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주민참여가 유휴공간 장소성 형성요인과 관광객 행위의도에 미치는 영향
홍순옥,정헌규,최용복,HONG, Soon-Ok,JEONG, Heonkyu,CHOI, Yong-Bok 한국지리정보학회 2022 한국지리정보학회지 Vol.25 No.1
The purpose of this study is to determine how the factors that form the spatiality of an idle space affect the behavioral intention of tourists, and to confirm the role of local participation between the spatiality-forming factors and behavioral intentions. For this purpose, data from travelers was gathered and the study model was put to the test. As a result of the study, it was confirmed that physical factors, behavioral factors, and psychological factors had a significant effect on the intention of tourists. In addition, it was confirmed that local participation partially plays a mediating role between the spatiality-forming factors and behavioral intentions. According to the results of the study, the necessity of local participation and the measures were discussed when using the idle space, and it was suggested that additional research needs to be carried out targeting various idle spaces.
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협동 미술활동이 유아의 사회·정서적 발달에 미치는 영향
홍순옥,정수금 부산유아교육학회 2003 유아교육논총 Vol.12 No.-
본 연구는 유아교육현장의 여러 활동 중에서 유아의 사회·정서적 발달과 관계가 깊은 협동 활동의 중요성과 필요성을 이해하며 협동활동으로서의 가치와 활용도가 높다고 보여지는 미술활동이 사회·정서적 발달에 긍정적인 효과가 있는지를 검증하는 것을 목적으로 한다. 이에 부산광역시 소재 H유치원 유아 68명을 대상으로 실험집단과 비교집단으로 나누어 실험연구를 하였으며 그림책을 활용하여 13회의 협동미술활동을 실험집단에게 실시하였다. 그 겨로가 협동 미술활동이 유아의 사회·정서적 발달에 긍정적인 영향을 미친다는 것이 검증되었다. 즉 사회·정서적 발달의 하위요인인 교사에 대한 비 의존성, 내적 통제, 또래와의 상호작용, 유치원에서의 안정감, 성취동기, 호기심의 6개 하위 요인에 있어 협동미술활동이 긍정적인 영향을 미쳤다. The purpose of this study was to investigate the effects of cooperative art activities young children’s social and emotional development. Subjects of this study were 68 five-year-old kindergarten children(36 boys and 32 girls) attends the kindergartens in Busan. Their everage age was 5 years and 11 months. Two instruments used in this study were the Thirteen Cooperative Art Activities Programs and the Mun’s (1987) Rating Scale for Young Children’s Social·Emotional Development, a revised version of Korean Institute for Research in the Behavioral Sciences’s (1978) Scale. Experimental and control groups’ scores of social and emotional development scale were obtained from the collected data, and then the scores were analyzed with t-test to confirm research questions. Results of this study were as follows: First, there were significant positive affect of experimental group children’s social-emotional development according to cooperative art activities experience. Second, there were significant positive affect of experimental group children’s independence on teacher(internal control, interaction with peers, sense of security in kindergarten, achievement motive, curiosity) according to cooperative art activities experience.
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홍순옥 경성대학교 2001 論文集 Vol.22 No.1
Jean Piaget and Henri Wallon are the masters of the child development psychology in the 20th century. They studied under direction of the same teacher. Their books were written in French. But of their books those of Piaget were translated into a lot of languages, became well known all over the world, while so were not Wallon's books. This is why Wallon was Marxisit in those days, as a result, no one attracted attention to him in America. And also his books were not translated, so not known in the world. Wallon was very interested in Piaget's cognition theory. Their thoughts are, however, different in various ways. Piaget has concentrative interest in children's understandings, while Wallon harminized well cchildren's biological, psychological and social points. Their differences are as following : 1. Wallon and Piaget had belief in the reaction of children's understanding development. But, Wallon put importance not only on the reaction of children and their environment, but also on their emotion and understandings. 2. Piaget's development theory is based on the succession and the unsuccession of development relationship, while Wallon puts an emphasis on quantitative differences of development steps. 3. Piaget thinks children's thought is first of all important, while Wallon insists on their language acquirement abilities. 4. For Piaget, children's imitation is the accommodation action, while for Wallon, their imitation is based on understanding action. This way, Wallon and Piaget have contributed to children's total interest, their educational policy and its practice. Consequently, their researches should be translated studied. And their theory should be adapted to practical, educational spots.
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홍순옥 慶星大學校 1994 論文集 Vol.15 No.1
Some results came from theolocial research for the Socialdramatic play. 1. Socialdramatic play is the most unique from of play. It gives the immerginative world and recognition of the reality to the child. 2. Socialdramatic play gest the autonomy, spontaneity, impromptu and various mental process. 3. Socialdramatic play developes with other play type and continues until about 10 year old. 4. Socialdramatic play stimulate emotional, socialal and intellectual development of children, therefore it have a good effect to accomplish schoolwork in the school. 5. Socialdramatic play affects personal problem solving.
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연령 및 성별에 따른 유아의 동성친구 선호에 관한 연구
홍순옥 한국영유아보육학회 2003 한국영유아보육학 Vol.0 No.34
The purpose of this was to make clear what was the preference of young children's friends of the same sex according to their age of 3, 4, and 5 and their sex. For it, we asked questions by 315 young children's interview in 4 kindergartens and observed 662 young children's group play outside in the same kindergartens in Busan. The interview and the observation resulted in the increase of the high preference and that of the number of their friends, as they was growing older. And it led to the higher preference in boys to girls. That is, young children of 3 years old didn't still show the clear preference in the friends of the same sex, but their preference was shown more clearly in the case of 4 or 5, and in particular more strongly at the age of 5. The mixed play helps young children to do many activities in a larger category and to understand their characteristics which the two sexes can share each other. Therefore, we need our thoughtful considerations and attitude changes so that boys of more than 3 years old, who have preferences in their friends of the same sex, can increase the mixed sex play in the family or the kindergarten.
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