유아 영재교육에 대한 유아교육기관 종사자들의 인식 및 운영 실태 = Cognition and Management Realities about Special Education for the Gifted Children of Workers in Educational Institution for Early Children

다국어 초록 (Multilingual Abstract)

The purpose of this study is to give basic data for activation plan of special education for the gifted children by investigating cognition and management realities and searching for problems requiring improvement about special education for the gifted children of workers in educational institution for early children. For the purpose of it, the subjects of research were established as follows:
1) What is the necessity and cognition of special education for the gifted children by workers in educational institution for early children?
2) What is comprehension about definition and characteristics of the gifted children by workers in educational institution for early children?
3) What is cognition of distinguishing method and procedure of the gifted children by workers in educational institution for early children?
4) What is management realities of special education for the gifted children in educational institution for early children?
5) What is cognition of conditions necessary for being teachers in charge of special education for the gifted children by workers in educational institution for early children?
6) What are the problems and things to be improved of special education for the gifted children?
The subjects of this study were 450 workers by random sampling of educational institution for early children in Daegu city and Gyeongsangbuk-do and questionnaires were distributed by mail and training and 257 copies collected among them were finally investigated.
Materials collected were converted into scores by questions and reaction frequency and percentage by questions were calculated using SPSS12.0K/PC+Program and basic list was made and χ2 verification was executed.
The results of the study are as follows:
First, it was recognized by 71.2% that special education for the gifted children is necessary. The reason for the necessity of special education for the gifted children was in the order of potential development for self-realization of individual, cultivating helpful man of ability for national development and excellence in education.
Second, as for the definition of the gifted children, the most response was 'the children who have special talent in one field'. It appeared that understanding of characteristics of the gifted children was insufficient by workers in educational institution such as the level of understanding of characteristics of the gifted children were normal (63.8%) and not sure (30.0%).
Third, it appeared that examination tools for distinguishing the gifted children were in the order of standardization examination (57.2%), autobiographical information (27.2%), check lists and questionnaires (14.0%) and nomination and recommendation (1.6%) and standardization examination was extraordinarily high.
It was recognized that the procedure for distinguishing the gifted children was proper in the order of standardization examination→recommendation by teachers→observation and valuation of deepening activity execution behaviors → deepening learning.
Fourth, it appeared that as for management realities of special education for the gifted children in educational institution for early children, it was in the order of no operation of special education for the gifted children (89.1%), in operation (7.0%), in preparation (3.9%) and there were especially a lot of places of no operation.
Fifth, as for the cognition of conditions necessary for being teachers in charge of special education for the gifted children, the qualities for the teachers were counted as academic specialty of field in charge, understanding of psychology and desire of the gifted children, creative ability and honest attitude, passion and a sense of duty of special education for the gifted children.
It appeared that the desire of teacher in charge of special education for the gifted children was wanting (49.4%) and not wanting (50.6%) and the reason for wanting to be in charge of special education for the gifted children was developing potential of the gifted children and improvement of teachers' qualities and the reason for not wanting to be in charge of special education for the gifted children was lack of specialty of special education for the gifted children.
Sixth, it was said that the problems of special education for the gifted children were lack of national standard and resources, definition of the gifted children, lack of special teachers, lack of various programs and lack of material text and materials.
It was recognized that establishment and management of educational institution for the gifted children, development and distribution of program, cultivation of special teachers and administrative and financial support were needed for improvement of the problems of special education for the gifted children.
It was known that from the above results, special education for the gifted children was not activated yet. New activation plan should be investigated through understanding and analyzing the cognition of workers in charge of special education for the gifted children in educational institution for the early children.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구문제의 진술 = 1
• 2. 연구의 중요성 = 4
• 3. 용어의 정의 = 4
• 4. 연구의 제한점 = 5
• 5. 연구의 가정 = 5
• Ⅱ. 이론적 배경 및 선행연구의 고찰 = 6
• 1. 영재아의 정의 = 6
• 2. 영재아의 특성 = 8
• 3. 영재아의 판별 = 13
• 4. 영재교육 교사의 자질 = 18
• 5. 선행연구 고찰 = 20
• Ⅲ. 연구 방법 = 23
• 1. 연구 대상 = 23
• 2. 측정 도구 = 24
• 3. 연구 절차 = 26
• 4. 자료 분석 = 26
• Ⅳ. 결과 = 27
• Ⅴ. 논의 = 40
• Ⅵ. 결론 = 48
• 참고문헌 = 50
• 부록 = 54