노인,아동 상호작용 프로그램이 유아의 노인에 대한 인식에 미치는 영향

하정연 ( Jeong Yeon Ha ),조채영 ( Chae Young Jo ) 한국아동교육학회 2008 아동교육 Vol.17 No.2

유아를 위한 식생활 교육 프로그램 개발 및 적용

하정연(Ha Jeong Yeon),임재택(Lim Jae Taek) 한국열린유아교육학회 2006 열린유아교육연구 Vol.11 No.4

본 연구의 목적은 몸ㆍ마음이 건강한 유아를 기르기 위하여 유아교육기관에서 실천할 수 있는 식생활 교육 프로그램을 개발ㆍ적용하고, 그에 따른 유아들의 변화과정을 알아보는데 있다. 본 프로그램의 적용 대상은 부산시에 위치한 A어린이집의 만 3세(16명), 만 4세(22명), 만 5세반(25명) 유아들과 담임교사이다. 본 프로그램 적용에 따른 유아들의 변화과정을 요약하면 다음과 같다. 유아들의 식습관은 “일탈”, “절제”, “안정과 자유”의 과정을 거치며 변화 하였다. 음식에 대한 인식 및 태도는 “혼란과 두려움”, “갈등”, “적응과 안정”의 단계를 거치며 변화하였다. 음식ㆍ사람ㆍ자연과의 관계 인식은 “호기심”, “인식의 시작”, “생명 살림”의 과정을 거치며 변화하였다. 이러한 연구 결과는 식생활 교육 프로그램의 개발ㆍ적용으로 유아들의 식습관, 음식에 대한 인식 및 태도, 음식ㆍ사람ㆍ자연과의 관계 인식이 긍정적인 방향으로 변화되었음을 의미한다. The goal of this study was to develop and apply a diet education program, and then to survey the change in the children as a result of the program. Participants for this study were three teachers and children in three different classes including age 3, 4 and 5 classes who were enrolled in Child Care Center A located in Busan. The results of this study were as follows: First, the children's dietary habits changed from "deviation" in the early stages to "moderation" in the middle stages, and to "stability and freedom" in the late stages. Second, the children's recognition and attitudes towards food changed from "confusion and fear" in the early stages, to "conflict" in the middle stages, and finally "adaptation and stability" in the late stages. Third, the children's recognition of the relation between food, people and nature changed from "curiosity" in the early stages to "the start of recognition" in the middle stages to "life esteem" in the late stages. The results of this study indicate that a diet education program for children has a positive effect with regard to changes in the children's dietary habits, recognition and attitude towards food, and recognition of the relation between food, people and nature.

콘크리트용 화학 혼화제의 국내외 규격 및 비교 실험

정연식,하재담,Jeong, Yeon-Sik,Ha, Jae-Dam 한국레미콘공업협회 2001 레미콘 Vol.1 No.-

고성능(AE) 감수제의 작용 기구와 콘크리트 적용 현황(2)

이종열,정연식,하재담,Lee, Jong-Yeol,Jeong, Yeon-Sik,Ha, Jae-Dam 한국레미콘공업협회 2001 레미콘 Vol.7 No.-

고성능(AE) 감수제의 작용 기구와 콘크리트 적용 현황

이종열,정연식,하재담,Lee, Jong-Yeol,Jeong, Yeon-Sik,Ha, Jae-Dam 한국레미콘공업협회 2001 레미콘 Vol.4 No.-

고성능(AE) 감수제의 작용 기구와 콘크리트 적용 현황(3)

이종열,정연식,하재담,Lee, Jong-Yeol,Jeong, Yeon-Sik,Ha, Jae-Dam 한국레미콘공업협회 2001 레미콘 Vol.10 No.-

숲활동에서 형성되는 유아들의 관계 탐색

임재택(Lim, Jae-Tack),하정연(Ha, Jeong-Yeon),이소영(Lee, So-Young),신주연(Shin, Joo-Yeon) 한국열린유아교육학회 2012 열린유아교육연구 Vol.17 No.4

본 연구는 숲에서 활동하는 유아들을 탐색하고 숲활동을 통하여 어떠한 관계를 형성하는지 그 의미를 알아보는데 목적을 두었다. 이를 위해 부산시에 소재한 P어린이집 만 3, 4, 5세 통합학급 유아 16명을 대상으로, 2011년 3월부터 8월까지 6개월 동안 숲에서 활동하는 유아들을 참여 관찰하였다. 연구결과 유아들은 숲활동을 통하여 ‘유아와 숲의 관계’, ‘유아와 유아의 관계’ 그리고 ‘유아와 교사의 관계’로 범주화되었다. 이를 구체적으로 살펴보면, ‘유아와 숲의 관계’에서는 ‘호기심과 설렘의 관계’, ‘몸으로 알아가는 관계’, ‘심미감을 느끼는 관계’로 하위범주화 되었으며, 유아들은 자연속에서 만나는 동식물을 통해 숲에서 보이는 작은 변화에 관심을 가지고 관계를 형성하기 시작하였다. ‘유아와 유아의 관계’에서는 ‘자아 중심적 관계’, ‘열어가는 관계’, ‘협동하는 관계’로 하위범주화 되었으며, 유아들은 자아중심적인 모습에서 벗어나 마음을 열어나갔으며, 함께 활동하면서 협동하는 관계를 형성하였다. 마지막 ‘유아와 교사의 관계’에서는 ‘존중받고 이끄는 관계’, ‘상상력을 펼치는 관계’, ‘함께 배워가는 관계’로 하위범주화 되었으며, 유아는 숲의 여러 상황에서 교사로부터 자신의 생각을 존중받고, 스스로 이끌어 나갔으며, 다양한 상상력도 펼쳤다. 그리고 새로운 상황이나 동?식물을 만나게 되면 유아와 교사가 함께 배워나갔다. The purpose of this study was to explore preschoolers engaging aspects in forest activities, their relationship building during the activities and the meaning of their relationships. The subjects in this study were 16 preschoolers in a multiage class of Western age 3, 4 and 5 at ‘P’ daycare center located in the city of Busan. Their forest activities were observed for a six-month period of time from March to August, 2011. As a result, the relationships that the preschoolers formed during the forest activities were categorized into three: preschooler-forest relationship, preschooler-preschooler relationship, and preschooler-teacher relationship. The preschooler-forest relationship was subcategorized into three: relationship of curiosity and fluttering, relationship by which they get to know each other in person, and relationship in which they could feel aestheticism. The preschoolers got interested in small changes of the forest when they saw animals and plants, and then they began to form relationships with them. The preschooler-preschooler relationship was subcategorized into three: egocentric relationship, relationship of opening one’s mind and cooperative relationship. They were no longer egocentric and started to open their mind, and they were in cooperative relationship with one another while they engaged in the forest activities together. Finally, the preschooler-teacher relationship was subcategorized into three: relationship of respect and guidance, relationship of exerting imagination, and relationship of learning together. The preschoolers felt their teacher thought highly of their opinions, and they took the initiative in the forest activities and exerted their imagination. When they faced new situations or saw new animals and plants, both of the preschoolers and teachers learned lessons from the new situations and learned about the animals and plants together.

숲에서 유아들이 경험하는 놀이 탐색

임재택 ( Jae Tack Lim ),하정연 ( Jeong Yeon Ha ),이소영 ( So Young Lee ) 한국유아교육학회 2013 유아교육연구 Vol.33 No.2

유아에게 있어 놀이는 삶의 표현이자 생활이다. 이에 본 연구는 숲에서 유아들이 경험하는 놀이를 탐색하고 그 의미를 알아보는데 목적을 두었다. 연구 대상은 부산시에 소재한 P어린이집 혼합연령반 만3세 5명, 만4세 5명, 만5세 6명으로 총16명이다. 2011년 3월부터 8월까지 6개월간 주1회씩 유아들이 숲으로 가는 준비부터 숲 생활을 마치고 돌아와서 마무리하는 시간까지 참여관찰 하였다. 수집된 자료를 분석한 결과, ``을 열어가요``, ``숲에서 놀아요``, ``숲을 닫아가요``로 범주화 되었다. 이를 구체적으로 살펴보면, 첫째, ``숲을 열어가요``에서는 유아들이 숲으로 가는 것을 힘들어했지만 점차 즐거워하며, 호기심으로 자연을 관찰하고 탐색하였다. 둘째, ``숲에서 놀아요’에서는 숲에 도착한 유아들이 온몸을 움직여 놀면서, 놀이에 필요한 것을 스스로 준비하고 만들었고, 가상과 현실을 넘나들면서 자연의 넉넉함을 나누며 놀았다. 셋째, ``숲을 닫아가요``에서는 유아들이 숲의 일과를 마무리하고 떠나는 것을 아쉬워했고, 밤의 숲을 상상하면서 내일의 숲을 기다렸다. 숲에서 유아들이 경험하는 놀이와 그 의미를 통하여 유아교육에 숲을 통한 교육이 주는 바를 시사하고자 한다. The purpose of this study was to examine what play preschoolers experienced in a forest and what the meaning of it was, as play is life itself for preschoolers. Participants for this study were preschoolers in a mixed age class in a P nursery. Children who participated in this study were age 3 through to 5. Participant observation was conducted once a week during six months from March to August, 2011 before and after forest activity. The collected data were transcribed and categorized. According to the described data results, children`s experiences were categorized into three: 1)knowing the forest, 2)playing in the forest, 3)finishing forest activities. As for the first category of knowing the forest, it was hard for children to go to the forest at first, but they gradually experienced a delight. Children became to observe and explore nature with curiosity. Second, regarding the second category of playing in the forest, the preschoolers who arrived at the forest played with one another and prepared for their plays on their own ways. Children enjoyed the generosity of nature while they created a virtual world during their play time. Concerning the third category of finishing forest activities, children were reluctant to wrap up their daily tasks in forest. They liked to imagine what the forest would be like at night and revisit there next day. Thus, this study attempted to haven experience of playing in a forest and preschoolers find the meaning of their play in a forest. It discussed importance of preschoolers education.

생태유아교육의 교육관에 관한 연구

하정연 부산유아교육학회 2004 유아교육논총 Vol.13 No.-

본 연구에서는 생태유아교육의 교육관과 생태유아교육이 현대 유아교육에 주는 시사점에 대하여 알아보았다. 생태적 세계관과 아동관을 토대로 형성된 생태유아교육은 생명중심, 공동체 중심, 전인교육이라는 교육이념과 '신명나는 어린이'라는 교육목적을 갖고 있었다. 생태유아교육의 교육내용으로는 전통사회의 공터놀이를 기초로 한 바깥놀이, 산책, 텃밭가꾸기, 세시풍속, 몸짓놀이, 손끝놀이, 먹을거리, 절제·절약, 명상 프로그램을 비롯한 다양한 프로그램이 포함되었다. 교육방법으로는 기다림과 느림의 교육, 감각을 살리는 교육, 삶을 체험하는 교육, 놀이와 재미를 통한 교육, 자유로운 표현을 격려하는 교육이 포함되었고, 삶의 동반자적인 교사역할을 강조하고 있었다. 또한 인간중심교육에서 생명중심교육으로의 전환을 강조한 사상적인 토대, 생명중심적인 교육내용, 아이살림과 생명살림의 교육방법, '삶의 동반자'적인 교사역할 등에서 현대 유아교육에 시사하는 바를 찾을 수 있었다. The main purpose of this study was to investigate the educational views and suggestions of eco-centered early childhood education. The results of this study was as follows. The eco-centered early childhood education program based on ecological view of the world and children oriented eco, community and whole person centered educational philosophy to cultivate "the happy and joyful children". The educational contents included such programs as outdoor play program, traditional customs program, animal rearing program, mediation program, moderation saving program, food program, urban rural exchange program, fingertip handicraft program, traditional body movement program and adaptation program. The characteristics of the educational method could be summarized as the education of waiting, the education BODY to life, the education of experience daily life, the education by the happy joyful play and the education of encouraging the freedom of children, and Teacher's role was life partner of the children. We can find implications to modern early childhood education from the philosophical foundation emphasized the transition from human centered education eco-centered education, eco-centered education contents and method, and teacher's role of life partner of the children.

유아를 위한 손끝놀이프로그램의 적용사례

하정연,김은주 부산대학교 영유아보육연구소 2000 영유아보육연구 Vol.6 No.-

This program developed, implemented, and evaluated a "fingertip" handicraft program for early-childhood facilities. The program was conducted in one class of three-year-olds and two classes of five-year-olds of P child care center, from March to December, 2000. The program was implemented as two stages : a "preparation" stage (for 3~4 year-olds) and a "practice-and-deepening" stage (for 4~5 year-olds). The "fingertip activities" in the reparation stage of the program consisted of the following : transferring of small objects, clipping ㆍ folding ㆍ pasting ; using "clothing frames" ; and the basic stages of sewing. The activities in the practice-and-deepening stage consisted of the following : making cat's cradles, knitting, and doing embroidery. The program was evaluated positively by the children, teachers, and parents involved. The children developed the use of their fingertip muscles, power of concentration, and patience, as well as their capacity to recognize practical and artistic values, a sense of achievement, and the meaning of labor. By seeing positive changes in the children, the teachers realized that handicraft activities were beneficial. The parents of the children learned that "fingertip activities" were worthwhile at both school and at home, and they perceived a need for transferring traditional culture to younger generations through inter-generational interactions.