학습준비도가 높은 아동과 낮은 아동의 생태학적 비교 연구 : 도시와 농촌 아동을 중심으로

정계숙 한국유아교육학회 1990 유아교육연구 Vol.10 No.1

The purpose of this study was to compare the ecological environment established by mother between high and low achieving urban and rural children of school readiness. The ecological environment variables selected according to Bronfenbrenner's ecological system model were mother's achievement pressure, support for early eduction, perception of community educational resources and psychological support from social network. The subjects were 225 urban and rural children at 5-6 years old and their mothers. These were as high and low achievers ranked high and low about 30% of school readiness score. Instruments for the study were School Readiness Test and a questionnaire on the home environment and mother's support for early education. The statistical method for analysis of data was t-test. Major findings were as follows : 1. High achievers' mothers had higher expectation for their children's achievement, prized and encouraged their children more and their child rearing practice was more achievement-oriented in urban and whole areas. In rural there were significant differences in expectation for children's achievement and child rearing practice between high and low achievers. 2. In all areas high achievers' mothers supported more than low achievers' mothers for early education through cooperation for administration of kindergarten, and concern for their children's development and life in kindergarten. 3. There was significant difference in mothers' perception of community educational resources, especially perception of education related institutions as one of sub-factors between high and low achievers in urban and whole areas, but not significant in rural area. 4. High achievers' mothers received more emotional and ideological support for child education from their social network in whole area. In urban area emotional support for child education was significant predictor of children's school readiness.

발달지체유아의 부적응 행동 감소를 위한 집단 치료놀이의 적용

정계숙,주승희 부산대학교 영유아보육연구소 2004 영유아보육연구 Vol.10 No.-

The study aimed to investigate whether maladaptive behavior of developmentally delayed young children could be decreased through group theraplay. The subjects were 2 6 and 7 years old preschool girls who had mother-child attachment relationship problems. A group theraplay program was implemented for 16 sessions over 16 weeks. Each of sessions run 60 minutes, consisting of check up time for physical contact and rapport, theraplay activities with 4 stages like engaging, structuring, challenging and nurturing and free play time. Data were gathered through parents interview for 60 minutes once every 4 sessions, video taping, telephone interviews and the weck meetings for program evaluation between therapist, observers and supervisor. The effects of the program were analyzed quantitatively and qualitatively. The major results obtained from this study are summarized as follows; 1. Two girls, child Y and D showed that the frequency of detaching from the group activities dropped rapidly and the spontaneous participation in group activity increased. 2. In eyes contacting, child D showed the affirmative changes. Especially, from the 9th session she had eyes contacting of spontaneity. 3. Mothers reported their children's muladaptive behaviors were improved in early childhood educare centers and home. It concluded the group theraplay program for developmentally delayed young children with attachment problems was effective to decrease maladaptive behaviors.

놀이중심 사회적 능력 증진 프로그램의 효과 연구: 발달지체 유아를 대상으로

정계숙,노진형,박명화 부산대학교 영유아보육연구소 2001 영유아보육연구 Vol.7 No.-

This study purposed to examine the effects of the social competence program for improving the social competence of developmentally delayed young children referred to the Child Intervention and Counseling Center, Pusan National University. The subjects were four 3-4 year-old boys. Three of them were diagnosed as developmental delays or child with autistic behavioral characteristics by child psychiatric doctors. One boy was not diagnosed by the doctor, but was identified as developmental delays which may be caused from reactive attachment disorder in the process of the diagnostic assessment by the researchers. The social competence program was composed of 16 sessions which had some structured and unstructured play activities selected from several social competence related intervention programs for young children with social-emotional difficulties. The length of the program was one and half hours and the ratio of child vs adult was 2:1. At every after-session meetings for on-going monitoring to the children's behaviors, the intervention team members consisted of the researcher, intervention teachers, observers and parent meeting leaders exchanged the informations about the children each other and discussed about the better intervention practices of the next session. To analysis the effects of the social competence program, observation data obtained by 2 trained observers in the observation room at every sessions and the informations about child's behaviors and changes in home and other life settings gathered from mothers at every parent meetings were analyzed qualitatively in terms of each child's objective behaviors. In spite of some individual differences, the young children with developmental delays showed more positive and active social behaviors with their intervention teachers in the center and mothers and siblings in home generally than before the program. It suggested some implications for improving the practices of the social competence program for developmentally delayed young children with socal-emotional difficulties.

COVID-19 시기 유아 부모의 양육불안 영향 요인: 문화성향, 유아교육기관 만족도 및 부모-교사 파트너십

정계숙,손환희 한국문화교육학회 2023 문화예술교육연구 Vol.18 No.1

In a social crisis situation where parenting anxiety may be aggravated by COVID-19, the purpose of this study is to investigate relative influences of cultural disposition, partnership with teachers and satisfaction about early childhood educational institution on the parenting anxiety. Data were collected from 330 parents with young children using 4 scales and analyzed using correlation analysis, and multiple regression analysis. The results of this study are follows. First, the parenting anxiety was found to have a partially significant correlation with factors of cultural disposition, partnership with teachers and early childhood educational institution satisfaction. Second, parents' cultural disposition, partnership with teachers and early childhood educational institution satisfaction were positive and negative influencing variables to the parenting anxiety, and cultural disposition had the highest relative influence. Particularly, among the sub-factors of cultural disposition, horizontal individualism was the most influencing variable on parenting responsibility, dependence on children, perfectionism, and parenting resources, which are sub-factors of parenting anxiety. Based on this, we discussed the need to understand the impact of cultural disposition on parenting anxiety and find ways to strengthen parent-teacher partnerships and early childhood education institution satisfaction in order to reduce parental parenting anxiety experienced in pandemic situations such as COVID-19. COVID-19로 부모의 양육불안이 가중될 수 있는 사회적 위기 상황 속에서 본 연구는 유아기 자녀를 둔 부모의 양육불안에 미치는 부모의 문화성향, 부모-교사 파트너십 및 유아교육기관 만족도의 상대적 영향력을 살펴보는 것을 목적으로 한다. 이에 자녀가 유아교육기관에 재원 중인 전국에 거주하는 학부모 총 330명을 대상으로 문화성향 척도, 부모-교사 파트너십 척도, 유아교육기관 만족도, 양육불안 척도를 사용하여 자료를 수집하고 기술통계, Pearson의 상관분석 및 다중회귀분석을 이용하여 자료를 분석하였다. 연구결과, 첫째, 부모의 문화성향 및 교사와의 파트너십, 유아교육기관 만족도, 양육불안 요인들 간에 부분적으로 유의한 상관관계가 있었다. 둘째, 부모의 양육불안 요인에 그들의 문화성향, 부모-교사 파트너십과 유아교육기관 만족도는 정적, 부적 영향요인이며, 문화성향의 상대적 영향력이 가장 높았다. 특히, 수평적 개인주의 성향은 양육불안 전체와 양육책임 불안, 자녀 의존 불안, 완벽주의 불안, 양육자원 불안 등 모든 하위 불안을 증가시키는 가장 강력한 예측요인이었다. 이를 토대로 COVID-19와 같은 팬데믹 상황에서 경험하는 부모의 양육불안 감소를 위하여 이에 대한 문화성향의 영향 이해와 부모-교사 파트너십과 유아교육기관 만족도를 강화하는 부모교육 방안과 유아교육기관 운영 방안 모색의 필요성을 논의하였다.

공격성이 주호소 문제인 경도 정신지체 아동의 미술치료 사례연구

정계숙,구정희 부산대학교 영유아보육연구소 2004 영유아보육연구 Vol.10 No.-

The purpose of this case study examined the effect of a child-centered art therapy for a primary grade child with mild mental retardation, who showed moderately severe aggression as a main problem and other maladjusted behaviors. The subject was a 10 years old boy. The program consisted of art activities for enhancing emotional expression, emotional stability, seif regulation and seif esteem. Fach of 33 sessions nm 50 minutes once a week The process of the session was recorded and client's art works and products were gathered at every session. It administerd the Aggression Checklist, K-HTP, FD and KSD before and alter the art therapy program. The effectiveness of the program was analyzed qualitatively and quantitatively. The results of this study were as follows: First, the program reduced aggression of a child with mild mental retardation effectively. Second, the program improved his other maladjustive behaviors. It discussed about practical implications, limitations of the study and future research directions.

일반·장애유아간 관계 향상을 위한 교수전략 연구

정계숙,김진희 부산대학교 사회과학대학 1998 社會科學論叢 Vol.17 No.1

Including young children with disabilities in settings for children without disabilities is a current issue. However, many young children with disabilities experience difficulties in interacting with children with normal development. Therefore, this study examined strategies to teach young children with disabilities to promote social interactions at included environments. According to teaching approaches, several strategies were discussed. That is, strategies based on applied behavior analysis approach included teacher's reinforcement, prompt, peer-modeling, and group contingencies. Strategies based on naturalistic approach included affective activities and incidental teaching. These strategies were found to be effective to use at included settings. Reviewing strategies implied that the included environment should be prepared and arranged thoroughly for meaningful interactions between children with and without disabilities.

사회적 유능성 프로그램을 통한 학교 부적응 아동의 기초 사회/의사소통 기술 향상 연구 : 경도 정신지체 아동을 대상으로(Ⅰ) For School Maladjusted Children with Mild Mental Retardation

정계숙,박명화,김미정 한국정서.행동장애아교육학회(구.한국정서학습장애아교육학회) 2003 정서ㆍ행동장애연구 Vol.19 No.4

The study examined the effects of the social competence program based on the hierarchical model by Guralnick(1992), which has been implemented for children with behavioral and social emotional problems at the Child Intervention and Counseling Center, Pusan National University, on enhancement of primary social/communicative skills of 3 elementary school maladjusted children with mild mental retardation(2 boys and 1 girl). By analyzing qualitative and quantitative data obtained from observation in intervention room, home and school classrooms by trained observers, mothers and school teachers, researchers concluded that the social competence program applied to school maladjusted children with mild mental retardation was effective to enhance their primary social/communicative skills, like participating in group activities, interacting with peers and following directions of teachers, which are basic skills for school adjustment, in spite of some differences in changes of target behaviors between children.

교육공동체로서 유아교육기관에 대한 유아교사와 학부모의 인식

정계숙,차지량,윤갑정 한국영유아교원교육학회 2015 유아교육학논집 Vol.19 No.5

The study aims to examine the differences in early childhood teachers’ and parents’ perceptions toward the child care and education institutions as an educational community. The sample of participants consisted of 240 early childhood teachers and 207 parents who were selected from child care and education institutions in the Busan and Gyeongnam regions. The results of this study are as follows: First, older teachers are more likely to realize child care and education institution as an educational community. Second, older parents lower income, and more children tend to have higher perception about educational community. Third, perception of educational community between teachers and parents revealed significant differences. That is, teachers had higher perception than parents, especially in ‘sense of partnership’ of educational community. And parents who have perception of key roles of all members for building educational community showed higher perception of ‘key values sharing’ of educational community. Implications for improvement in perceptions of early childhood teachers and parents and future study for building educational community are discussed. 본 연구는 교육공동체로서 유아교육기관에 대한 유아교사와 학부모의 인식을 살펴보기 위한 것으로, 부산ㆍ경남지역 유아교육기관에 근무하는 유아교사 240명과 학부모 207명을 대상으로 설문지를 실시하였다. 그 결과 첫째, 유아교사의 연령에 따라 교육공동체로서 유아교육기관에 대한 인식에 차이가 있었다. 둘째, 학부모의 연령, 월수입, 자녀수에 따라 교육공동체로서 유아교육기관에 대한 인식에 차이가 있었다. 셋째, 교육공동체로서 유아교육기관에 대한 인식에서 유아교사가 학부모보다 교육공동체 인식의 동반자 의식 요인에서 유의미하게 높은 인식을 보였다. 또한 교육공동체의 역할주체를 모든 구성원이라고 인식한 학부모들이 교육공동체의 핵심가치 공유 요인에서 유의미하게 높은 인식을 보였다. 이러한 결과를 중심으로 진정한 교육공동체 형성을 위한 유아교사와 학부모의 인식 증진과 추후 연구에 대한 시사점을 논의하였다.

유아 교사와 부모의 정든 관계로서의 ‘우리’에 대한 인식 구조

정계숙,박희경,손환희 가정과삶의질학회 2018 가정과삶의질학회 학술발표대회 자료집 Vol.2018 No.11

學校의 人的 環境이 兒童의 性特性 典型에 대한 知識에 미치는 영향 : 교장 및 교사의 性을 중심으로 Effects of Sex and Grade of Subjects, Sex of Principals and Sex of Teachers

정계숙 부산대학교 사범대학 1984 교사교육연구 Vol.9 No.1

This study intend to provide basic information about development of Korean children's awareness of sex-trait stereotypes and find the effects of sex of principals and teachers on children's awareness of sex-trait stereotypes. The subjects of this study were 884 second, fourth, sixth grade children (463 boys and 421 girls) from 28 female and 32 male teachers' classes of 10 elementary schools (5 male and 5 female principals) in Pusan City. The instrument used in this study was the sex-trait stereotype Measurement(SSMⅡ), a picture-story technique, total 32 items of 16 male stereotype items and 16 female items, developed by Williams, best and associates. Male and female-trait stereotype score and total sex-trait stereotype score of the subjects were analyzed in terms of 4 independent variables: sex and grade of subjects, sex of principals, sex of teachers. The result of four-dimensional analysis of variance of these data revealed as follows; 1) Male stereotype score: There were some significant main effect and interaction effects. Main effect for sex of subjects, F(1,860)=32.47, P<.001, the grade of subjects, F(2,860)=15.86, P<.001. Interaction effect between sex of subjects ad sex of principals, F(1,860)=5.11, P<.05, sex of subjects and sex of principals and grade of subjects, F(2,860)=4.73, P<.05, sex of subjects, principals and teachers and grade of subjects, F(2,860)=3.46, P>.05. The mean scores of boys and girls were 12.56 and 11.90. Those of second, fourth, sixth grade children were 11.79, 12.40, and 12.53. 2) Female stereotype score: There were some significant main effects and interaction effects. Main effect for sex of principals, F(1,860)=5.38, P<.05, grade of subjects, F(2,860)=29.58, P<.001. Interaction effect between sex of principals and grade of subjects, F(2,860)=5.94, P<.01. The mean scores of children whose principals were male and female were 11.85 and 12.18. Those of second, fourth, sixth grade children were 11.54, 11.83 and 12.77. 3) Total sex-trait stereotype score: There were one main and one interaction effect. Main effect for grade of subjects, F(2,860)=33.79, P<.001. Interaction effect between sex of subjects and principals and grade of subjects, F(2,860)=3.57, P<.05. The mean scores of second, fourth, sixth grade children were 23.30, 24.20, and 25.26. Sex of teacher had no effect on awareness of male and female-trait stereotypes. But the event that sex of principals had main and interaction effects on male and female-trait stereotype score informed the sex of principal played an important part in awareness of sex-trait stereotypes of children: Male principals promoted awareness of male-trait stereotypes in boys and, unexpectedly, female principals promoted awareness of female-trait stereotypes in girls.