유아용 검사에 대한 교사와 부모의 사용실태 및 요구 조사

손원경(Son Wonkyoung),남미경(Nam Mikyoung) 한국열린유아교육학회 2003 열린유아교육연구 Vol.8 No.1

유아에게 도움이 되는 검사를 개발, 보급 및 연수를 계획하기 위한 기초 자료로써 부모 200명 및 교사 250명을 대상으로 검사에 대한 활용실태 및 요구에 대한 조사를 실시하였다. 조사결과 부모의 28.4%가 자녀에 대한 검사를 개인적으로 실시해 본 적이 있다고 응답하였고 발달검사와 창의성검사에 대한 요구가 가장 많았다. 교사의 경우 46.4%가 유아에 대한 검사를 실시하고 있다고 응답하였고 학습준비도 검사를 가장 많이 사용하고 있는 것으로 나타났다. 교사와 부모 모두 검사와 관련된 연수나 교육에는 적극 참여할 의사가 많은 것으로 조사되었다. The purpose of this study is to investigate actual conditions of using test materials and attitudes to them of teacher and parent. Research questions are as follows. First, how about the actual conditions of using test materials and teacher's attitude for them? Second, how about the actual conditions of using test materials and parent's attitude for them? The subjects of this study were 250 teachers and 200 parents. The data were collected by questionnaires, and analysed by frequencies, percentiles and chi-square. The findings of this study are as follows. First, 46.4% of teachers responded that they have used test materials, mostly 'school readiness test'. 15.3% of teachers answered that they did not notify the test results to parents. Most of teacher(96.2%) wanted to attend the workshop about test materials. Second, 28.4% of parents responded that they have taken test by individual, mostly IQ test. 35.8% of parents were not satisfied to the test which have taken in kindergarten or day care center because the test did not offer actual information about children. Most of parent(95.7%) wanted to attend the workshop about test materials.

발달선별검사개발을 위한 탐색

손원경(Son Wonkyoung) 한국열린유아교육학회 2004 열린유아교육연구 Vol.9 No.2

본 연구는 발달선별검사와 각 발달영역별 측정내용에 대한 문헌고찰을 통해 기존의 발달관련 검사들의 하위영역과 각 영역별 측정내용, 신뢰도와 타당도, 대상연령, 측정방법 등에 대하여 분석하였다. 이를 토대로 유아의 발달상의 지체 유무를 조기에 판별할 수 있는 발달선별검사의 개발을 위한 논의를 제시하였다. The purpose of this study is to review and analyse several developmental screening test instruments from home and abroad and to suggest several issues concerning to develop new developmental screening test. Many developmental tests used in Korea were developed foreign country, and most developmental screening tests were for under 48 months. So there necessity to develop new developmental screening test for kindergarten age that is, 3-5 year old children. Some suggestions are made about subarea, general way to execute the test, examiner, test time and cut-off score. Suggestions are as follows; First, we should compose the developmental screening test include all developmental areas. Second, we should development the developmental screening test based on the research for domestic children. Third, we should suggest the cut-off score for screening based on the sensitibity, specificity, overreferal rate and underreferal rate in developmental screening test.

보육교사 자존감 회복을 위한 고찰

손원경(Son, Wonkyoung) 한국영유아보육학회 2015 한국영유아보육학 Vol.0 No.94

본 연구는 보육교사의 근로시간, 보수, CCTV가 설치된 근로공간, 그리고 보육교사에 대한 사회적 신뢰 문제를 살펴보았다. 근로시간은 근로기준법에서 정한 기준을 초과하고 있으며 보수 또한 매우 열악한 수준이다. 또한 휴게공간이 없는 상황에서 보육교사의 자발적 동의가 없는 CCTV 설치는 개인정보보호법 등과 관련하여 다시 생각해볼 부분이 많이 있다. 보육교사가 자존감과 사명감을 가지고 본연의 역할을 수행하기 위하여 보수, 근무시간 등 근로여건에 대한 개선 뿐 아니라 보육교사 전문성에 대한 사회적 신뢰 회복이 시급이 이루어져야 할 것이다. This study investigated the work hours, wages, and work environment of early childhood education teachers. Considering that security cameras are installed in the work environment of these teachers, society’s trust for these teachers was also examined. It was found that the work hours exceeded the allowable amount set by the Labor Standards Act and the wages were also very low. We should carefully consider the security camera installation issue as the teachers are being deprived of their privacy even during breaks. Improved working conditions are urgently needed to restore society’s trust for early childhood teachers.

유아연구에서 검사자의 고민과 갈등

손유진(Shon yoojin),손원경(Son wonkyoung) 한국열린유아교육학회 2007 열린유아교육연구 Vol.12 No.4

본 연구는 유아를 대상으로 하는 연구에서 자료수집 방법으로 많이 활용되는 검사 상황에서 검사자의 고민과 갈등에 대해 다루고자 하였다. 검사를 여러 차례 실시한 경험을 가진 연구 참여자를 선정하고 이들이 검사를 하면서 작성한 저널과 두 차례의 심층면담 자료를 바탕으로 내러티브 탐구를 실시하였다. 이들의 이야기는 유아에 대한 미안함, 압박감과 스트레스, 존중에 대한 갈망, 주관적 김사자로서의 나, 기쁨과 보람으로 분석되었다. 검사자도 연구대상자, 연구자와 함께 연구의 한 주체로 나서할 필요성이 강조되었으며, 이를 위해서는 검사자를 배려하고 존중하는 분위기가 조성되어야 하고, 검사자가 지킬 윤리지침이 유아와의 상호작용을 중심으로 상세히 마련되어야 한다. This study deals with the assistant researcher's dilemma and conflict in the research using test methods. Participants joined several research projects as a research assistants, and had many experiences about test operation. Using narrative inquiry through two times in-depth interview and reflective journal writing, the voice of participants were condensed into five subjects as following: Sorry for the children, pressure and stress, longing for respect, I as a subjective tester, delight and worthwhile. We should give consideration to the research assistant in the whole research process, and making ready for the ethics not only for the researcher and participants but also for the research assistant. The research assistant's sense of sovereignty and thoughtful consideration for the research assistant influenced to the research results.

유아용 발달선별검사도구 개발 연구

황해익(Hwang HaeIk),손원경(Son WonKyoung) 한국열린유아교육학회 2003 열린유아교육연구 Vol.8 No.2

본 연구는 3세부터 5세 11개월까지의 유아를 대상으로 발달상의 문제를 조기에 발견할 수 있는 발달선별검사인 ESI-R(Early Screening Inventory-Revised)에 나타난 유아의 발달경향과 적절한 기준점을 탐색하는 데 목적이 있다. 3세에서 5세 11개월까지의 유아 240명을 대상으로 ESI-R을 실시한 결과 모든 집단에서 연령에 따른 차이가 나타났고, 민감도, 정확도, 과다의뢰율과 과소의뢰율을 고려하여 적절한 기준점을 탐색한 결과 1집단에서는 -1sd, 2집단에서는 -1.5sd, 그리고 3, 4, 5, 6집단에서는 -2sd가 ‘의뢰’판정을 내리기에 적절한 기준점으로 나타났다. The purpose of this study was to examine developmental tendendies and validation of the Early Screening Inventory-Revised(ESI-R). The subjects of this study were 238 children ranged from 3 years old to 5 years old and selected from 4 kindergartens and 3 day care centers in Pusan. Tests used for this study were the ESI-R and DDST. The ESI-R is developmental screening instrument which is consisted of ESI-P for younger children and ESI-K for older children covering three sub-areas such as visual-motor/adaptive, language & cognition, and gross motor. The results of this study are as follows: First, there were signigicant differences depending on age in the total and sub-total score of ESI-R. Second, the Cronbach Q were .87(ESI-P) and .71(ESI-K). Inter-scorer reliability were .98(ESI-P) and .97(ESI-K). The correlations between total score and subarea were .54-9l(ESI-P) and .73-.82(ESI-K). Third, the optimal cut-off score, which were determined by sensitivity, specificity, over-referral, and under-referral, were 9(for group 1), 13(for group 2), 19(for group 3), 11(for group 4), and 17(for group 5 & 6). It is concluded that the ESI-R, with minor modifications, can be used as a valid and reliable developmental screening instrument.

유아교육기관장의 다면적 리더십이 조직효과성에 미치는 영향

이신주 ( Lee Shinju ),손원경 ( Son Wonkyoung ) 열린부모교육학회 2017 열린부모교육연구 Vol.9 No.3

본 연구는 교사가 지각하는 유아교육기관장 다면적 리더십이 직무만족, 조직몰입, 직무성과의 조직효과성에 미치는 영향을 분석하는데 목적이 있었다. 연구대상은 유아교육기관에 재작하고 있는 현직 교사 243명이었다. 자료 수집은 유아교육기관장 다면적 리더십, 직무만족도, 조직몰입, 직무성과 측정도구를 사용하였으며 수집된 자료는 연구문제에 따라 Pearson의 적률상관계수와 회귀분석을 하였다. 분석 결과에 따르면 유아교육기관장 다면적 리더십과 직무만족도, 조직몰입, 직무성과 간에는 정적 상관이 있는 것으로 나타났다. 유아교육기관장 다면적 리더십이 조직효과성의 직무만족도, 조직몰입, 조직성과에 미치는 영향을 살펴본 결과 조직몰입, 직무만족도, 직무성과 순으로 높은 영향을 미치는 것으로 나타났다. 이는 유아교육기관장의 다면적 리더십이 조직효과성을 높이는 중요한 요소로 작용할 수 있음을 시사한다. The purpose of this study was to examine the impact of the multiphasic leadership of directors of early childhood educational institutions perceived by teachers on organizational effectiveness including job satisfaction, organizational commitment and job performance. The subjects in this study were 243 selected teachers who worked in early childhood educational institutions. As for data collection, inventories on the multiphasic leadership of directors of early childhood educational institutions, job satisfaction, organizational commitment and job performance were used. After data were gathered, Pearson product- moment correlation coefficients and regression analysis were utilized to address the research questions of the study. As a result, the multiphasic leadership of the directors of the early childhood educational institutions was found to have been positively correlated with job satisfaction, organizational commitment and job performance. How the multiphasic leadership of the directors affected job satisfaction, organizational commitment and organizational performance that were organizational effectiveness was analyzed, and organizational commitment was found to have been most influential, followed by job satisfaction and job performance. The findings of the study suggest that the multiphasic leadership of directors of early childhood educational institutions could be one of critical elements to enhance organizational effectiveness.

유아교사의 놀이중심교육과정 실행역량과 디지털 역량의 관계에서 반성적 사고의 매개효과

박진희(Jinhee Park),손원경(Wonkyoung Son) 한국보육지원학회 2024 한국보육지원학회지 Vol.20 No.1

Objective: The purpose of this study was to verify the mediating effect of reflective thinking in the relationship between early childhood teachers’ play-based curriculum implementation competences and their digital competences. Methods: An online survey was conducted targeting 330 early childhood teachers. Descriptive statistical analysis, correlation analysis, and The Process macro model 4 were performed using SPSS 28.0 and The Process macro 4.1. Results: The main results of this study are outlined as follows: first, a significant positive correlation was observed between overall play-based curriculum implementation competences, reflective thinking, and digital competences, including each of their respective sub-factors. Second, the study revealed that reflective thinking played a partial mediating role in the relationship between early childhood teachers’ play-based curriculum implementation competences and digital competences. Conclusion/Implications: Through this study, it was confirmed that when reflective thinking mediated play-based curriculum implementation competences, digital competences were further increased. The findings suggest that not only positive play-based curriculum implementation competences of teachers but also reflective thinking should be considered to enhance digital competences.