평생학습국가 건설과 유아교육ㆍ보육시스템의 기능 강화 방안에 대한 연구

임갑빈(Im Gap-Bin),신재흡(Shin Jae-heub) 한국유아교육·보육복지학회 2005 유아교육·보육복지연구 Vol.9 No.2

  본 연구는 평생학습국가 건설에 따른 유아교육ㆍ보육 시스템의 기능 강화 방안을 알아보는데 그 목적이 있다. 이러한 연구의 목적에 비추어서 도출된 결론은 다음과 같다.<BR>  첫째, 유아교육ㆍ보육 시스템이 평생학습체제로서 체계화되기 위해서는 교육 기회의 균등보장이 이루어져야 하며, 초ㆍ중등교육, 고등교육 더 나아가서 평생교육과의 연계성이 보장되어야 할 것이다.<BR>  둘째, 유아교육기관의 기능강화 정책은 근본적으로 평생학습체제가 지향하는 산업경쟁력이나 국가경쟁력 강화 정책과 궤를 같이 해야 한다.<BR>  셋째, 유아ㆍ보육시스템의 유비쿼터스(ubiquitous) 체제 구축화이다.<BR>  넷째, 평생학습 국가 건설이라는 차원에서 유아교육ㆍ보육 시스템의 교육과정 및 프로그램 운영 측면에서 영유아들에게 학습 흥미, 언어(외국어)생활 교육, 경험학습, 능동적인 프로그램, 정보문해교육 같은 프로그램을 개발하는데 주력해야 될 것이다.<BR>  다섯째, 2원체제로 되어 있는 유아교육 및 보육시스템의 행정ㆍ재정적 지원체제를 단일 체제로 구축해야 될 것이다.   The purpose of the current study is to investigate a way of function strengthening for early childhood education and care system with the construction for life-long learning nation. From the study we have derived the results as follows.<BR>  First, in order for early childhood education and care system as a life-long learning system to be systematized, guarantee for equal educational opportunities should be accomplished. The connection with elementary, secondary, and higher education should also be guaranteed. And such development as creativity, sensitivity and civic ethics for infants should be positively induced. That is to say, program development of real social behaviour development for infants should be positively provided.<BR>  Second, the function strengthening policy for infants educational institution has basically same opinion with industry and national competitive power policy that life-long learning system IS aiming.<BR>  Third, ubiquitous for early childhood education and care system should be constructed. If ubiquitous is accomplished in the infant educational institutions, language recognition of infants, interactive characteristics, behaviour sensor and movement change can be traced through sensor technique and situational recognition technique. Through automatic data mining technique, the situation transmitted from sensor in real time is analysed and reasoned. A badge of infant and sensor network are connected through Jini based technique. The wireless network technique and sensor can analyse things planted and interactions between infants in terms of situational recognition. And the more ubiquitous system is constructed, the more ecological environment and care for infants and ecological infant educational consideration are needed.<BR>  Fourth, with the construction for life-long learning nation, we have to do our best to develop such programs. as the learning interest, language(foreign language) life education, experience learning, positive program, and information translation education for the educational program and curriculum of early childhood education and care system.<BR>  Fifth, we have to change the dual administrative and financial support system of early childhood education and care system to a simple one. That is to say, effectiveness of nursing support system for infants and the quality of early childhood education service have to be enhanced. Our government should provide qualification management for early childhood and care human power, consistency for training system, treatment guarantee for teachers, financial support enlargement from government, and various management guarantee for early childhood educational institutions.

숲에서 여는 생태유아교육 프로그램 기초연구

임갑빈(Im Gap-bin) 한국유아교육·보육행정학회 2006 유아교육·보육복지연구 Vol.10 No.1

본 연구는 문헌연구를 통하여 숲체험의 중요성을 알아보고 유아들에게 숲에서 가능한 생태유아교육 프로그램은 어떠한 것이 있는가를 알아보아 숲에서 열 수 있는 숲생태유아교육프로그램을 개발하는 것이 연구목적이다. 이러한 목적달성을 위한 생태주의 출현배경, 교육패러다임 전환 모색, 생태유아교육의 필요성과 개념 및 목적, 생태유아 교사역할, 생태유아교육프로그램 이해 등 이론적 배경을 고찰하였다. 이를 토대로 하여 본 연구는 숲속에서 여는 생태유아교육 프로그램 기초연구이다. 다양한 숲프로그램을 개발하여 유아들에게 인간과 자연이 공생, 상생, 조화하는 삶의 지혜를 스스로 터득하게 하고 정신적, 육체적으로 건강하고 풍부한 정서와 따뜻한 가슴을 지닌 영성이 깊고 행복한 아이로 성장하도록 돕고 전인적인 발달에 도움을 주고자 한다. 본 연구에서 개발된 숲생태유아교육 프로그램은 씨앗여행프로그램, 가을숲명상프로그램, 나무이름알기프로그램, 숲보물찾기프로그램, 솔방울투호놀이프로그램, 자연물만들기프로그램이다. 이 프로그램이 영유아교육기관, 교사 및 학부모들에게 교육자료 제공에 도움을 주고자 한다. The study through literature surveyed such theoretical backgrounds as the appearance background on the ecology, search for the conversion of the education paradigm, the need and purpose of eco-centered early childhood education, the role of eco-centered early childhood teacher, and the understanding of eco-program. The current study based on the above fact is the basic program research for eco-centered early childhood education in forest. The purpose of the study is to give children a chance to realize the wisdom by themselves that human and nature can help, live together, coexist and harmonize through the various forest programs after developing them, and to help the children grow in rich and happy emotion in spirit and body, deep divinity, and warm heart. By leading the children to live in nature harmony, they will grow their mind valuing the nature into the divinity that can protect the earth in danger. And also the current study is to give the children the basic wisdom helping and opening the peaceful world respecting the living value in the 21 Century. The forest eco-centered early childhood education programs developed in this research are as follows. Seed travel program, Maple travel program, Autumn forest meditation program, Program on the knowledge of tree name, Forest treasure seeking program, Bullfight program with a pine cone, and Program for making natural things are developed in this research. The current program is designed to provide enfant and early childhood educational institutions and parents with teaching materials.

생태유아교육 프로그램에 대한 학부모의 인식 및 유아의 친사회적 행동발달에 미치는 영향

임갑빈(Im Gap-Bin),윤난호(Yoon Nan-Ho) 한국열린유아교육학회 2006 열린유아교육연구 Vol.11 No.2

본 연구는 생태유아교육 프로그램에 대한 학부모의 인식 및 유아의 친사회적 행동발달에 미치는 영향에 대하여 검증하는 것을 목적으로 하여 산업문명 피해자인 우리 아이들에게 인성이 풍부하고 서로 돕고 더불어 사는 상생능력, 공생능력을 배양하는데 도움을 주고 아이들의 삶의 질을 향상시키는데 도움을 주고자 하였다. 이러한 연구의 목적을 달성하기 위하여 연구대상인 만6세 아동의 부모 중 설문에 응답한 부모 39명을 대상으로 생태유아교육 프로그램에 대한 부모인식을 알아보았으며 만6세 아동 48명을 실험집단 24명과 통제집단 24명을 대상으로 2005년 5월 17일부터 12월 30일까지 생태유아교육 프로그램을 실시하였다. 연구결과 생태유아교육 프로그램의 필요성에 대한 인식이 높은 것으로 나타났으며 생태유아교육 프로그램은 유아의 친사회적 행동 발달에 효과가 있는 것으로 나타났다. 이러한 연구결과를 토대로 유아교육 현장에서 생태유아교육 프로그램을 도입ㆍ확산하는데 본 연구의 의의가 있다고 할 수 있다. The main purpose of this study is to find the recognition of parents of Eco centered early childhood education program and the effects of the program on young children's prosocial behavior in order to verify if the program can be applied to preschool life, The research questions are as follows; 1)What is the parents' recognition about eco centered early childhood education program? 2)After the program taken, how does the young children's prosocial behavior change? The object of this study were 48 young children at the age of 6 and 39 parents who have six-years-old young children. The study was performed from May 17, 2005 to December 30, 2005. The major results of the study arc as follows; 1) The result of the experimented parents' recognition about the program showed that there are a lot of parents who want the program to be performed for infants and recognize the necessity of eco centered early childhood education program. 2) After the program taken, the experimented young children's prosocial behavior showed a significant difference between pre-test and post-test. In conclusion, the program proposed in this study turned out to be effective This study aimed at presenting an adoption of Eco centered early childhood education program bin to the early childhood education agencies based on the results of the study.

幼兒 스트레스(stress) 해소방법에 관한 기초연구

任甲彬 瑞逸專門大學 1991 論文集 Vol.9 No.-

This study is designed to investigate the definition and structure of stress as a basic research study of stress out method which can seriously influence during early childhood which is very important throughout life in complicated modern society and examine stressout method according to the behavioral aspect of children stressed. The followings are the contents. 1. Stress, since it is resulted from life itself, is defined as "response of body and mind resulting from seeking for the adaption of body and mind." 2. Children's stress consists of three ecological structure : microsystem, exosystem, macrosystem, Microsystem consists of children's character and interaction of family, exosystem includes social organization net toward close acquaintances, friends and relatives, and macrosystem consists of social, racial, religious, cultural aspects, view of value and faith. 3. Bremnen is setting up the behavioral aspects of children stressed; Behavioral aspects of children maltreated physically and emotionally. Behavioral aspects of children maltreated physically(children of age 5 or 6) shows indifference to things, coolness, no smiles, no tears, agressive or extremely introversion, lack of linguistic competence, motor nerve delay, shortness of concentration, no sociality in friend's relations and avoidance of agressiveness. Children maltreated physically disregard and refuse their parent's order in relation with parent. They give affections and stick to any other adults according to their feelings. Behavioral aspects of children maltreated emotionally(children of age 5 or 6) shows shaking, sucking(fingers), no play, no sleep, passiveness, agressiveness, no smile and low spirits. They lack the art of social intercourse and are neglected in the relation of friends. They show anti-social action, and intro-version. They maltreat themselves. They show no affections in the relation of parent and avoid eye-contact. They want affections from other adults and stick to any other adults according to their feelings. Gidno and Everly point out five aspects according to stimulation of stress. First, response of muscles : muscles are constricted and have relaxation activity abnormally. If these tensions are accumulated, they have headache, lumbago, convulsions of food passage and colon, constipation, diarrha, asthma, anxiety, and rtheumatism. Second, response of stomach : affects all the organs including digestive organ, and shows stomachache, no appetite, nausea and convulsion of the stomach in case of pressure from stomach. Third, response of the brain proper : shows confusion, fear, extremely emotional sensitivity and self-treat. Fourth, response of heart circulation : shows high blood pressure, arterial sclerosis and heart attack. Fifth, response of skin : shows pale face, low temperature of skin, red skin and swallen face, urticaria, psorias and pimple. More studies on this part are needed. 4. For children's stress out method, Brenner explained defense mechanism and mature mechanism. Defense mechanism shows nagation, regression, escape and impulsive action. Mature mechanism shows altruism, humor, repression, anticipation and sublimation. Brenner pointed out practical use of play, expression of feeling, practical use of self-recognition and friend acqaintance for effective children's stress out method. And Glenn Goldfinger suggested stress disposal toy. Jung Tae Hyuk suggested meditation for stress out method according to meditation. Meditations are various according to nations and religions. But the contents are as follows : abdomen breathing, epidemic fever, meditation of six sounding, Yoga, dissolution method of muscle tention among healing art of heart and health, soothe of fear, devotion, self-suggestion, meditation of christianity, meditation of natural surroundings and meditation of natural sound. 5. We can have the followings as a result of meditation studying for children's stress out method. Meditation of natural surroundings(imaging of natural surrondings) meditation of natural sound(imaging of natural sound), meditation of christianity(praying for God), self-suggestion(control of body), method of concentration(concentration of mind), method of muscle tension(relaxing of muscle tension), epidemic fever method(rubbing of finger and palm of the hand, and sole of the foot), meditation of six sounding(sound of six kinds of sound), Breathing method of soothing fears(Breathing for easiness of mind), Complete breathing method of Yoga(breathing for cleaning of spirit) and abdomen breathing(breathing through abdomen). That deep breathing control makes tension easy and mind and body comfortable is the commonness of these meditations. We can give the suggstions as follows. First, teachers and parents for children must recognize that children are always stressed and the stress influences on the formation of human nature and character. Second, the basic materials of children's meditation in this study are further studied and need more pedagogical approches. Third, meditations suggested in this study by parents and teachers must be understood earlier and the methods which can be done at home and kindergarten are researched.

幼兒의 親社會的 行動發達에 關한 硏究分析 : 국내 연구를 중심으로 Focused on domestic study

임갑빈 瑞逸傳門大學 1988 論文集 Vol.7 No.-

In view of urgent call for recovery of humanity in our society, the educational ideology of Korea, which is traditionally founded upon the humanitarian philosophy of "Hongik Ingan" or devotion to welfare of mankind must be reminded and promoted with our utmost effort. In other words, we are in need of carrying our the education that is directed to the enhancement of prosicial behavior more than ever, as this is the very essence of "Hongik Ingan". Promotion of social behavior and building of positive self-consciousness is of particular importance in the education of infants as they are in the stage of basic personality formation in their lives. This study has made intensive review and analysis of a number of treatises and literatures that have been published in the country on the subject in relation with the promotion of prosocial behavior. While some pedagogists and psychologists assert the prosocial behavior is a subject of study and that of altruistic is another, this study has discussed both of them in a comprehensive conception of the former. This study is aimed to provied basic references for development of infant prosocial behavior. The selected discussion issues to serve this aim are as follows. 1. What is the general theoritical tendency of treatises on prosocial behaviors by Korean researchers? 2. What are the purposes, subjects, and results of the treatises? 3. What are the variables in promotion of prosocial behaviors? In order to address these issues, I referred to ten treaties. The result of the research is summarized as follows. 1. Two treatises out of ten that I analyzed are psychoanalytic. They suggest that prosocial behaviors be advanced in the period when already formulated super-ego starts to identify itself with moral values. Six out of them are produced in view of social learning theory. They assert that prosocial behaviors be promoted through imitation learning. Two treaties among them have their bases on recognition development theory. These treatises suggest that prosocial behaviors make their advance in the period of recognition development stage where children accept and conceptualize exterior stimuli. 2. The purpose of those ten treaties that I analyzed are to find out whether or not prosocial behaviors are advanced by the variables such as sex, age, etc. The subjects of the research sharing up the treatises are children in the age group between three and twelve. The general results of them suggest that those variables affect the advancement of the prosocial behaviors. 3. The variables to affect the promotion of the prosocial behaviors are increase of age, ability to understand behaviors of other people, empathy, ability to fulfill roles, assistance of mothers' work, and social responsibilities. In conclusion, what should be included in future studies on prosocial behaviors is development of various programs to promote prosocial behaviors, variation of research subjects, and more widened researches.