서울 유아 교육복지특별지원사업 자체 평가보고서에 나타난 유치원교사의 참여와 그 의미 탐색

남명자(Myung-ja Nam) 한국유아교육·보육복지학회 2015 유아교육·보육복지연구 Vol.19 No.4

본 연구는 서울 유아 교육복지특별지원사업에 참여한 유치원 교사의 참여동기 및 방법은 어떠하며 그 참여가 교사에게 무슨 교육적 의미가 있는지 탐색한 연구이다. 서울 11개 지역교육청 중심으로 2011년부터 2014년까지 본 사업에 참여한 유치원에서 작성한 자체평가보고서를 질적으로 분석하였다. 연구 결과 학급적응에 어려움을 겪는 취약계층 유아 개인에 대한 관심과 염려 그리고 기대라는 참여 동기를 가지고 교육복지 프로그램 강사와 대상 유아 부모 그리고 지역의 유아 관련 전문가들과를 소통하고 협력하였다. 이와 같은 교사의 참여가 교사에게 주는 교육적 의미는 첫째, 학급적응에 어려움을 겪는 유아에 대한 다층적 이해 구성하기 둘째, 학급적응에 어려움을 겪는 유아와 상호작용하는 다양한 방법 공유하기, 셋째, 능동적인 학습자 되기 등으로 나타났다. 이와 같은 결과를 ‘연계적 전문가’와 ‘교사학습공동체’와 연관하여 논의하였다. The purpose of this study was to examine the motivation of kindergarten teachers about their participation in the special educational welfare support project for preschoolers in Seoul, their ways of participation and the educational meaning of it for themselves. A qualitative analysis was made after the self-evaluation reports from the kindergartens that were under the umbrella of 11 local offices of education in Seoul and took part in this plan from 2011 and 2014 were collected. As a result, interest in, concern for and expectations for individual disadvantaged preschoolers who faced difficulties in class adjustment were their motivation to participate, and they communicated and joined forces with educational welfare program lecturers, parents of the selected preschoolers and local preschooler-related experts. As for the meaning of their participation, one was to have a multilateral understanding of preschoolers with difficulties in class adjustment, and another was to share various ways of interacting with these preschoolers. The third was to become a positive learner. The findings of the study were discussed in conjunction with "connective expert" and "learning community of teachers."

중소도시 아동을 위한 학습-문화-심리 통합지원 서비스 사례 탐색 -동두천 지역사회서비스 사업을 중심으로-

남명자 ( Myung Ja Nam ) 대한아동복지학회 2010 아동복지연구 Vol.8 No.2

본 연구는 동두천에서 실행된 지역사회서비스인 중소도시 아동을 위한 학습-문화-심리 통합지원서비스 사례를 분석하여 지역사회 서비스 사업의 의의와 정책적 시사점을 제시하고자 하였다. 본 연구의 사업 참여자는 만 5세-11세 아동 220명이다. 본 연구 사례 사업은 동두천 지역 아동들에게 문화체험과 1:1 맞춤 서비스인 독서코칭 및 방문상담 서비스를 통합하여 제공하는 것이었다. 그 결과 이 서비스를 제공받은 아동과 부모들은 높은 만족도를 나타냈고, 아동들이 1:1 맞춤지도를 하는 독서코치를 닮고 싶어 하고 독서에 대한 흥미 및 독서량 증가를 가져 온 것으로 나타났다. 또한 방문상담 서비스를 통해 집중적인 돌봄이 필요한 취약 가정 아동의 발굴 및 방과 후 돌봄에 대한 안전망을 조성한 것으로 나타났다. 또한 서비스를 제공한 인력들도 적절한 직무교육과 직업 경험으로 높은 만족도를 나타냈다. 이 본 연구 사례 사업의 의의는 첫째, 일자리 창출과 인적 자본 투자 및 개발이다. 둘째, 아동들에게 학습-문화-심리 통합지원 서비스를 제공함으로써 약화된 가정의 돌봄 및 교육 기능을 보완했다는 점이다. 셋째, 아동지원 서비스에 민-관-학 협력 모델을 제시했다는 것이다. 본 연구 사례 사업의 개선점을 중심으로 정책적 시사점을 살펴보면 첫째, 인간 대상 돌봄 서비스에 대한 합리적인 원가 분석 및 한계 설정이 필요하다. 둘째, 지방 공공 서비스 전달체계의 정교화가 필요하다. 셋째, 취약가정 아동의 참여 동기를 강화할 프로그램 개발이 필요하다는 것이다. The purpose of this study was to make a case analysis of the inclusive academic/cultural/psychological backing service provided to children in Dongducheon in an effort to discuss the significance of the community service plan and give some political suggestions in relation to that. The inclusive academic/cultural/psychological backing service is one of the community services geared toward children in small urban communities. The plan that this study examined was intended to help children in Dongducheon gain cultural experiences and provide them with a combination of customized one-on-one reading coaching and home-visit counseling service. The children to whom the services were offered and their parents expressed a lot of satisfaction, and the children wanted to model themselves on the reading coaches who gave customized one-on-one guidance. They become more interested in reading, and the number of books they read increased. The home-visit counseling service made it possible to identify disadvantaged children who were in want of intensive caring, and to build a safety network for after-school caring. In addition, the personnel who rendered the services were highly satisfied as well due to appropriate on-the-job training and their own growing vocational experiences. The significance of this plan could be listed as below: First, it contributed to job creation and the investment and development of human capital. Second, it served to make up for the waning caring and educational family functions by offering the children with the inclusive learning-culture-psychology backing service. Third, it presented a partnership model of the private, public and academic sectors for child-support service. Given the fact that there was some room for improvement in this plan, there are several political suggestions: First, a rational cost analysis of the human-caring services is required, and it`s needed to set limits to the cost. Second, the local public service delivery system should be improved. Third, the kind of programs that motivate disadvantaged children to benefit from the service plan should be developed.

멘토링 활동에 나타난 예비유아교사-유아 관계 양상과 실천적 지식 탐색:

남명자(Nam, Myung-Ja) 한국유아교육·보육복지학회 2016 유아교육·보육복지연구 Vol.20 No.4

본 연구는 유아교육학과 2학년 대학생 멘토와 만 3세 남아 멘티의 1:1멘토링에서 나타나는 멘토-멘티간 관계의 변화 양상과 멘토링을 통해 대학생 멘토가 구성하게 된 실천적 지식을 탐구하였다. 이를 위해 멘토링 활동일지를 질적으로 분석하고 2명의 대학생 멘토를 대상으로 심층면담을 실시하였다. 연구결과, 멘토-멘티 간 관계는 혼란기-모색기-유아가 자발적으로 참여하는 단계- 멘토․멘티 상호주도 단계로 변화하였다. 혼란기는 멘토가 계획한 활동을 충분히 진행하지 못해 혼란스러워하는 단계이고, 모색기는 멘티 유아가 계획한 활동에 더 몰입해서 참여할 수 있도록 모색해보는 단계이다. 이 단계를 지나 계획했던 감각놀이에 유아가 자발적으로 참여하는 단계를 거쳐 멘토가 주도하는 과정과 멘티가 주도하는 과정이교차되어 나타나는 멘토-멘티 상호주도 관계로 발전하는 모습을 보여주었다. 이와 같은 관계를 통해 예비유아교사가 구성한 실천적 지식은 유아의 능동성을 계획한 활동과 연결하기와 유아의 개별성 이해하기, 수용과 한계 경계 지키기로 나타났다. 본 연구결과를 예비유아교사 양성교육과정에 주는 의미를 중심으로 논의하였다. The purpose of this study was to examine the aspects of changes in mentor-mentee relationships during one-on-one mentoring between college students and preschoolers. The selected college students who were in their second year majored in early childhood education, and the selected preschoolers were at the western age of three. After the mentoring journals of the students were collected, a qualitative analysis was made, and the two mentors were interviewed in depth. The findings of the study were as follows: There were four different stages that they underwent in terms of mentor-mentee relationships: the stage of confusion, the stage of groping, the stage of the young children’s voluntary participation, and the final stage led by both of the mentors and the mentees. In the stage of confusion, the mentors were thrown into confusion as they failed to fulfill the preset activities properly. In the stage of groping, how to encourage the preschoolers to be more absorbed in the activities was explored. After this stage passed by, there was a stage in which the young children spontaneously engaged in sensory play, and then their relationships developed into co-led relationships in the final stage. The mentors and the mentees took turns leading their own relationships in this stage. In that course, the preservice early childhood teachers acquired practical knowledge on how to take advantage of the positivity of the young children to fulfill the preset activities, how to understand their individuality, and how to accept them and keep within bounds. Finally, what implications the findings of the study had for the curriculums that aimed at fostering preservice early childhood teachers was discussed.

그림책을 활용한 다문화가정 지원 프로그램이 아동의 언어, 사회성, 자아개념 발달과 가정환경에 미치는 효과

김민화 ( Min Hwa Kim ),남명자 ( Myung Ja Nam ),고태순 ( Tae Soon Koh ),정지나 ( Jee Nha Chung ) 한국어린이문학교육학회 2010 어린이문학교육연구 Vol.11 No.1

본 연구에서는 취학 전 다문화 가정 아동의 성공적인 학교생활과 적응을 위하여 아동의 언어, 사회성, 자아개념의 적절한 발달을 지원하는 프로그램을 개발하고 실시하고 그 효과를 검증하고자 하였다. 이를 위하여 문학적 접근법의 일환으로 그림책을 활용한 프로그램을 개발하였으며, 부모참여 형태의 가정지원 프로그램이 가정환경을 변화시키는지도 함께 살펴보았다. 본 연구의 대상은 경기 북부 소재의 만 4, 5세 다문화가정 아동 28명과 그들의 부모 28명이었으며, 그림책을 활용한 부모참여 프로그램을 주 1회 70분씩 총 12회를 실시하였다. 프로그램의 효과를 검증하기 위해 취학 전 아동의 수용언어 및 표현언어 발달척도, 유아성격검사, 유아용 자아개념 검사, 가정환경자극 척도를 사용하였으며, 자료분석 방법으로 빈도분석과 t 검증을 사용하였다. 연구결과, 그림책을 활용한 부모참여 프로그램은 아동의 언어와 사회성을 향상시켰으며, 가정환경 중 부모의 반응성을 증진시킨 것으로 나타났다. 이러한 결과를 통해 그림책을 활용한 부모참여 프로그램이 다문화가정의 취학 전 자녀의 발달과 부모의 역할수행을 지원하는데 효과적임을 제안할 수 있으며, 향후 그림책을 활용한 프로그램의 확장된 적용과 그 효과를 기대해 볼 수 있다. The purpose of this study was to develop a program geared toward facilitating the development of the language, sociability and self-concept of preschool children from multicultural families and to verify the effect of it. It`s basically meant to step up the successful school adjustment of preschool children from multicultural families. A program was developed by utilizing picture books and taking a literary approach, and whether the program that called for parent involvement brought any changes to home environment was additionally checked. The subjects in this study were 28 children of multicultural families and 28 parents in the northern area of Gyeongggi Province. The selected children were at the Western age of 4 and 5, and the adults were their parents. The multicultural family supportive program that made use of picture books was conducted 12 times, once a week, 70 minutes each. The instrument used to evaluate the effects of the program were a preschool receptive and expressive language development scale, a preschooler personality inventory, a preschooler self-concept inventory and a family environments stimulation scale. As for data analysis, frequency analysis and t-test were employed. As a result, the multicultural family supportive program utilizing picture books served to improve the children`s language and sociability, and that boosted the responsiveness of the parents as well. The findings of the study illustrated that the multicultural family supportive program by picture books was effective at backing up the development of the preschoolers from multicultural families and the role performance of the mothers.

텔레비전 효과가 어린이에게 미치는 영향에 관한 연구 : Emphasis on Learning, Reading, and Brain Function 어린이의 학습과 독서와 뇌의 기능에 미치는 영향을 중심으로

南明子 亞洲大學校 1989 論文集 Vol.12 No.-

The purpose of this study is to explore effects of television on children, emphasis on learning, reading, and brain function in relation to television. The method of this study was to analyze mainly the related research materials according to the purpose of this study. The study was discussed as follows; The first section compared TV instruction and regular classroom instruction. The comparisons are to show no differences in learning from the two sources. Then a question arises why it is useful to employ the TV instruction which involves much of effort, time, and economic matter. The answer to this question is that the characteristics of TV medium are good to elevate the quality of education, especially it can take over the life long education for audience. In the second section, the negative roles of television in children's intellectual development are discussed. Children in the era of TV are not likely to engage in reading and writing because they require complex mental manipulations. TV watching does not prevent normal children from acquiring reading skill but it seems to compound the problems of with reading disabilities. In the last section, the different tasks of the two brain hemispheres in relation to watching TV are discussed. The left hemisphere operates most of verbal and logical activities while the right hemisphere is specialized for visual, spatial and emotional activities. Recent largescale early education programs for infants and very young children are begining to demonstrate that early and persistent enrichment can lead to permenent gains in mental ability. And conversely, social evidence suggests that the defects of an environmentally impoverished early childhood cannot be filled up later by remedial programs and opportunities for mental stimulation. To a young child in his lanuage-learning years, any extended regression into nonverbal mental functioning such as the television experience offers must be seen as a potential setback. It is no doubt that the impacts of TV on children are enormous. However, it is important to approach this problem of what do children do with the medium rather than what does the medium do to children.

텔리비전의 폭력적인 프로그램이 어린이에게 미치는 영향

남명자 亞州大學校 1990 論文集 Vol.13 No.-

The purpose of this study is to explore the impcat of televised violence on children.The method of this study is to analyze mainly the related research materials according to the purposse of this study. The effects of televised violence can be divided into four big categories which are expressed as observational learning theory,catharsis theory,desensitization toward violence,and paychological predisposition of children. Proponents of the observational learning theory hold that children learn to behave aggressively from the violence they see on television in the same way they learn cognitive and social skills from watching their parents,siblings,peers,teachers,and others.Laboratory studies have demonstrated many times that chidren imitate aggressive behavior immediately after they have seen it on film of television. Contrary to the observational learning theory is the catharsis theory,which predicts that aggression will be reduced after watching violence on television. Supposdly through catharsis,the need of desire to be aggressive is dissipated by looking at violence on television. In terms of desensitization toward violence,a disturbing possibility exists that the television experience has not merely blurred the distinctions between the real and unreal for steady viewers, but that by doing so it has dulled their sensitivities to real events. For when the reality of a situation is diminished,people are able to react to it less emotionally,more as spectators. Howecver,children's reaction toward violence can be differntiated according to the predisposition of the children. In the process of socialization every child confront with different environment and that will formulated individual differences. Through watching the televised violence some children would imitate aggressive behavior and imprint it in their mind,on the other hand some children would not affected negatively at all. Research on televised violence continues and researchers still disagree but there has been fairly wide spread agreement that TV violence should be decreased. Even if the great majority of the children are unaffected by televised violence,and even if only a small fraction is negatively affected,it is necessary to determine how the negative effects can be alleviated.

한국의 교육방송 제도

남명자 국제비교한국학회 1996 비교한국학 Comparative Korean Studies Vol.2 No.-

The purpose of this study is tom examine and analyze the existing Korean Educational Broadcasting System (EBS), in order to find the new direction in which the EBS can take a part of responsibilities for the Korean people's life-long education. Television has been with us about 40 years. It is hard to estimate the extend to which television has influenced our society and education. However, it is clear that educators, research scientists, and broadcasters have studied the powerful educational impact of the television medium for years. In this era of explosive change, television cannot be regarded as panacea for all our educational needs but many educators consider it an important medium for specific aspects of contemporary education. Dissatisfaction with current educational practices has been overwhelming in Korea among teachers, school administrators, parents and educational leaders and scholars in these decades. And it is now everywhere evident that appropriate policy measures to improve the quality of education need to be developed. Some of the important problems of Korean education can be summarized as follows: 1) Low achievement tendency: 2) Regional gap between urban and rural schools in the quality of instruction: 3) Discontinuity among major phases of educational processes: 4) Structural discrepancy or conflict between national education budget and unit cost : 5) Labor-intensified characteristics of instruction : and 6) Over-crowded classrooms. KEDI was established to meet the needs expressed or implied in the above description with the educational broadcasting system. In Korea the educational radio broadcast started from 1951. However, the ETV started with the foundation of KEDI in 1972. The KEDI broadcasting system comprised one integral part of the total of KEDI's development project. The educational broadcasting project being undertaken at KEDI will utilize the broadcast media in the instructional process. Instructional broadcast programs are an integral part and coordinate part of the various materials designed and developed in accordance with the objectives and instructional design. However, the failure of the T-COM transmission system brought many problems in the development of EBS. KBS became a part of the EBS since KBS took over the transmission system of EBS. The KBS has been responsible for social educational programs and transmission for the EBS while KEDI undertook the responsibility just for the school instructional programs. This complicated dual operational system was a reason to preventing the development of EBS. Therefore, in 1991, the transmission system was allowed to EBS in order to reduce the complication. The transmission system is allowed to EBS, however, the operating system of EBS still remains with many problems. The problems EBS encountered are as follow: First, the EBS is not yet an independent organization but it is undercontrolled by the Ministry of Education as a part of KEDI system. The broadcasting environment is changing rapidly. It is necessary to be an independent organization so that it can make a decision for itself without hindrance from the bureaucratic controls. Second, it is urgent to obtain its own financial sources. EBS is operating by the government financial support and advertisement. However, advertisement in EBS can give a bad image to the audience. The other countries, such as BBC in England, NHK in Japan, and also such countries like U.S.A., France, and Germany, are operating the educational broadcasting by their own financial support system. It is desirable to find Korea's own financial support system so that the quality of educational programs can be elevated for the further stage. If the financial problems were solved then it is easy to keep the educational broadcast production members. So far many of the production experties had been left to the other broadcasting stations cause of the low salary and not having the opportunities for a better program production. Third, the EBS objectives are not clear. Since it was founded as an integral part of the educational system it is developed as a narrow means of instructional broadcast rather than as a broad means of educational broadcasting. With the development of new media the broadcasting environment is changing rapidly. It is necessary to broaden the meaning of ETV so that it can take a part of Korean people's life-long education. Fourth, the research section is needed to be strengthened. So far researches have been emphasized on curriculum matters. However, the research should be conducted for the need assessment of variety social classes. So that the broadcast programs can be developed on the basis of their needs and wants. Finally, various factors in the television medium stimulate the learning experiences. One of the most important factors in that the medium has an entertainment function as well as an educational one. So far educational television is not watched since it is not interesting. Some people work hard at odious tasks because they have acquired exotic taste for doing so. But most people probably learn best when they want to learn and what they want to learn. Therefore, television's entertainment function becomes important. There seems to be a new field that seeks to discover how to make a program which is excited and yet educational. In order to present a good educational program, it is necessary to develop "production aesthetics." Since production aesthetics encompasses those variables and variable complexes that can change the television medium from a simple distribution device to a creative medium with its own structural aesthetic characteristics. It seems obvious that television medium can be an effective tool for education. To use it as such, it is necessary to meet the needs of EBS for Korean people's life-long education sake.

한국의 불교영화 「만다라」와「달마가 동쪽으로 간 까닭은 ?」에 대한 소고

남명자 국제비교한국학회 2001 비교한국학 Comparative Korean Studies Vol.9 No.-

The purpose of this study is to compare the two most famous Korean Buddhism religious motion pictures: 「Mandara」, directed by one of leading Koran motion picture director Im Kwon Taek, and 「The Reason Why Dharma Went to the East?」, produced and directed by a young artist Bae Yong Kyun. 「Mandara」is based upon the novel of Kim Sung Dong. 「The Reason Why Dharma Went to the East?」, however, attempts to express the philosophy of Buddhism without basis on a novel, but through the motion picture by itself. These two motion pictures convey the deep philosophy or Buddhism by picturing the denial of the self-centered mind, and the search for one's identity and meaning of life through zen and meditation. Two Buddhist monks, Jisan and Bubwoon, are presented in 「Mandara」Although trying very hard, Jisan cannot find the meaning of life through the Buddhist's practice. Also, he could not find the answer to essential questions such as "Why should we live such a life?", "where did we come from?", and "where are wo going?" Therefore, he gave up being a disciplined Buddhist's disciples, and lived a barren life. Meanwhile, Bubwoon tried his best to follow Buddha's teaching, though it seemed hard for him also to reach the nirvana of Buddha's teaching. The story structure and characters in the 「Mandara」are similar to HErman Hesse's novel 「Narcissus and Goldmund」. These allow the audience to follow the drama elements contained in the movie through an interesting story plot. Such elements include conflict, rhythmical pace, and visual aesthetic effects. Not surprisingly, it was evaluated as an excellent motion picture, as evidenced in the subsequent awarded of 7 prizes from 20th Dae Jong Awardsm the so called Academic Awards of Korea. 「The Reason Why Dharma went to the East?」 tries to express the deep philosophy of Buddhism through " the 10 pictures of cow". meaning that one must try find oneself through zen and meditation. It defines the 10 stages of human life with cows in the from of eastern caligraphic pictures. In the movie three characters are included: an old monk, a young monk and a child monk. The theme is that, in order to get over the nihilism of life, one must find one's true self. Through the practice of zen, human being can overcome vice and the death conflict. And this is the only way to find one's meaning of life. The movie defines the 10 stages of human life through cows, in the form of eastern calligraphic pictures, which creates a visual mood. In terms of the technical aspects of motion picture making, however, the movie occasionally loses its rhythmic tempo and jumping from past to present to future throughout the entire film. Despite appreciating the movie overall, viewers can become impatient with this aspect, finding it hard to understand the plot of movie. However, it is no exaggeration to say that the director expresses the deep philosophy of Buddhism with its original style of visual aesthetic mode.

敎育의 效率化를 위한 敎育媒體 活用에 관한 硏究

南明子 아주대학교 1982 論文集 Vol.5 No.-

The purpose of the study was to find the effective methods of utilizing the educational media to evevate the quality of education. It is found that there are four ways to utilize the educational media which are as follow: 1. Total teaching method - Curriculum is designed to teach the class with educational media as a main part of teaching. In this method, teacher's aid and the other materials are becoming as the supporting part of teaching. 2. Supplementary teaching method-Educational media is utilized to support the important points of the lectures. 3. Enrichment program method - Educational media programs do not have direct relationship with the lecture. However, it has indirect connection with the lecture and it enriches the education in general. 4. Individualized instructional method- Educational media programs are utillzed to help the students for their individual studies out of the classroom. In order to utilize the educational media for its maximum effectiveness, the curriculum design should be organized as the following steps: 1. Establishment of instructional objectives 2. Pre-assessment of students. 3. Selection of instructional procedures and materials 4. Conduction the evaluation It is essential to use educational media for the effectiveness of education in this rapid changing era. It can bring fresh and new ideas into the classroom without any delay and also it can bring benefit to the large number of students. However, the follwing points are need to be considered: the development of quality software, conducting in-service training programs, and having training programs, and having supports from The Ministry of Education..

유아교육 텔레비젼 프로그램 개발을 위한 프로그램 分析에 관한 연구

南明子 亞洲大學校 1984 論文集 Vol.7 No.-

The purpose of this study was to analyze the preschooler's television programs in order to help to develop a quality children's educational TV program. If television is one of the most popular medium for preschoolers and if they do enjoy to watch it, then it is necessary to develop a quality educational programs for them. The three existing preschooler's TV programs which are "One Two Three", "Po Po Po", and "TV Kindergarten" were content analyzed and questionaires were given out to the kindergarten teachers for this study. The three preschooler's TV programs were esed magazine program format. The educational objectives of the programs are included cognitive, affective, and social-moral domains. However, the programs are not considered the active participation, motivation, and cognitive developmental stage of the children. The program production cost seems to allocated for the minimum budget. Therefore, the programs could not used variety production techniques. The most of the production was done in the studio so that it gives feeling of congestion and did not lead children to the outside of the world. In order to elevate the quality of the program, it is necessary to organize children's TV program committee which includes educators, psychologists, broadcaters, advertisers, graphic designers, animators,and actors and actresses. In this way the program will have scientific educational values which will enhance children's cognitive, affective, and social-moral development.