4세 때의 전자매체 놀이시간과 초등학교 3학년 때의 또래애착 간의 관계에서 수면시간의 매개효과: 잠재성장모형을 이용한 종단연구

박윤현(Pack, Yun Hyun),박지은(Park, Ji Eun),김대웅(Kim, Daewoong),서지연(Sheo, Jiyeon),최나야(Choi, Na Ya) 한국열린유아교육학회 2019 열린유아교육연구 Vol.24 No.3

이 연구의 목적은 아동 수면시간의 변화 양상을 살펴보고, 4세 유아의 전자매체 놀이시간, 아동 수면시간 변화, 초등학교 3학년 또래애착의 구조적 관계를 살펴보는 것이다. 이를 위하여 한국아동패널 6차년도부터 10차년도까지의 자료를 이용하여, 아동 수면시간의 변화가 비선형으로 변화하는지 확인하고, 구조방정식 모형의 적합도를 살펴보았다. 연구대상은 1,435명이다. 분석결과 첫째, 4세 유아의 하루 평균 총 수면시간은 9.9시간이며, 연령이 증가함에 따라 수면시간이 감소하였다. 둘째, 4세 유아의 전자매체 놀이시간이 아동수면시간 초기치 및 이차변화율에 미치는 영향이 유의하였다. 전자매체 놀이시간이 증가할수록 하루 평균 총 수면시간이 감소하며, 연령이 증가함에 따라 수면시간 감소폭이 더 큰 것으로 나타났다. 셋째, 아동 수면시간 선형변화율 및 이차변화율이 초등학교 3학년 또래애착에 미치는 영향이 유의하였다. 수면시간이 더 많은 아동이 또래애착을 더 잘 맺는 것으로 나타났다. 이러한 결과는 아동의 사회적 관계인 또래애착에 대해 비사회적 측면인 수면이 영향을 미칠 수 있음을 의미하며, 사회 · 정서 발달 측면에서 아동의 생활습관이 고려되어야 함을 의미한다. The purpose of this study is to investigate the pattern of change in children’s sleep duration along with the structural relationship among electronic media usage time of four-year-olds, sleep duration and third-grader’s peer attachment. For this purpose, 6<SUP>th</SUP> year, 7<SUP>th</SUP> year, 8<SUP>th</SUP> year, 9<SUP>th</SUP> year, and 10<SUP>th</SUP> year data of the Korean Children and Youth Survey were used to examine whether children’s sleep duration changes in a nonlinear pattern and the suitability of structural equation model. Subjects include 1435 children. Results reveal several conclusions. First, average sleep duration of four-year- olds per day was 9.9 hours and sleep duration decreased with age. Second, electronic media usage time of four-year-olds had a significant effect on initial sleep duration and secondary changes in sleep duration. As electronic media usage time increased, the average sleep duration per day decreased and the ratio of decrease in sleep duration was greater with age. Third, both linear strain changes and secondary changes in sleep duration had a significant effect on third-grader’s peer attachment. Children with longer sleep duration formed better peer attachment. Overall findings suggest that nonsocial factors such as sleep duration can affect children’s peer attachment and hence, diverse aspects of children’s lifestyle are to be considered for their healthy socio-emotional development.

K 유치원 교사들의 눈으로 바라본 스마트 미디어의 교육적 활용

박윤현(Pack, Yun Hyun),박지은(Park, Ji Eun),서지연(Sheo, Ji Yeon),김대웅(Kim, Dae Woong) 한국열린유아교육학회 2020 열린유아교육연구 Vol.25 No.3

이 연구의 목적은 유아 교육기관에서 스마트 미디어를 교육적으로 활용하는 것의 순기능과 한계는 무엇인지, 이 과정에서 교사에게 요구되는 역할은 무엇인지 살펴보는 것이다. 이를 위하여 스마트 미디어를 활동 교구 및 놀잇감으로 활용하고 있는 K 유치원 교사 9인과 면담을 진행하였다. 연구 결과, 스마트 미디어는 유아의 주도적 지식탐구를 촉진하고, 호기심 증진을 통한 활동 확장에 기여하는 순기능이 있었다. 또한, 교사가 유아의 참여를 유도하고 유아의 요구에 즉각적으로 대처하도록 도움을 주었다. 이러한 순기능이 확대되기 위해서 모방을 위한 시범자 및 활용을 위한 조력자 역할이 교사에게 요구되었다. 둘째, 한계와 관련하여, 연령별 세분화 된 기능의 미비, 유해한 콘텐츠 노출 위험이 제기되었다. 또한, 교사 간 스마트 정보격차가 존재, 교사교육의 부족이 한계점으로 지적되었다. 이러한 한계를 보완하기 위하여 교사에게 유아 발달 이해자, 균형 있는 사용을 위한 조절자 역할이 요구되었다. 이러한 연구 결과를 바탕으로 교사를 위한 교사교육, 교사교육을 위한 후속연구 필요성을 제안하였다. This study examines the functions and limitations of educational use of smart media in early childhood institutions and the role of teachers required in the process. For the purpose of our study, interviews were conducted with nine K-kindergarten teachers who have been using smart media for the activity and playing in their classrooms. Results revealed the following. First, utilization of educational smart media contributed to young children’s knowledge exploration and activity expansion through promoting their interests. Furthermore, smart media led teachers to encourage children’s participation and show immediate responses to children’s needs. Second, in terms of the limitations, educational smart media lacked specialized functions appropriate for each age group, and exposed children to harmful contents. Also, there are smart divide and lack of teacher training. In order to overcome these limitations, teachers are required to fully understand young children’s developmental trajectory and encourage children’s balanced media use. Results of the study suggest teacher training and further studies for teacher education.

3, 4, 5세 유아의 논리·수학적 사고 발달: 변별, 서열, 유목, 패턴 과제 수행을 중심으로

박윤현 ( Pack Yun Hyun ),김보경 ( Kim Bokyung ),이순형 ( Yi Soon Hyung ) 미래유아교육학회 2017 미래유아교육학회지 Vol.24 No.2

이 연구는 만 3, 4, 5세 유아의 논리·수학적 사고 능력의 발달을 변별, 서열, 유목, 패턴 과제의 수행을 중심으로 조사하여 이 능력들의 발달적 궤적을 밝히고 이론적, 실용적 시사점을 제안하는 것을 목적으로 하였다. 구체적으로 유아의 연령과 성별에 따라 그리고 영역별, 하위 과제별로 유아의 과제 수행이 차이를 보이는지 확인하고자 하였다. 이를 위해 변별, 서열, 유목, 패턴 영역으로 구성된 과제 도구(4영역, 총 27문항)를 제작하였고, 경기도에 위치한 유치원에 재원 중인 3, 4, 5세 유아 60명을 무선 표집하여 이 유아들의 과제 수행을 조사하였다. 연구 결과, 첫째, 전체 변별 수행 정답률은 3세에서 5세로 연령이 증가함에 따라 점진적으로 향상되었고, 전체 서열, 전체 유목, 전체 패턴의 수행 정답률은 4세에서 5세로 연령이 증가함에 따라 급격하게 향상되었다. 또한 전체 변별, 전체 서열의 수행시간은 3세에서 4세 사이에 급격하게 감소하였고, 전체 유목의 수행시간은 3세에서 5세 사이에 점진적으로 감소하였다. 둘째, 변별과제와 서열과제의 수행에서 부분적으로 성별에 따른 차이가 나타났다. 셋째, 과제 정답률을 기준으로 전반적인 과제 수행의 수준은 변별 과제가 가장 높았고, 유목 과제, 서열 과제, 마지막이 패턴 과제의 순으로 낮아졌다. 각 영역별 하위 과제 간에도 과제 수행의 차이가 나타났다. 이러한 결과들은 유아들의 변별, 서열, 유목, 패턴 능력 발달의 영역 특정성을 입증하며, 이 능력들의 발달이 질적인 변화 특성과 함께 양적인 변화 특성을 보인다는 사실을 확인시켜준다. 또한 이 연구의 결과들은 유아의 발달적 수준에 적합한 논리·수학 교육에 실용적 시사점과 정보를 제공한다. The purpose of this study was to investigate the development of children`s discrimination, seriation, categorization, pattern ability, and to suggest related theoretical and practical implications. A test set, consisting of 27 items in total, was prepared. It comprised 4 categories: discrimination, seriation, categorization, pattern. Sixty children (twenty each 3-year-olds, 4-year-olds, and 5-year-olds) were randomly selected from a kindergarten in Gyeonggi-do for the test. Results demonstrated that the frequency of children`s correct answers either increased gradually between the ages of 3 and 5 (for discrimination) or increased abruptly between the ages of 4 and 5 (for seriation, categorization, pattern). Furthermore, children`s response time either decreased abruptly between the ages of 3 and 4 (discrimination, seriation) or decreased gradually between the ages of 3 and 5 (categorization). There were partial significant differences in terms of performance related to children`s sex. Overall accuracy rates was the highest in the discrimination tasks, followed by categorization, seriation, and pattern tasks respectively. Significant differences were observed in accuracy rates among sub-tasks in each domain. These results thus demonstrated developments in domain-specific, not only qualitative but also quantitative developments of discrimination, seriation, categorization, pattern ability in early childhood. Moreover, this study provides practical information and considers implications for logico-mathematical education appropriate to children`s developmental level at different ages

교수자료의 정보제시 방식과 유아의 시각 · 청각 작업기억 용량이 유아의 학습효과에 미치는 영향

박윤현(Yun Hyun Pack),최나야(Na Ya Choi),김보경(Bokyung Kim) 한국아동학회 2021 아동학회지 Vol.42 No.6

Objectives: This study investigates the effects of teaching material presentation methods and young children’s visual and auditory working memory capacity on their learning effectiveness. It also suggests effective instructional design and teaching-learning methods suitable for children’s information processing characteristics. Methods: Participants included 86 five-year-old children enrolled in kindergartens in Seoul, Gyeonggi, Incheon, and Daejeon. Three categories of teaching materials with different presentation methods were created. Participants were randomly assigned to one of the category groups, and participated in learning activities. After the activities, learning effectiveness, working memory, and attention were measured. Data were analyzed using SPSS 20.0. Results: Results indicated that children’s learning effectiveness differed according to the teaching material presentation method. Higher learning effectiveness was observed when auditory and visual information was presented concurrently rather than sequentially, but learning was not affected by the sequential order. The groups with larger auditory working memory capacity and larger visual working memory capacity achieved higher learning effectiveness than did their respective counterparts. Additionally, learning effectiveness was greater for children with larger auditory working memory capacity when presented with auditory information before visual, and for those with larger visual working memory capacity when presented with visual information before auditory. Conclusion: The study results enhance foundational knowledge related to individual differences in young children’s visual and auditory information processing abilities. Moreover, this study has practical implications for developing instructional materials and proposals suitable for young children’s individual information processing characteristics.

자극의 대상개별화 수준에 따른 유아와 성인의 즉지하기: 대상의 간격, 색, 모양 구성에 따른 수행을 중심으로

김보경,박윤현,이순형,Kim, Bokyung,Pack, Yun Hyun,Yi, Soon Hyung 대한가정학회 2017 Human Ecology Research(HER) Vol.55 No.5

This study investigated the development and core mechanism of subitizing in children and adults as well as provides related theoretical and practical discussions. This study was conducted to determine if subitizing changed with the age of participants and if there were differences in subitizing according to the spacing, color, and shape of the stimuli. The subitizing task set (including forty main trials) was prepared. Forty-five children (fifteen each in groups of 3, 4, and 5-year-olds) and fifteen adults were recruited to perform the subitizing tasks. The results demonstrated that the subitizing speed and accuracy of children improved abruptly between age 3 and age 4. Furthermore, there were significant differences in children's subitizing speed according to the spacing and color of the objects. The children's response time decreased when the objects were fully apart or were of diverse colors. In addition, there were partial significant differences in the subitizing speed of children related to the shape of the objects. The subitizing speed of children decreased in a condition (subitizing 5 objects of diverse colors in fixed spacing) when the shapes of the objects were diverse. The subitizing speed of adults only differed according to the space of the objects. The results demonstrate the development of subitizing in early childhood along with the presence of object individuation processing stages underlying subitizing. This study also provides practical information and suggestions for educational curricula that can strengthen the competency of children in systematic and diverse activities.

자극의 대상개별화 수준에 따른 유아와 성인의 즉지하기: 대상의 간격, 색, 모양 구성에 따른 수행을 중심으로

김보경 ( Bokyung Kim ),박윤현 ( Yun Hyun Pack ),이순형 ( Soon Hyung Yi ) 대한가정학회 2017 Human Ecology Research(HER) Vol. No.

This study investigated the development and core mechanism of subitizing in children and adults as well as provides related theoretical and practical discussions. This study was conducted to determine if subitizing changed with the age of participants and if there were differences in subitizing according to the spacing, color, and shape of the stimuli. The subitizing task set (including forty main trials) was prepared. Forty-five children (fifteen each in groups of 3, 4, and 5-year-olds) and fifteen adults were recruited to perform the subitizing tasks. The results demonstrated that the subitizing speed and accuracy of children improved abruptly between age 3 and age 4. Furthermore, there were significant differences in children’s subitizing speed according to the spacing and color of the objects. The children’s response time decreased when the objects were fully apart or were of diverse colors. In addition, there were partial significant differences in the subitizing speed of children related to the shape of the objects. The subitizing speed of children decreased in a condition (subitizing 5 objects of diverse colors in fixed spacing) when the shapes of the objects were diverse. The subitizing speed of adults only differed according to the space of the objects. The results demonstrate the development of subitizing in early childhood along with the presence of object individuation processing stages underlying subitizing. This study also provides practical information and suggestions for educational curricula that can strengthen the competency of children in systematic and diverse activities.

보육비 지원대상 확대에 따른 소득계층별 유아 보육비 및 사교육비 변화

정수지(Su Ji Jung),박윤현(Yun Hyun Pack),송지나(Ji Na Song),김대웅(Dae Woong Kim),이순형(Soon Hyung Yi) 한국아동학회 2016 아동학회지 Vol.37 No.2

Objective: The purpose of this study was to examine the changes of childcare expenses and private education expenses caused by target expanding the childcare subsidy policy and its relationship to household income. Methods: The study analyzed data of the Korean Welfare Panel Study from 2009, before the universal childcare policy was enforced, to 2013, when the universal childcare policy was enforced. Results and Conclusion: The results of analysis were as follows. First, while childcare expenses, private education expenses, and their ratios to household income showed a tendency of gradual decline, the graphs of childcare and private education expenses were symmetric. Second, there were differences in childcare and private education expenses among income classes. Third, in 2009, before the universal childcare policy was enforced, household income affected childcare and private expenses. Lastly, in 2013, after the universal childcare policy was implemented, household income had a greater effect on private education expenses, while the effect of household income on childcare expenses became insignificant.

초등학교 시기 아동의 독서량과 초등학교 6학년 때의 학습태도 간의 관계에서 자아존중감의 매개효과

유수연(Su Yeon Ryu),박윤현(Yun Hyun Pack),김진욱(Jin Wook Kim) 학습자중심교과교육학회 2024 학습자중심교과교육연구 Vol.24 No.7

목적 이 연구는 초등학교 시기의 학령기 아동의 종단적인 독서량의 변화와 학습태도 간의 관계를 살펴보고, 아동의 개인 특성 변인인 자아존중감의 매개효과를 확인하고자 하였다. 방법 이를 위하여 한국아동패널(Panel Study on Korean Children)에서 제공하는 2016년 9차년도 자료부터 2020년 13차년도 자료를 활용하여 분석하였다. 연구대상은 한국아동패널에서 9차년도부터 13차년도까지 아동의 일주일 총 독서량에 응답하지 않은 사례를 제외하고 총 972명이었다. 잠재성장모형과 무조건 잠재성장모형을 통해 초등학교 2학년부터 6학년까지의 독서량이 선형으로 변화하는지 확인하고, 구조방정식 모형으로 변인 간의 인과적 관계를 확인하였다. 결과 첫째, 초등학교 2학년 때부터 6학년 때까지 아동의 일주일 총 독서량은 연령이 증가함에 따라 선형으로 점차 감소하였다. 둘째, 초등학교 2학년 때의 아동 일주일 총 독서량 초기치 값과 초등학교 2학년 때부터 6학년 때까지의 일주일 총 독서량 변화율은 초등학교 6학년 때의 아동 학습태도에 직접적인 영향을 미쳤다. 또한, 초등학교 6학년 때의 자아존중감은 독서량 값과 학습태도의 관계에서 간접적으로 매개역할을 하였다. 결론 이러한 결과는 초등학교 시기 학령기 아동의 학습태도에 독서가 긍정적인 영향을 미칠 수 있다는 것과 함께 연령이 낮을수록 독서량이 높으면 연령이 증가하면서 독서량이 감소하더라도 학습태도에 더욱 긍정적인 영향을 미칠 수 있다는 것을 밝혔다. 또한, 학령기 아동의 독서와 학습태도 간의 관계에서 아동의 자아존중감이 부분매개하고 있다는 것을 확인하였다. Objectives This paper examines longitudinal changes in the amount of reading of elementary students and the relationship between the longitudinal changes and learning attitudes of 6th-grade elementary students. Moreover, it analyses the mediating effect of self-esteem in the relationship between the variables. Methods The data is from the 9th year of 2016 to the 13th year of 2020 provided by the Panel Study on Korean Children(PSKC). A total of 972 students were studied, excluding cases in which children did not respond to the total amount of reading per week reading from the 9th to the 13th year in PSKC. It investigates whether the total amount of reading per week from the 2nd to 6th grade of elementary school changed linearly through the Latent Growth Model and the Unconditional Latent Growth Model. Then it conducts the Structural Equation Model to confirm the relationship between the amount of weekly reading from the 2nd to 6th grade and the learning attitude of the 6th grade, and whether self-esteem of the 6th grade mediates the relationship between the variables. Results First of all, the total amount of reading per week for an elementary student from the 2nd to the 6th grade gradually decreased as his/her age increased. Secondarily, the initial total amount of reading per week and the changes from 2nd-grade to 6th-grade elementary school of total amount of reading per week directly affected the 6th-grade students’ learning attitude. In addition, self-esteem in the 6th grade of elementary school indirectly mediates on the relationship between the total amount of reading per week and learning attitude. Conclusions As a result, the research reveals that reading can have a positive effect on the learning attitude of elementary students. Whether students read many books at an early age in elementary school, students’ learning attitudes get more positive although the amount of reading decreases as they get older. Furthermore, it discloses school-aged children’s self-esteem partially mediated the relationship between children’s reading and learning attitudes.

형제 놀이 속에서 발현된 “코델리아” 형규의 이성지향자적(異性志向者的) 특성에 관한 질적 연구

이은지(Eun Ji Lee),강현구(Hyoun Gu Kang),박윤현(Yun Hyun Pack) 한국아동학회 2015 아동학회지 Vol.36 No.4

It is generally known that children’s development of ‘gender schema’ and ‘gender role stereotype’ has a positive relationship with the notion of ‘gender role preference’. This study analyzed an unusual case focusing on the role playing of two brothers’. The elder brother, Hyoung-Gyoo, always preferred to take the female role, and he had a preference for feminine names like “Cordelia” whilst engaging in role playing situations. The brothers can be said to have crossed the border into the realm of intersexual role playing. The results revealed Hyoung-Gyoo’s clear discrepancy between gender-related perceptions and reality, and showed his younger sibling Je-Gyoo’s high level of acceptance towards his brother’s extraordinary gender role preference. The results of this study can serve as a useful reference point for detailing unusual development from early childhood regarding ‘opposite-gender-role seeking’ characteristics.