Regulation of Emotion inEarly Childhood

안혜준 한국유아교육학회 2009 INTERNATIONAL JOURNAL OF EARLY CHILDHOOD EDUCATION Vol.15 No.1

Emotion regulation is increasingly being recognized as significant components of children's social competence that prepare them to establish prosocial interactions with others. Children, who are able to demonstrate appropriate emotion regulation and expressive behaviors when they encounter emotional experiences, are more successful in their relationships with their peers. Although the importance of emotion regulation is getting attention from the public, the definition of emotion regulation, how infants and preschoolers develop this regulatory ability and how parents and teachers influence emotion regulation deserves more attention. The purpose of this review paper is to answer the questions of how researchers have conducted studies on young children’s regulation of emotions and what they have identified as factors of individual differences in infants and preschoolers. The current literature on parental role in facilitating children’s regulatory ability as well as teachers’ practices in the early childhood classroom will be reviewed. The results of research in the classroom setting can provide teachers awareness that their own behaviors and reactions to children’s expressions of emotions are important in children’s emotional development, and valuable suggestions for teachers’ practices regarding children’s emotional development can be proposed.

Teacher-Child Interactions inEarly Childhood Education andChild Care Research

안혜준 한국유아교육학회 2007 INTERNATIONAL JOURNAL OF EARLY CHILDHOOD EDUCATION Vol.13 No.2

Given the long-standing beliefs and empirical support of the importance of the teacher in children’s overall development, it will be meaningful to investigate how teachers interact with children. The purpose of this review paper is to answer the questions of how researchers have conducted studies on teacher-child interactions and what they have identified as factors causing variations in these interactions. The current literature on teacher-child interaction or teacher behaviorin the early childhood classroom and teacher-child emotional interaction, and qualitative research on these topics will be reviewed. That is, generalization, methodological issues, and applications for teacher education by reviewing research on teacher-child interaction will be discussed. The importance of teacher-child interaction as an index of child care quality and a variety of ways to measure teacher-child interaction will be addressed. Then some conclusions are offered.

Parent Involvement for Multicultural Families in Korea

안혜준 한국유아교육학회 2012 INTERNATIONAL JOURNAL OF EARLY CHILDHOOD EDUCATION Vol.18 No.1

The growing number of children from multicultural families challenges teachers who have these children in their classrooms. In an effort to educate children of multicultural family, the importance of parent involvement in the education of their children is an issue that has gained much attention over the years. The increasingly diverse student population calls for additional exploration of supporting connections to facilitate learning process of the children from multicultural families. Although research is beginning to investigate the education of children in multicultural families, there remains a lack of research efforts on parent involvement focusing on multicultural family. The purpose of this paper is to review perspectives of parent involvement, benefits of parent involvements as well as barriers to parent involvement, and involvement for multicultural parents in order to understand meaning of parent involvement in the context of multicultural education and to set up direction for future study. This article will provide some suggestions for new practices that will effectively support the education of these children.

유치원교사의 놀이교수효능감이 디지털놀이 지원역량에 미치는 영향: 디지털 역량의 매개효과

안혜준,이은정 한국교원대학교 교육연구원 2024 敎員敎育 Vol.40 No.2

Purpose: The purpose of this study was to examine whether there is a mediating effect of digital competency in the effect of play teaching efficacy of kindergarten teachers on digital play support capabilities, Methods: The subject of the study was to collect 313 questionnaires targeting kindergarten teachers. Descriptive statistics analysis, correlation analysis, and hierarchical session analysis were conducted based on the data collected to find out the purpose of the study, Results: First, the relationship between play teaching efficacy, digital play support capabilities, and digital capabilities of kindergarten teachers was found to have a significant positive correlation. Second, digital competency was found to play a complete mediating role in the impact of kindergarten teachers' play teaching efficacy on digital play support capabilities. Conclusion: In this study, it is meaningful to examine the effect of play teaching efficacy of kindergarten teachers on digital play support capabilities and to verify that digital capabilities play a mediating role. This means that play teaching efficacy and digital competency are key factors in kindergarten teachers' digital play support capabilities.

유아교사의 반성적 정서저널쓰기 과정의 의미 탐색

안혜준 한국영유아교원교육학회 2010 유아교육학논집 Vol.14 No.4

This study seeks to explore preschool teachers’ experiences of writing reflective emotion journals. Ten preschool teachers participated in a 10-week project and submitted 2-3 journals per week. While they wrote the journal, they reflected their own and children’s emotional expressions and experiences. The data sources were emotion journals, in-depth interviews, and a collection of emails. The findings revealed the emotional tensions, challenges, and complexities that are associated with teaching. Preschool teachers used journals as a safe place to vent their positive and negative emotions and had opportunities to look back on their undesirable emotional expressions. They became more attentive to children’s emotions and tried to be helpful to regulate them. In addition, they experienced change in their attitudes toward children in terms of considering children’s perspectives rather than teachers’. In addition, preschool teachers became aware that they influence children’s emotional states and they need to be appropriate role models of emotional expressions. These findings are discussed in terms of need for the reflective process to keep an eye on teachers’ emotions. 본 연구는 유아교사들이 정서저널 쓰기를 통해 자신의 정서를 반성적으로 고찰해 가는 경험의 과정을 심층적으로 탐색해 보고자 하였다. 연구참여자는 서울 소재 전문대학 유아교육과 심화과정에 재학 중인 10명의 유치원 교사들이었으며 이들은 16주 중 10주를 선택해 매 주 2-3회 이상 교사자신과 유아의 정서를 반성적으로 되돌아보면서 정서저널 쓰기를 진행했다. 연구결과 유아교사들은 저널을 긍정적 부정적 정서가 분출되는 공간으로 활용했고, 정서저널 쓰기과정에서 자신의 감정표현에 대해 뒤돌아보았고, 유아의 정서표현에 보다 예민하게 반응하고, 감정조절을 돕게 되었다. 또한 정서저널을 쓰는 과정에서 유아교사들은 자신의 관점에서 벗어나 유아의 입장에서 상황을 바라보게 되었으며 자신이 유아의 정서에 미치는 영향을 인식하게 되었다고 한다. 끝으로 정서저널쓰기 과정에서 유아교사들은 유아들에게 있어 자신이 정서표현의 모델이 되고 있으며 이에 따라 바람직한 모델링의 필요성을 인식하게 되었다. 유아교사들 삶의 정서적 차원과 정서저널쓰기의 의미에 관한 본 연구의 결과는 유아교사가 정기적으로 자신의 정서를 점검해서 유아들에게 어떤 영향을 주고 있으며, 유아의 정서발달을 조력하는 자신의 모습을 파악해보는 반성적 과정이 필요함을 제안한다.

장애통합학급 유아의 관계형성에 관한 사례연구

안혜준,김은희 한국영유아교원교육학회 2015 유아교육학논집 Vol.19 No.3

This study seeks to explore dimensions of relationships in one integrated child care center and teachers' experiences during this process. As researchers, teachers, the director, parents of the child participated, they shared their own experiences and knowledge regarding the child with special needs. The data sources were field notes of observation, meetings, individual interviews, journals, and a collection of documents. The findings revealed that validation and mutuality were more frequently observed than passion, identification and care. As the research developed, embeddedess to involve the child with special needs was observed. Teachers experienced change in their perspective on the special child. In addition, teachers were able to support children to make a community on their own. These findings are discussed in terms of the meaning of integrated education to reflect educational practices. 본 연구는 서울 소재 한 장애통합 어린이집 교실에서 장애유아와 일반유아가 함께 지내는 동안 관계의 차원은 어떤 양상으로 드러나며 현장의 교사, 원장은 관계에 대한 본질적인 이해를 어떻게 확장해 나가는지 그 변화과정에 대한 탐색을 시도하였다. 연구에 참여한 장애통합어린이집의 원장, 특수교사, 일반 교사들, 부모는 관찰기록을 관계의 매트릭스에 따라 요소별, 차원별로 분석, 평가하면서 공유하는 기회를 가졌다. 현장노트, 연구의 시작 전후에 저널쓰기와 연구모임에서의 면담 자료를 분석한 결과는 다음과 같다. 관계의 차원은 열정, 동일시, 돌봄 보다는 존재감과 상호성을 많이 드러났고 유아 간 소속감이 연구 후반에는 드러나 민이가 원에 적응하면서 점차 다른 유아들과 마찬가지로 한 반에 소속감을 느낄 수 있도록 하는 교사와 유아들의 모습이 보였다. 교사들은 특별한 권리를 가진 유아를 바라보는 시각의 변화를 경험했으며, 우리 반 친구로 편견 없이 대하고 소속감을 느낄 수 있도록 민이의 일상적인 활동 참여를 지지하는 모습이 나타났다. 본 연구의 결과를 토대로 통합교육의 의미를 탐색하고, 실천을 반성하여 진정한 의미에서의 통합교육 실행을 위해 도움을 줄 수 있는 방안을 제시하였다.

유아교사의 생활지도 사례분석을 통한 학습공동체 경험에 관한 연구

안혜준 한국영유아교원교육학회 2014 유아교육학논집 Vol.18 No.4

This study seeks to explore early childhood teachers' experiences of learning communities based on case analysis of the guidance. Five preschool teachers participated in a 16- weeks learning community. While they participated, they shared their own experiences and knowledge regarding guidance of children. The data sources were field notes during learning community meetings, individual interviews, journals, and a collection of various documents. The findings revealed that a learning community provided teachers with the opportunity to use various and objective observational methods, and to share practical knowledge and experiences with others. In addition, teachers were able to think reflectively and to involve parents for in effective guidance of young children. These findings are discussed in terms of the need for teacher education and a supportive learning community to encourage positive guidance. 본 연구는 유아교사들이 함께 하는 생활지도 사례분석 학습공동체의 형성과정을 살펴보고, 교사들이 이 과정에서 어떤 경험을 하며 무엇을 배워가는 지에 대해 탐색하고자 하였다. 연구참여자는 서울 소재 전문대학 유아교육과 심화과정에 재학 중인 5명의 유치원 교사들이었다. 사례분석 대상 유아를 선정한 후 관찰기록을 공유하고 문제의 원인을 파악하는 1차 사례분석 및 생활지도계획 실천, 2차 사례분석 및 생활지도계획 실천을 거쳐서 3차 관찰 내용, 전반적인 사례분석 결과와 추후 지도계획을 공유했다. 유아교사들은 사례분석 학습공동체에서 공유를 위한 다양하고 객관적 방법으로 관찰하고 기록하기, 혼자 고민하기 보다는 함께 나누는 협력적 학습을 경험했고, 자신의 교수행동을 뒤돌아보는 반성적 사고의 기회를 가졌다. 마지막으로 교사들은 가정과 협력할 수 있는 연계방안을 배울 수 있었다. 본 연구는 유아생활지도를 담당하고 있는 교사들이 사례분석을 실시하는 과정에서의 경험을 살펴봄으로써 유아생활지도를 담당하고 있는 교사들에게 학습공동체의 의미와 실천적인 지식을 제공해 줄 것으로 기대된다.

학교현장실습기관의 자유선택활동에 대한 예비유아교사의 인식

안혜준 한국영유아교원교육학회 2017 유아교육학논집 Vol.21 No.4

본 연구는 학교현장실습 기간 동안 예비유아교사들이 관찰한 자유선택활동에 대한 인식을 심층적으로 살펴보고자 수행되었다. 연구에 참여한 서울소재 3년제 유아교육과에 재학중인 20명은 4주간의 학교현장실습기간에 자유선택활동 계획, 실행, 평가 등 전반적인 자유선택활동 운영, 교사의 유아놀이 개입, 놀이 관찰 등에 대한 과제와 자유선택활동 경험을 중심으로 한 반성적 저널을 작성했다. 또한 실습이 종료된 후 학생들과 개별면담을 실시했다. 연구결과 예비유아교사들은 유아교육현장에서 이루어지는 자유선택활동을 관찰한 후 교사가 다양한 방식으로 자유선택활동을 계획, 실행, 평가를 진행하고 있음을 인식하게 되었으며, 실습경험을 통해 놀이개입과 관련한 교사의 역할과 자유선택활동을 방해하는 요소들을 파악하게 되었다. 본 연구의 의의는 예비유아교사들이 실습기간에 겪은 자유선택활동 경험을 반성적으로 사고하며 실천적 지식으로 전환하는 과정을 통해 자유선택활동을 효율적으로 운영할 수 있는 기초자료를 제공한다는 점에 있다고 사료된다. 또한 학교현장실습이 예비유아교사들로 하여금 자유선택활동의 다양한 측면을 경험하게 하는 기회가 되며, 현장에서 실시하는 자유선택활동의 실제를 돌아보는 기회가 될 수 있음을 시사한다. The purpose of this study was to explore pre-service teachers' perception of free-choice play during a practicum. The participants were 20 university students taking a course entitled Educational Practicum. Data were collected through the participants’ observation notes, assignments during practicum, journals, and individual interviews. The results of the study are as follows: 1) Pre-service teachers observed teachers’ practices related to free-choice activity. Few teachers followed the plan-do-evaluation guideline. 2) The teacher’s role was critical in playing with children, and helping children who were not able to play with others. However, many teachers were too busy to observe and to support children’s play. 3) Pre-service teachers observed many obstacles in children's free play due to limited play area academic activities. Lack of play time and educational materials were also obstacles of play. Although pre-service teachers have been taught the importance of free play, they perceived a gap between theory and practice. Desirable learning also happened through practicum. Pre-service teachers perceived that the teacher’s role was critical in implementing and supporting free choice play.

어린이집 교사의 정서적 이야기에 관한 기초 연구

안혜준 한국영유아교원교육학회 2005 유아교육학논집 Vol.9 No.1

This observational study examines twelve teachers‘ narratives on emotion in three child care centers. Using observational criteria based on literature reviews and a pilot study, teachers‘ use of emotion words, activities when emotional narratives occurred, and function and voice tone of emotional narratives were recorded. In addition, this study aimed to answer the question of differential narratives based on children‘s age and gender. The findings suggest that child care centers are important social contexts for learning about feelings because of ongoing verbal interaction between teachers and children. Teachers in child care centers use various emotion words. They help children learn to identify emotion-related words, to understand the causes of emotion, and to provide them with constructive means of emotional control. Not gender-related but age-related differences were found. Teachers have the opportunity to discuss the emotions as they occur in the context of the classroom. As such, teachers play an important role in the socialization of emotions of young children. The implications for teacher-training programs focusing on methods of appropriate emotional socialization are presented in this study. 본 연구는 미국 펜실베니아주 소도시 소재 3개의 어린이집에서 12명의 교사들을 대상으로 영유아교사의 정서적 이야기(emotional narratives)가 어떠한 양상으로 실제 교실상황에서 나타나는지를 살펴보았다. 부모에 의한 정서사회화(socialization of emotion)는 많이 알려져 있으나, 교사에 의한 정서사회화에 대한 연구는 매우 부족한 실정이다. 선행연구와 이론에 기초한 분석준거에 따라 교사의 정서적 이야기를 관찰하여 기록하였다. 본 연구의 결과는 정서적 이야기하기가 정서에 대한 이해를 높이는 중요한 기회가 됨을 보여주었다. 교사들이 유아들과 나누는 정서이야기는 정서단어의 인식, 정서의 원인설명, 정서조절 등의 기능을 갖고 있었다. 어린이집 교사들은 여러 상황에서 정서에 관련된 이야기 하기를 시도했으며, 그 기능과 내용은 연령별 차이를 나타냈다.

Understanding Studies on Play and Culture: Focusing on Research Methodology

안혜준 한국유아교육학회 2011 INTERNATIONAL JOURNAL OF EARLY CHILDHOOD EDUCATION Vol.17 No.1

The cultural context of play in young children should be examined in order to recognize the unique cultural properties that are reflected in childrens activities by teasing out intercultural and intracultural variation in childrens play. Although the acknowledgement of culture is crucial in understanding childrens play behaviors, the context of play has not been fully understood. The predominance of Western culture in traditional play theories and studies resulted in a deficit model. There have been efforts to conduct studies on childrens play in relation to cultural variables and these studies were presented. With knowledge gained in those studies, culturally relevant theories and practices can be developed. The purpose of this article is to review a few studies that examine cultural context of childrens play and to present research methodologies in cultural research on childrens play. With a heightened awareness of culture, teachers of young children may be better prepared to pay attention to how children develop through play within cultural contexts.