발달지체유아의 유치원 전환에 대한 부모와 교사의 인식 수준 = (A)study on the level of parents and teachers' perception on successful transition to kindergarten of children with developmental delay

다국어 초록 (Multilingual Abstract)

TThe study is to investigate the level of perception of participation, satisfaction, transition activities and adjustment to kindergarten of parents and teachers including early childhood special education and kindergarten teacher in order to successful transition to kindergarten of children with developmental delay.
The specific purpose of this study are as fellows;
First, is to find out the level of perception of parents and teachers' participation on successful transition to kindergarten
Seconder, is revel the level of perception of parents and teachers' satisfaction on successful transition to kindergarten
Third, is to make manifest the level of perception of parents and teachers' transition activities to be consider significantly on successful transition to kindergarten
Fourth, is to make clear early the level of perception of parents and teachers on children's skills to be need for successful transition to kindergarten
Fifth, is to make out the level of perception of parents and teacher on early children' adjustment after finished transition to kindergarten
Sixth, is to make out the method of successful transition to kindergarten.
To analyze of data, ANNOVAs were performed to examine the level between parents and teachers perception on successful transition to kindergarten as part of participation, satisfaction and adjustment, and Opened-questionnaire adapted in order to analyze the content of data as part of adjustment, transition activities and transition methods on successful transition to kindergarten for early children with developmental delay.
The conclusion drawn from the results and discussion of the study was as follows;
First, on the level of participation on the process of transition to kindergarten, in case of parents, parents group with early children with developmental delay who attend at concurrent establishment kindergarten have a high level of participation, while general parent group with early children without developmental delay who attend at concurrent establishment kindergarten have a low level of participation. and in case of teachers, of STM(sending team members), teacher group who have been three year education career have a high perception level of participation, while teacher group who have been below one year education career have a low perception of participation.
Second, on the level of satisfaction on the process of transition to kindergarten, in case of parents, parent group with early children with developmental delay who attent at private establishment kindergarten have a high preception level of satisfaction, while parents group with early children with developmental delay who attent at kindergarten class in special school for the handicapped have low perception level of it. and in case of teachers, of RTM(Receiving Team Members), teacher group who have been below one year education career have a low level of it.
Third, on the perception level of important activities in the process of successful transition to kindergarten, the findings of the study shown that giving information on transition to kindergarten, cooperation with inter-education agencies, and sharing information with inter-agencies have request.
Fourth, on the perception level of their competencies in the process of successful transition to kindergarten, the findings of the study appeared that there is a common feature and difference in their transition skills to be considered importantly between RTM(Receiving Team Members) and STM(sending team members).
We known that there are difference in preparing their skills between early intervention class settings and kindergarten class settings. Because this difference of teachers' perception may influence on adjustment of early children with developmental delay, specialists and educator caring them may develop curriculum and programs as referring to STM(sending team members) and RTM(Receiving Team Members) index.
Fifth, at the perception level on their adjustment in the process of successful transition to kindergarten, the study appeared that, in order for them to adapt to kindergarten settings, should do accurate assessment, do executive assistant teacher system, and do limitation to fitting class numbers of early children, first of all, is important counseling between parents and teachers, and exchange information.
Sixth, After analyzed the level parents and teachers' perception on methods of effective transition to kindergarten for early children with developmental delay. The findings of this study pointed out that first of all, should fix kindergarten education as public education system, and at the opinion of teachers, should turn all related numbers' perception which work at transition to kindergarten.
The suggestion drawn from the conclusion in the study was as fellows;
First, The further study have a necessity of study on the effect of transition in education settings after leaving kindergarten.
Second, The further study have a necessity of case study on inter-agencies to be needed cooperation of education agencies, and counseling of parents and teachers, communication cooperation between STM(Sending Team Members) and RTM(Receiving Team Members).
Third, The further study have a necessity of study on transition to kindergarten as subjects personnels who are education administrator, and parents and facility in early childhood special school for early children with developmental delay excluded in this study.
Fourth, The following study have a necessity of study on development of korean transition model to kindergarten.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 5
• 3. 용어의 정의 = 5
• Ⅱ. 이론적 배경 = 7
• 1. 유치원 전환에 대한 개관 = 7
• 2. 부모와 교사의 발달지체유아 전환에 대한 참여와 만족 = 23
• 3. 유치원 전환 활동 = 33
• 4. 유치원 전환에 관련된 유아의 능력 = 39
• 5. 유치원 환경에 대한 적응 = 45
• 6. 유치원 전환의 이론적 구성개념과 전환 모형 = 54
• Ⅲ. 연구의 방법 = 70
• 1. 조사대상 = 70
• 2. 조사도구 = 71
• 3. 조사절차 = 74
• 4. 자료처리 = 75
• Ⅳ. 연구의 결과 = 76
• 1. 유치원 전환 과정에 대한 참여 수준 = 76
• 2. 유치원 전환 과정에 대한 만족 수준 = 80
• 3. 유치원 전환 활동에 대한 의견 분석 = 84
• 4. 유치원 전환에 필요한 유아의 능력 = 86
• 5. 유치원 적응에 대한 부모와 교사의 인식 수준 = 95
• 6. 효율적 유치원 전환의 방안 = 105
• Ⅴ. 연구의 논의 = 111
• 1. 방법의 논의 = 111
• 2. 결과의 논의 = 113
• Ⅵ. 결론 및 제언 = 127
• 1. 결론 = 127
• 2. 제언 = 128
• 참고문헌 = 130
• Abstract = 156
• 부록 = 159