http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
이영(Young Lee),신은주(Eun Juh Shin),나종혜(Jung Hay Rha) 한국아동학회 1994 아동학회지 Vol.15 No.2
The home environments, daily activities, caregiving behaviors of mothers and teachers, infant`s verbal behaviors, attachment to mothers and teachers of day care infants were compared to those of home-reared infants. 30 two-year-old home-reared infants and their mothers were observed at home by the time sampling method and 31 two-year-old day care infants and their mothers and teachers were observed at home or at the center. The HOME scale, the behavioral checking lists for caregiving behaviors and for the infants` verbal behaviors, and the Attachment Q-set were used for the home and center observations. It was found that the characteristics of early environments of day care infants were different from those of home-reared infants, but that infants` attachment to the mothers were not different. However, day care infants` attachment security scores to their mothers were higher than to their teachers.
최목화(Choi, Mock Wha),이미영(Lee, Mi Young),나종혜(Rha, Jong Hay) 한국생활과학회 2011 한국생활과학회지 Vol.20 No.5
The purpose of this study was to investigate the actual conditions and characteristics of weekly and daily child care programs for infants, to provide a basis for the improvement of infant care quality. Weekly and daily curricula of 18 classes for one and two-year-olds classes (9 for each ages) from childcare centers in D city were collected from Nov. 2009 to February 2010. The results are as following: first, classes for one-year-olds plan 6-25 activities and classes for two-year-olds plan 12-30 activities weekly, with differences in the number of weekly activities according to the childcare centers. The number of weekly activities should be planned considering infants’ interest as well as educational continuity of the activities. Second, the investigation of daily activities showed that the routine activities planned for one-year-olds were for total of 310-600 minutes and for two-year-olds 310-540 minutes. Among these, on average of 66% of the time was planned for everyday life such as eating and napping. The rest of time was dedicated to indoor and outdoor free play. However a few centers allocated more time for group activities according to subjects compared to free play. A curriculum composed of group activities ignoring infants’ individual developmental differences should not be encouraged. Last, the results of cluster analyses on weekly and daily curricula in terms of the number of activities and time, duration, number of group activities and time showed that curricula for infants could be characterized into two types: “free play” and “group activity” curricula.