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본 연구는 유아의 발달 수준을 고려한 다양한 체험활동 위주의 주말가족여가 프로 그램이 부모의 양육태도와 부모-자녀 의사소통에 미치는 효과를 밝힘과 아울러 주말 가족여가 프로그램에 대한 부모의 만족도를 밝히는 것이다 본 연구의 대상은 부산광 역시에 소재 B 국ㆍ공립유치원 유아학부모 40명을 대상으로 실시하였다. 프로그램 참 여를 희망한 20명을 실험집단으로, 희망하지 않는 20명을 통제집단으로 선정하였다. 연구의 도구는 부모의 양육태도 검사로 Schaefer(1959)의 Maternal Behavior Research Instrument(MBRI)를 이원영(1983)이 번안한 것을 토대로 하였으며, 부모- 자녀 의사소통 검사는 Barnes와 Olson(1982)이 개발한 PAC(Parents-Adolescent Communication)도구와 김지영(1990)이 번안한 질문지를 수정ㆍ보완하여 사용하였다. 주말가족여가 프로그램족도 검사는김민정(2007)의 설문지를 토대로 하였다. 분석은 Cronbach' α값을 산출, 독립표본 t-검증, 대응표본 t-검증 등을 SPSS 15.0 프로그램 을 사용하여 분석하였다. 분석을 통한 연구 결과는 다음과 같다. 첫째, 주말가족여 가 프로그램은 부모의 양육태도에 긍정적인 영향을 미쳤다. 둘째, 주말가족여가 프로 그램은 부모-자녀 의사소통 기술에 긍정적인 영향을 미쳤다. 셋째, 주말가족여가 프 로그램에 대한 학부모의 만족도는 긍정적인 효과를 보였다.
The Provisional Government of Republic of Korea under the period of Japanese occupation had 6 stages constitution(1919∼1945), there is many questions, however, that the original sentense of some stage are never found. The contents is as bellowu 3rd constitution: (1) found the half part of original text. (2) found the Japanese translation text. 4th constitution: (1) original is not found at all (2) found 28 articles among 50 articles in Japanese translation 5th constitution: (1) found the original text of indication of changed parts only. (2) found Chinese translation. (3) found the draft text. Here I tried to compare the sentense among above three of 5th constitution as one of the series for my pilot study on 6 stages constitution. The 5th constitution had been proclaimed on October 9th, 1940 by the Provisional government of Republic of Korea by the resolution of 32nd session of the Parliament on October 8th at chung King, China the metroploitan of schelter. The reason and the process of revision is not clear because the minutes of the 32nd session of parliament were not found. It is adequate that some record wrote "it was revised a little." but some of the characters of the 5th constitution are inducted as bellow. (1) Fixation of the Chairman of Stage Council(A. 23, 27, etc.) (in former constitution Stage Council elected the chairman alternatively) (2) Abolition of parliamentary standing committee system that when the recess of parliament control the administrative branch (3) Abolition of Mono-party ruling system that is never practiced (the 5th consittion was adopted with the establishment of Kim gu regime) Until this revision for the struggle against the Japanese invasion at first Korean patriots accomplished the integration of their powers by the unification of three right wing parties on the way of the pursuit Chinese refuge government to chung-king, second, in the nessesity of more deep contact with changkaisek government the fixed chairman of the state council instead of alternative one should be needed. After the deathe of Yi dong Nyeong,(deal at march 1940) who was the most influensive patriot in former regime. Kim Gu who got ther reputy from the Chinese side by the Yun Bong Gil's bombing event at Shanghai 1932 float up as the sole condidate for the standing chairman as a representative of Korean Provisional Government. Thus the 5th constitution consits and Kin Gu regime was emergenced along this constitution.
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.
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.