유아교육과 교육.연구 현황과 전망

양옥승,Yang, Ok-Seung 한국대학교육협의회 1992 大學敎育 Vol.56 No.-

VPE 프로그램이 유아의 자기조절력에 미치는 영향

양옥승 ( Ok Seung Yang ) 한국유아교육학회 2013 유아교육연구 Vol.33 No.6

본 연구의 목적은 필자가 개발한「VPE 프로그램」`Verbal Plan and Evaluation program: 언어적 계획·평가 프로그램`이 만 3-5세 유아의 자기조절력에 미치는 효과를 검증하는데 있다. 이를 위해 이 연구에서는 통제집단에 처치를 가하지 않은 사전·사후 검사 설계`untreated control group design with pretest and posttest` 방법을 적용하였다. 연구대상은 서울지역에 위치한 어린이집 유아 만 3세 37명, 만 4세 37명, 만 5세 39명 등 총 113명이었고, 효과를 측정하기 위한 도구로는 필자의 ``영유아 자기조절력 측정도구``가 사용되었다. 본 연구의 결과를 요약하면 다음과 같다. 첫째, 「VPE 프로그램」은 만 3-5세 유아의 자기조절력을 향상시킨다. 둘째, 「VPE 프로그램」이 유아의 자기조절력에 미치는 영향은 연령별로 차이가 있다. 셋째, 개인 내적 요인`연령, 성별, 지능`을 통제했을 때에도 「VPE 프로그램」은 유아의 자기조절력 향상에 효과적이다. 이러한 사실들은 만 3세-5세 유아의 자기조절력을 증진시키기 위해서는 유아교육기관에서 자유선택활동 시간에 「VPE 프로그램」을 적용하는 것이 필요함을 시사한다. Recent neuroscience research in the brain development of children stresses that early childhood years are optimal for nurturing a healthy propensity for self-regulation. Building upon this neuroscience finding, this study investigates the efficacy of the Verbal Plan and Evaluation `VPE` program which guides young children in verbally planning, implementing, and verbally evaluating their choice of activities during free play time in terms of its effect on self-regulation development. Using the Untreated Control Group Design with Pre-and Post-test, subjects, totaling 113 children `37 children at age three, 37 children at age four and 39 children at age five` all enrolled in a child care center in Seoul, were given pre-and post-tests of Yang`s SREC `Self-Regulation in Early Childhood` Scale to measure their self-regulation. The findings of the study are as follows: First, the VPE program for 3-5 year-old improved their self-regulation ability. Second, the VPE program`s effects on the children`s self-regulation were different among the three age groups, indicating the influence of age on developmental capacity. Third, the VPE program improved the self-regulation of all of the 3-year-old, 4-year-old and 5-year-old children even when internal variables including age, gender and intelligence were taken into account. In other words, the VPE program is an effective program for developing self-regulation in 3-year-old, 4-year-old and 5-year-old children. Moreover, the components of the VPE program can be used in a variety of early childhood settings to encourage the plasticity of healthy self-regulation growth.

한국의 영유아 보육,교육 제도 연구

양옥승 ( Ok Seung Yang ) 한국유아교육학회 2009 유아교육연구 Vol.29 No.6

영유아 자기조절력 측정도구의 타당화

양옥승 ( Ok Seung Yang ) 한국유아교육학회 2015 유아교육연구 Vol.35 No.3

본 연구는 0-6세 영유아의 자기조절력을 측정할 수 있는 도구를 개발하여 신뢰도 및 타당도를 검증하는 것이 목적이다. 이를 위해 지역 및 연령을 기준으로 전국에서 총 2,595명의 영유아를 표집하였다. 연구결과, 영유아 자기조절력을 구성하는 요인으로서 자기감정 인지,타인감정 인지, 감정억제, 감정대처, 자기의도 인지, 행동계획 및 모니터링 등 6개 요인이 추출되었다. 연령별로 0세는 3요인 30문항, 1세는 3요인 33문항, 2세는 5요인 39문항, 3세는 5요인 61문항, 4세는 5요인 58문항, 5세는 5요인 56문항, 6세는 5요인 52문항이 추출되었다. 영유아 자기조절력 측정도구의 신뢰도는 .90-.99의 범위 안에 있었으며, 확인적 요인분석 결과, 모든 연령의 모델 부합도 지수가 권장 부합도 기준을 충족시키는 것으로 나타났다. 따라서 본 연구에서 개발한 도구는 영유아의 자기조절력을 측정하기 위한 도구로서 신뢰도와 타당도가 적합한 것으로 확인되었다. The purpose of this study was to develop and validate a self-regulation scale for infants and young children of ages between 0 and 6. To do so, 2,595 infants and young children were selected nationwide. The results revealed six factors that were composed of young children’s self-regulation ability. Those factors were: 1) recognition of one’s own emotions; 2) recognition of others’ emotions; 3) inhibition of emotions; 4) emotional coping; 5) recognition of his/her own intentions; and 6) behavior planning and monitoring. First, in terms of different age groups, the study extracted 30 items and 3 factors for the age of 0 and 33 items and 3 factors for the age of 1. Next, there were 39 items and 5 factors for the age of 2 and 61 items and 5 factors for the age of 3. Then, there were 58 items and 5 factors for the age of 4 and 56 items and 5 factors for the age of 5. Finally, there were 52 items and 5 factors for the age of 6, respectively. The scale’s reliability ranged from .90 to .99. According to the confirmatory factor analysis, the model fit indices of all the age groups satisfied the recommended level of fitness. In conclusion, the scale developed in this study was found to be valid and reliable to measure the self-regulation ability of infants and young children.

이론적 탐구분야로서의 유아교육과정 이해(Ⅱ)

양옥승(Yang Ok Seung) 한국열린유아교육학회 2008 열린유아교육연구 Vol.13 No.1

이론적 탐구분야로서 유아교육과정을 이해하기 위해서는 미국 교육과정 이론에 대한 역사적 연구가 필요하다. 이 연구에서는 '아동중심 학교'의 출판으로 진보적 교육과정 논의가 활발해졌다. 1928년부터 교육과정에 대한 재개념화 논의가 진행된 1970년 이전까지 미국에서 적응돠었던 교육과정 이론을 분류, 분석하였다. 분석 결과, 1920년대에는 사회재건주의, 1930년대에는 교육과정 이론의 혼재와 혼합, 1940년대와 1950년대에는 Tyier의 교육과정 개발 이론, 1960년대에는 Bruner의 학문구조 이론과 Schwab의 실제성 이론 등이 주도하였던 것으로 나타났다. Studies on the of curriculum theories are essential to understand childhood curriculum as a theoretical research field. This analyzes documents American curriculum history from the year of 1928 in which the book 'Child-centered School' was published to the year of 1969. In 1970, the reconceptualization of the curriculum field started. As a result, this classifies American curriculum 1928-1969 as follow: Social meliorism in 1920s, hybridization of the curriculum in 1930s, Tyler's theory of curriculum development in 1940s and 1950s, and Bruner's theory of discipline structure and Schwab's theory of the practical in 1960s.

유아교육 , 보육기관 평가인정제 개발 연구

양옥승(Ok Seung Yang) 한국아동학회 2000 兒童學會誌 Vol.21 No.4

A large sample (1090) of randomly selected early childhood education professionals and government officials rated each of the 133 standards of A Model for Institutional Accreditation for Early Childhood Education and Care(Yang, 1999) on a scale of 1 (least important) to 5 (most important). Findings were that all kindergartens and child care centers should be evaluated for accreditation every 3 years with 3-6 months for self-study and on-site validation visits by representatives of the appropritates agencies for 1-2 days. Evaluation results are should be used by institution personnel as a guide to self-supervision, by government officials as a funding standard and by parents as criteria of program quality. Essential accreditation standards included: facilities and equipment; curriculum; nutrition, health and safety; administration and management; and support systems. Safety and teacher-child interactions were most highly rated while parent involvement was not highly rated.

영아 자기조절의 의미: 두뇌발달의 관점

양옥승 ( Ok Seung Yang ),류은미 ( Eun Mi Ryu ),신성숙 ( Seoung Suk Shin ),윤지영 ( Ji Young Yoon ) 한국유아교육학회 2012 유아교육연구 Vol.32 No.5

두뇌발달의 관점에서 영아의 자기조절은 유아와 마찬가지로 인지조절(목표 지향적 행동)과 정서조절의 복합적인 신경시스템의 과정으로 나타난다. 본 연구에서는 영아의 자기조절 발달과 관련된 최근 문헌들을 분석하였고 그에 따라 영아 자기조절은 행동을 계획하고, 모니터링하는 인지조절과 정서의 인식 및 표현, 억제, 조정하는 정서조절의 의미를 함축하고 있다는 결론을 내렸다. 영아기에 발달하는 자기조절 능력을 요인별로 상세히 제시해보면 다음과 같다. 1) 행동계획: 자기의도의 인지 및 상황 선택(주의통제, 행동기억, 행동결정, 행동선택, 행동범주화), 의도 및 상황을 고려한 행동계획(비언어적 행동계획, 행동순서화), 2) 행동모니터링: 능력 및 상황을 고려한 계획수정(행동수정), 계획에 기초한 행동평가(행동점검), 3) 정서의 인식 및 표현: 자기감정의 인지와 표현(기쁨, 슬픔, 화남, 두려움), 타인 감정 인지(기쁨, 슬픔, 화남, 두려움), 4) 정서억제: 순응(타인의 요구에 의한 순응, 자발적 순응), 충동억제와 만족지연, 유혹저항, 부정적 감정 억제, 5) 정서조정: 감정 바꾸기, 감정 억누르기. In a neuroscience perspective, an infant`s self-regulation function corresponds to psychological processes in cognitive self-regulation and emotional regulation as an early childhood. This study reviewed recent literatures related to development of infant`s self-regulation, and accordingly concluded that the infant`s self-regulation comprehends the meaning of the cognitive self-regulation, which plans and monitors behavior, and of the emotional regulation, which recognizes, expresses, suppresses, and modulates emotion. Suggesting the self-regulation abilities of developing in infancy by factor, they are as follows. 1) behavior planning which entails recognizing his/her own intentions and selecting situations in accordance with them, making a plan in consideration of intentions and situations(attention control, behavior memory, behavior decision, behavior choice, behavior categorization, non-verbal behavior planning, behavior ordering); 2) behavior monitoring which involves modifying his/her plans in consideration of his/her ability and the situation given, appraising actions on the basis of his/her plans, and modulating behavior in accordance with appraisals(behavior modification, behavior evaluation); 3) recognition of emotions which includes recognizing and expressing one`s own emotions(joy, sadness, anger, and fear), and recognizing the emotions of others(joy, sadness, anger, and fear); 4) emotional inhibition which encompasses compliance, impulse control, delay of gratification and inhibition of his/her negative emotions(compliance caused by other person`s demand, voluntary compliance); 5) modulation of emotions through changing, suppressing.

물리적 환경구성과 유아의 자유선택활동의 의미에 관한 질적 연구

양옥승(Yang Ok Seung),나은숙(Na Eun-Suck) 한국열린유아교육학회 2005 열린유아교육연구 Vol.10 No.1

본 연구는 공립유치원에 다니는 만4세 유아를 대상으로 자유선택활동시간의 물리적 환경구성이 유아에게 어떠한 의미를 주는지 알아보기 위하여 구체적인 사례를 통한 질적 연구를 시도하였다. 연구결과 물리적 환경은 흥미영역별로 구분하여 제공하고 있으나 영역마다의 교구교재는 균형 있게 제공하지 못하였다. 관찰한 기관의 유아들은 자유선택활동시간에 제공되고 있는 놀이공간이나 교구 양을 부족하게 여기고 있었으며 이로 인해 제한된 놀이선택과 놀이주제가 이루어지고 있었으며, 놀이감을 빼앗고 부수는 등 또래간의 갈등, 경쟁, 다툼, 소외감과 같은 행동들이 나타났다. Using qualitative methods of participant observation, in-depth interviewing and documentation, this research explored the meaning of physical environment and children's free-choice activities. Thirty one four years children in public kindergarten classroom were observed during free-choice activity time. Physical environment of the classroom was structured by activity centers. But the play materials offered in each centers were not enough and not in balance. Analysis revealed that the lack of play materials and play spaces caused limited play subjects and limited play choice for the children. Also, it caused children's negative behaviors such as arguing, struggling with peers, breaking the materials etc. The results identified that teachers must offer enough materials and various activities to insure maximum values of free-choice activity time. Also, teacher's careful observation and assessment of each child's needs and interest should be reflected on structuring physical environment and preparing materials.

통일대비 미국,중국,독일,스웨덴의영유아 교육보육 시스템 분석

양옥승 ( Ok Seung Yang ) 한국유아교육학회 2014 유아교육연구 Vol.34 No.6

This study aims to contribute to the construction of South Korea’s childhood education and care system which would be implemented in South Korea as a necessary preparation for a unified Korea. Thus from the perspective of universal public education and care I compared the systems of the United States, China, Germany and Sweden to ascertain the components pertinent to a revised education and care system for a unified Korea and the challenges to be considered. A summary of the comparison follows: The United States is now generally considered as a liberal welfare state which places the responsibility for its welfare system on the market, whereas Germany is deemed to be a conservative welfare state which places responsibility on society and individual families in accordance with the principle of subsidization. Sweden is a social democratic welfare state that considers the nation as the subject of welfare production. On the other hand China, which in the past has limited parents’ rights under its brand of socialism, has recently been promoting policies from a compensatory perspective. In these four models, it appears impossible for a welfare state to encompass integrative relationships of market, family, and state. The study concludes with the following implications and considerations: with the ultimate objective of the two Koreas’ reconciliation and cooperation, any proposals of an early childhood education and care system aimed at guiding a future unified Korea should consider 1) the guarantee of children’s right to education and care based on a philosophy that puts children at the center, 2) the establishment of a population policy for raising birth rate, and 3) a guarantee of parents’ right of freedom to choose. 통일에 대비하여 미래지향적인 관점에서 한국의 영유아 교육보육 발전방향을 모색하고자 본 연구에서는 미국, 중국, 독일, 스웨덴의 영유아 교육보육 시스템을 분석하였다. 복지생산 주체를 준거로 한 4개국의 시스템 분석을 통해서는 시장-가족-국가의 관계에서 특정 주체가 전체를 포괄하는 것은 현실적으로 불가능함을 알 수 있었다. 그리고 공공성을 기준으로 한 4개국 비교 분석을 통해서는 미래지향적인 영유아 교육보육 시스템 개편을 위해서는 영유아의 보호·교육받을 권리 보장, 출산율 제고를 위한 인구정책 수립, 부모의 자유선택권 보장 등을 우선적으로 고려하는 것이 필요하다는 함의와 시사점을 도출할 수 있었다.

영유아 자기조절 측정척도 개발을 위한 기초연구

양옥승 ( Ok Seung Yang ) 한국유아교육학회 2014 유아교육연구 Vol.34 No.4

유아교육기관에서 사용할 수 있는 0-6세 영유아 자기조절 측정척도 개발을 위해 본 연구에서는 영유아 교육보육 전문가 50인을 대상으로 두 차례의 델파이조사를 실시하였다, 58개의 예비문항에 대한 4점 평정의 1차 조사결과를 토대로 측정척도는 52개 문항(목표지향적 행동 20문항, 정서조절 32문항)으로 조정되었다, 이후 조정된 문항에 대해 1차 조사와 같은 방식으로 2차 조사가 진행되었다, 그 결과, 영유아 자기조절 측정척도는 만 6세 이하의 자기조절력 특성을 설명하는 타당한 문항들(M≥3,00, SD≤1,00, Q3-Q1≤1,00)과 요인들(자기조절·목표지향적행동 r=,96; 자기조절·정서조절 r=,95)로 구성되었고, 신뢰도 높은 도구(Cronbach α=,93)인 것으로 나타났다, 그러나 문항에 대한 전문가 집단(연구자 대 현장교사)의 합치도를 분석했을 때에는 49개 문항에서만 의견이 일치하는 것으로 나타났다, Self-Regulation (SR) is recognized as an important predicator of school and work success and emotional well-being. Research has also documented that SR can be developed, encouraged and guided. SR scales are thus important tools for teachers. This study describes the preliminary revision process in which two different previously developed SR Scales, one for infant (under the age three) and the other for young children (from the age three to six), are used to construct a more comprehensive continuum developmental scale for infants and young children from birth to 6 years of age. After reviewing the literature and scrutinizing my previous studies, 58 items were submitted to a panel of 50 experts composed of 25 researchers and 25 teachers for two Delphi surveys. The results are that the submitted 58 items have been reduced to 52 items comprising 20 goal-directed behavioral functions and 32 emotion regulation functions. All items were found to be valid when calculated by mean, standard deviation and the range of correlation between individual items and test scores (M≥3.00, SD≤1.00, Q3-Q1≤1.00). The correlation efficient between SR and goal-directed behavior and SR and emotion regulation is .96 and .95 respectively. The preliminary scale is reliable showing the Cronbach α as .93. As well, no differences were found between the researcher group and the teacher group on 49 of the items. Thus the items of the newly developed preliminary SR Scale for Infants and Young Children meet validity requirements; nonetheless, it is recommended that further study be conducted which with the aim of expanding the functions or items so that they more comprehensively cover self-regulatory behaviors, strategies and attitudes.