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음악감상의 통합적 활동을 통한 유아의 음악적 잠재력 및 창의성 증진
박찬화 대한어린이교육협회 2004 어린이교육 Vol.- No.6
인간은 음악과 밀접한 관계 속에서 생존해 왔고 천성적으로 음악에 관심을 갖고 있다. 따라서 음악은 어린 시기부터 자연스럽게 접하는 것이 바른 인성과 음악적 감각을 기르는데 효과적이다. 음악요육에 있어서 음악의 흥미 또는 본질적 동기는 감상으로부터 시작되므로, 감상은 음악교육 전체의 추진력 또는 기초가 된다(이흥수,1997)
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어머니의 산후 우울감과만 2세 영아의 의사소통능력 간의 관계
박찬화,이윤선 한국보육지원학회 2015 한국보육지원학회지 Vol.11 No.5
본 연구는 산후 1년 이내 어머니의 우울감 수준에 따라 어머니의 자아효능감이 차이 나는지와 산후 1년 이후와 2년 이후의 양육스타일, 만 2세 영아의 의사소통능력에서 차이가 나는지 살펴보았다. 그리고 어머니의 산후 우울감이 영아의 의사소통능력에 영향을 미치는 경로를 추적하였다. 분석 자료로 한국아동패널 2008년(산후 1년 이내), 2009년(산후 1년 이후)과 2010년(산후 2년 이후) 데이터를 사용하였으며 연구대상은 한국아동패널에 참여한 어머니들과 그 자녀들 1,438쌍이었다. 측정도구로 Kessler 등(2002)의 우울 척도(K6), Pearlin, Lieberman, Menaghan과 Mullan(1981)의 자아효능감 척도, Bornstein 등(1996)의 양육스타일 질문지, K-ASQ의 의사소통(communication) 영역 질문지를 사용하였고 자료분석을 위해 t 검증과 경로분석을 실시하였다. 본 연구의 결과는 다음과 같다. 첫째, 어머니의 산후 우울감 수준에 따라 어머니의 자아효능감, 양육스타일, 그리고 만 2세 영아의 의사소통능력에서 유의한 차이가 나타났다. 둘째, 어머니의 산후 우울감은 양육스타일을 통해, 그리고 어머니의 자아효능감을 거쳐 양육스타일을 통해 영아의 의사소통능력에 간접적으로 영향을 미쳤다. 이러한 결과로부터 어머니의 산후 우울감은 어머니의 자아효능감, 양육스타일에 직접적으로 영향을 미치고 만 2세 영아의 의사소통능력에 간접적으로 영향을 미치는 변인임을 알 수 있다. 또한 본 연구 결과는 산후 1년 이내 나타난 어머니의 산후 우울감이 영아의 의사소통능력에 미칠 수 있는 부정적 영향을 최소화할 필요성을 시사하며 영아의 의사소통능력 증진을 위한 중재 프로그램 개발에 유용한 자료를 제공할 수 있다.
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박찬화,이윤선 한국생애학회 2015 생애학회지 Vol.5 No.2
This study aimed to investigate the effect of maternal depression on home environments and child’s story reading time, and subsequently on the early development of vocabulary in child. The subjects were 1033 mother-child dyads: Children at the age of 36 to 41 months. This study employed the data from the Panel Study of Korean Children (PSKC) carried out in 2010 and 2011 by Korea Institute of Child Care and Education (KICCE). Maternal depressive symptoms, stimulations in home environment, and story reading time in minutes were measured using K6 (Kessler et al., 2002), EC-HOME (Caldwell & Bradley, 2003), and caregiver’s report, respectively. The collected data were analyzed using Structural Equation Modeling. The results were as follows: (1) Earlier maternal depressive symptoms (MDS 1) did not indirectly influenced children’s vocabulary through later maternal depressive symptoms (MDS 2); (2) MDS 1 was directly associated with MDS 2. MDS 1 indirectly influenced child’s vocabulary through the stimulations in home environment but not through child’s story reading time; (3) But, MDS 1 indirectly influenced child’s vocabulary through both stimulations in home environment and child’s story reading time. In conclusion, this study demonstrates the indirect effect of MDS on children's vocabulary development.
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일일보육계획안에 따른 일과유형 분류 및 일과유형별 보육프로그램의 특성
박찬화,나종혜,권연희,최목화 대한가정학회 2013 Human Ecology Research(HER) Vol.51 No.1
This study explores the types of daily routines in child care centers based on the time planned for indoor free choice activities, outdoor activities, group activities and nap/rest. The daily routine plans of 63 classes of 0 to 2-yearolds and 51 classes of 3 to 5-year-olds were cluster analyzed. Also, openness and closeness of child care programs as well as the most participated indoor/outdoor activities were examined using questionnaires developed for teachers. The results were as follows: First, teachers planned the most time for free play choice activity and comparatively less time for outdoor play during the day. Time for rest and naps were planned more for 0-2 year-olds whereas group activities were planned more for the 3-5 year-olds. Second, 3 daily routine types were found in the daily plans of child care centers, such as “Low-Activity Oriented,” “Free Choice Activity Oriented” and “Group Activity Oriented” in 0 to 2-year-old classes and 3 to 5-year-old classes. Also, “Group Activity Oriented” type in 0 to 2-year-old classes showed more “closed” child care programs than the “Free Choice Activity Oriented” type. However, no difference was shown among the 3 types of daily routines in the openness and closeness of 3 to 5-year-old child care programs. Finally, all children, regardless of the types of daily routine, participated most in block activity and role play indoors and fixed-play equipment, sand play and free play outdoors.
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관찰에 근거한 어린이집 영아반의 일과유형분류 및 일과유형별 영아의 놀이성과 교사 특성
박찬화,권연희,나종혜,최목화 한국보육지원학회 2013 한국보육지원학회지 Vol.9 No.4
The purpose of the study was to observe and categorize daily routines of infant classes in daycare centers based on quantity of indoor and outdoor free play, group activities and nap/rest and explore differences in infants' play and teacher's behavior according to daily routine types. A team of trained observer observed daily routines and teacher's behavior of 26 infant classes from 7 daycare centers for two days and teachers evaluated 164 infants' playfulness. As a result daily routines of infant classes were categorized into two types: "Indoor & Outdoor Free Play Oriented" and "Group Activities & Rest Oriented". Infants' playfulness of "Indoor & Outdoor Free Play Oriented" groups were higher than that of "Group Activities & Rest Oriented" groups. Teachers from "Indoor & Outdoor Free Play Oriented" groups were found to have more experiences in the field and also they showed more positive and neutral guidance than the others.
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유아기 자녀를 둔 어머니의 읽기동기가 가정문해환경에 미치는 영향
박찬화 ( Chan Hwa Park ),김길숙 ( Gil Sook Kim ) 대한가정학회 2015 Human Ecology Research(HER) Vol.53 No.2
In this study, we examined the effects of a mother’s reading motivation on the home literacy environment. Seven hundred fifty-seven mothers with three to five year old children participated in this study and completed the Adult Motivation for Reading Scale and the Home Literacy Environment Questionnaire. The subcategories of the Adult Motivation for Reading Scale are “reading as part of self,” “reading efficacy,” “reading for recognition,” and “reading to do well in other realms.” The Home Literacy Environment Questionnaire has three subcategories, namely reading books, reading behavior and modeling of parents, and literacy learning. The mean, standard deviation, one-way analysis of variance (ANOVA), and hierarchical multiple regression analysis were used to analyze the data. The results showed that (1) the home literacy environment was significantly different depending on the mother’s education and family income levels, (2) the mother’s reading motivation also differed significantly depending on the mother’s education and family income levels, and (3) the mother’s reading motivation has a significant explanatory effect on the home literacy environment. In addition, the mothers falling into the reading motivation subcategories of “reading part of self” or “reading to do well in other realms” were found to enrich their home literacy environment. Therefore, this study demonstrates that the mother’s reading motivation is an important factor affecting the home literacy environment.
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