유아교육기관에서의 부모 면담 현황 및 교사와 학부모의 인식

다국어 초록 (Multilingual Abstract)

The purpose of this research is to observe the current condition of parent meeting and how parents and teachers perceive parent meeting in children education institute. In order to achieve the purpose, the following research problems are asked in detail.
Firstly, how do parents and teachers favor the parent meeting in children education institute.
Secondly, how do parents perceive and how do teachers perceive the parent meeting in children education institute.
Thirdly, how do parents and teachers perceive the parent meeting in children education institute.
For the subjects of the study, the surveys were conducted by 100 teachers who work at public or private preschool and 100 parents who send their children to those institute. At the end, 92 surveys by the teachers and 90 surveys by the parents were used for the analysis of these research problems.
The research tools used in this paper are questionnaire from the dissertation “The current condition of individual meeting in preschool and the demand of teachers and parents (H.J. Hwang, 2003),” questionnaire asking about how preschool teachers perceive children consultation (J.H. Ko, 2007), and questionnaire asking about how teachers and parents perceive parent meeting (S.H. Kang, 2007). These questionnaires were properly modified and complemented in order to conduct survey for parents and teachers.
The survey was conducted from the 9th to 25th of March in 2016. In order to analyze how teachers and parents perceive parent meeting in children education institute, the method of SPSS 23.0 program was used through the analysis of frequency. Also, regarding the difference between the perception of parent meeting in parents and teachers, chi verification was conducted.
Parent meetings in children education institute were mostly conducted with the mothers of the children. Most institutes conducted the parent meeting once or twice a year. The data of parent meetings were based on the portfolios of the children and the checklists set by the institute. The duration is set by the parent and the teacher and usually holds for 20 to 30 minutes.
Various sides about parent meeting were checked such as the necessity, plan, information, data and content and satisfaction. The details is as follows.
Most parents mentioned that the parent meeting is necessary because both parents and teachers need information about the children and they need to seek for solution of the problematic behavior of the children. On the other hand, the parents who mentioned that the parent meeting is not necessary told that they trust the institute fully.
The plan is that it is appropriate to have meeting twice a year, and parents prefer the meeting after the child goes back home. The duration is 20 to 30 minutes and parents often want to have meeting in class. Also, parents want to be notified about the meeting one week ago through newsletter, and they wish their children to be taken care in safe facility while the meeting take place. They want to receive the data of the meeting afterwards. They wish to discuss about the basic etiquette instruction, problematic behavior, parental role and so on. After the meeting, parents discuss about the data within the family and it is directly reflected in their actions. The satisfaction about the meeting seems to be relatively high. Reasons for such high level of satisfaction are understanding of their children’s behavior in preschool, solution for the problematic behavior and communication between parents and teachers. On the other hand, some parents are dissatisfied because of the result of the meeting and the duration of the meeting being too short. Also, some parents asked more professional meeting.
Various sides about parent meeting were checked such as the necessity, plan, information, data and content and satisfaction. The details is as follows.
Most teachers mentioned that parent meeting is necessary because it gives solution for the problematic behavior, helps teachers get information about the children and raises interest of the parents. On the other hand, teachers who mentioned that it is not necessary told that it gives the teachers overwork. They mentioned that the meeting should take place twice a year; one in the beginning of the semester in April, and the middle of the semester in July. The teachers and the parents discuss for the date and the duration time is 20 to 30 minutes. They notify the parents through school newsletter and make sure that the parents do not bring their children to meeting. Teacher care about the mood of the meeting the most and care about the material of the meeting the next.
The materials for the parent meeting are mostly the children’s work(portfolio), child development checklist, parents-teacher discussion system. The use of the material is often recorded and kept after meeting by putting children’s portfolio, writing down the data of the meeting and so on.
Parent meetings begin with a greeting, examination of the child’s portfolio followed by a discussion on prospective guidance. The most frequent questions from parents during the meeting involved behavioral problems, basic manners, and eating habits. Lastly, the majority of teachers, about 82.6 percent, answered that parent meetings were crucial, and 88.9 percent of teachers had previous training in conducting these meetings. While the need for parent meeting seems to be critical, many teachers lack experience; this amplifies the demand for parent meeting. The main emphasis during the training in parent meeting usually relates to effective communication with parents. The role of classroom teachers appeared most significant (82.6%) while a full-time counselor’s role only counted for 30.4 percent of parent meeting and consultations. Further issues in parent meeting consist of lack of teacher training, increased teacher workloads, insufficient professionalism, and a need for parents’ attention and participation. Necessary improvements were related to working overtime, necessity of teacher training, parent education and discussions, need for professional counselors, and so on.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 3
• Ⅱ. 이론적 배경 5
• 1. 유아교육기관과 유아교사의 이해 5
• 2. 유아부모상담 7
• 3. 선행연구의 고찰 10
• Ⅲ. 연구방법 12
• 1. 연구 대상 12
• 2. 연구 도구 14
• 3. 연구 절차 및 분석방법 15
• Ⅳ. 연구결과 16
• 1. 유아교육기관에서의 부모면담 실시에 관한 학부모와 교사의 선호 16
• 2. 유아교육기관에서 부모면담의 필요성과 만족도에 대한 부모의 인식 30
• 3. 유아교육기관에서 부모면담에 대한 부모와 교사의 인식차이 38
• Ⅴ. 논의 40
• Ⅵ. 요약 및 결론 43
• 1. 요약 43
• 2. 결론 45
• 3. 제언 47
• 참고문헌 49
• 부록 53
• 영문초록 63