Preschool Teachers’ Pedagogical Awareness – A Key Competence

Sonja Sheridan 한국아동권리학회 2016 아동과 권리 Vol.20 No.4

In research, preschool teacher competence is highlighted as fundamental for children’s wellbeing, learning and development in preschool. This article aims to discuss pedagogical awareness as a key aspect of preschool teacher competence. The question explored is: How is preschool teachers’ pedagogical awareness expressed in relation to curriculum goals, contents and situations in preschool? The theoretical framework is based on interactionist perspectives and ecological systems theory, in which individuals and the environment influence and are influenced by one another in a con¬tinuous interaction (Bronfenbrenner, 1979, 1986). From a meta-perspective, consistency and inconsistency in preschool teachers’ expressions of views and standpoints on quality, organisation and children’s learning are analysed in relation to the Swedish preschool curriculum, research on preschool quality, preschool teacher competence and children’s early learning in preschool. The results highlight different qualities of pedagogical awareness in preschool teachers’ understanding of quality issues, organisation and curriculum goals. The results show that pedagogical awareness is central in preschool teachers’ self-education and lifelong learning processes and vital for creating high quality conditions for children’s learning and development in Swedish preschool.

유아기 외현화 문제행동의 종단적 발달경로: 영아기 어머니의 우울, 부부갈등, 어머니의 사회적 양육행동과 영아기 의도적 통제를 중심으로

문영경 ( Youngkyung Moon ) 대한가정학회 2019 Human Ecology Research(HER) Vol.57 No.3

This study explored the longitudinal developmental paths of preschooler’s external problem behaviors from infancy. Subjects consisted of 205 preschoolers (106 boys, 99 girls aged 4) and their mothers recruited for the 2009 in-depth Panel Study on Korean Children. Data were analyzed by descriptive statistics, correlations, and structural equation modeling using SPSS 18.0 (SPSS Co., Chicago, IL, USA), Amos 18.0 (SPSS Co., Chicago, IL, USA). The results were as follows: Maternal depression at preschooler's age 0 had a direct effect on maternal social parenting style at preschooler's age 0. Maternal social parenting style at preschooler's age 0 had a direct effect on preschooler’s effortful control at age 1. Preschooler's effortful control at age 1 had a direct effect on preschooler’s external problem behaviors at age 4. Marital conflict at preschooler’s age 0 did not have a direct effect on preschooler’s effortful control at age 1. The direct effects of maternal depression at preschooler's age 0 on preschooler’s effortful control at age 1, and on preschooler’s external problem behaviors at age 4 were not significant. In addition, direct effect of maternal social parenting style at preschooler’s age 0 on preschooler’s external problem behaviors at age 4 was not significant. This study showed that maternal psychological characteristics, marital conflict, maternal social parenting style and preschooler's effortful control in infancy should be considered simultaneously to explain the effect on preschooler’s external problem behaviors.

정서 및 행동장애 유아의 정신병리 유형에 따른 기질과 역기능적 정서조절: 어머니 양육행동의 중재효과

박진아,이경숙,신의진 한국심리학회 2008 한국심리학회지 일반 Vol.27 No.2

This research aimed to investigate moderating effects of mothers’ parenting behaviors on the relationship between temperament of clinical preschoolers and their dysfunctional emotion regulation. Especially, externalizing disorders, internalizing disorders, and externalizing and internalizing co-occuring disorders were separately analyzed to examine the psychological mechanism of dysfunctioanl emotion regulation. The subjects were 73 preschoolers(aged 4 1/2-6 years old) who were diagnosed with 25 externalizing disorders, 28 internalizing disorders, 20 co-occuring disorders and their mothers. Preschoolers' temperament was assessed by mothers using K-JTCI(Oh, & Min, 2007). Mothers' parenting behaviors were observed during mother-preschooler interactions at a laboratory and analyzed using P-CIPA(Mash & Terdal, 1981). Preschoolers' dysfunctional emotion regulations were measured by MacArthur Story-Stem Battery Emotion Regulation Scale(Fonagy & Target, 2000). Data were analyzed with descriptive statistics, ANOVA, partial correlations, and hierarchical regressions. The results of this study were as follows; The subjects having both externalizing and internalizing behavior disorders showed higher failure-of-regulation than other psychopathological subjects. As mothers of preschoolers with externalizing behavior disorders were less sensitive․reactive, preschoolers' novelty seeking temperament was positively associated with their dysfunctional emotion regulation. As mothers of preschoolers with internalizing behavior disorders were more intrusive, preschoolers' harm avoidant temperament was positively associated with their dysfunctional emotion regulation. As mothers of preschoolers with co-occuring behavior disorders were less affective, preschoolers' reward dependent was negatively associated with their dysfunctional emotion regulation. 본 연구는 유아기 역기능적 정서조절이 정신병리의 주요증상인 동시에 정신병리 발달에 영향을 미치는 중요변인이라는 관점에서 정서 및 행동장애 유아의 정신병리 유형별로 기질과 역기능적 정서조절의 관계에 대한 어머니 양육행동의 중재효과(moderator effect)를 자세히 살펴보았다. 연구대상은 서울소재 종합병원 소아정신과 1곳과 아동발달임상센터 1곳에서 심리진단을 받은 4세 6개월-6세 정서 및 행동장애 유아와 어머니 73쌍이었다. 연구도구는 오현숙과 민병배(2007)의 기질척도(JTCI: The Junior Temperament and Character Inventory), Mash와 Terdal(1981)의 부모자녀상호작용검사(P-CIPA: Parent-Child Interaction Play Assessment), 그리고 Fonagy와 Target(2000)의 MSSB 정서조절 측정도구를 사용하였다. 연구결과는 다음과 같다. 외현화 및 내면화 행동장애의 공존병리 집단의 경우 기질적으로 사회적 민감성이 가장 낮으며 정서변화가 매우 급격하고 정서표현이 기이하거나 비일관적인 것으로 나타났다. 또한 외현화 및 내면화 행동장애 공존병리 유아의 어머니는 정서표현 변화가 거의 없고 부정적 정서표현을, 내면화 행동장애 유아의 어머니는 지나치게 통제적이고 침해적인 양육행동을 가장 많이 보이는 것으로 나타났다. 외현화 행동장애 유아의 경우, 어머니의 둔감하게 반응적이지 못한 경우에만 자극추구 기질적 취약성이 역기능적 정서조절에, 내면화 행동장애 유아의 경우, 어머니가 침해적인 경우에만 위험회피 기질적 취약성이 역기능적 정서조절에, 외현화 및 내면화 행동장애 공존병리 유아의 경우, 어머니가 정서표현이 거의 없으며 비일관적인 정서표현을 하는 경우에만 사회적 민감성 기질적 취약성이 역기능적 정서조절에 유의한 영향을 미치는 것으로 나타났다.

ADHD 성향 유아와 일반 유아의 이야기 꾸미기를 통한 내적 표상 비교

신혜원(Shin, Hyewon) 한국생활과학회 2017 한국생활과학회지 Vol.26 No.6

The purpose of this study is to explore the differences between ADHD preschoolers and normal preschoolers in narrative representations by taking a person-oriented approach. Research subjects were total 77 preschoolers of age 5-6, of which 45 were ADHD preschoolers and 32 were Normal preschoolers. Preschoolers with ADHD syndrome were selected according to Swanson Nolan and Pelham Ⅳ(SANP-Ⅳ)(Seo et al., 2008). Narrative representations of both ADHD and Normal preschoolers were obtained by using MacArthur Story Stem Battery(Bretherton et al., 2003). Descriptive statistics, t-test and hierarchical cluster analysis were performed. The results were as follows: first, there was a significant difference in narrative representations between ADHD and normal preschoolers. ADHD preschoolers exhibited higher level of anxiety, avoidant/withdrawal, and dysregulated aggression compared to normal preschoolers. Second, the researcher found four clusters among ADHD preschoolers and three clusters of normal preschoolers. A common cluster found in both ADHD preschoolers and normal preschoolers was an anxious cluster. Dysregulated cluster and consisting of constrained cluster found in ADHD preschoolers has not been found among normal preschoolers. On the other hand, emotional integrated/avoidant cluster found in normal preschoolers has not been found in ADHD preschoolers.

유아의 일상생활 활동과 어머니와 유아의 놀이 및 학습시간이 유아의 미디어 사용 시간에 미치는 영향에 관한 종단적 연구

이귀옥 ( Lee Kwiok ) 열린부모교육학회 2021 열린부모교육연구 Vol.13 No.1

본 연구는 유아의 3년간의 미디어 사용 시간의 변화 궤적을 살펴보고, 유아의 일상생활 시간과 어머니와 유아의 놀이 및 학습시간이 유아의 미디어 사용시간 변화궤적에 영향을 주는지 살펴보고자 하였다. 연구대상은 한국아동패널 자료의 2012년~2014년 자료를 사용하였다. 연구도구는 유아의 미디어 사용 시간, 유아의 수면 시간, 실내놀이시간, 실외놀이시간, 식습관, 어머니와 유아의 놀이 및 학습 시간과 관련된 설문지이며, 자료 분석을 위해 기술통계, 잠재 성장곡선 모형 분석을 사용하였다. 그 결과 만 4세부터 6세까지 미디어 사용 시간은 줄어들었고, 개인차가 있었다. 유아의 미디어 사용 시간 초기치에는 유아의 일상생활 활동 전체와 어머니와 유아의 놀이 및 학습 시간이 영향을 주었고, 변화율에는 유아의 실내놀이시간과 어머니와 유아의 놀이 및 학습 시간만 영향을 주었다. 이는 유아가 일상생활 활동이 규칙적이고 어머니와 유아의 놀이 및 학습 시간을 같이 보낼 때 유아의 미디어 사용 시간을 장기적으로 관리할 수 있다는 것을 시사한다. This study examined the trajectory of changes in the media use time of preschoolers for 3 years. In addition, the purpose of this study was to examine whether the daily life time of preschoolers and the playing and learning time of mothers and preschoolers influenced the trajectory of changes in preschoolers’ media use time. The study subjects used 2012-2014 data from the Panel Study on Korean Children(PSKC). The research tool is a questionnaire related to media use time of preschoolers, preschooler’s sleep time, indoor play time, outdoor play time, eating habits, and play and learning time of mothers and preschoolers. Descriptive statistics and latent growth curve model analysis were used for data analysis. As a result, media usage time decreased from 4 to 6 years old, and there were individual differences. Preschoolers’ daily activities and mother and preschooler’s play and learning time influenced the preschooler’s initial media use time. Also, indoor play time of preschoolers and play and learning time of mothers and preschoolers influenced the change rate of preschoolers’ media use time. This suggests that children’s media usage time can be managed in the long term when preschoolers have regular daily activities and share their mother and preschooler’s play and learning time together.

어머니의 양육태도와 유아의 교육기관 적응과의 관계에서 유아 자기조절력의 매개효과

이희영(Lee hee yeong),임희수(Im hee soo) 학습자중심교과교육학회 2022 학습자중심교과교육연구 Vol.22 No.6

목적 본 연구는 어머니의 양육태도와 유아의 자기조절력, 유아교육기관 적응간의 관계와 유아 자기조절력의 매개적 역할을 알아보는데 그 목적이 있다. 방법 부산광역시와 경상남도에 소재한 어린이집 7곳, 어머니 291명을 대상으로 분석하였다. 분석방법은 어머니의 양육태도와 유아의 자기조절력, 유아교육기관 적응 간의관계를 알아보기 위해 SPSS 23프로그램을 사용하여 Person의 적률상관관계를 실시하였으며, 자기조절력을 매개효과를 검증하기 위하여 Baron과 Kenny(1986)의 3단계 회귀분석을 실시하고 매개효과의 유의도 검증을 위해 Sobel test를 실시하였다. 결과 자료 분석 결과 첫째, 어머니의 양육태도 하위요인 중 애정적, 자율적 양육태도는 유아의 자기조절력, 유아교육기관 적응 간 정적상관이, 거부적 양육태도와는 부적 상관이 있는 것으로 나타났다. 둘째, 유아의 자기조절력은 어머니의 양육태도 중 애정적, 자율적 양육태도와 유아교육기관 적응간의 관계에 부분매개효과가 있는 것으로 나타났다. 결론 본 연구 결과는 지속적인 부모교육프로그램의 필요성을 재확인하고, 유아기에 유아교육기관 적응을 위해 적절한 자기조절력 향상을 위한 프로그램 개발과 프로그램 운영의 필요성을 확인할 수 있었다는 점에서 의의가 있다. Objectives The purpose of this study was to investigate the mediating effect of preschool children’s self-regulation on the relationship between maternal parenting attitude and preschool adjustment. This study also investigated the relationship among maternal parenting, preschool children’s self-regulation and preschool adjustment. Methods Two hundred ninety one mothers who have preschoolers from Busan Metropolitan City and Gyeongsangnamdo participated in this study. Collected data were analyzed using SPSS 23 program. In order to investigate the relationship among maternal parenting, preschool children’s self-regulation and preschool adjustment, Pearson’s Correlation Analysis was used. Baron and Kenny(1986)’s three step regression analysis was used to investigate the mediating effect of preschool children’s self-regulation on the relationship between maternal parenting attitude and preschool adjustment. Sobel test was used to test significance. Results Major findings of this study were as follows: First, affectionate and autonomous parenting attitude were positively and rejecting parenting attitude was negatively related to preschoolers’ self-regulation and preschool adjustment. Second, preschoolers’ self-regulation showed partial mediating effect on the relationship between parenting attitude and preschool adjustment. Conclusions This study is significant in terms of revealing the mediating role of preschoolers’ self-regulation in the relationship between maternal parenting and preschool adjustment which was paid scant attention in previous literature and providing additional information on the relationship among maternal parenting, preschool children’s self-regulation and preschool adjustment.

교사-유아 간 상호작용과 유아의 부적응 행동과의 관계

최선희(Choi, Sun-Hee),황혜정(Hwang, Hye-Jung) 한국어린이미디어학회 2011 어린이미디어연구 Vol.10 No.3

본 연구의 목적은 교사-유아 간 바람직한 상호작용의 질과 유아의 부적응 간에 어떠한 관계가 있는지 알아보는 것이다. 연구의 결과를 살펴보면, 첫째, 유아의 성별과 연령에 따른 교사-유아 간 정서적 상호작용, 언어적 상호작용, 행동적 상호작용은 여아가 남아보다 높았으며, 연령이 적은 유아일수록 연령이 높은 유아보다 교사와의 전반적인 상호작용이 높음을 알 수 있었다. 둘째, 유아의 성별과 연령에 따른 부적응 행동에 대해 살펴본 결과, 불안행동과 위축행동, 의존행동은 성에 따라 통계적으로 유의미한 차이를 보이지 않았으며, 산만행동과 공격행동, 충동행동은 남아가 여아보다 높았다. 유아의 연령에 따른 부적응 행동에 대해 살펴본 결과, 전체적으로 만 5세 유아가 다른 연령의 유아들보다 불안 행동, 위축행동, 의존행동, 산만행동, 공격행동, 충동행동이 높음을 알 수 있었다. 셋째, 교사와 유아 간의 상호작용과 유아의 부적응 행동과의 관계에 대해 살펴본 결과, 교사-유아 간 정서적 상호작용, 언어적 상호작용, 행동적 상호작용은 유아의 부적응 행동과 통계적으로 유의미한 부적 상관관계를 보였다. 즉, 교사-유아 간의 상호작용이 높을수록 불안과 위축, 의존, 산만, 공격, 충동 및 전체적인 부적응 행동이 낮음을 알 수 있었다. The purpose of this study was to examine the relationship of the quality of teacher-preschooler interaction to preschooler maladjustment. The findings of the study were as follows: First, as for the relationship of the gender and age of the preschoolers to emotional, verbal and behavioral teacherpreschooler interaction, the preschool girls were more interactive than the preschool boys, and there were significant gaps according to gender. And the younger preschoolers interacted more with the teachers than the older ones overall. Second, regarding the relationship of the gender and age of the preschoolers to their maladjusted behaviors, there were no statistically significant gender gaps in anxiety behavior, withdrawal behavior and dependent behavior. Distractive, aggressive and impulsive behaviors were more prevailing among the preschool boys than among their counterparts, and the gender gaps were significant. Concerning the maladjusted behaviors of the preschoolers by age, anxiety behavior, withdrawal behavior, dependent behavior, distractive behavior, aggressive behavior and impulsive behavior were more common among the preschoolers who were 5 years old than the other age groups. Third, as to the relationship between teacher-preschooler interaction and the maladjusted behaviors of the preschoolers, emotional, verbal and behavioral teacher-preschooler interaction had a statistically significantly negative correlation to the maladjusted behaviors of the preschoolers. More teacher-preschooler interaction led to less anxiety, withdrawal, dependent, distractive, aggressive, impulsive and overall maladjusted behaviors.

통합교육을 실시하고 있는 초등학교 교실에서의 협력교수 실제

최승숙 한국특수교육학회 2004 특수교육학연구 Vol.39 No.3

The purpose of this study was to investigate delay of gratification in normal preschoolers and maladjusted preschoolers. And maladjusted preschoolers were compared with normal preschoolers on delay of gratification tasks. The questions of this study were as follows: First, are there any significant differences in delay of gratification between normal preschoolers and maladjusted preschoolers? Second, what are the important contributing factors in delay of gratification in normal preschoolers and maladjusted preschoolers? And are there any differences between normal preschoolers and maladjusted preschoolers? Participants in this study were 272 preschoolers. The samples were classified into two groups: A group of 207 normal preschoolers and a group of 65 maladjusted preschoolers. Preschoolers were examined delay of gratification behavior in the natural and artificial situation. The results were as follows: First, there were significant differences in delay of gratification between normal preschoolers and maladjusted preschoolers. Second, age and mothers' parenting style were found to contribute significantly to delay of gratification of normal preschoolers. However, none of the demographical factors were found to contribute significantly to delay of gratification of maladjusted preschoolers. Suggestions based on the results are as follows: First, various rewards should be selected to maximize the conflicts in the situation of delay of gratification. Second, the larger number of sample should be used for the higher reliability of study results. Third, additional factors which might be related to the delayed gratification behavior of maladjusted preschoolers should be reviewed. 본 연구는 실제 협력교수를 실시한 경험이 있는 특수교사, 통합학급교사와 관리자 (교장, 교감)들의 협력교수에 관한 목적, 특성, 실행, 효과, 문제점에 관한 인식을 알고자 하였다. 연구를 위해 서울과 경기지역 초등학교에서 근무하는 46명의 특수교사, 34명의 통합학급교사와 19명의 관리자가 참여하였다. 연구 대상자들은 협력교사와 관리자를 위한 설문지를 각각 작성하였고, 대상자중 41명은 (교사 30명, 관리자 11명) 직접면접에 참가하였다. 연구 결과를 위한 대상자들의 의견들은 각 대상자의 직책에 따라 (특수교사, 통합학급교사, 관리자) 비교분석 되었다. 연구 결과, 전체적으로 연구 대상자들은 협력교수를 교사와 장애학생들의 통합교육을 위한 효과적인 전략이라고 인식하고 있었다. 그러나 협력교수 특성에 있어서 교사들이 중요하다고 인식하고 있는 협력교수의 특성과 실제 수업에서 사용하고 있는 특성에서 상관관계를 보이고 있지 않았다. 협력교수 실행에 있어 협력교수를 위한 교사 간 역할 분담, 교수 사전계획, 교과 과정과 활동의 조정 및 수정, 학생의 진보 평가, 협력교사간의 의견교환 등에 있어서 통합학급교사와 특수교사간의 의견 차이가 보였다. 협력교수의 효과성에 관해서는 장애학생의 사회적 능력의 향상과 비장애 학생의 장애에 대한 인식 개선이 가장 큰 효과로 언급되었고, 문제점으로는 교사간의 장애아동의 통합 교육에 대한 철학의 차이와 협력교수 실행을 위한 사전 계획시간의 부족이 주요한 문제점으로 언급되었다. 이러한 연구결과를 바탕으로 하여 효과적인 협력교수를 위한 노력에 대한 시사점이 논의 되었다.

어머니의 반영기능과 유아의 상위수준 사고 간의 관계에서 유아의 실행기능과 반사실적 사고의 순차적 이중매개효과

이윤정 ( Yoonjeong Lee ),임지영 ( Jiyoung Lim ) 대한가정학회 2020 Human Ecology Research(HER) Vol.58 No.2

This study examined the dual mediating effects of preschoolers’ executive function and counterfactual thinking in the relationship between maternal reflective functioning and preschoolers’ higher-order thinking. Participants included 293 preschoolers and their mothers in Daegu city and Gyeongsang province. The mothers completed questionnaires regarding their reflective functioning, preschoolers’ executive function, and creative thinking. Teachers completed questionnaires regarding preschoolers’ critical thinking and caring thinking. Preschoolers’ counterfactual thinking was measured by interviews. Data were analyzed using descriptive statistics and Pearson correlation analysis with SPSS 25.0. Path analysis and bootstrapping were used with AMOS 25.0 program. Also, specific indirect effect were analyzed using AMOS user-defined estimand function. The primary results of this study are as follows. Maternal reflective functioning had an indirect effect on preschoolers’ critical thinking and caring thinking through preschoolers’ executive function and counterfactual thinking; however, maternal reflective functioning had no indirect effect on preschoolers’ creative thinking through preschoolers’ executive function and counterfactual thinking. This study revealed that maternal reflective functioning and preschoolers’ executive function and counterfactual thinking need to be considered simultaneously to explain the level of preschoolers’ higher-order thinking. The results highlight the dual mediating effects of preschoolers’ executive function and counterfactual thinking in the relationship between maternal reflective functioning and preschoolers’ higher-order thinking.

유아교육기관에서의 신앙교육교재 활용이 유아의 인성에 미치는 영향: 교회 공과교재 ‘예꿈’을 중심으로

정희영,진명선 한국기독교교육정보학회 2017 기독교교육정보 Vol.0 No.55

The aim of this study is to suggest the necessity of Christian education for preschooler’s personality by verifying the effects that 'Ye ggum', which some preschools are utilizing as a method of Christian education for preschoolers, has on children’s personality. The subject of this study is homogeneous groups composed of 20 preschool children of experiment group and 20 preschool children of comparative group at the age of 4, who are at preschools operating ‘Nuri’ curriculum as a basic course. The study tool is made up of 5 personality factors – Sharing, Consideration, Respect, Order, Cooperation,- drawn from ‘Nuri’ curriculum through the precedent study and its reliability is .92. After carrying out pre-experiment, experiment, post-experiment, data was processed by t-test using SPSS Win 24.0. The findings of this study are as follows: 1. 'Ye ggum', a tool for Christian preschool education, have a positive effect on preschooler’s personality even at general preschools(not Christian preschools). Therefore, it can be said that Christian preschool education is effective for preschooler’s personality development. 2. It is implied that the critical period of Christian education for preschooler’s personality development is early childhood. 3. The results of pre- and post-test of Sharing and Respect of comparative group, receiving ‘Nuri’ curriculum, are shown in a little low level, which means the limits of education of public educational institutions. 4. It is implied that the fact that 'Ye ggum' constitutes of the variety of activities(‘discussing after listening to Bible stories and parables’, ‘building and writing’, ‘playing a role’ and so on), has a positive effect on preschooler’s personality development, will offer the possibility that Christian education programs like 'Ye ggum' for preschooler’s personality development can be utilized at general preschools 본 연구의 목적은 유아교육기관에서 기독교유아교육의 한 방법인 교회 공과교재‘예꿈’을 활용하여 교육하고 유아의 인성에 미치는 효과를 검증함으로써 인성교육을 함에 있어서 기독교교육의 필요성을 제시하는 것이다. 본 연구의 대상은 누리과정을 기본교육과정으로 진행하고 있는 어린이집의 만 4세 유아 40명으로 실험집단 20명, 비교집단 20명의 동질집단이다. 연구도구는 선행연구를 통해 누리과정에서 추출한 인성덕목으로 나눔, 배려, 존중, 질서, 협력 5가지 문항으로 구성하였으며 신뢰도는 .92로 나타났다. 연구도구를 통해 사전검사, 실험처치, 사후 검사를 실기한 후 SPSS Win 24.0 프로그램을 이용하여 t검증으로 자료를 처리하였다. 본 연구의 결과는 첫째, 기독교유아교육의 한 가지 방법으로 활용된 공과교재‘예꿈’은 유아교육기관에서의 인성교육에 긍정적인 영향을 미쳤다. 따라서 기독교유아교육이 유아를 위한 인성교육에 그 효율성이 입증되었다고 볼 수 있다. 둘째, 기독교교육이 인성에 많은 영향을 주는 시기가 유아기가 됨을 시사하고 있다. 셋째, 누리과정을 실시한 비교집단의 나눔, 존중의 사전-사후 결과는 오히려 약간의 낮은 수치를 나타내었다. 이는 공교육에서 실시되는 인성교육만으로는 그 효과에 한계가 있음을 보여주는 것이다. 넷째, 본 연구에서 활용된 공과교재는 유아가 성경이야기와 예화를 듣고 토론하기, 만들기와 쓰기, 놀이극 등 다양한 활동을 할 수 있는 방식으로 구성되었다. 이러한 공과교재의 활용이 유아의 인성에 긍정적인 영향을 미쳤다는 사실은 유아의 인성교육을 위해 유아교육기관에서 다양한 활동으로 개발된 기독교유아교육 프로그램을 활용할 수 있음을 시사한다.