유아의 또래수용도와 놀이행동 및 대인문제해결력과의 관계

전예화 인제대학교 1997 仁濟論叢 Vol.13 No.1

The purpose of this study was to examine the relationship of the peer acceptance, social play behaviors, and the interpersonal problem solving strategies in young children. The subjects were 40 children who consist of two groups chosen on basis of 20 popular children and 20 unpopular children. They were selected by the sociometric status measure from 146 children of two kindergartens. The research instrument, HIFTO(How I Feel Toward Other), was utilized to measure the peer acceptance. The children's play behaviors were observed during the free-play time by the kindergarten teacher. The stories based Spivack et at. (1976)'s interpersonal problem solving skill test were used to examine the children's interpersonal problem solving strategies. The results of this study were summarized as fellows: 1. There was a significant difference in the social play behavior beween the popular children's group and unpopular children's group. The popular children were more engaged in the group play than the unpopular children. 2. There was the difference in social problem solving strategies between the popular children's group and the unpopular children's group. The popular children proposed more positive strategies than the unpopular children. But Above of 70% subjects were used the positive strategies.

동적가족화에 따른 아동의 가족지각

전예화,최명주 인제대학교 인문사회과학연구소 2000 인문사회과학논총 Vol.7 No.1

認知的 發達接近과 價値明瞭化 接近에서의 價値敎育

全禮華 이화여자대학교 학생상담센터 1984 學生生活硏究 Vol.20 No.-

場依存的/場獨立的 認知樣式의 敎育的 暗示

전예화 인제대학교 1991 仁濟論叢 Vol.7 No.2

The purpose of this study is to examine the educational implications of field-dependent/field-independent cognitive styles reviewing the researches. An overview of field-dependent/field-independent cognitive styles is presented and the three basic instruments for the measurement of field-independence are described. It is suggested that the cognitive styles are related to the problems of education into the following : 1. The cognitive styles affect both the children's learning and teachers' instruction. 2. Children's cognitive styles in the learning behavior and teachers' cognitive styles in the teaching behavior are interacted.

유아의 읽기학습에 관한 문헌고찰

전예화 인제대학교 1996 仁濟論叢 Vol.12 No.2

The purpose of this study is present a general overview of the research in reading for young children. This study is limited in its review to examples of various views of reading, research on the factors related to learn to read, research methods or strategies designed to enhance reading instruction. The result of this study is that reading is a comples process. Research has not presented definitive answers to such questions as how children learn to read, or what are the best methods for teaching. However, research offers the theoretical bases, suggestions and directions that can be helpful to teachers.

예비 유아교사가 지각한 유아 영재의 특성

전예화 부산유아교육학회 2004 유아교육논총 Vol.13 No.-

본 연구의 목적은 예비 유아교사가 지각하는 유아 영재의 특성과 유아 영재 특성의 범주가 어떻게 구성되는가를 규명해 보는데 있다. 이러한 목적을 위하여 대학에서 유아교육관련 과목을 이수하는 예비 유아교사를 대상으로 유아 영재의 특성을 확인하는 조사와 유아 영재의 특성을 분류하는 조사를 실시하였으며, 이 결과를 위계적 군집분석 방법을 사용하여 유아 영재 특성의 범주를 분석하였다. 연구 결과 유아 영재의 특성은 가장 상위수준에서는 유아 영재 특성에 대한 긍정적 군집과 부정적 군집 등 2개의 군집으로 분류되었으며, 특성간의 상대적 거리 3.5/25의 수준에서 분류된 군집은 지적 능력, 창의성, 성취동기/자의식, 수리력/조숙성, 자기중심성/비사교성 등 5개의 군집으로 분류되었다. The purpose of the research was to identify traits of young gifted children perceived by preliminary teacher for young children. The traits were examined at two levels: to assess preliminary teachers' perception about the taits of young gifted and to categorize the traits into groups. The main results of the study were as follows: 1) preliminary teachers reported 93 traits associated with the young gifted. 2) Hierarchical cluster analysis of the characteristics grouping revealed two high-level clusters: positive traits and negative traits. At the 3.5/25 level of distance cluster, there were 5 categories: 4 positive categories(intellectual, creative, motivated/self-conscious, mathematical/premature) and 1 negative categories(egocentric/nonsocial).

유아의 이야기 이해에 관한 연구

전예화 인제대학교 1994 仁濟論叢 Vol.10 No.2

The purpose of this study was to see how story awareness develops. As the subjects 21 preschoolers of age 4 to 6 were selected from a nersery school. The insturment for children's story telling was a wordless picture book. The children in this study were interviewd individually and asked to mat up a story with the book. The children's make-up stories were recorded and transcribed afterwards. The data were analyzed qualitatively. The result of this study showed that children's story awareness was developed by age. Children move from simply arraying the actions of characters in illustration to construct the complex story with the possible story content. The results of this study suggest that teachers for young children should understand the developmental stage of story awareness and read stories to enhance children understanding of the story.

유아를 위한 다문화 교육의 방향과 전략

전예화,이민영 인제대학교 2010 仁濟論叢 Vol.25 No.1

The objective of this article was to offer directions and strategies of multicultural education for young childr‘en in Korea. This article examined the multicultural family conditions and problems of their children. Also, it studied the conception and necessity of multicultural education and considered how multicultural education has been implemented in America, Germany and Japan. The directions of multicultural education for young people presented in this article were that the education should not present prescriptive solutions like compensation or support for language deficiency and cultural deficiency but it should be done based on perspectives on lives and rights of young children. And this study suggests strategies which are an understanding of multicultural families and their children by early childhood education institutes, parent participation of multicultural families and providing an environmental for multicultural education expenence.

유아의 읽기 수준에 따른 문장이해력과 가정환경 비교연구

전예화 인제대학교 아동ㆍ가족복지연구소 1996 아동ㆍ가족복지연구 Vol.1 No.-

본연구의 목적은 유치원 4세학급 아동의 읽기능력을 알아보고, 읽기수준에 따라 문장이해력과 가정환경에 차이가 있는지를 밝혀보려는 것이다. 연구대상은 2개의 유치원에서 4세반 2학급씩을 선정하여 모든 아동에게 읽기검사를 하였으며 이 아동중 읽기를 잘하는 아동과 읽기를 잘하지 못하는 아동을 각 20명씩 선정하여 이 두집단간에 문장이해력과 가정문해환경에 차이가 있는지를 조사하였다. 연구결과는 4세학급의 아동들간에 읽기능력에서 개인차가 매우 크다는 것이 나타났다. 4세학급 아동중 약 12~16% 정도는 거의 모든 글자를 완벽하게 해독할 수 있는 반면에 글자를 거의 모르는 아동들도 있었다. 읽기수준에 따른 문장이해력에는 의미있는 차이가 없었으며 가정환경변인에도 의미있는 차이가 나타나지 않았다. The purpose of this study were to examine reading ability of 4-year-old children, and compare the understanding of sentence and home literacy enviornment between the children who had good reading skills and the children who had poor reading skills. The results was that there were individual differences on the reading ability. About 12-16% children of a 4-year-old classroom had perfect reading skills while some children of the classroom could not read even a letter. There were not significant diifferences on the understanding of sentence and home literacy enviornment between children who had good reading skills and the children who had poor reading skills.

영어교육 어릴수록 효과적인가?

전예화 한국유아교육학회 2003 유아교육연구 Vol.23 No.3

본 연구는 외국어인 영어를 어린 시기부터 가르치는 것이 학습에서 효과가 있는지를 문헌연구를 통하여 이론과 실험연구를 중심으로 살펴보았다. 조기 영어교육과 관련된 이론으로 언어 습득의 결정적 시기 가설은 조기 영어교육의 효율성을 강조하고 있으나 그 타당성에 있어서 논쟁이 되고 있다. 인지론적 입장에서 취학전 시기가 적기라고 주장하는 입장도 있지만 외국어 교육은 모국어가 숙달된 후에 하는 것이 보다 효과적이라는 입장을 취하는 학자도 있다. 외국어 교육과 관련된 대부분의 실험연구에서는 일반적으로 생각하는 것처럼 어린 아동들이 나이가 많은 아동들보다 외국어를 빠르고 쉽게 학습하는 것은 아닌 것으로 나타난다. 이와 같이 조기 외국어교육에 대한 이론과 실험 연구는 조기교육을 지지하는 근거를 제공해 주지 못하고 있다. In this study we reviewed the literature on age and foreign language learning to determine if younger children were at an advantage in learning English as a foreign language. An examination of the literature reveals that there is little evidence to support the notion that younger children are better learners of a foreign language. On the contrary, empirical studies on foreign language learning in school settings have found that the older learner often ends up on a par with those who started learning foreign language at a younger age.