만 2세 교육과정의 영아들이 교사에게 시도하는 개별적인 상호작용에 관한 연구 = Infants’ Attempts of Interactions with Their Teacher in Two-Year-Old Curriculum of Childcare Center

국문 초록 (Abstract)

본 연구는 만 2세 반 교육과정 속에서 영아들이 교사에게 시도하는 개별적인 상호작용의 양상을 살펴보고, 그러한 상호작용을 시도하는 영아 개인의 상호작용 특성과 그들이 시도하는 개별적인 상호작용 속에는 어떠한 메시지가 내포되어 있는지에 대해 알아보는 데 그 목적을 두었다.

이에 본 연구에서 설정한 연구문제는 다음과 같다.

1. 만 2세 반 영아가 교사에게 시도하는 개별적인 상호작용은 하루 일과에서 어떠한 범주로 나타나는가?
2. 만 2세 반 영아가 교사에게 시도하는 개별적인 상호작용의 범주는 영아 개인의 특성에 따라 어떻게 나타나는가?
3. 만 2세 반 영아가 교사에게 시도하는 개별적인 상호작용은 어떠한 의미를 갖고 있는가?

이상의 연구문제를 알아가기 위하여 본 연구에서는 완전참여관찰을 통해 추적가능한 모든 요인과 그 관계를 파악함으로써, 연구대상을 총체적으로 이해하는 문화기술적 접근을 시도하였다.
연구의 참여자는 G광역시에 위치한 비전 어린이집의 만 2세 두 학급으로 총 13명의 영아와 소망반 담임이자 동시에 관찰자인 본 연구자, 보조 관찰자인 사랑반 담임이었다. 참여 관찰은 2009년 10월～2010년 1월까지 실시하였고, 현장학습과 대그룹 활동시간을 제외하고 거의 매일의 일과 속에서 진행되었다.
자료 수집은 참여관찰, 심층면담, 문서자료 수집 등의 방법으로 이루어졌다. 그리고 이렇게 수집된 자료들은 현장노트·저널·관찰 기록지·심층면담 기록지·조언 노트의 다섯 가지 형식으로 작성되었으며, 연구의 시작부터 마지막까지 자료에 대한 수집과 분석을 동시에 진행하였다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate infants’ individual attempts of interactions to their teacher in two-year-old class curriculum of child care center. To achieve this purpose, this study tried to find out the type of interactions that infants attempted to their teacher, and examined which message was contained in infants’ attempts of interactions.

The following research questions were formulated in this study.

1. How can infants’ individual attempts of interactions with their teacher be categorized in two-year-old class?
2. How do infants’ individual attempts of interactions with their teacher in two-year-old class vary according to their personal characteristics?
3. What is the meaning of infants' individual attempts of interactions with their teacher in two-year-old class?

To examine the research questions above, this study used complete participation observation method of ethnographic approach which is the research method that can make the study comprehend on the whole by figuring out the traceable main cause and connection.
The participants in this study were 13 infants and their teachers in 2 two-year-old classes(Hope, Love) of Vision Child Care Center located in G city. The researcher who was a Hope-class teacher was an observer, and the Love-class teacher was an assistant observer. Participant observation was made everyday except the days of field trip and group activity from october 2009 to January 2010.
For the collections of materials, a variety of methods such as participant observation, depth-interview and collection of documents were used. Then the materials were recorded by the following five forms: field note, journal, observation recording paper, depth-interview recording paper, advice note.

목차 (Table of Contents)

• 목 차
• ABSTRACT··········································································ⅳ
• Ⅰ. 서 론 ··········································································1
• A. 연구의 필요성 및 목적 ························································1
• B. 연구 문제 ······································································4
• Ⅱ. 이론적 배경 ······································································5 A. 만 2세 교육과정 ······························································5
• B. 영아-교사 간 상호작용과 영아의 발달 ···································9
• C. 교사-영아 간 상호작용에서 교사의 상호작용 양상 ···················11
• D. 영아 - 교사 간 상호작용의 유형 ··········································13
• E. 선행연구 분석······························································24
• Ⅲ. 연구방법 ···································································25 A. 방법론적 배경 ·································································25
• B. 연구자 특성 ··························································27
• C. 연구 장소와 연구 참여 대상 ················································30 1. 연구 장소 : 비전 어린이집 ···············································31
• 2. 연구 대상 학급 : 소망반과 사랑반 ····································37
• 3. 연구 참여 대상 : 소망반과 사랑반 영아들 ····························39
• D. 연구절차 ··························································40
• 1. 문제 상황 속에 자리 잡기··············································40
• 2. 문제선정 ·································································41
• 3. 자료수집 및 기록 ···························································42
• 4. 자료분석 ·································································44
• Ⅳ. 영아의 개별적인 상호작용 범주 ·······························47
• A. 생각 나누기 : 자신의 생각 표현하기 ······································48
• B. 묻고 답하기 ··························································52
• C. 알리는 말하기 ·························································61
• D. 반응 구하기·······················································88
• E. 행동으로 표현하기 ·············································110
• Ⅴ. 범주에 다른 영아 개인의 특성··············································121
• A. 만 2세반 영아들의 개인별 상호작용 특성 ·······························122
• 1. 훈아··········································································124
• 2. 택연······································································133
• 3. 태이·····································································142
• 4. 수영··········································································149
• 5. 희은 ·········································································156
• 6. 성우··········································································160
• 7. 또리·········································································167
• 8. 재범 ········································································172
• B. 만 2세 반 영아 8명의 개인적 특성을 통해 살펴 본 영아들의 공통적인 상호작용 양상 ································································178
• 1. 상호작용의 중심에 있는 ‘엄마’··········································179
• 2. 현재 상황과 가정에서의 경험 연결하여 말하기 ·······················181
• 3. 갈등 해결을 위해 상황을 알리려는 「일러바치기」···················182
• 4. 말끝을 흐리는 모호한 언어사용 ·········································184
• 5. 끼어들기를 이용한 상호작용 ·············································185
• 6. 자신감이 없는 상황에서 나타나는 평소와 다른 영아들의 모습 ·····189
• Ⅵ. 만 2세 반 영아들이 교사에게 시도하는 개별적인 상호작용의 의미·······································································191
• A. 도움이 필요해요. ··················································191
• B. 나도 함께 칭찬받고 싶어요. ··············································194
• C. 나만 바라봐주세요! ····················································198
• D. 속상한 내 마음을 알아주세요. ······································205
• E. 인정해 주세요!······························································208
• F. 내가 원하는 일과를 알아주세요. ········································211
• G. 선생님과 친해지고 싶어요. ···············································213
• H. 그냥 들어만 주세요. Vs 반응은 보여주세요!····························214
• Ⅶ. 논의 및 결론···························································219
• A. 요약 및 논의 ·············································219
• 1. 만 2세 반 영아들이 교사에게 시도하는 개별적인 상호작용의 범주·219
• 2. 만 2세 반 영아들의 개인적 특성에 따른 개별적 상호작용의 범주·223
• 3. 만 2세반 영아들이 교사에게 시도하는 개별적인 상호작용의 의미·233
• B. 결론·············································································237
• 1. 결론···········································································237
• 2. 연구의 제한점 및 제언 ·············································241
• 참고문헌 ··································································242
• 부록················································································253

참고문헌 (Reference)

1. 아동발달, 유효순, 한국방송대학교출판부, , 2006

2. 질적 연구, 조용환, , 2005

3. 유아교사론, 이은화, 良書院, , 1995

4. The dynamic infant, Baily, R. A., , 1989

5. 영아교육과정, 장영희, 양서원, , 2000

6. 유아언어교육, 박혜경, , 1999

7. Development in Infancy, Bower, , 1982

8. Patterns of attachment, Ainsworth, M. D, Patterns of attachment, , 1978

9. 보육프로그램 총론, 여성가족부, 보육프로그램총론, , 2007

10. 개정 유아의 발달 심리, 김재은, , 1998

11. 보건복지가족통계연보, 보건복지가족부, 보건복지가족 통계연보,

12. Children's language and learning, Lindfors, Judith Wells, Prentice-Hall, , 1987

13. 여성가족통계연보 제2호, 여성가족부, , 2006

14. Infants, toddlers, and caregivers, Gonzalez-Mena, Janet, Mayfield Pub. Co., "Infants, , 2001

15. Teachingstylesrating scale manual, Zulli, McWilliam, deKruifR.E.L, , 1999

16. Attachment and loss, 3: attachment, Bowlby, "Attachment and loss, , 1980

17. Quality day care. Englewood Cliffs, Endsley, Bradbard, , 1981

18. 유아 놀이행동에 관한 연구, 최미숙, 유아 놀이 행동에 관한 연구, , 1992

19. Play, development, and early education, Johnson, James E, Pearson/A and B, "Play, , 2005

20. 유아의 의사소통에 관한 연구, 박휴용, 연세대학교, 연세대학교 대학원 석사학위논문, , 1994

21. 유아 언어 연구의 이론과 실제, 이차숙, , 2005

22. 유태인 부모는 이렇게 가르친다, 박미영, 백성, , 1995

23. Child development, Asian Students (3rd ed.), Hurlock, "Child development, , 1956

24. 유아를 위한 놀이의 이론과 실제, 이숙재, 창지사, , 2004

25. (2-3세를 위한) 유아교육 프로그램, 이영자, 창지사, 2～3세를 위한 유아교육 프로그램, , 1993

26. Nonparental caregiving.Handbook of parenting, Allhusen, Clarke-Stewart, M.Bornsrein, , 2002

27. Toys social interaction between infant peers, Eckerman, Whatley, , 1997

28. Thought and language. Cambridge, MA: MIT Press, E.Hanfmann ＆ G.Vaker, Vygotsky, "Thought and language. Cambridge, , 1962

29. 영아의 사회적 상호작용 형태 연구, 장현주, 이주옥, 한국유아교육학회, "유아교육연구, , 2004

30. 보육교사 신념 및 효능감 간의 관계, 임옥희, , 2006

31. 보육교사와 영유아의 상호작용 평가, 이완정, 한국영유아보육학회, "한국영유아보육학, , 1999

32. Parental socialization of young children’s play, Pasternack, Wolchik, Hernandez, Eisenberg, , 1985

33. Structureand function ofbaby talkinadaycarecenter, Pelligrino, Scopesi, Structure and Function of baby talk in a day care center, , 1990

34. A program of play for infants and thier caregivers, Veen, Hughes, Elicker, , 1995

35. 보육의 질에 따른 유아의 사회적 능력, 오선영, 이숙, , 1998

36. 유아의 글자 환경과 읽기에 관한 연구, 주영희, 한국교육학회, "교육학 연구, , 1992

37. 창의성을 중심으로 한 유아연구방법론, 전경원, , 2002

38. (유아를 위한) 언어 교육의 이론과 실제, 이숙재, 창지사, , 1992

39. Child care quality and children's social development, Scarr, McCartney, Pillips, , 1987

40. Early childhood experiances in language arts(6th ed0, Machado, , 1999

41. 아이들의 질문 어떻게 대답하면 좋은가, Formanek, Ruth, 학지사, , 2003

42. 영·유아의 마음 이론 발달에 관한 연구, 이종희, 김영심, 미래유아교육학회, "미래유아교육학회지, , 2003

43. 집단 활동에서 교사와 영아의 상호작용, 김선희, 배재대학교 대학원, 배재대학교 대학원 박사학위논문, , 2008

44. Adult-Child Relationship Processes and Early Schooling, Robert C, Pianta, Adult-child relationship processes and early schooling, , 1997

45. High quality infant/ toddler care: Issues and dilemmas, Honing, , 1985

46. 보살핌의 텍스트로서 유아교육과정 이해, 양옥승, 한국유아교육학회, "유아교육연구, , 2004

47. A speech analysis of preschooler’s dyadic interaction, Pellegrini,A.D, Pellegrini, , 1982

48. The Language and Thought of the Child(M Babain, trans.), Piaget, "The language and thought of the child (M. Babain, , 1962

49. The role ofdirectiveness in early language intervention, Yoder, Warren, McCathren, The role of directiveness in early language intervention, , 1995

50. 의사소통에 나타난 유아의 비언어적 행동, 김헌태, , 1989

51. Antecedent of self-regulation: A developmental perspective, Kopp, Antecedent of self regulation: A developmental perspective, , 1982

52. How to do things with words., Human growth and development, Bruner, J.Bruner, "How to do things with words., , 1978

53. Learning discourse topic management in the preschool years, Foster, , 1986

54. Dyadicinteractionprofokesin infancy andpreschoolintelligence, Frick, Robinson, Saxon, , 2000

55. Prime times: A Handbook for excellence infant and toddler care, Greenman, Stonehouse, , 1996

56. 보육교사와 아동의 상호작용에 대한 질적 분석, 임재택, 조순형, , 1997

57. Early lexical acquisition: Rate,content,and the vocabulary spurt, Reznick,J., Goldfield,B., "Early lexical acquisition: Rate, , 1990

58. 자유선택활동에서 나타난 교사의 상호작용 양상, 조지은, , 2008

59. The effects ofmother's style ofinteraction on children's engagement, Kim, Mahoney, , 2004

60. Ways with words: Language life and work in community and classrooms, Heath, , 1983

61. Language in the inner city : studies in the Black English vernacular, Labov, William, University of Pennsylvania Press, , 1972

62. NICHD study of early child care phase I instrument document revision, NICHD Early Child Care Research Network, , 1999

63. 유아교육 프로그램을 위한 언어 및 사고능력의 연구, 주영희, 이화여자대학교, 유아교육프로그램을 위한 언어 및 사고능력의 연구, , 1982

64. Learning through though interaction: The study of language development, Wells, , 1981

65. 보육교사의 교사-영아 상호작용 평가 척도 개발 연구, 임옥희 ( Ok Hee Lim ), 이진숙 ( Jin Suk Lee ), 한국가정과학회, , 2006

66. Number in preschool and kindergarten: Implications of Piaget’s theory, Kamii, , 1982

67. 유아의 부정적 정서성에 따른 사회적 기술과 행동문제, 성미영 ( Mi Young Sung ), 한국아동학회, , 2006

68. 한국 아동의 어휘 발달 연구:13~30개월 아동을 대상으로, 최은희, 한국아동의 어휘발달 연구: 13-30개월 아동을 대상으로, , 2000

69. 한국 영아의 어휘 발달과 어머니와의 언어적 상호작용, 임용순, 연세대학교 대학원, 연세대학교 대학원 석사학위논문, , 2002

70. Measuring the Quality of Teacher-Child Interactions in Toddler Child Care, La Paro, Thomason, , 2009

71. Research in review: Adult-child relationships in early childhood settings, Ericker, Fortner-Wood, , 1995

72. B . F . Skinner 의 언어발달 이론에 기초한 유아의 언어 분석, 최성규, 한국정서학습장애아교육학회, , 1999

73. Classification of teachers' interactionbehaviors in early childhood classrooms, Wakeley, , 2000

74. Teachers interactions with children: Why are they so important? Young Children, Kontos, Wilcox-Herzog, , 1997

75. 18~22개월 영아와 교사의 상호작용에 기초한 영아교사의 역할, 임영심 ( Young Sim Lim ), 이경하 ( Kyung Ha Lee ), 한국영유아교원교육학회(구 중앙유아교육학회), 18-22개월 영아와 교사의 상호작용에 기초 한 영아교사의 역할, , 2006

76. 만2세 유아의 또래 상호작용에 영향을 미치는 관련변인 연구, 김난실, 만 2세 유아의 또래 상호작용에 영향을 미치는 관련 변인 연구, , 2004

77. 발달적으로 적합한 2세 유아 프로그램의 모색을 위한 일모색, 김숙령(Kim Sook-Ryong), 발달적으로 적합한 2세 유아 프로그램의 모색을 위한 일 모색, , 1998

78. 영아-교사 상호작용 유형에 따른 30개월 영아의 언어표현분석, 김경옥, , 2005

79. Lexical development duringmiddle infancy: A mutually driven infant-caregiver process, Dunham, , 1992

80. Social pretend play intoddlers: Parallels with social play and solitary pretend play, Howes, Beizer-Seidner, , 1989

81. 영아의 애착 증진을 위한 부모교육 프로그램의 구성과 적용효과, 전우경, 중앙대학교 대학원, 영아의 애착증진을 위한 부모교육 프로그램의 구성과 적용 효과, , 2002

82. A comparison of teacher response to preacademic and problem behavior of boys and girls, Serbin, O’leary, Tonick, , 1973

83. Measuring Quality through a national accreditation system for early childhood programs, Breadekamp, , 1989

84. 교사의 그림책 읽기 상호작용 유형에 따른 영아의 언어발달 비교, 남규 ( Gue Nam ), 이지현 ( Jee Hyun Lee ), 한국아동학회, 건국대학교 대학원 박사학위논문, , 2009

85. 보육시설의 집단 크기에 따른 영아의 또래 및 교사와의 상호작용, 권혜진, 이순형, 한국아동학회, "아동학회지, , 2001

86. Learning how to mean. , Foundation of language development: A multidisciplinary approach, Halliday, E.Lenneberg, "Learning how to mean. , , 1975

87. 보육시설내 성별에 따른 영아와 교사 및 또래간의 사회적 상호작용, 이순형, 김정연, 한국아동학회, 보육시설 내 성별에 따른 영아와 교사 및 또래간의 사회적 상호작용, , 1997

88. 보육 시설의 교수-학습 환경이 유아의 정서지능 발달에 미치는 영향, 장현주, 德成女子大學校 大學院, 보육시설의 교수-학습 환경이 유아의 정서지능 발달에 미치는 영향, , 2004

89. 영아 언어발달을 위한 상호작용적 그림책 읽기 모형의 적용 및 효과, 김정아, 전남대학교 대학원, 전남대학교 대학원 박사학위논문, , 2006

90. 유아의 어휘 양식과 보육 경험에 따른 언어적 상호작용의 주제 수행, 성미영, 이순형, , 2006

91. Maternal, teacher, and childcare history correlates of children’s relationship with peers, Hamilton, Howes, Matherson, "Maternal, , 1994

92. The role of imitation in children’s language learning. Discovering language with children, Hood, G.Pinnell, , 1980

93. 교사 반응성 증진프로그램이 유아의 사회적 상호작용에 미치는 효과, 강인숙, 영유아교육학회, "영유아교육연구, , 2003

94. 영아교사의 놀이교수효능감에 따른 교사 상호작용 유형에 관한 연구, 강의정, 김선영, , 2006

95. Can the age of entry into child care and thequality care predict adjustment in kindergarten?, Howes, Can the age of entry into child care and the quality care predict adjustment in kindergarten?, , 1990

96. 보육교사와 영아의 애착 증진을 위한 야간보육프로그램 개발 및 적용, 서원경, 서울여자대학교 대학원, 서울여자대학교 박사학위논문, , 2004

97. 유아교사가 적용하는 교수행동 유형의 경향 및 환경구성에 관한 연구, 이정욱, 이영자, 한국영유아보육학회, "한국영유아보육학, , 1998

98. 유아의 문어 발달과 구어 문어 구별 능력 발달에 대한 질적 분석 연구, 이종숙, 이영자, 한국유아교육학회, "유아교육연구, , 1990

99. 영아 개별특성과 교사 상호작용이 놀이참여에 미치는 영향 및 매개효과, 이방실, 성신여자대학교, 성신여자대학교 대학원 박사학위논문, , 2009

100. 유아의 사회, 정서발달에 미치는 가족특성, 보육경험 및 기질 변인 분석, 조혜진, 조혜진, 이화여자대학교 대학원, "유아의 사회·정서 발달에 미치는 가족특성, , 2004

101. Caregivers in Day-care center : Does training matter? Journal of Applied Developmental Psychology, Arnett, , 1989

102. 어린이집에서 24-36개월 영아-교사 간 공동주의와 영아의 어휘력간의 관계, 이가현 ( Ka Hyun Lee ), 김명순 ( Myung Soon Kim ), 한국아동학회, , 2009

103. Thresholds of quality:Implication for the social development of children in center-basedchild care, Phillips, Whitebook, Howes, , 1992

104. Mind in society: the development of higher mental process. . Cambridge, MA: Havard University Press, Vygotsky, M.Cole, "Mind in society: the development of higher mental process. . Cambridge, , 1978

105. Qualitative research for education. Boton: Allyn & Bacon. 교육연구의 새 접근: 질적 연구, Biklen, Bogdan, 신옥순, , 1982

106. 개방주의 유아교육 프로그램에서의 아동 및 교사 간 상호작용에 관한 연구, 김온기, 이영, 조미혜, 연세대학교 생활과학연구소, , 1991

107. 또래간 상호작용 유형과 인기도에 따른 유아의 의사소통 유형에 관한 연구, 이근영, 서울여자대학교 대학원, 서울여자대학교 대학원 석사학위논문, , 1999

108. 상호작용론적 관점에서 본 Vygotsky의 발생학적 인식론-Mead 및 Dewey와의 비교-, 양옥승(Yang Ok-Seung), 한국영유아보육학회, , 1997

109. 자연체험활동에서 교사-학습자간의 상호작용에 관한 문화기술적 사례연구, 황세영, 김종욱, , 2003

110. Joint attention as social cognition. Joint attention: It’s origins and role in development(103-130), C.Moore, Tomasello, , 1995

111. Rough-and-tumble play, aggression, and dominance: Perceptions and behavior in children’s encounters, Boulton, Smith, "Rough-and-tumble play, , 1990

112. Adult-Child discourse: Developmental interaction between information processing and linguistic knowledge, Bloom, Hood, Rocissano, , 1976

113. Qualitative methods in research on teaching. In M. Wittrock(Ed.), Handbook of Research on Teaching (2nd), Erickson, "Qualitative methods in research on teaching. In M. Wittrock(Ed.), , 1986

114. Case study research in education: A qualitative approach. Wiley: Jossey - Bass. . 질적 사례 연구법, 허미화, Marriam, , 1991

115. Child Care and Child Development : results from the NICHD study of early child care and youth development, NICHD Early Child Care Research Network, Guilford Press, , 2005

116. Literacy conversations between adults and children at child care: Descriptive observations and hypotheses, Roskos, Rosemary, , 2002

117. Task-related interactions between kindergarten children and their teachers: the role of emotional security, Koomen, Thijs, , 2008

118. The aquisition of korean(first draft). In D. I. Solobin(ed.), The cross linguistic study of language acquisition, Kim, "The aquisition of korean(first draft). In D. I. Solobin(ed.), , 1992

119. 참여관찰과 심층면담. 교육인류학연구회 1998년 춘계학술대회. 교육연구의 질적 접근, 홍용희, , 1998

120. 타인 애착 유형과 다중애착 안정성 유형에 따른 영아의 상호작용의 질 및 순응성 연구, 백지혜 ( Jee Hea Baek ), , 2009

121. 영아의 사회인지적 놀이행동과 환경 변인과의 관계 -놀이감과 교사 상호작용을 중심으로, 조혜진, 김난실, 영아의 사회인지적 놀이행동과 환경 변인과의 관계-놀이감과 교사 상호작용을 중심으로, , 2007

122. Preventing violence by promoting the development ofcompetent conflict resolution skills: Exploring roles responsibilities, Chen, Preventing violence by promoting the development of competent conflict resolution skills: Exploring roles responsibilities, , 2003

123. Quality of infant'attachments to professional caregiver. relation toinfant-parent attachment and day-care characteristics, Goossens, Van Ijzendoorn, , 1990

124. The language environments of child care homes and their relation to language development in the second and third years of life, Rauner, Diana Mendley, The University of Chicago, The language environments of child care homes and their relation to language development in the second and third years of life, , 2002

125. Relationships among child care quality, teacher behavior, children’s play activities, emotional security, and cognitive activity in child care, Howes, Smith, "Relationships among child care quality, , 1995

126. Predicting child development from child card forms and features: The Chicago study. , Quality in child care: What does research tell us?(pp. 21-41), Clarke-Stewart, A.P.Devorah, "Predicting child development from child card forms and features: The Chicago study. , , 1987

127. 보육시설에서의 영아-교사 상호작용과 영아의 발달수준, 교사의 민감성 및 초기 가정환경 간의 관련성에 관한 연구, 최은정 ( Eun Jung Choi ) , 서소정 ( So Jung Seo ), 하지영 ( Ji Young Ha ), 한국아동학회, "보육시설에서의 영아-교사 상호작용과 영아의 발달수준, , 2009

128. Scaffolding children’s learning: Vygotsky and early cildhood education. Reston, VA: Nat'l Assn of Education. 홍용희 역 (1995). 어린이들의 학습에 비계 설정 - 비고스키와 유아교육, Winsler, Berk, "Scaffolding children’s learning: Vygotsky and early cildhood education. Reston, , 1995

129. 영아의 보육기관적응행동에 영향을 미치는 요인에 관한 연구: 영아발달, 기질, 교사-영아간의 상호작용, 어머니의 양육 및 보육신념과 적응지원 전략을 중심으로, 서소정 ( So Jung Seo ), 미래유아교육학회, "영아의 보육기관적응행동에 영향을 미치는 요인에 관한 연구: 영아발달, , 2009

130. Reaching potential through appropriate curriculum: Conceptual frameworks for applying the guidelines. In S. Breadekamp & T. Rosegrant (Eds.), Reaching potentials: Appropriate curriculum and assessment for young children, Rosegrant, Breadekamp, "Reaching potential through appropriate curriculum: Conceptual frameworks for applying the guidelines. In S. Breadekamp & T. Rosegrant (Eds.), , 1992