유치원 학부모의 교육요구와 교육지향 = (The) educational demands on kindergarten educators and the educational orientation of kindergarten parents

다국어 초록 (Multilingual Abstract)

The purpose of this study is to find out the educational demands on kindergarten educators and to find out the educational orientation that can be based on educational demands of kindergarten parents. Also differences among the demands and educational orientation depends on parents' backgrounds were examined. At the same time, the relationship between educational demands and educational orientation of parents were investigated.
In order to find out more realistic and objective result of parents' educational demands on kindergarten educators, kindergarten teachers' perception of what parents ask to teach their children in kindergarten teachers were examined as well as parents' perception. The domain of educational demands is based on the 6th National Kindergarten Curriculum of Education.
In this study, participants were 339 kindergarten teachers and 1,115 parents who have kindergarten children in Changwon, Masan, Jinhae, Jinju, and Kimhae cities. Two survey questionnaires were made for the purpose of this study. One is the educational demands for kindergarten teachers and parents. The other is educational orientation for kindergarten parents. The statistical methods to examine the purpose of this study were factor analysis, one-way ANOVA, correlation, and regression. The statistics of this study were processed by SPSS 11.0 for Windows.
The findings of this study are as follows: First, the educational demands of parents'on kindergarten educators were the primary habit for living, the cognition, the curiosity · appreciation, and the artistic.
The primary habit for living consists of behaving oneself, caring oneself, respecting others, following rules, and etc. The cognition consists of reading, speaking, counting, thinking, and etc. The curiosity · appreciation consists of curiosity to nature and materials, appreciation arts, scientific conception activities, and etc. The artistic consists of singing, dancing, drawing, crafting and playing musical instruments.
There was difference between teachers' and parents' demands on education. Teachers think parents demand cognition as the most, parents demand basic attitude to the contrary. The others were same in order. Moreover the averages of all parents' educational demand were higher than teachers'. In addition, the educational demands, especially in curiosity · appreciation, were related to parents backgrounds such as educational statues, monthly income and kindergarten types which are private and public.
Second, the constructs of educational orientation of kindergarten parents were the Aptitude Orientation, the Achievement Orientation, and the Reality of Life-Based Orientation. The Aptitude Orientation includes preferring children' aptitude to study and to work, helping children to study on their own, giving free to children what they want, and offering to get hobby than to study if they don't want. The Achievement Orientation includes pursuing their children to be successful in society, expecting higher academic, devoting their best support to make their children to be the best. The Realty of Life-Based Orientation includes caring less for their children's study on the other hand caring more on living life, expecting their children to be the average person.
There was difference of degree on educational orientation. Parents had higher average in the Aptitude Orientation than other orientations. Also the educational orientation had relationship with the background of parents which are educational statues, monthly income, and kindergarten types.
Third, the educational demands related to the educational orientation of kindergarten parents. The parents who prefer aptitude orientation showed higher average in the primary habit for living than other educational demands. The parents who prefer the Achievement Onentation showed higher average in cognition, curiosity · appreciation, and artistic than the parents who prefer the Aptitude Orientation. The Realty of Life-Based Orientation had no relationship with any educational demands.
In conclusion, there are important things that educators should consider to teach and reflect to make curriculum in kindergarten. Parents need to know what they really want for their children in kindergarten and teachers need to know what parents want for their children in reality as well. But in the results of this study, the educational demands of parent are different from teachers'. And also the educational orientation relate to the educational demands along with parents background.
When the educational demands and orientation of parents coincide with teachers', there is harmony to make better education. Parent education program needs for the parents who emphases on cognition more than other demands and for the parents who care less to their children' education such as the Reality of Life-Based Orientation parents in this study.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 = 6
• Ⅱ. 이론적 배경 = 7
• 1. 교육 요구 = 7
• 2. 교육지향 = 17
• 3. 교육지향과 교육적 요구 = 31
• Ⅲ. 방법 = 34
• 1. 대상 = 34
• 2. 도구 = 36
• 3. 조사실시 = 37
• 4. 자료분석 = 38
• Ⅳ. 결과 및 해석 = 39
• 1. 교육요구 = 39
• 2. 교육지향 = 54
• 3. 교육지향과 교육요구간의 상관 = 68
• Ⅴ. 논의 = 76
• Ⅵ. 요약 및 결론 = 83
• 1. 요약 = 83
• 2. 결론 = 84
• 참고문헌 = 87
• ABSTRACT = 95
• 부록 = 99