우리나라 창작 그림책에 나타난 장애가 있는 등장인물과 다른 등장인물과의 상호작용 분석

유수옥 ( Soo Ok Yoo ) 미래유아교육학회 2009 미래유아교육학회지 Vol.16 No.3

본 연구는 내용분석법을 사용하여 우리나라 창작그림책에 나타난 장애가 있는 등장인물과 다른 등장인물과의 상호작용 특성을 분석하였다. 창작 그림책에서 정신적, 신체적 장애 등장인물은 학교에서 친구와 수용하기나 인정하기와 도와주기와 같은 상호작용을 많이 하는 것으로 묘사되고 있다. 신체적 장애는 정신적 장애보다 가족 이외의 사람과 좀 더 확대된 장소에서 긍정적 상호작용과 긍정적 관계 유지를 더 많이 하였다. 그리고 신체적 장애 등장인물은 다른 등장인물과 서로 도움을 주고받는 협력적인 인물로 묘사되고 있으며, 정신적 장애 등장인물은 자신의 목표를 독립적으로 성취 못하지만 신체적 장애는 독립적으로 성취하거나 주위의 적은 도움에 의해 성취하는 것으로 나타났다. The purpose of this study was to examine the Korean view of disabilities, which reflects Korea`s socio-cultural values. Through the use of content analysis, this study explored the interaction between characters with disabilities and characters without disabilities in Korean created picture books. In the Korean created picture books, both physically and mentally disabled characters was described as able to interact well with friends in such ways as accepting, recognizing, and helping friends in school and community. However, the physically disabled were depicted as having more positive interactions and keeping up positive relationships with people outside of their social and familial circles and in more places than mentally disabled individuals. Unlike the mentally disabled characters, the physically disabled characters were shown to be more cooperative ones, which are capable of both giving help to others as well as receiving it from others. Also, physically disabled people were more likely to achieve their goals independently as well as with a little help from others, while mentally disabled people were often depicted as being unable to do so. Clearly the above findings showed that the twenty-first century`s engineering and technology advancements have facilitated the independence of physically disabled people.

한국판 유아 행동 척도-2(Korean Preschool Kindergarten Behavior Scale-2: PKBS-2) 타당화 연구

유수옥(Soo Ok Yoo),이기성(Gi Sung Lee),하승민(Seung Min Ha),박수경(Soo Kyung Park) 한국아동학회 2014 아동학회지 Vol.35 No.4

The purpose of this study was validate the Preschool and Kindergarten Behavior Scale-2(PKBS-2) and develop the Korean version PKBS-2(K-PKBS-2) through the phases of concept and statistical review. For this purpose, this study conducted PKBS-2 for teachers with 1,119 young children in Jeonbuk province. During the factor structure review, according to the results of exploratory factor analysis, 30 items and 4 factors(social interaction, social cooperation, social compliance, and social independence) in social skills scale and 40 items and 4 sub-factors of 3 factors(internalizing behavior, externalizing behavior, and interpersonal emotional behavior) in problem behavior scale were extracted. In addition, confirmatory factor analysis, the model fits of social skills and problem behavior scales were higher than the original test and very high reliability and internal consistency were produced. During external factor review, convergent validity and discriminant validity were verified. After cultural specificity and cultural universality between PKBS-2 and K-PKBS-2 were discussed, K-PKBS-2 was presented as e scale which is very useful for the screening, prevention, and intervention program plan of challenging behavior behaviors in young children in Korea.

문제행동 발생과 예방 및 중재에 관한 연구동향 분석

유수옥(Soo Ok Yoo),이순자(Soon Ja Lee) 한국아동학회 2012 아동학회지 Vol.33 No.6

In this study, 150 previous studies of young children`s challenging behavior, conducted over the past 10 years, from 2003 to 2012, were selected. These studies were in relation to young children both with and without disabilities, and they were thus used for the purposes of comparative analysis. The major findings are as follows. First, research on challenging behavior not only of young children with disabilities but also of those without disabilities has been an increasing trend from 2008. While most studies of those without disabilities were based on observations by parents or teachers using a variety of tools, studies regarding those with disabilities mainly used single-subject research methods using an operational definition. Second, the bulk of the studies of young children without disabilities were focused on interaction between various children`s internal variables and a variety of parent-related variables related to the occurrence of challenging behavior. In comparison, studies of young children with disabilities were focused excessively on direct intervention after the occurrence of problems. Regarding those without disabilities, the interaction between children`s temperament, internal variables, and their mothers` parenting behavior, external variables were the main areas of interest for these researchers. There is clearly a growing need for more active research aimed at the prevention of challenging behavior. Challenging behavior in early childhood has an influence not only on each child`s present and future academic achievement levels and their quality of life but also on the quality of instruction in classroom available to all children.

장애유아 문제행동 예방 및 중재에 관한 국내 실험 연구 분석

유수옥(Yoo, Soo Ok) 이화여자대학교 특수교육연구소 2015 특수교육 Vol.14 No.1

본 연구는 우리나라에서 2004년부터 2013년까지 수행된 장애유아 문제행동 예방 및 중재에 관한 연구를 최근 특수교육에서 강조되고 있는 연구 설계의 질적 지표(Quality Indicator for Research)와 증거 기반 실제(Evidence Based Practice) 관점에서 분석하여 논의하는 데 목적을 두었다. 우리나라 장애유아 문제행동 연구는 5세의 ADHD, 자폐성 장애 유아, 발달지체 유아 순으로, 유아특수교실보다 통합교실의 일과 내에서, 팀 구성원보다 교사나 연구자에 의하여 가장 많이 수행되었다. 주로 단일 대상 연구를 사용하였으며, 대상자간 중다기초선 설계법이, 종속 변인으로 문제행동 단독이 아닌 다른 바람직한 행동을 함께 가장 많이 연구하였다. 연구의 질적 요소 7개를 모두 측정한 연구는 5편에 불과하였으며, 예방차원보다 중재 차원의 연구들이 더 많았다. 예방 및 중재 전략은 최근 유아교육과 유아특수교육 실제에서 추천되고 있는 증거 기반 실제보다 연구자 개인이 자체적으로 개발한 증거 기반 실제와 부합하는 전략도 많이 사용한 것으로 나타났다. 그리고 연구 설계의 질적 수준의 중요성과 증거 기반 실제의 중요성에 근거하여 문제행동 연구 및 실제의 바람직한 미래 방향을 제시하였다. The purpose of this study is to analyze, in depth, the studies on prevention and intervention in the challenging behaviors of young children with disabilities, which has been performed from 2004 to 2014 in Korea, by focusing on the aspects of Quality Indicator for Research Design and Evidence Based Practice, which has been recently empfasized in special education. The research on the challenging behaviors of young children with disabilities in Korea studied young children with ADHD at Age 5, young children with autism spectrum disorder, and young children with developmental delays most in order, and was conducted in inclusive classrooms more than in young children special classrooms by teachers and researchers more than by team members. Such literature mostly used single subject research, and most used multi baseline design across subjects, and analyzed not only challenging behaviors but also other desirable behaviors as dependent variables. Only 5 studies measured all 7 qualitative factors of research, and such preceding research analyzed intervention dimensions more than prevention dimensions, and used the strategy of evidence-based practice developed by researchers themselves more than evidence-based practice recommended recently in young children education and young children special education practice. In addition, on the basis of the importance of quality level for research design and the importance of evidence based practice, this study presented the desirable future directions toward the research and practice on challenging behaviors.

연령 증가에 따른 영유아 문제행동 발생율 군집화 연구

유수옥(Soo Ok Yoo) 한국아동학회 2013 아동학회지 Vol.34 No.6

The purpose of this study was to examine changes in the rate of occurrence of challenging behaviors in young children according to their increase in age. The study is based on the responses of teachers in child care centers(N=246). They were asked which 38 types of challenging behavior occur most among ages 2, 3, 4, or 5 in young children`s classrooms. The major results of this study were as follows. First, the occurrence rates of young children`s challenging behaviors were classified into 5 clusters; decreased(Cluster 1, Cluster 2, Cluster 3), maintained(Cluster 4), or increased(Cluster 5) according to increases in their respective ages. Second, the behaviors such as throwing tantrums and biting, evident in Cluster 1, decreased very rapidly from a very high occurrence rate by age 3. The classroom culture maladjustment behaviors such as running aimlessly around the classroom and shouting, apparent in Cluster 2, had decreased rapidly from a high occurrence rate by age 4. The intentional classroom disruptive behaviors such as dropping objects to create noise and the peer culture maladjustment behaviors studied in Cluster 3 decreased gradually from a rate of medium occurrence by age 5. These results revealed the discontinuity which a few young children exhibit. Third, hurting others, observed in Cluster 4 maintained a low occurrence rate from age 2 until age 5. Using inappropriate language and threatening others in Cluster 5 increased gradually from a low occurrence at 2 to a high rate of occurrence at age 5. By carefully examining the change of young children`s challenging behaviors on the basis of objective data in terms of the continuity/ discontinuity and increased/ decreased rate of diverse challenging behaviors, we will be better able help teachers and parents to plan the instruction, prevention and intervention of young children`s challenging behaviors.

장애전담 보육시설 보육교사의 직무 스트레스

유수옥(Soo ok Yoo),임명환(Myung whan Lim) 한국열린유아교육학회 2007 열린유아교육연구 Vol.12 No.4

본 연구는 장애 전담 보육 시설에 근무하는 보육교사 127명을 대상으로 직무 스트레스와 개인 변인에 따른 직무 스트레스의 차이를 설문지를 이용하여 연구하였다. 연구 결과 교사들은 보상 체제 관련 스트레스가 가장 높고 동료 교사 관련 스트레스가 가장 낮게 나타났다. 연령, 교육 경력, 결혼, 교사직 선택 동기에 따라 집단 간 스트레스가 차이가 나타났으며, 25-29세의 교사들이 학부모, 원장ㆍ원감과의 직무상, 근무 환경 관련 스트레스를, 교육 경력 4-6년의, 종교가 없거나 기독교인 교사들이 장애유아, 보육 활동, 근무환경 스트레스를 공통적으로 가장 많이 경험하고 있었다. 미혼의 교사는 장애유아, 동료 교사, 그리고 보상체제를 제외한 모든 직무 스트레스 하위요인에서, 전공 분야이기 때문에 교직을 선택한 교사는 보상체제와 원장ㆍ원감과의 직무상 관련 스트레스가 가장 높게 나타났다. This study investigated occupation stress of 127 teachers, who work in daycare centers for young children with disabilities by questionnaire. The findings are as follows: 1) They had higher occupation stress than other teachers of various kinds of day care and education organizations in charge of caring for young children and those with disabilities. 2) The stress related to the compensation system was higher and the stress related to other teachers at work was the lowest. According to individual variables, those aged 25 to 29 experienced in stress related to parents, director and assistant director and work environments had the highest stress. Teachers with 4-6 years of educational careers and those who have no religion or are Christian were experiencing stresses related to young children with disabilities, educare activities, and work environment. It is found that unmarried teachers have experienced every subfactor of occupational stress except stresses related to young children with disabilities, other teachers at work and compensation system. And it has been noted that the teachers who chose the teaching profession because it was their major had the highest occupational stress related to compensation system and with the principals and vice-principals.

우리나라 옛이야기 그림책에 나타난 장애 등장인물의 상호작용과 이미지

유수옥(Soo Ok Yoo) 한국아동학회 2007 아동학회지 Vol.28 No.3

장애 관련 과목 수강에 따른 대학생의 장애인에 대한 사회적 근접감에 관한 연구

유수옥 ( Soo Ok Yoo ) 미래유아교육학회 2011 미래유아교육학회지 Vol.18 No.1

본 연구는 장애관련 과목 수강에 따라 대학생의 장애인에 대한 사회적 근접감의 변화와 이러한 사회적 근접감이 장애유형에 따라 어떠한 차이를 보이는가에 대하여 연구하였다. 연구 대상은 장애 관련 내용으로 구성된 교양과목인 ``아동발달의 이해``와 ``장애인의 이해``를 수강하는 대학생 152명이다. 연구 결과, 장애인에 대해 구체적이고 충분한 내용을 다룬 ``장애인의 이해``를 수강한 대학생은 장애인에 대한 피상적인 정보 전달에 그친 ``아동발달의 이해``를 수강한 대학생과 비교해볼 때 사회적 근접감이 증가하였으며, 사회적 근접감의 하위 차원인 신체적·대인간 근접감에서도 변화가 나타났으며 특히 대인간 근접감에서 많은 차이가 나타났다. 그리고 두 과목 수강 대학생은 신체적 장애인 시각장애인에게 가장 높은 순위의 사회적 근접감을 나타내었고, 정신적 장애인 자폐성 장애인과 지적장애인에게는 가장 낮은 근접감 순위를 나타내었다. 특히 중재 효과인 사회적 접근감의 변화는 청각·의사소통 장애인이 가장 두드러졌다. The purpose of this study was to compare the social proximity toward individuals with disabilities of undergraduate students enrolled in understanding child development course and understanding individuals with disabilities course. Data were collected from 152 with questionnaire of undergraduate students with two courses and analyzed with t-test. The major findings in this study were as follows. Students enrolled in the course of understanding individuals with disabilities that has provided profound and sufficient information and discussion were increased more positive social proximity toward individuals with disabilities in the end of semester compared to in the beginning of the semester, while in the course of understanding child development that has provided limited information on disabilities were decreased. Especially, physical and interpersonal proximity toward individual with physical disabilities were remarkedly ameliorated. In addition, student were willing to have more proximity to visual and hearing·communication impairment such as physical disabilities but more distance to mental disabilities such as autism and intellectual disabilities.

인형극이 장애유아 수용 증진에 미치는 영향

유수옥(Soo Ok Yoo),최수미(Su Mi Choi) 한국아동학회 2001 兒童學會誌 Vol.22 No.4

This study attempted to investigate which the effects of puppetry about disabilities for improving the acceptance of young children with disabilities. Total of 60 preschoolers served as experimental and control group and were administered pre and post test. The experimental group was presented with puppetry 6 times. The result showed that the acceptance to young children with disabilities was altered through puppetry. Significant gender difference was found in accessbility to young children with disabilities, girls were more improved than boys. However, there was no difference in perception about young children with disabilities and their classroom activity.

그림 이야기책을 통해 유아가 지각한 어머니의 자녀 발달신념과 양육행동

유수옥(Soo Ok Yoo),임영심(Young Sim Lim) 한국아동학회 2001 아동학회지 Vol.22 No.3

This study of children`s perceptions own and desirable mothers was based on data gathered from answers to questionnaires by 46 preschoolers living in Chunju. The children listened to the stories of 3 picture books based on the interactionist, maturationist, and behaviorist theories of child development. Parenting behaviors were rated by standards of support and control dimensions. The subjects perceived their own mothers` developmental beliefs in rank order of maturationist, behaviorist and interactionist. Most parenting behaviors were perceived to be punishment. The subjects ranked the developmental beliefs of the most desirable mothers in order of maturationist, interactionist, and behaviorist. The most desirable parenting behaviors were perceived to be affectionate expression, recognition, and cooperation. There was no relationship between own and mothers` developmental belief.