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 통합교육에 대한 인식 연구

서현아(Seo Hyun Ah),송은희(Song Eun Hee) 한국열린유아교육학회 2002 열린유아교육연구 Vol.6 No.4

본 연구는 부산 시내에 소재한 시립 유치원 교사 301명을 대상으로 통합교육애 대한 척도(Attitudes Toward Mainstreaming Scale: ATMS)를 사용하여 유치원 교사들의 통합교육에 대한 인식은 어떠하며 교사 변인에 띠라 유치원 교사들의 인식에 차이가 있는지를 알아보았다. 연구 결괴 통합교육 전체에 대한 유치원 교사들의 인식은 대체로 긍정적으로 나타났고 유치원 교사의 변인에 따른 하위 영역과의 결과에 의하면 유치원 교사의 연령, 교직 경력, 학력, 장애유아 담당 경험, 담당학급 유아, 통합교육에 대한 관심 정도, 통합교육에 대한 자신감등의 변인들은 유의한 차이가 있는 것으로 나타났고, 특수교육과목 이수 정도, 현직교육 연수 정도의 변인은 유의한 차이가 나타나지 않았다. The purpose of this study was to investigate the present attitude of kindergarten teachers toward inclusion and to know the difference of the teachers' attitude according to teacher's background variables and to identify the most influential variable for offering the best explanations for such attitude. The subjects of this study were 301 kindergarten teachers in Busan. T-test and one-way ANOVA were used to analyze the collected data. In addition, scheffe' post hoc test was used to compare the pair of groups. The results of this study were as follows: 1. In overall attitude toward inclusion, kindergarten teachers showed relatively neutral attitude. Among sub-categories, they showed positive attitude toward a purpose of inclusion but negative attitude toward a teacher's expertise. 2. In background variables of kindergarten reachers affect attitude toward inclusion. It was found that the academic expectation and the level of teachers' interest for inclusion were the most influential variables. In conclusion, the results mentioned above suggest the followings: First, the most influential variable was the positive attitude toward inclusion. Therefore it is necessary for kindergarten teachers to change their attitude. Second, it is necessary to provide kindergarten teachers with in-service programs for changing their attitude toward inclusion. Third, since the most influential variable was the academic expectation, it is needed to enhance the courses related to special education through pre-service programs.

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.

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.

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

시청각 교육매체에 대한 교사의 인식과 활용에 관한 고찰

서현아(Seo Hyun Ah),이송학(Lee Song Hak) 경성대학교 인문과학연구소 2002 인문학논총 Vol.5 No.-

Facing the knowledge development, information expansion and increase in educational population along with the modern, information-oriented society, we are required to improve the quality and method of teaching and learning. In other words, we should develop and utilize various media for effective teaching and learning which lead to the maximization of educational effects and promotion of learning interests and motives. Children usually have undeveloped attention and concentration. For them, therefore, suitable audio-visual media are needed to foster their interests in learning. Very importantly, such audio-visual media could attract children to learn positively and effectively because the media are arranged according to children's developmental difference. There have been studies about teachers' recognition and utilization of audio-visual teaching media, often at the levels of primary, middle and high schools. The studies showed that most of the teachers were positive about the media and effects of such media for learning objectives, but little capable of manufacturing the educational materials. Few similar studies have been so far made to kindergarten teachers. So, this researcher surveyed the current use of audio-visual teaching media at each activity of pre-school education. As a result, it was found that kindergarten teachers had little use of the media. Fully considering findings from all of the studies as above mentioned, the researcher could reach the following conclusions and suggestion. First, teachers recognize audio-visual teaching media very clearly, but use few of the media in the actual situation of teaching. Second, there are differences among teachers about the extent to which they use audio-visual teaching media, in accordance with the teachers' professional career. Third, teacher are little excellent in the operation and preparation of such teaching media. Regarding the operation and preparation, longer service teachers are relatively better than the others. Fourth, audio-visual teaching media vary In patterns and learning effects according to the capacity of relevant school. Fifth, the application of the media requires training program development and training opportunity increase. Sixth, audio-visual teaching media are little used In actual education because they are not still easily available. Seventh, administrative and financial supports should be given to help the development of very effective, up-to-date and practical materials of education.

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

유아교사의 인성과 직업적 웰빙의 관계에서 긍정심리자본의 매개효과

서현아(Seo, Hyun-Ah) 한국열린유아교육학회 2021 열린유아교육연구 Vol.26 No.6

본 연구는 유아교사의 인성과 직업적 웰빙 간의 관계에서 긍정심리자본의 매개효과를 알아봄으로써 유아교사가 기관에서 긍정적으로 기능하도록 하는 개인특성들을 이해하는 데 있다. 연구를 위해 선정한 연구대상은 부산과 경남, 울산 지역에 소재한 어린이집과 유치원에 재직 중인 유아교사 300명을 대상으로 설문조사를 실시하였으며, 인성과 직업적 웰빙의 관계에서 긍정심리자본의 매개효과를 알아보기 위해 SPSS 23.0 프로그램을 사용하여 빈도분석, 상관관계, 중다회귀분석을 실시하였다. 그 결과 첫째, 유아교사의 인성과 긍정심리자본은 직업웰빙과 정적 상관이 있는 것으로 나타났다. 둘째, 유아교사의 인성 하위요인 중 유아에 대한 사랑과 이해, 성실성, 인간에 대한 사랑 순으로 직업적 웰빙에 미치는 상대적 영향력이 높은 것으로 나타났다. 또 긍정심리자본 하위요인 중 희망, 자기효능감, 낙관주의 순으로 영향력이 높은 것으로 나타났다. 셋째, 유아교사의 인성과 직업웰빙의 관계에서 긍정심리자본은 부분매개 효과가 있는 것으로 나타났다. 이러한 결과는 유아교사의 직업웰빙을 높이기 위해서는 유아교육기관과 개인이 인성과 긍정심리자본을 향상시키는 방안 마련이 필요함을 시사하는 것이다. The purpose of this study was to examine the mediating effect of early childhood teachers’ Positive psychological capital on the relationship between Character and Work wellbeing in early childhood teachers. The subjects in this study were 300 early childhood teachers in early childhood education institutions located in Busan and Kyungnam. After a survey was conducted, the collected data were analyzed. After a mediation model of Positive psychological capital was set up based on the collected data. The findings of the study were as follows: the Positive psychological capital of the early childhood teachers was found to have a mediation effect on the relationship between their Character and Work wellbeing. The findings of the study on the mediation structure of the Positive psychological capital of early childhood teachers and their Character and Work wellbeing are expected to suggest how to Work wellbeing of early childhood teachers and how to understand their Positive psychological capital and Character.

그림책을 이용한 웹 구성 활동 부모교육 프로그램이 유아의 언어발달 및 그림책을 읽어주는 어머니의 태도에 미치는 영향

서현아(Seo Hyun Ah),노외경(Roh Owei Kyung) 한국영유아교원교육학회 2003 유아교육학논집 Vol.7 No.2