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보육시설 영유아의 권리보호를 위한 각국의 보육종사자 윤리강령 연구
이완정 ( Lee Wan Jeong ) 한국아동권리학회 2005 아동과 권리 Vol.9 No.4
본 연구는 근래 급증해 온 보육시설 영유아의 권리를 보호하기 위해 보육종사자 윤리강령이 필요하다는 점에 근거하여 보육종사자 윤리강령의 개념과 목적 및 필요성, 해외 각국의 보육종사자 윤리강령의 개발과정과 방법, 구성 및 내용, 윤리강령의 활용 등에 대해 살펴보는 것을 목적으로 하였다. 연구의 목적을 달성하기 위하여 관련 문헌을 토대로 윤리강령의 개념과 목적을 살펴보고, 보육종사자 윤리강령이 필요한 배경을 알아보았다. 근래 보육교사 윤리강령을 전문적으로 개발하여 보급하고 있는 미국, 캐나다, 호주의 보육종사자 윤리강령을 중심으로 윤리강령의 개발과정과 방법에 대해 살펴보았고, 지역별로 다양하게 윤리강령을 제정하고 있는 영국의 사례도 알아보았다. 또한 해외 각국에서 보육종사자 윤리강령이 보육시설에서 어떻게 활용되고 있는지 살펴보았으며, 분석결과를 토대로 우리나라 보육종사자 윤리강령 안(案)을 도출해 보았다. 제언부분에서는 우리나라에서도 전문기관을 중심으로 윤리강령개발위원회를 조직하여 보육종사자 윤리강령을 개발하여 보급할 필요가 있음을 역설하였다. The purpose of this study was to review the goal, purpose of the ethical code for the early childhood profession and to compare the contents of ethical code of the USA, Canada, Australia and UK. The primary goal of the ethical code is to provide a moral compass for child care practitioners. Also the ethical code offers guidelines for responsible behavior and sets forth a common basis for resolving the principle ethical dilemmas encountered in child care centers. The review for the literature surrounding a code of ethics for the child care providers reveals that ethical code has a beneficial impact on the quality of practice, on boosting staff confidence and competence, and on raising awareness about the nature and value of child care. Based on reviewing, an ethical code for child care providers was suggested. This study emphasizes that it is urgent to develop and educate the code of ethics for child care practitioners in Korea.
우울위험 집단 어머니의 우울 변화궤적 및 예측요인 분석
이완정(Wanjeong Lee),김균희(Gyunhee Kim) 한국아동학회 2015 아동학회지 Vol.36 No.3
The purpose of this study was to employ the Latent Growth Curve Model to investigate the developmental trajectories of maternal depressive symptoms and to identify predictors that might have an effect on change and the level of developmental trajectories. The results of this study indicated that the maternal depressive levels of a high risk group had increased significantly over the past 5 years. The predictors for these developmental trajectories of maternal depressive symptoms were as follows; birth order, maternal prenatal depressive levels, self-esteem, marital satisfaction, parenting stress and the level of family crisis experienced by the high risk group.
원장의 코칭 리더십이 교사의 놀이실행역량에 미치는 영향: 교사의 반성적 사고와 창의적 역할수행의 매개효과
이완정(Wan Jeong Lee),최진아(Jin A Choi) 한국보육지원학회 2021 한국보육지원학회지 Vol.17 No.2
Objective: The purpose of this study is to verify the effect of directors’ coaching leadership on teachers’ play implementation competencies and the mediation effects of teachers’ reflective thinking and creative job performance by conducting a structural relationship analysis. Methods: The subjects of this study were child care teachers who were purposefully sampled from the metropolitan area which includes Seoul, Incheon, and Gyeonggi Province. A total of 267 questionnaires were analyzed after excluding poor or incomplete questionnaires by use of SPSS Statistics 25.0 and the AMOS 21.0. Results: Directors’ coaching leadership was positively correlated with teachers’ reflective thinking, creative job performance, and their play implementation competencies. Directors’ coaching leaderships directly and indirectly influenced teachers’ play implementation competencies, which was mediated by teachers’ reflective thinking and their creative job performance. Conclusion/Implications: Directors’ coaching leadership has a significant implication for teachers’ play implementation competencies which became more important after the national curriculum standards had been revised.
발달과정에서 위험요소에 노출된 유아의 심리적 건강성과 보호요인 분석
이완정(Wan Jeong Lee) 한국아동학회 2002 아동학회지 Vol.23 No.1
This study explored resilience and protective factors in children at-risk. Teachers of 755 children in child care centers replied to questionnaires regarding resiliency and behavior problems; children`s mothers replied to questionnaires about risk factors, own parenting, and family hardiness. The data of 216 vulnerable children and 355 children in a comparative group who had not been exposed to any risk factors were analyzed. Findings showed that resilience was differentiated by gender and age; that is, resilience in the vulnerable group covaried as a function of gender and age. The resilience level of the vulnerable group was lower than the comparative group. Children with fewer behavior problems had a higher level of resilience, and resilience was higher for vulnerable children with higher levels of protective factors.
비빈곤가정과 빈곤가정 유아의 문제행동 발달궤적과 학습준비도 및 학교적응
이완정 ( Lee Wanjeong ),김미나 ( Kim Meena ) 대한가정학회 2018 Human Ecology Research(HER) Vol.56 No.2
Using data from the Panel Study on Korean Children, this study investigated whether children with high levels of problem behaviors adjusted more poorly on the 1<sup>st</sup>-grade than children with low levels of problem behaviors, and whether there was evidence of intra-individual stability in behavior problems over time. Data were analyzed by use of the Latent Growth Model and group differences analyses. Three findings were noteworthy. First, there was evidence of intra-individual and inter-individual variability in behavior problems between poor- and non-poor household children. Second, children with higher initial levels of internalizing and externalizing behaviors at 4 years had lower school readiness scores at 6 years. Finally, children with lower levels of school readiness at 6 years had lower school adjustment scores in 1<sup>st</sup> grade. The results discuss implications for future research and policies for preschool children. With mediating effect of school readiness, developmental trajectories of child’s problem behavior have been found to be predictors of delayed achievements in school. The results show that intervention programs are necessary for children with high levels of problem behavior. This study also showed that children who experienced poverty at home could have more difficulties in school readiness and school adjustment.
유초연계의 중요성에 대한 초등 1학년 교사의 인식이 학습자중심 수업활동을 매개로 아동의 학교적응에 미치는 영향
이완정(Wan jeong Lee),김미나(Mee na Kim) 한국보육지원학회 2019 한국보육지원학회지 Vol.15 No.4
Objective: Using data from the Panel Study on Korean Children, this study investigated the influence of teacher’thoughts about the transition from ECEC to primary school in relation to learner-centered teaching methods and children’s school adjustment. Methods: We analyzed the longitudinal data of 658 seven-year-olds from the 8th and 9th waves of the panel study of Korean children collected by the Korea Institute of Child Care and Education in 2015 and 2016. The main analysis method was Structural Equation Modeling(SEM). Results: First, theachers’ thoughts about the transition from ECEC to primary school was noteworthy. Second, the more concern a theacher’ had about transition, the higher their learner-centered teaching method. Third, teacher’ concern about transition influenced children’s school adjustment. Fourth, a teacher’s learner-centered teaching method mediated concern about children’s transition and school adjustment in the first year and the second year. Conclusion/Implications: According to the results of this study, 1st grade teachers’ concern about the transition from ECEC to primary school has been found to be predictors of children’s school adjustment.
교사의 긍정적 상호작용이 취학 전 유아의 학교준비도에 미치는 영향
이완정(Wanjeong Lee) 한국아동학회 2017 아동학회지 Vol.38 No.6
Objective: The purpose of this study was to examine the influence of teachers’ positive interaction on child school readiness which was mediated by child preference for teacher and institute. Further, this study compared the effects between children from low-SES households and children from higher SES households. Methods: This study used data from the Panel Study on Korean Children and tested two group comparison of the SEM. Results: The results showed that the teachers’ positive interaction affected child school readiness directly and indirectly through children’s teacher and institute preference. In addition, teachers’ positive interaction on low SES children’s preference than comparative group. Conclusion: The results imply that teachers’ positive interaction could be a prevention effect for low SES child adjustment.