유아교육

최석란(Suk Ran Choi),김영숙(Young Sook Kim) 한국아동학회 2009 아동학회지 Vol.30 No.6

한국과 미국 유아의 극놀이에 나타난 또래의 단계별 지지 분석

최석란(Suk Ran Choi),김영숙(Young Sug Kim) 한국아동학회 1998 아동학회지 Vol.19 No.2

This study compared Korean and American children on scaffolding by peers during dramatic play. Thirty Korean and twenty American 5-year-old kindergarteners participated. The data were analyzed by Spradly`s (1980) Developmental Research Sequence (DRS), using qualitative methods. The results showed that the categories of scaffolding (theme and communication) occurred more frequently among American children than among Korean children. In both cultures, more capable peers scaffolded children during dramatic play and were able to extend the dramatic play.

예비교사의 관점에서 본 유아갈등상황에 관한 연구

최석란(Choi Suk Ran),김영숙(Kim Young Sook) 한국열린유아교육학회 2007 열린유아교육연구 Vol.12 No.6

본 연구의 목적은 예비교사의 관점에서 유아갈등상황을 분석하여 유아교육기관에서의 갈등해결 연구를 위한 기초 방향을 제시하는 것이다. 이를 위해 4주간 유아교육기관의 실습에 참여한 예비교사 118명의 자연 및 참여 관찰을 통해 갈등사례를 수집하였으며, 필요시 그룹면담을 하였다. 수집된 사례는 Windows용 SPSS 10.0 프로그램을 이용하여 빈도분석을 하였다. 연구결과, 첫째, 갈등을 일으키는 유아들의 유형은 독단적 선택형, 언행불손형, 수업태만형, 친구무시형으로 나타났으며, 둘째, 갈등 상황의 언어 특성은 욕설이 포함된 비하 언어, 명령조로 말하기, 거짓말하거나 부정적으로 말하기, 주장 또는 설득하기의 순서로 응답하였다. 셋째, 갈등상황의 행동 특성은 심한 공격이나 난폭한 행동, 약한 공격이나 반항 행동, 떼를 쓰는 행동, 우는 행동의 순서로 응답하였다. 넷째, 갈등상황의 실제 지도는 주의주기, 대화로 설득하기, 무시하기, 유아가 원하는 대로 해주기의 순서로 응답하였다. 다섯째, 예비교사가 생각하는 갈등상황 해결의 바람직한 지도방안은 갈등 원인 인식시킨 후 대화시도, 유아 원하는 대로 해주기, 주의주기, 무시하기 등 순서로 응답하였다. The purpose of the study was to provide normative information for conflict resolution of young children and to suggest conflict solving strategies within the classroom context. The study examined student teachers' perception of children's peer conflicts related to their experiences in child care centers. With observations and interviews, student teachers gathered the data for the study. Episodes in the unstructured journals of the student teachers, kept during a four week field experience, were coded and analyzed by frequency analysis using SPSS 10.0. The results of this study identified the different types of children in conflicts such as; doing-as-he wishes, behaving rudely, using bad or inappropriate language, showing less interest in activities in class, or ignoring friends. Language used in conflict situations were analyzed. It was found that children engaged in using inappropriate verbal usage including bad language, speaking in a commanding tone, lying, or arguing with peers. And the behavioral responses of children in conflict situation were active aggression using force, passive aggression, asking for the impossible, or whining and being upset. The most commonly used teacher's guidance in class was reminding the children of the the rules, talking to children, ignoring the situation, or letting him do as he wishes. Furthermore, student teachers suggested for the appropriate strategies for conflict resolution in class were: resolving conflict through talking, letting him do what he wants, reminding the rules, or ignoring the situation.

유아 쓰기 포트폴리오 평가준거를 위한 기초연구

최석란(Suk Ran Choi),김영숙(Young Sook Kim) 한국아동학회 2000 兒童學會誌 Vol.21 No.3

This study examined a portfolio scale for the assessment of the writing of 295 kindergarten children. The data were analyzed by Spradley`s Developmental Research Sequence(DRS), using qualitative methods. Results showed that the writing portfolio scale for 4-year-olds includes a word or write a children`s name picture or word with shape of letters and scribbling or zig-zag. The writing portfolio scale for 5- and 6-year-olds includes invented spelling write according to sound and omitted letters write a good hand. The writing portfolio scale for 4-, 5-, and 6 -year-olds reflects their writing experience in daily life.

잘못된 개념을 통한 유아의 정신이론 이해와 가장놀이와의 관계

임은숙(Lim Eun Sook),최석란(Choi Suk Ran) 한국열린유아교육학회 2002 열린유아교육연구 Vol.7 No.3

본 논문은 유아의 사회인지 발달의 이정표라 할 수 있는 정신 이해와 우리 나라 4, 5세 유아의 정신 이해와 가작화 능력 및 가장놀이와의 관계에 대해 알아보고자 4세와 5세 유아 각각 30명을 대상으로 가장놀이의 유형을 조사하였으며, 가작화 능력측정 및 잘못된 신념과제를 실시하였다. 수집된 자료들은 SPSS Program에 의해 분석되었으며 t검증, Pearson의 상관관계 분석, 중다회귀분석, 경로분석이 적용되었다. 연구결과 5세 유아의 정신 이해는 가작화 능력 수준에 따라 유의한 차이가 있었다. 또한 4, 5세 유아의 가작화 능력은 가장놀이로, 그리고 가장놀이는 정신 이해의 경로를 통해 영향을 주었다. The purpose of this study was to examine the relationships between both the type of play behavior and the pretend ability, and the theory of mind understanding especially through false belief understanding. Subjects were 60 4-, 5- year old children. Observation was selected as the research method. The SPSS program was used for data analysis and the results was computed by T-test, Pearson's Correlation and Multiple Regression Analysis, Path Analysis. In case of the 5-year-old children, the relationship between the group pretend play and their false belief understanding was existed but the 4-year-old children's false belief understanding was not related with the level of pretense. In the relationship between child's false belief understanding and pretend play, there was positive especially among the 5-years-old children while it was negative among the 4-years-old children. Pretense ability affects pretend play and further pretend play influences the child's false belief understanding respectively.

2세 영아의 어머니와 보육교사에 대한 복합 애착과 사회,정서적 행동

신지연(Ji Youn Shin),최석란(Suk Ran Choi) 한국아동학회 2005 아동학회지 Vol.26 No.1

The socio-emotional behaviors of 2-year-olds were examined by multiple attachments to mothers and child care providers in the context of home and child care centers. Participants were 100 children (mean age : 30.2 months), their mothers, and 27 child care providers. Attachment security was assessed with attachment Q-set. Children`s social interaction with peers and teachers were rated every 10 seconds during 10 minute observation periods for 4 days, totaling40 minutes per child. Mothers and child care providers completed the Infant Toddler Socio-Emotional Assessment (ITSEA). Results showed that secure attachment relationships with child care providers partly compensated for insecure attachments with mothers at home. In the context of the child care center, secure attachments with child care providers were more important determinants of the development of socio-emotional behaviors than secure attachments with mothers.

극놀이에서 교사의 단계별 지지가 유아의 언어적 의사소통에 미치는 효과

김영숙(Young Sug Kim),최석란(Suk Ran Choi) 한국아동학회 1997 아동학회지 Vol.18 No.2

This study analyzed the effects of teacher`s scaffolding on children`s verbal communication in dramatic play. Twenty-four five-year-old kindergarten children participated. The collected data were analyzed with the repeated measures analysis of variance and two-sample t-tests. The results showed that: the frequency of verbal communication strategies and children`s episode length increased in the experimental group where the teacher intervened with the scaffolding. Children in the experimental group showed more positive response in the categories of minimal acceptances and enlarged acceptances. No gender differences were found.

유아환경교육을 위한 물 교육 프로그램 개발 및 효과

김영숙(Kim Young Sook),최석란(Choi Suk Ran) 한국열린유아교육학회 2006 열린유아교육연구 Vol.11 No.4

본 연구 목적은 유아 환경교육을 위한 일환으로 지역 생태ㆍ문화권을 반영하여 교육과정안에서 물 교육을 효율적으로 지도, 평가 할 수 있는 물 교육 프로그램을 개발하여 현장에 적용, 그 효과를 검증하는 것이다. 이를 위해 프로그램의 방향설정을 한 다음, 목표, 교육내용, 교수방법을 구성하여 물 교육 프로그램을 개발하였다. 개발한 프로그램은 유아교육기관에서 10주간 만 5세아 학급의 실험집단 30명, 통제집단 30명으로 나누어 적용하였으며, 그 결과 물 교육 프로그램은 긍정적인 효과가 있는 것으로 나타났다. The purpose of the present study was to develop and apply a water education program for children to be used at early childhood centers. The developmental characteristics of young children and proper water education as perceived by community contexts were considered in the process of the program development, application, and evaluation. This program was implemented for ten weeks with sixty children and two teachers. The data were analyzed by t-test with Windows SPSS 10.0., and through qualitative methods. The results of this study show that the water education program was significantly effective as a teaching and assessment tool in early environmental education for young children.

유아들의 쌓기 놀이에 관한 질적 연구

이경순(Kyung Soon Lee),최석란(Suk Ran Choi) 한국아동학회 2004 아동학회지 Vol.25 No.5

This research employs the grounded theory approach among various qualitative methodologies in order to reach a deep understanding of both the experiential process that children undergo in block play and the essential meaning of it. The objects of this study are 22 children(female 7, male 15) in a 5-year-old class of K kindergarten at Guro district, Seoul. The result of this research shows that first, children take pleasure in block play because of the delight and sense of accomplishment in building, the joy in demolishing, and the happiness of embracing the world through dramatic play with building structures. Second, the characteristics of children`s block play are popular subject of the play, decision of the subject, impromptu transformation and elaboration of building structures, and flow of the play according to friend/non-friend relationship. Third, the implicit rules shared by children have more significant influences upon the block play than the agreed rules at the beginning of semester.

인지 - 사회적 학습활동이 유아의 사회적지식과 사회적기술 증진에 미치는 영향

이상화(Sang Hwa Lee),최석란(Suk Ran Choi) 한국아동학회 1998 兒童學會誌 Vol.19 No.1

The purpose of the present study was to study the effect of cognitive-social learning activities on children`s social knowledge and prosocial skill. The subjects of the study were five -and six- year old kindergarten children. 57 children were in the experimental group and another 57 children were in the control group. A six-week cognitive-social learning intervention program was implemented using activities for social knowledge and social skills. Cognitive- social learning activities developed in the present study brought out effective results on improving children`s social knowledge and prosocial skill.