과제의 특성이 아동의 유목 - 포괄 수행에 미치는 영향

이경열(Kyeong Yul Lee) 한국아동학회 1992 兒童學會誌 Vol.13 No.2

The purpose of the present research was to investigate developmental trends in children`s class-inclusion performance and to examine the influence of task characteristics(provision or deprivation of quantitative information and perceptual information) on a class-inclusion task. The subjects of this study were 96 children, 12boys and 12girls at each age level. 5, 6. 7 and 8 years of age. The experimental materials consisted of 12 stimulus boards which were constructed on the basis of picture cards used by Judd and Mervis(1979) and Lane and Hodkin(1985). The class-inclusion tasks were individually administered by the researcher. The data were analyzed by the statistical methods of t-test, one-way ANOVA and Duncan multiple range test. The results showed that (1) There were significant age differences in children`s class-inclusion performance. That is, children`s performance scores on the class-inclusion task increased with age.: (2) There were significant task characteristics differences in children`s class-inclusion performance. That is, children performed better on the deprivation of quantitative information task than on the provision of quantitative information task.

숲 활동을 경험한 유아교사의 행복감에 대한 내러티브적 탐구

이경열 ( Kyeong Yul Lee ),최수경 ( Soo Kyung Choi ) 영유아교육학회 2013 영유아교육연구 Vol.16 No.-

이 연구는 숲 활동을 경험한 유아교사가 숲에서의 교육을 실천하는 교사되기의 길을 가는 과정에서 어떤 경험을 하는지, 이러한 경험을 통해 유아와의 관계, 자신의 직무에 대한 생각 등 교사로서 가지는 행복감에 대해 그들의 이야기를 통해 진솔하게 드러내어 보여줌으로써 숲 활동이 유아뿐만 아니라 유아교사에게도 어떠한 변화를 가져 올 수 있는가에 대한 관심과 이해를 돕고자 하기 위한 것이다. 2012년 4월 10일부터 2013년 10월 30일까지 대략 1년 6개월간에 걸친 내러티브적 탐구를 통해 숲을 처음 경험한 유아교사 2명을 대상으로 행복감에 관한 연구를 하였다. 그 결과 첫째, 교사와 유아와의 관계가 이전에는 가르치고 배우는 관계에 한정되었다면 숲 활동 이후 교사도 유아들에게 때로는 배우고 도움을 받기도 하면서 서로 주고받음이 있는 관계로 변화되었다. 둘째, 교사는 숲에서의 활동을 통해 일을 하는 공간의 차이, 즉 자연 속에서의 교육을 통해 자신이 가진 교육적 지향과 새로운 신념을 가지는 계기를 갖게 되었다. 셋째, 숲 활동을 경험하는 과정에서 유아들과 겪게 되는 다양한 상황과 자연 이 주는 심미감, 정서적 안정감으로 인해 교사는 행복감을 느끼게 되었다. The purpose of this study is trying to help you understand and concern that activity of forest would bring any changes in not only children but also kindergarten teachers who experienced activity of forest. In the study, the teachers, in the process of becoming teacher who put the education in practice in the woods, show honestly what they experienced, relationship between children, though of their duties and happiness they feel. We have studied about happiness that is intended for two kindergarten teachers who first experienced the forest activity through the narrative inquiry for about one and half times. (From April 10, 2012 to October 30, 2013) Through the activity experience with children in the forest for more than one and half years, the change of A teacher and B teacher is passed the following part in review at this study. First, relationship with child who experienced activity of forest, Second, job satisfaction as kindergarten teachers after having an experience of forest activity, Third, happiness from activity of forest.

보육교사의 마음챙김, 행복감 및 영유아 권리존중 보육실행간의 관계

이경열 ( Kyeong Yul Lee ),박영신 ( Young Sin Park ) 한국어린이문학교육학회 2015 어린이문학교육연구 Vol.16 No.4

본 연구의 목적은 보육교사의 마음챙김, 행복감 및 영유아 권리존중 보육실행의 일반적인 경향과 이들간의 관계를 탐색하고, 영유아 권리존중 보육실행에 대한 보육교사의 마음챙김과 행복감의 영향을 밝히고자 하는 것이다. 연구를 위하여 어린이집에 근무 중인 보육교사 267명을 대상으로 한 설문조사 결과를 분석하였다. 본 연구의 결과를 요약하면 첫째, 보육교사가 인식하는 마음챙김, 행복감 및 영유아 권리존중 보육실행의 수준은 보통 이상으로 나타났다. 둘째, 보육교사가 인식한 마음챙김, 행복감 및 영유아 권리존중 보육실행의 각 하위요인들은 유의한 정적상관이 있는 것으로 나타났다. 즉, 보육교사의 인식하는 마음챙김, 행복감의 수준이 높을수록 영유아 권리존중 보육실행의 수준 또한 높아졌다. 셋째, 보육교사의 행복감은 마음챙김과 영유아 권리존중 보육실행의 관계에서 완전매개 역할을 하는 것으로 나타나 보육현장의 영유아를 위한 권리존중 보육이 실현되기 위해서 보육교사의 행복감 뿐만 아니라, 마음챙김 수준을 향상시키기 위한 노력이 필요함을 시사한다. This study aims to investigate the relationships among mindfulness, happiness, and care-giving for infants and children`s right in child-care teachers. It also aims to explore the effects of child-care teachers` mindfulness and happiness on care-giving for infants and children`s right. For these purposes, this paper analyses the survey of 267 child-care teachers. The study reveals the following results. First, the level of mindfulness, happiness, and care-giving for infants and children`s right in child-care teachers` perception is above average. Second, mindfulness, happiness, and care-giving for infants and children`s right in child-care teachers show significantly positive relationships, respectively. That is, the higher the level of mindfulness and happiness is, the higher the level of care-giving for infants and children`s right. Third, child-care teachers` happiness has a full mediation effect on the relationship between mindfulness and care-giving for infants and children`s right. Thus, child-care teachers need to improve the mindfulness and happiness for the proper care-giving for infants and children`s right.

아동의 회상량과 상위기억 인식에 관한 연구

이경열 한국아동교육학회 1997 아동교육 Vol.6 No.1

The purpose of this study was to examine the role of task type and category typicality in children's recall and metamemory. The subjects of this study second and fourth grade from elementary school. A total of 180 children were samp1ed, with 90 children from each o f grades 2 and 4 o f e1ementary schoo1. The proportion of boys and girls were same. Each recall list consisted of 24 high and lose typical items taken from four categories, with six members belonging to each of the four categories. The typicality values of the listed items were determined by the results from the tests given to the second and fourth grades in the preexperimental procedure. Each child was tested individually. The subjects were presented with recall tests and were asked to recall the items after being questioned the standard questions designed to control for any recence effects. Finally metamemorial tests were given to the subjects to determine their awareness of the use of strategy in the memory. In scoring process, one point was given for each correctly record items, with maximum of 24. The data of the present study were analyzed with three-way ANOVA. The test results of this study wete as follows (1) The level of recall was higher in the 10-years old children than in 8-years old children. (2) The level of recall was higher in category-recall, sort-recall than in free-recall tasks. (3) The level of recall was higher in the high typical items than in low typical items. (4) The level of metamemorial awareness was higher in the 10-years old children than in 8-years old children. (5) The level of metamemorial awareness was higher in sort-recall and categoryrecall tasks than in free-recall tasks (6) The level of metamemorial awareness was higher in the high typical items than in low typicalitems.

아버지의 성 상동형(sex-role stereotype)과 아동의 성 상동형과의 관계연구

권은정,김연신,노명희,박영미,원경록,이경열,이계숙,이진용,임희진,최여정,최혜영,홍성애 연세대학교 생활과학대학 1987 婦學 Vol.20 No.-

The purpose of this study was to explore the relationship between the sex-role stereotype of the father and the child. We investigated the following: ⑴ Is there a relationship between the sex-role stereotype of the father and the child? ⑵ Is the age of the child a variable in the relationship between the sex-role stereotype of the father and the child? ⑶ Is the sex of the child a variable in the relationship between the sex-role stereotype of the father and the child? The subjects were 193 13-year-old students attending a middle school in Seoul and their fathers and 70 5-year-olds attending a kindergarten in Kwachon and their fathers. The test for the 193 middle school students and their fathers was the Likert Scale of the Bem Sex-Role Inventory which was utilized by the experimenters after a pretest. The instrument for the 5-year-olds was the 22 story-picture card Williams and Bunnett test(1975) modified by Lee, Sook(1982). The kindergarten fathers were tested with the same instrument as the middle school fathers. The data from these 2 tests were then compared using χ^2 test and percent(%). The result of this study were: ⑴ A relationship between the sex-role stereotype of the father and the child was found only between the sex-role stereotype of the middle school students and their fathers. ⑵ Age of the child was found to be a variable in the relationship between the sex-role stereotype of the father and the child. That is, a significant relationship was found between the sex-role stereotype of the middle school students and their fathers, but not between the sex-role stereotype of the preschool children and their fathers. ⑶ Sex of the child was found to be a variable in the relationship between the sex-role stereotype of the father and the child. That is, a significant relationship was found between the sex-role stereotype of the middle school boys and their fathers, but not between the sex-role stereotype of the middle school girls and their fathers.