpersonal value’, ‘personal value’ and ‘social value’, and these 3 factors were explaining 57.68% of the humanity of the young children. The coefficient of correlation between the total score and sub-factors of the humanity rating scale appeared to be very high as from r=.80 to r=.92, and the internal consistency was .94.The significance of the current findings is that the study developed a measure for assessing humanity, which is an abstract and broad concept, as well as confirmed the validity of the measure.

청소년 비행의 원인과 예방을 위한 고찰 : 부정적 정체감 발달을 중심으로

김경희 김천대학교 1996 김천대학교 논문집 Vol.17 No.-

Adolescence pursuits the real form, independence and adventures with psychology of anxiety and in subordination as a period of tran-sition. To a greater extend in the current society. there are many problems to adaptation of juveniles, for example, a prolonged period of adolescence, conflict of sense of value, a competitive society and idelogical conflicts. It is causes of negative ego identity development and delinquency. It is important to have positive belief in them and to give them good surroundings as following. First, to make domestic educational. cultural surroundings are needed. Second, to expand a professional organization for precaution and guidance are needed. Third, admin-istrative and fanancial support is needed.

양질의 탁아를 위한 질적특성에 관한 고찰

김경희 김천대학교 1995 김천대학교 논문집 Vol.16 No.-

Every year the number of young children in some form of day-care or early education program increases remarkably, as the result of increased participation of women in the labor force, and an increase in the mumber of single parent families. These days day-care has not been for poor, inadequate families, and it has been viewed as a right of children or a need of working parents. For many children today,day-care is a fact of life. So what we want to know is : Is day-care good or bad for children? The author investigated other researcher' studies to answer about this question. A number of studies have revealed significant association between children's cognitive and social development and index of day care quality. Index of day-care quality contains the physical environ-ment, the care giver's behavior, the curriculum, and the number of children in the setting, and the influences to children's behavior of the index of day-care quality could be concluded as follows: 1 Children's intellectual and social development is related to the organization of the space and the quality of the materials available. 2 Children are more likely to develop social and intellectual skills if caregivers are responsive, positive, accepting and imformative in the interactions children. 3 As far as the type of curriculum goes Montessori. Piagetian, Distar, etc. - it seems that this is not critical for the children's intellectual development. What matters more is balanced menu of social and intellectual lessons. 4 Finally, the importance of class size and adult - child ratio is also emphasized as index of better or worse day-care.

유아 행동발달에 관한 연구

김경희 김천대학교 1990 김천대학교 논문집 Vol.11 No.-

The purpose of present research is to study the developmental behaviors of preschool children. The subject of this study were 86 boys and girls, 4-8 throu-gh 6-4 years of age, selected from 2 different kindergartens in Pohang City, Kyoungbook Province. The instrumernts used in this study were "Behavior Rating Scale for Preschool Children" ( Ree un Hai, Koh Yun Joo; 1988 ). The analysis of data was done with SPSS computer program to test age, sex, and educat-ional experimental level differences. The major findings were as follows. 1. Age differences were significant in all areas of developmental behaviors with 6 year old children higher on the a- 2. Sex differences were significant only in problem solving ability with boys higher on the average than the girls. But there were no significant differences in all of other areas of developmental behaviors according to sex. 3. Educational experimental level differences were significant in all areas. Children educated for 1 year or more show prominently higher development than children educated for a period less than 1 yea

가정환경과 아동의 발달특성간의 관계

김경희 김천대학교 1991 김천대학교 논문집 Vol.12 No.-

The purpose of this s tudy is to investigate the relationship of the children's developmental skil1ls and their home environments. The subjects of this study were 80 children at age five and six attending nursery schools and kindergartens, and their mothers. Instruments included inventories of the home environment and of the children's developmental skills. The study of the home environment included the inventory of home stimulation ( HOME ) for preschool childrens. The inventories of children's develop-mental skills included the Behavior Rating Scale for Preschoo Children. The data of this study we re analyzed by the statistical methods of Pearson's productmoment correlation coefficient and stepwise multiple regression analysis. The result obstained from this study were as follows :(1)HOME variables had a positive correlation with children's developmental skills. Especially, fostering maturi ty and independence had a si-gnificant positive correlation (. 30-. 55) with all ofchildren's developmental skills. (2) HOME variables that signi ficantly pre-dicted children's developmental skills differed according to ch-ildren's developmental skills. That is, fostering maturity independence, play materials, and developmental stimulation were predictive of children's physical skills. Foster ing ma turity and independence play materials, breadth of experience, quality of langua ge environment and developmental stimulation were predic -tive of children's cognitive skills. Fostering maturity and inde-pendence, emotional climate, and need gratification and avoidance of restriction were predictive of children's emotional skills.