『유치원 교육과정 평가』에 대한 토론

김덕건 한국생태유아교육학회 2010 한국생태유아교육학회 학술대회자료집 Vol.2010 No.-

숲 체험활동이 유아의 감성지능에 미치는 효과

김덕건,김효진 한국생태유아교육학회 2006 생태유아교육연구 Vol.5 No.1

한국생태유아교육학회에 바란다

김덕건 한국생태유아교육학회 2012 한국생태유아교육학회 학술대회자료집 Vol.2012 No.-

幼兒敎育課程 效果檢證을 위한 評價硏究

金德鍵 광주대학교 1987 광주개방대학 논문집 Vol.4 No.-

The purpose of this study is to evaluate on effectiveness of the demonstration curriculum of the early childhood education. For purpose of this study, The following problems were proposed ; 1. To build sub-framework of the program evaluation. 2. To measure the whole response among sub-framework in curriculum content of the early childhood education. 3. To measure difference among the variables in study ; 3-1. How are teacher's response in public and private kindergartens. 3-2. How are teacher's response in geographical areas' differences. 3-3. How are teacher's response in number of class. The result of theorical background, the following eight sub-framework for analysis of programs suggests that certain conponents in each program be identified in order to make judgement ; 1) Goal of the Program 2) Basic Assumption 3) Curriculum Scope 4) Method 5) Organization and Structure. 6) Practicability 7) Generalization 8) Planning and Evaluation. As a method and procedures, the subjects for this syudy were 84 teachers selected through the stratified sampling from private and public kindergarten, geographical areas' differnces and number of class. 40 questionnaries for teachers were developed for this study. the collected data were analyzed by sum of the raw score, difference between two means and analysis of variance. Reliability for this questionnaries measured by the test-retest reliability and obtained r=.89. As a result of this study, the findings of study are as follows; 1. On the whole response among sub-framework, 'Goal' and 'Organization and Structure' were identified high score, then 'Method' and 'Practicability' were low score. As these results, curriculum of the early childhood education is contained long range goals, short term objectives, relationship between the two, the degree of specificity of objectives and hierarchy of objectives and also considered time scheduling, spatial organization, grouping of children and difference of individual. But curriculum is not effectively used child-child, teacher and materials interaction, parent-organization and community transaction, and availability of supportive resource. The preschool of private, cities, large number of classes are effectively responsed. Based on the result of this, I suggested that the following four items by considered in the field of preschool ; 1. More educational considerations should be provided for preschool of public, rural areas and a few number of classes. 2. For parent participation and with community relationship, administrational interest should be provided for preschool of public and rural areas. 3. For parent participation and educational program, more activities should be developed. 4. Ratio of suitable childrens about a teacher should be minimized.

Vygotsky의 ZPD에 대한 고찰

김덕건 광주대학교 1998 社會科學硏究 Vol.8 No.-

The purpose of the study is to examine the concepts of ZDP(Zone of Proximal Development) in Vygotsky's theory. Human development must determine two levels. The first level can be called the actual developmental level. Generally, we are dealing with the actual developmental level. But if we offer helping how the problem solving, the child more then solves problem respect of scaffolding was examined by the scaffolding. The analysiss of the ZPD were as followings. First, there were significant differences in ZDP level between the types of scaffolding with the direction maintenence. Second, advanced peer, teacher, and parents showed significantly higher performances. There was no effect in ZDP level between the same-level peer condition and alone condition. In conclusion, the results of the current study supported the Vygotsky's theory that children could advance through the ZPD with the support or assistance of an adult of an advanced peer. The positive effects of an advanced peer on young children's ZPD performance were not strong enought to be significant when scaffolding by a effective. However, the results did not seem to support the Piaget theory that interaction between the same level peers could trigger cognitive conflict, thus set the cognitive advancement.

幼兒敎育의 學問的 基礎와 硏究 方向에 관한 考察

金德鍵 광주대학교 1989 論文集 Vol.6 No.-

This study is consist of that ; The logic of early childhood education is built on a series of beliefs about many things including basic theories and values, developmental and educational psychology, curriculums, methologies, administration and field. Then logical basis must be dealt with a lecture in teachers college. The effectiveness of early childhood educational research progresses knowledge that ; a) the study of literature ; educational theories and values are reflected in its basic ideas, and delivered child development and psychology,curriular, methology and topics of research. And so the study of literature must be background of many others research b) The research of basic materials on early childhood education ; the educational researches must be collected basic materials. They are useful materials for other research of basic materials makes the forehead research easy. c) Field research ; Teachrs often say that researches tell only theories regardless of field. Outcomes of field study must be connected with educational theories. Then the important facts to field study must be a consider in early childhood education. d) Synthetic research : Appeared outcomes through the above researches must be systematized. Synthetical data are to analysize with theories and practices and thus to strengthen on change educational view point. Through these researches will be formed the logic of early childhood education.

理論的 모델에 따른 知能槪念에 對한 硏究

김덕건 광주대학교 1994 社會科學硏究 Vol.4 No.-

보육시설 평가인증 과정에서 자유선택활동에 대한 교사의 인식 변화

김덕건,송행란 한국생태유아교육학회 2008 생태유아교육연구 Vol.7 No.1

The purpose of this study was to see that the teacher's recognition of free choice activity - construct a area, activity content, use the material, and management method a before / a after the assessment accreditation of child care center. The research set to see the change of the teacher's perception according to the social variation factor - child care center type, number of class and children a before - a after the accreditation. The subjects used in this study were involved the 150 teachers which requested the assessment accreditation. The results are as follows: First, the study showed the high tendency which it recognized the free choice activity - construct a area, activity content, use the material, and management method after the assessment accreditation. Second, the study showed in the difference of teacher's recognition which in free choice activity after the assessment accreditation of child care center according to the number of class and children. 본 연구는 평가인증 과정에서 자유선택활동에 대한 교사의 인식의 변화를 알아보는데 목적이 있다. 본 연구는 보육기관의 사회적 배경변인에 따라 평가인증 전·후 자유선택활동에 대한 교사 인식 변화를 알아보기 위해 연구문제를 설정하였다. 연구대상은 G시에 소재해 있는 2007년도 평가인증을 신청한 시설에 근무하는 교사를 대상으로 평가인증지침서, 장학자료, 선행연구를 기초로 개발된 설문지를 사용하여 평가인증 전·후의 변화 과정을 비교, 분석하였다. 연구 결과 평가인증 후 자유선택활동에 대한 교사의 인식에 차이가 있었으며, 보육기관의 사회적 배경변인에 따라 자유선택활동에 대한 교사의 인식 변화는 기관유형에 따른 차이는 없었으나 학급 수의 경우 활동 내용, 교구 활용, 운영방법에 있어, 원아 수의 경우 활동 내용에 있어 평가인증 후 교사의 인식 변화에 차이를 보였다. 따라서 평가인중 과정이 자유선택활동에 대한 교사 인식에 영향을 주었으며, 학급 수가 적은 경우 활동 내용, 교구 활용, 운영방법에 대한 교사가 높게 인식하고, 원아 수가 적은 경우 활동 내용에 있어 교사가 높게 인식한다고 할 수 있다.

幼稚園의 組織 雰圍氣에 關한 硏究 : 光州·全北地域을 중심으로

金德鍵 광주대학교 사회과학연구소 1993 社會科學硏究 Vol.3 No.-

Many activities of human being are fulfilled within the organization. Organizations be endowed with climate as it is called it's personality. From the organizational theory point of view, school and kindergarten could be treated a organization. This study was surveyed organizational climate and relation between climate and social traits of teacher in kindergarten. Organizational climate questionnaire was a modified from of Halpin and Croft OCDQ which includes eight factors, that is teacher's behavior (esprit, intimacy, disengagement and hindrance) and chief's of kindergarten behavior (aloofness, production emphasis, thrust and consideration). Behavior factors bring out the difference of organizational climate - open, autonomous, controlled, familiar, paternal and closed climate. The relation between behavior factors and social traits of teacher-age, career, forms of organ, size of kindergarten and area-have an effect on organizational climate. Finding of this study were as the followings; First, organizational climate of kindergarten was compositive model which compounded open, autonomous and controlled climate. Second, social traits of teacher have an influenced on behavior factors. 1) Age have an influenced on disengagement. b) Career have an influenced on intimacy. c) Forms of organ have an influenced on teacher's behaviors as such as esprit, intimacy, disengagement and hindrance. d) Class size of kindergarten have on influenced on intimacy and consideration. e) Area have an influenced on thrust. According to theoretical background, it is necessary to that organizational climate will be revise open form.

幼稚園 園長의 리디어쉽 類型에 關한 硏究 : 光州·全南地域을 중심으로

金德鍵 광주대학교 산업경영연구소 1993 산경연구 : 광주대 Vol.6 No.-

This study was to identify the leadership style of kindergarten chiefs. Leadership style was measured by the Leader Effectiveness and Adaptability Description(LEAD) which was developed by the Center for Leadership Studies at Ohio University. The respondents of this study were public and private kindergarten chiefs. Leadership styles appears S1(telling), S2(selling), S3(participating) and S4(deligating) and measured by the leader effectiveness scores. This study contained individual social properties of leader : sex, age, career, forms of organ, major, scale and area. The findings of this study were followings; 1. The major leadership styles of chiefs were two style profile of S3 (x=4.74) / S2(x=3.98) 2. Social properties an influence of leadership style were sex, age, career, forms of organ, major, scale and area. a. Sex have produce an effect on S1 b. Age have produce an effect on S2 and S3 c. Career have produce an effect on S1 and S3 d. Forms of organ have produce an effect on S2 and S3 e. Major have produce an effect on S1 f. Scale have produce an effect on S2 and S3 g. Area have produce an effect on S3 and S4 3. The leader effectiveness scores were ranged from -7 to 16 and the average was 6.54. There were an influence on social properties sex, age, career and major.