가정어린이집의 부모 상담 실태와 교사와 부모의 만족도 및 요구 연구 = A Study on Actual Condition of Parents Counselling in Home Day Care Center : Satisfaction and Necessity of the Teachers and Parents

다국어 초록 (Multilingual Abstract)

A Study on Actual Condition of Parents Counselling in Home Day Care Center : Satisfaction and Necessity of the Teachers and Parents


Jin Kim

Department of Early Childhood Education
Graduate School of Industry & Science,
Kangwon National University

Abstract

The purpose of research is overall satisfaction and request study regarding parent counseling in home daycare center. This is written from the perspective that counseling should be performed based on infants' sensitive social nature such as trust, stable attachment, dependence and independence. The research could be limited considering it is basic level of study.

Research question of this study were as follows:
First, how is Actual condition of parent counseling in the home Daycare Center?
Second, how is Satisfaction of parent counseling in the home Daycare Center?
Third, how is Necessity of parent counseling in the home Daycare Center?

A studys were conducted a survey of 95 teachers who works in 40 the home Daycare Center and 183 parents who send their children in 40 the home Daycare Center in southern part of Yeongdong area, Gangwon, Korea.
The results of this study were as follows:
First, finding out about the actual conditions of the teach and parent counselling system at the home day care, we have learned that most parents need to participate in this counselling system. We think that the parents should have this counselling twice every year. This counselling should be one on one and it should be at least 30-40 minutes long. Also, there should be a reminder 1-2 weeks before the date of the teacher and parent counselling. 1-2 weeks of time should be given because both the parents and teachers need to prepare for the counselling. Teachers also ask the parents on what they want to see of their children work and what they do at day care. The parents are also wanting to see what their child does at day care and what their child enjoys most at their day care. The parents are wanting to know this because they want to use what they learned from the counselling and put it to use at home.
Secondly, the parents are very satisfied with this counselling system because the parents are able to come much more closer to their child, and the parents are able to become much more closer to the teachers and are able to communicate much easier. Also, the parents don't need to worry as much now because they are able to find out what happens at the day care and are able to communicate much better at home.
Third, after the counselling the parents learn how to make their child more healthier. In such ways, they are able to teach and make their child participate is small body exercises, other things that the parents learn is to teach proper use of language, how the nature works, and they are able to teach their child how to express themselves in artistic or other ways. The parents also are able to find out the great and weaknesses of their child and are able to help out on the weak side and make their great side much more great. But, if the parents are wanting to take action in their children life and help them out in these kind of ways, the parents are needed to take a lot of time out of their day to help the child and are needed to attend the parent and teacher counselling system.

Key words: parent counseling, home daycare center.

국문 초록 (Abstract)

가정어린이집의 부모 상담 실태와
교사와 부모의 만족도 및 요구 연구

김 진
강원대학교 산업과학대학원
유아교육학과 유아교육전공

본 연구는 신뢰감 그리고 안정적 애착관계 형성, 독립과 의존의 경계선상을 넘나드는 자율성의 확립 등과 같은 민감한 사회 정서적 과제를 달성해야 하는 영아를 전담하는 가정어린이집에 대한 부모 상담 연구가 이루어져야 한다는 관점에서, 가정어린이집 부모 상담에 대한 기초연구로서 제한적이지만 가정어린이집 부모 상담에 대한 전반적 실태와 부모 상담에 대한 만족도 및 요구에 대한 연구를 하고자 한다.

이에 따른 구체적 연구문제는 다음과 같다.
연구문제 1. 가정어린이집의 부모 상담 실태는 어떠한가?
연구문제 2. 가정어린이집의 부모 상담에 대한 만족도는 어떠한가?
연구문제 3. 가정어린이집의 부모 상담에 대한 요구는 어떠한가?

본 연구는 강원 영동 남부 지역에 소재한 가정어린이집 40개 어린이집에 재직 중이며 부모 상담을 실시하고 있는 어린이집 교사 95명과 그리고 이 기관의 부모 183명을 대상으로 설문 조사를 실시하여 자료를 수집하였다.
본 연구의 주요한 연구결과는 다음과 같다.
첫째, 가정어린이집의 부모 상담 실태에 대해 알아본 결과 교사와 부모 대부분이 부모 상담이 필요하다고 인식하고 있었고, 주로 어머니가 정기적인 부모 상담에 참여하는 것으로 나타났다. 부모 상담의 횟수는 교사는 연2회, 부모는 연1회가 적당하다고 응답하였고, 교사와 부모 모두 학기 중간에 1대 1 대면 상담의 형식으로 평일 야간이나 영아 낮잠시간을 이용하여 30~40분 정도 실시하는 것이 적당하다고 응답하였다. 또한 부모 상담은 1~2주 전에 가정통신문을 통해 안내된다고 응답하였다. 교사가 부모 상담을 준비하는 기간은 1주 ~2주정도 소요된다는 응답이 많았고, 대부분의 교사가 상담을 준비하면서 부모에게 제공 할 상담자료 준비에 가장 신경 쓴다고 하였으며, 학부모의 부모 상담에 대한 인식 부족 때문에 상담을 준비하면서 어려움을 겪는다고 응답하였다. 부모 상담 전에는 설문지를 사용하여 사전 의견 조사를 실시하는 것으로 나타났다. 교사와 부모 모두 부모 상담을 위한 자료로 관찰기록일지를 선호하였고, 실제로 제공되는 자료도 관찰기록일지라는 응답이 비교적 많았다. 교사와 부모 모두 영유아와 가장 많은 시간을 함께 하는 담임교사와 상담하기를 원하였고, 상담 중에 영유아의 어린이집 생활에 대하여 궁금한 점을 질문할 기회를 제공한다고 하였다. 부모 상담을 마친 후에 교사는 상담 내용을 문서로 저장하여 활용하였지만 부모는 상담에서 얻은 정보를 활용하여 양육한다고 하였다. 그러나 부모 상담 후에 평가가 진행되지 않는다는 응답이 비교적 많았다. 이는 평가시스템에 대한 개발과 교육이 필요함을 시사한다.
둘째, 가정어린이집의 부모 상담에 대한 만족도에 대해 알아본 결과 교사와 부모 모두 대다수가 만족하고 있는 것으로 나타났다. 교사는 학부모와 긍정적인 관계형성이 이루어지고 영유아에 대하여 몰랐던 사실을 알게 되어 부모 상담에 만족하고 있다고 하였고, 부모는 내 자녀의 어린이집 생활에 대해 알게 되었기 때문에 부모 상담에 만족한다고 응답하였다. 이는 비교적 어린이집과 가정 간에 원활한 의사소통이 이루어지고 있다는 것을 시사한다.
셋째, 가정어린이집의 부모 상담에 대한 요구에 대해 알아본 결과 상담 내용으로 기본 생활 영역에 교사는 바른 식습관과 의생활 습관을, 부모는 기본예절과 생활 습관에 대하여 다루기를 원하였다. 교사와 부모 모두 신체운동 영역에는 연령별 신체발달 정도, 의사소통 영역에는 바른 언어습관 지도, 자연탐구 영역에는 적절한 실외(체험) 활동, 예술경험 영역에는 예술적 표현 활동에 대하여 상담하기를 원하였다. 사회관계 영역에는 교사는 놀이 활동 시 부모와의 적절한 상호작용에 대하여, 부모는 내 자녀만의 문제 행동에 대하여 상담하기를 원하는 것으로 나타났다. 교사와 부모 모두 부모 상담 전에 교사교육이 필요하다고 인식하고 있지만 실제로 교사교육을 받은 적이 없다고 응답한 교사가 비교적 많았다. 교사와 부모 모두 부모 상담의 가장 큰 문제점은 부모의 관심과 참여부족이라고 인식하고 있었다. 이는 체계적이고 의무적인 교사 교육을 통해 부모 상담에 대한 부모의 만족도를 높여 부모의 관심과 참여를 이끌어 낼 필요가 있음을 시사한다.

주제어 : 부모 상담, 가정어린이집

목차 (Table of Contents)

• 목 차
• Ⅰ. 서론·························································································1
• 1. 연구의 필요성 및 목적 ·······························································1
• 2. 연구문제·················································································4
• Ⅱ. 이론적 배경·············································································5
• 1. 부모 상담의 개념·······································································5
• 1) 부모 상담의 정의···································································5
• 2) 부모 상담의 필요성································································6
• 2. 가정어린이집 부모 상담의 의의······················································8
• 3. 선행연구고찰···········································································10
• Ⅲ. 연구방법
• 1.연구대상······································································13
• 2.연구도구·················································································15
• 3. 연구절차················································································18
• 1) 예비연구···········································································18
• 2) 본 연구············································································18
• 4. 자료 분석···············································································19
• Ⅳ. 연구결과 ················································································20
• 1. 가정어린이집의 부모 상담 실태·····················································20
• 1) 부모 상담의 필요성······························································20
• 2) 부모 상담의 계획 및 안내······················································24
• 3) 부모 상담의 자료 준비··························································30
• 4) 부모 상담의 진행 및 추후 활동, 평가········································34
• 2. 가정어린이집의 부모 상담에 대한 만족도·········································40
• 1) 부모 상담 만족도································································40
• 2) 교사의 부모 상담 만족 여부에 따른 이유···································40
• 3) 부모의 부모 상담 만족 여부에 따른 이유···································42
• 3. 가정어린이집의 부모 상담에 대한 요구···········································44
• 1) 상담 내용·········································································44
• 2) 부모 상담에 대한 교사교육····················································49
• 3) 부모 상담의 문제점과 개선점··················································52
• Ⅴ. 논의 및 결론
• 1. 논의·····················································································56
• 2. 결론 및 제언···········································································66
• 참고문헌·······················································································72
• 부 록1.·······················································································77
• 부 록2.·······················································································86
• Abstract