심각한 골격계 변형을 보인 신성 골이양증 1례

서현아,이주훈,한혜원,박영서,Suh Hyun-Ah,Lee Joo-Hoon,Hahn Hye-Won,Park Young-Seo 대한소아신장학회 2005 Childhood kidney diseases Vol.9 No.1

With the advent of hemodialysis, the success of renal transplants in the 1960s and the wide use of continuous ambulatory peritoneal dialysis at the end of the 1970s, children with renal failure now enjoy an extended life span. As a result, several children experience renal osteodystrophy and growth retardation. Renal osteodystrophy is induced by phosphorus retention, hypocalcemia, low vitamin D levels and hyperparathyroidism. The pharmacologic interventions are used to prevent bone deformities and to normalize growth velocity. But surgical intervention is required sometimes whorl osteodystrophy is severe and poorly controlled. We report an eight-year-old boy with ctironic renal failure who developed severe bone deformities and needed osteotomy. 저자들은 신성 골이양증을 내과적으로 치료하였으나 호전되지 않아 골격계 변형을 초래하여수술적 치료를 시행한 1례를 경험하였기에 보고하는 바이다.

소도구를 활용한 신체활동이 만 3세 유아의 창의적 신체표현 능력과 신체적 자아개념 발달에 미치는 영향

오소라(So Ra Oh),서현아(Hyun Ah Seo),하선혜(Seon Hye Ha) 한국아동학회 2013 아동학회지 Vol.34 No.1

This study proposes to find out what effects physical effort using props has on infants` ability in relation to their creative physical expression and physical self-concept. This study targets three-year-old preschoolers who attend S and T nursery located in Yeonje Busan of which 16 belong to an experimental group. The research tools used in the study are the creative physical expression test by Kim Eun-Shim(1994) which is the modified version of Bae Hyun-Suck`s testing tool(1990) and an altered version of the questionnaire focusing on physical self-concept by Whang Sun-Gack(2001). The experimental group is divided into a large and small sub-group and then physical activities involving props are done by these divided experimental groups once or twice a week for 12 weeks while outdoor activities are carried out with the comparison group once or twice a week for 12 weeks. For both groups a total of 20 experiments are done. To obtain answers to the research questions an individual version of the T-test is conducted using means and standard variations of the experimental and comparison groups. The results of this study are as follows : 1)the physical efforts of the experimental group using props reaped more positive effects as regards creative physical expression than the comparison group 2) the positive effect on the participants` physical self-concept is also more evident in the case of the experimental group.

유치원 교사의 시청각 교육매체에 대한 인식 수준과 활용 실태 분석

서현아(Hyun Ah Seo),이송학(Song Hag Lee) 한국영유아교원교육학회 2002 유아교육학논집 Vol.6 No.2

유아영어교육에 대한 유아교사의 갈등

서현아(Seo Hyun Ah),윤정진(Youn Jeong Jin),차미영(Cha Mi Young),김정주(Kim Jung Ju) 한국지역사회생활과학회 2009 한국지역사회생활과학회지 Vol.20 No.4

그림책과 관련활동이 유아의 정서지능발달에 미치는 영향

서현아(Hyun Ah Seo),김소연(So Yeon Kim) 미래유아교육학회 2002 미래유아교육학회지 Vol.9 No.2

본 연구는 부산시내 S유치원의 평균 연령이 6년 4개월인 유아들을 대상으로 유아들이 쉽게 접할 수 있는 그림책 중 정서적 요소가 포함된 그림책을 가지고 이야기를 듣거나 관련된 다양한 활동을 통해 정서지능 발달에 어떠한 영향을 미치는지 알아보고자 하였다. 단지, 유아의 정서지능을 점수화 하는 것이 아니라 `정서의 인식과 표현`, `정서에 의한 사고 촉진`, `정서적 지식의 활용`, `정서의 반영적 조절`과 같이 하위영역별로 살펴봄으로써 교육현장의 적용을 통해 유아의 정서발달에 구체적으로 도움이 될 수 있는 기초를 마련하고자 하였다. 연구 결과에 의하면 정서적 요소가 포함된 그림책을 읽는 것은 정서지능 향상에 영향을 미치며, 그림책을 읽고 관련활동을 통해 정서적 사고를 많이 하는 유아들에게는 더 많은 영향을 미친다고 볼 수 있었다.

유치원 자유선택활동시간에 나타난 교사의 놀이개입 유형 분석

서현아(Seo Hyun Ah),권말순(Kwon Mal Soon) 한국열린유아교육학회 2007 열린유아교육연구 Vol.12 No.2

본 연구는 자유선택활동시간에 나나난 교사의 놀이개입 유형 분석 및 자기평가와 관찰자평가의 차이 분석을 통해 유치원 현장에서 이루이지는 놀이개입의 질을 향상시키는 기초자료를 제공하는데 그 목적이 있다. 본 연구는 부산시 소재 6개 교육청 29곳의 사립유치원의 3, 4, 5세 각 연령반을 담당하고 있는 교사 60명(각 연령별 20명씩)을 관찰대상자로 하였으며, 수집된 자료는 x2(chi- square)검증으로 분석하였다. 본 연구의 결과는 다음과 같다. 첫째, 교사의 배경변인(유아 연령, 교사 경력)에 따른 자유선택활동시간의 흥미영역에서의 놀이개입에 대한 교사의 자기평가는 유의미한 차이가 없는 것으로 나타났다. 둘째, 교사의 배경변인(유아 연령, 교사 경력)에 따른 자유선택활동시간의 흥미영역에서의 놀이개입에 대한 관찰자평가는 매우 유의미한 차이가 있는 것으로 나타났다. 유야의 연령에 따른 놀이개입 유형은 4, 5세인 경우 3세에 비해 대화의 놀이개입 유형을 많이 사용했으며, 4세는 다른 연령에 비해 명령의 놀이개입 유형이 높게 나타났다. 또한 교사의 경력이 5년 미만인 경우는 5년 이상에 비해 명령, 칭찬, 교수의 놀이개입 유형에서 높게 나타났으며, 쌓기, 역할, 조작의 놀이개입 빈도가 높게 나타났으며, 5년 이상인 경우는 참여, 유지, 방향재지시의 놀이개입 유형이 높게 나타났으며 조형의 놀이개입 빈도가 가장 높게 나타났다. 셋째, 자유선택활동시간 놀이개입에 대한 교사의 자기평가와 관찰자평가는 매우 유의미한 차이가 있는 것으로 나타났다. 즉, 교사는 참여, 유지, 시범, 칭찬에서 놀이 개입이 높게 나타났으며 관찰자는 대화, 명령에서 매우 유의한 차이가 있는 것으로 나타났다. 또한 놀이개입에 빈도에 대한 교사의 자기평가와 관찰자 평가에서는 교사는 역할, 수, 과학, 모래놀이, 운동놀이인 경우에 높으며, 반면에 관찰자는 쌓기, 언어, 조작, 조형의 놀이개입 빈도에서 유의한 차이가 있는 것으로 나타났다. The purpose of this study is to provide essential data for improving the quality of teacher intervention on play in kindergarten, analyzing the pattern of intervention during free play period and the difference between self-evaluation and observer-evaluation. The objectives of this research were limited to 60 teachers who were responsible for 3-year-olds, 4-year-olds and 5-year-olds at 29 kindergartens in Eusan. Chi-square tests were used for analysis of the collected data. The results of the study are a follows: First, there were no significant differences in teacher self-evaluations on play intervention according to teachers' careers and childrens' age. Second, there were significant differences in observer-evaluations of teacher play intervention according to teachers' careers and childrens' age. Third, there were significant differences between teacher self-evaluations and observers-evaluations on teacher play intervention.

유아의 정서적 부적응행동에 대한 원인과 지도방법

서현아(Seo Hyun-Ah),강경희(Kang Kyung-Hee) 경성대학교 인문과학연구소 2006 인문학논총 Vol.11 No.2

본 연구는 유아의 사회적 적응을 돕기 위한 목적으로 유아의 정서적 부적응행동을 분석하고 원인과 지도방법을 알아보는데 목적을 두었다. 이러한 목적을 이루기 위해 문헌을 통한 연구 결과는 다음과 같았다. 유아의 정서적 부적응행동의 원인은 유아 개인의 심리적 특성과 부모와 가족관계, 유아교육기관 등 다양한 요인들의 상호작용에 의한 것으로 볼 수 있었으며, 지도방법은 유아 개인의 심리적 안정에 중점을 둔 지도방법과 보상과 벌을 통한 행동 통제법, 행동이 일어나기 전에 계획하여 행동을 수정해 나가는 수정기법, 개인과 사회적 맥락과의 상황을 고려한 지도방법 등 다양한 방법이 있음을 알 수 있었다. The purpose of this study is to help children's social adaptation by investigating the current status and causes of those children's emotional maladaptation behaviors and finding ways of instruction in accordance with types of those behaviors. For the purpose, this researcher raised the following research questions. 1. What are causes of children's emotional maladaptation behaviors ? 2. What are ways of instructing children in accordance with types of their emotional maladaptation behaviors ? Results of the study can be summarized as follows. First, there are many different causes of children's emotional maladaptation behaviors in accordance with types of those behaviors. Those causes need to be identified from perspectives of behaviorism, psychoanalysis, biology, physics, sociology, psychology and pedagogy. In addition, children's personal characters, parents and families, early childhood education agencies and other social factors surrounding children may lead them to do emotional maladaptation behaviors. Second, there are numerous ways of instructing children in accordance with types of their emotional maladaptation behaviors, for example, stabilizing children psychologically, controlling children's behaviors through rewarding or punishment against their emotionally maladaptive behaviors, modifying children's behaviors before they behave in emotionally maladaptive ways and considering relations between children's emotional maladaptation behaviors and their internal and social aspects.

장애유아 부모의 역할지능과 양육스트레스와의 관계 연구

서현아 ( Seo Hyun Ah ) 한국어린이문학교육학회 2016 어린이문학교육연구 Vol.17 No.3

장애유아 부모의 양육역량강화 요인 중의 하나인 부모역할지능과 양육스트레스와의 관계 및 영향을 살펴봄으로써 장애유아 부모의 실질적인 양육지원 서비스 제공 및 장애유아 부모교육프로그램 개발을 위한 기초자료를 제공하고자 한다. 연구목적을 수행하기 위해 장애유아 자녀를 둔 부와 모 500명을 대상으로 장애유아 부모의 부모역할지능과 양육스트레스와의 관계를 살펴본 결과 장애유아 부모의 역할지능과 양육스트레스 간의 관계는 유의한 부적 상관관계가 있는 것으로 나타났으며 장애유아부모의 역할지능은 양육스트레스에 유의한 영향을 미치는 것으로 나타났다. 이는 장애유아 부모의 부모역할지능을 향상시켜줌으로써 양육스트레스를 감소시키고 장애유아의 긍정적인 발달 지원을 도울수 있는 장애유아 양육지원 방안 모색이 필요함을 시사한다. This study is on parenthood intelligence and relationships and the influence of parenting stress of the disabilities parenting skills of strengthening factors and to provide basic data for practical parenting support services and for an education program for parent of disabled children. Part-based disabilities children to do the research and the relationship between the parent 500 people intelligence and nurturing parenting a disabled children``s parents destination stress and the role the intelligence of the discussed results disabilities parental relationship and parenting stress is a significant Charm It appeared to be correlated with disabilities were intelligent role of parents had significant influence on parenting stress. This reduces the parenting stress by giving intelligence to improve parenting children with disabilities and disability positive parents raising children with developmental disabilities to help support the child support scheme suggests sought is required

원불교 마음공부 프로그램이 유아의 사회ㆍ정서적 발달에 미치는 영향

서현아(Seo Hyun Ah),한순옥(Sun-Ok Han) 경성대학교 인문과학연구소 2002 인문학논총 Vol.6 No.-

This paper is tried to considerㆍthat is playing great role for character education. And this paper is tried to find the effect of mind training to child and certify the importance of mind training for child and renew the recognition of it through looking over previous study and example of mind training for child. Summary is like following First, mind training is a study of method to use mind well. It has a purpose not to inculcate boring morality to child but to know and use his mind in all cases so conclude as a owner of his mind and behavior rightly. Second, social & emotional development of child is not only ability to treat child himself effectively but also ability to behavior with other people, interact, and react effectively. In this paper, social & emotional development of child means independence on teacher, internal control, correlation with same ages, stability in kindergarten, motive of acquirement, and curiosity. Third, as effects of mind training to social & emotional development of child are that it enables child to organize habit and aptitude of basic life for daily life, to manage reasonable relationship with other peoples, increase correlation with parents, teacher, and friend. And mind education provide child with ability to control his behavior and emotion. According to Young-Suk Oh (2000), mind training is affecting to characterㆍsocialㆍemotional aspect of child. Today, mind training education that is required in society is to raise independent, moral, social human who has a positive life aptitude, reasonable human relation, respect & consideration for other peoples, responsible sense, citizenship, and spirit of sacrifice. is an education to raise human who possesses those moral and social mind. It is not easy to teach internal world that is invisible, namely, mind to child. Won-buddhism mind program has to be generalized not for specific person but for everybody and has to be variously developed, be activated as a child character education program, and be introduced widely.

또래 간 토의활동이 유아의 창의성 및 언어능력에 미치는 효과

서현아(Seo Hyun-Ah),조은진(Cho Eun-Jin) 경성대학교 인문과학연구소 2007 인문학논총 Vol.12 No.2

본 연구는 또래 간 토의활동을 통해 유아의 창의성 및 언어능력에 대한 효과를 알아보고자 하였다. 실험·통제집단 각 20명씩의 유아를 대상으로 총 10주간 생활주제에 따라 또래간 토의활동을 실시하였다. Torrance의 창의적 사고력 검사와 박영수(1997)의 언어능력 검사를 실시한 결과 매우 유의한 차이를 나타냈다. 창의성의 유창성, 융통성, 독창성, 정교성과 언어능력의 어휘력, 언어이해력, 언어표현력에서 모두 유의한 차이를 보여 또래간 토의활동이 유아의 창의성 및 언어능력에 효과를 미치는 것으로 나타났다. The purpose of this study is to provide basic information necessary for the application of peer discussion to early childhood education by analyzing effects of such discussion on young children's creativity and language abilitie. To answer these questions, the researcher surveyed 40 infants, 5 in full age, from D kindergarten located in Busan. The experimental group was divided into small groups, each of which consisted of 4 to 5 members, in accordance with daily themes provided under the educational curriculum of the kindergarten. The experimental treatment of this study was applied in 20 sessions in total, 2 session a week over 10 weeks. Devices used for the study were 「Torrance Tests of Creative Thinking(TTCT)」 translated by Cho Sung Yeon(1984), and Language Abilities Test, modified and supplemented by Park Young Soo(1997) in he research. To clearly determine effects of peer discussion on young children’s creativity and language abilities, the experimental and control groups were pre- and post-tested. Ratings calculated from the two tests were analyzed using t-test. Results of the study can be described as follows. First, there was a significant difference in creativity between the experimental and control groups(p<.05), demonstrating that peer discussion was effective in improving the quality. Sub-factors of creativity such as fluency, flexibility, preciseness and uniqueness were significantly different between the experimental and control groups(p<.05), indicating that peer discussion was effective in the development of the factors. Second, there was a significant difference in the language abilities between the experimental and control groups(p<.05), demonstrating that peer discussion was effective in improving the language. There significant differences in all the sub-factors of young children’s language abilities, except contextual association, between the experimental and control groups(p<.05), proving the effecti veness of the discussion in improving those sub-factors. Third, regarding whether peer discussion makes a correlation between language abilities and creativity, it was found that there were no significant correlations between ’the number of words’ as one of the sub-factors of the language abilities and ’fluency', between ’the length of statement' as another sub-factor of the faculty and ’fluency’ and between ’contextual association’ and ’flexibility, preciseness and uniqueness'. But the whole language abilities and the whole creativity were found highly correlated with the coefficient of 0.679. In conclusion, peer discussion as the experimental treatment of this study is effective in the improvement and development of young children’s language ab피ties and creativity.