또래관계 증진을 위한 교사의 신념과 실천과의 관계 = A Study on the Teachers' Belief and the Classroom Practice Facilitating Peer Relations of Young Children

다국어 초록 (Multilingual Abstract)

The purpose of this study is to analyze the relation between teachers' belief and classroom practice in order to facilitate peer relations of young children.
The questions for this study are as follows;
1.What is the best factors influencing the development of peer relations?
2.What is the belief of teachers' influence on the development of peer relations?
3.Are there any differences in the belief of teachers' ability by factors influencing the development of peer relations?
4. What is the classroom practice facilitating peer relations?
5.Are there any differences in the classroom practice by the belief of teacher's influence on the development of peer relations?
The subjects of this study were 211 teachers who worked at Kindergartens and nursery schools in the Cheun-Buk district.
The tool used for this study was a questionaire of peer relations rating scale. The collected data were analyzed by the study questions statistically such as frequency, percentage, Chi square. The results of the study can be summarized as follows:
1.It revealed that the factor most influencing in developing social skills with peers was child's inherent capabilities or nature(36.8%), the nest was peers or siblings(27.7%)
2.It revealed that teachers' influence on the development of peer relation was some much(38.1%) the nest was common.
3.The differences of teacher's belief according to the factors facilitating child's peer relation ability were significant. It significantly revealed in resolving conflicts with peers by nature, being kind toward peers by parents, and startign play activities with peers ingerent nature.
4.It revealed that practice of teacher in the classroom was common, the nest was some difficult.
5.The differences of teacher's practice in the classroom according to the teachers' belief were significant. It revealed that the practice in class-room according to the teacher's belief was some much.
It revealed that the practice in classroom was common when the teacher's belief of teaching ability was some much in cooperating with peers, being kind toward peers, being comfortable in groups of peers, starting play activities with peers, and developing friendships with peers.

목차 (Table of Contents)

• Ⅰ.서론
• 1.연구의 필요성 및 목적
• 2.연구의 문제
• Ⅱ.이론적 배경
• 1.또래관계의 중요성 및 영향요인
• 2.교사의 신념과 역할
• Ⅲ.연구방법
• 1.연구대상
• 2.측정도구 및 방법
• 3.자료분석
• Ⅳ.결과 및 해석
• 1.또래관계 증진에 영향을 미치는 요인
• 2.또래관계 증진을 위한 교사의 신념
• 3.또래관계 증진의 영향요인과 교사의 신념과의 차이
• 4.또래관계 증진에서 교수의 용이성
• 5.또래관계 증진에 대한 교사의 신념과 교수의 용이성과 차이
• Ⅴ.요약 및 결론