인간발달단계의 교육적 고찰

한은숙 청주대학교 학술연구소 2009 淸大學術論集 Vol.14 No.-

1. Necessity and Purpose of this Study Education serves a role of recreating human beings into a more human like beings. Through education, human being grows and develops from its natural state into its ideal states. Family is the first educational environment a human experience after birth. Especially, it being the first educational environment that molds human character, the importance of family can not be stressed enough. Human being grows and develops going through many stages. Each stage consists of crucial developmental objectives. If one stage’s developmental taskes are not satisfactorily completed, the next stage’s developmental taskes get affected and can not be cleared with satisfaction. Completing these developmental taskes is essential for human beings to become who they are. Therefore, at home, parents must pay educational efforts to their children so the children can go through these stages smoothly and satisfactorily. By doing so, they can help their children to go on with their life with positive mind, self respect, and active attitude. The purpose of this study is to clearly state the importance of home education and role of parents by establishing the objectives and educational tasks for each human growth and developmental stages and stipulate the characteristics of each stage. 2. Contents of the Study This study is a documentary research contemplating the following First, contemplate developmental characteristics for each developmental stage. Second, contemplate developmental taskes of each developmental stage. Third, detailed educational tasks that are necessary for each developmental stage. 3. Conclusion Family is the most important educational environment of human growth and development stages. Especially parents can help their children to develop desirable values and positive self esteem through home education so that they can on with their life happy. In order to successfully guide their children through each stage, the parents should know the characteristics and developmental taskes of each stage and put educational effort accordingly. Showing the parents themselves living a happy life is also very important since children look at their parents as a role model.

아동ㆍ청소년의 일상적 스트레스, 지각한 환경, 심리적 문제에 관한 발달단계별 차이 연구

이영옥,이정숙 한국아동심리치료학회 2011 한국아동심리치료학회지 Vol.6 No.1

This study has a significance in that it inquires into the difference by developmental stages on the daily stress, the perceived environment, the psychological problems of childㆍadolescents. The study subject was 1, 548 students who consist of 8 graders in Seoul and Kyunggi Province, that is, the whole elementary school graders, a first and second middle school graders. The measurement tools were the daily stress, the perceived environment(class climate, satisfaction degree in school life, communication with parents, friends' support), and the psychological problems(K-CBCL, K-YSR). The data materials were analyzed by SPSS(ver.17.0 for Windows). The results are as follows. Firstly, in the daily stress, the stress was high in parents, teachers, surroundings at early child development stage. And it was normal in later child development stage. At adolescent development stage, it was high in parents, home, school work, and teacherㆍschool. Secondly, in the perceived environment, spontaneity and familiarity, satisfaction degree in school life, open communication with parents were high in the class climate at child development stages. On the other hand, dependency·arbitrariness and the closed communication with parents were high, and the satisfaction degree in school life was low at the adolescent development stage. The friend's support was most high at child development stage. Thirdly, the psychological problems were high in adolescent development stage. As early child development stage goes toward middleㆍlater development stage, they showed a steady rise. However, they showed a rapid rise at adolescent development stage. Especially, in adolescent development stage, withdrawl and aggressiveness were high, which means that adolescents were in overall psychological problems. It is found out that we are asked to have a concern on the ordinary lives and the general environment of childㆍadolescents and also to apply differently the intermediate intervention for betterment of them according to development stages.

복잡계이론 관점에서 본 축구재능발달 단계

강지훈 ( Ji-hun Kang ),윤영길 ( Young-kil Yun ) 한국스포츠정책과학원(구 한국스포츠개발원) 2021 체육과학연구 Vol.32 No.1

[목적] 본 연구는 복잡계이론을 토대로 축구재능발달 단계를 해석할 목적으로 진행하였다. [방법] 본 연구는 문헌연구와 심층면담을 통해 자료를 수집하였다. 문헌연구에서는 복잡계이론을 주제로 한 연구를 대상으로 복잡계이론의 특징을 추출하였으며, K리그 선수 5명을 대상으로 심층면담을 진행하였다. 수집된 자료는 주제분석을 진행하였다. 축구재능발달의 초기코드와 잠재주제, 복잡계이론의 구성개념과 잠재주제는 은유적 분석으로 해석하였다. [결과] 문헌연구 결과 복잡계이론의 분석 틀은 환경복잡성, 환류구조, 자기조직성, 임계조건, 창발현상으로 구성되었다. 문헌연구를 토대로 축구재능발달 단계를 해석하여 축구재능발달 단계를 잠재된재능, 수월성기반재능계발, 축구화된재능, 축구재능도약, 축구재능자기화 단계로 구획하였다. 구체적으로 잠재된재능 단계는 신체조건, 신체활동 선호와 환경변화로, 수월성기반재능계발 단계는 기술숙달, 축구생각과 주요타자와의 관계로, 축구화된재능 단계는 기술분화, 축구몰입과 성장경험으로, 축구재능도약 단계는 위기극복경험, 비계환경과 경기력 도약으로, 축구재능자기화 단계는 경기력 자기화의 발현, 경기력 진화와 컨디션 자기조절로 구체화하였다. [결론] 복잡계이론을 토대로 해석한 축구재능발달 단계는 잠재된재능 단계, 수월성기반 재능계발 단계, 축구화된재능 단계, 축구재능도약 단계, 축구재능자기화 단계로 구분된다. 본 연구가 축구재능발달 단계에 대한 이해를 증진시키는 동시에, 축구재능발달 프로그램의 기초자료로 활용되기를 기대해본다. [Purpose] This study was aimed at interpreting the football talent development stages based on complexity theory. [Methods] The data for this study was gathered through literature review and in-depth interviews that were analyzed by thematic analysis. Literature review of the studies regarding complexity theory revealed the features of complexity theory and five football players participating in the K-league were interviewed. Gathered materials were analyzed by the thematic analysis. Initial codes and potential themes of football talent development stages, the conception and potential themes of the complexity theory were interpreted by metaphorical analysis. [Results] Results of literature review were as follows: analysis frame of complexity theory were organized environment of complexity, feedback structure, self-organization, critical condition and emergent phenomenon. The football talent development stages, interpreted as a result of literature review, were divided into Potential Talents, Excellence based Talents Development, Footballizational Talents, Football to Takeoff and Personalization of Football Talents. The stages were specifically materialized as follows: Potential Talents was materialized into physical condition, physical activity preference and change of environment. Excellence based Talent Development was materialized into skill mastery, thoughts about football and relationship with significant others. Footballizational Talents was materilized into skill fractionation, football flow and growth experience. Football to Takeoff was materialized into overcoming crisis experience, performance scaffolding and performance takeoff. Personalization of Football Talents was materialized into manifestation of performance personalization, performance evolution, condition maintenance. [Conclusions] Football talent development stages, interpreted by means of complexity theory, were divided into Potential Talents stage, Excellence based Talent Development stage, Footballizational Talents stage, Football to Takeoff stage and Personalization of Football Talents stage. Utilization of this study as a fundamental resource of football talents development programs and as a means to understanding football talents development is looked forward to.

치아 발육 단계의 상관관계를 이용한 하악 제3대구치 발육 평가

김준영,김현태,신터전,현홍근,김영재,김정욱,장기택,송지수 대한소아치과학회 2023 大韓小兒齒科學會誌 Vol.50 No.4

이 연구의 목적은 소아 청소년의 하악 견치, 제1, 2소구치, 제2, 3대구치의 발육 단계별평균 연령을 확인하고, 이를 토대로 하악 제3대구치의 발생 유무를 추정할 수 있는 하악 견치, 제1, 2소구치, 제2대구치의 발육 단계를 확인하는 것이다. 2019년 1월부터 2020년 12 월까지 서울대학교치과병원에 내원한 만 6 - 15세 사이의 건강한 환자의 1,956개의 파노라마 방사선 사진을 이용하여, Demirjian과 Goldstein의 방법으로 양측 하악 견치, 제1, 2 소구치, 제2, 3대구치의 치아 발육 단계를 평가하였다. 제3대구치의 치배가 처음 관찰되는연령은 평균 9.34 ± 1.35세였고, 6세부터 12세에 걸쳐 다양하게 나타났다. 하악 견치, 제1, 2소구치가 F단계, 제2대구치가 E단계 이후에도, 제3대구치가 관찰되지 않으면 제3대구치의 결손 가능성이 높은 것으로 나타났으며 그 연령은 평균 10세였다. 제3대구치의 발육 여부를 추정할 때 치아 하나만을 고려한다면 제2소구치와의 추정 부합도가 가장 높았으며 4 개 치아 전부를 포함했을 때와 큰 차이가 없었다.이번 연구를 통해 만 6세에서 15세 사이의 소아 청소년에서 하악 견치, 제1, 2소구치, 제2대구치의 발육 단계별 연령 분포를 확인할 수 있었으며, 이를 근거로 하악 제3대구치의 발육 여부를 평가할 수 있는 하악 견치, 제1, 2소구치, 제2대구치의 발육 단계를 확인할 수 있었다. This study aims to confirm the average chronologic age according to the developmental stages of the mandibular canine (L3), first and second premolars (L4, L5), and second and third molars (L7, L8) in children and adolescents, and to confirm the developmental stage of L3, L4, L5, and L7, which can estimate the development of L8. A total of 1,956 digital panoramic radiographs of healthy individuals aged between 6 and 15 years who visited Seoul National University Dental Hospital from January 2019 to December 2020 were selected. The developmental stages of L3, L4, L5, L7, and L8 on both sides were evaluated using the dental maturity scoring system proposed by Demirjian and Goldstein. The average age at which the follicle of L8 was first observed was around 9.34 ± 1.35 years and varied from 6 to 12 years. The possibility of agenesis of L8 was high when no traces of L8 were observed after the following stages: L3, L4, and L5 at the developmental stage F and L7 at the developmental stage E; the age was about 10 years. In estimating the development of L8, when only one tooth was considered, estimation accuracy with L5 was the highest, and there was no significant difference when all four teeth were included. This study showed the age distribution according to the developmental stages of L3, L4, L5, L7, and L8 in children and adolescents and confirmed the developmental stages of L3, L4, L5, and L7, which can be used to estimate the development of L8.

유아 교사의 발달 단계와 개인 정서 변인, 조직몰입의 관계

박선미 ( Sun Mi Park ) 영유아교육학회 2010 영유아교육연구 Vol.13 No.-

This study had purposes that investigates the relations among the developmental stages, the individual emotional-values, and the organizational commitment of early child teacher. Also this study analyze the influences of developmental stages and individual emotional-values to the organizational commitment. For these, 164 early childhood teachers was joined. The results of this study as follows.; First, teachers` developmental stages was distributed the Entrance-Acceptance, the Growth- Enthusiasm, the Capability Development. stage in turn. Only 5.5% of teachers were at the Ease stage. Second, the relations among the developmental stages, individual emotional-values, and organizational commitment of teacher had significant relations. But, There was no relations among the continuance commitment, developmental stages, and emotional values. Third, there was difference in the level of organizational commitment by the developmental stages. And, positive emotion of the individual emotional-values had effect on the organizational commitment. For these results, it is required to develop the program that supports teachers to have positive emotion and heighten the developmental stage. Also, It will be needed to take a proper policy to heighten the continuance commitment.

농촌마을 발전단계별 평가지표 기준 설정 연구

김영택,최수명,조은정,윤치욱,임상봉 한국농촌계획학회 2014 농촌계획 Vol.20 No.3

This study aimed at setting up the grading indicator standards on development stages for phasing the continuous development process. To achieve the objective of this study, after referring to the proposed cases derived from the reference analysis, the development stages were classified. Also grading criteria of indicators according to development stages were established through the statistical analysis and expert group checking. Development stages of rural village were stepped into 4-stages through the reviews and analysis of reference literature ; preparation-entry-development-advanced stage. Reasonable achievement level of each development stage was established by considering the necessary development period and benchmarking reference target together. On the basis of these clear stepwise development phases, the grading criteria were proposed for determination of the incumbent development stages.

발달장애유아의 그림발달단계 선호 색채 사용 색채 수 분석

이규순 한국예술심리치료학회 2009 예술심리치료연구 Vol.5 No.2

The Purpose of this study was to analysis of development-disorder infant's drawing focusing on their drawing's developmental stages, preferred colors, and number of color. First, with regard to stages of development in drawings based on sex and age, I came to know that most infants with development disorders are in the scribing stage, which is the first stage of the 6 stages on development in drawings that V. Lowenfeld crafted for infants. And, it was also found that female infants are relatively in higher stages than their male counterparts in terms of development in drawings. Along with this, though individual differences in the development are stark based on the severity of disorders, infants with development disorders also show progress in drawings as they grow older, and I could see that to some extent, they are able to express their emotions more freely. Second, I studied whether colors they like are different according to sex and age. I found out that male infants with development disorders prefer a black color the most, and female infants like a green color the most, showing that male and female infants with development disorders have different color preferences. In addition, it turned out that those who are at 4 like orange, reddish brown and black colors the most, and infants of 5 years old prefer a yellow color the most. Many people have conducted research on color preferences, and they are showing much different views on this matter. Third, regarding whether there are differences in the number of colors they use according to sex and age, a lot of male infants drew pictures using one color, and in the case of female infants, many of them used two kinds of colors. For infants with development disorders, I could see that the number of colors they used according to sex has statistical importance. Infants with development disorders of 4 years old turned out to use two colors when they draw pictures, and in the case of those who are at 5, many of them used one color. For infants with development disorders, the number of colors they use based on age has no statistical importance.

농촌마을 발전단계별 평가지표 기준 설정 연구

김영택 ( Young Taek Kim ),최수명 ( Soo Myung Choi ),조은정 ( Eun Jung Cho ),윤치욱 ( Chi Wook Yoon ),임상봉 ( Sang Bong Im ) 한국농촌계획학회 2014 농촌계획 Vol.20 No.3

This study aimed at setting up the grading indicator standards on development stages for phasing the continuous development process. To achieve the objective of this study, after referring to the proposed cases derived from the reference analysis, the development stages were classified. Also grading criteria of indicators according to development stages were established through the statistical analysis and expert group checking. Development stages of rural village were stepped into 4-stages through the reviews and analysis of reference literature; preparation-entry-development-advanced stage. Reasonable achievement level of each development stage was established by considering the necessary development period and benchmarking reference target together. On the basis of these clear stepwise development phases, the grading criteria were proposed for determination of the incumbent development stages.

전문상담교사의 발달단계에 따른 수퍼비전 모형 개발

남순임,유형근 한국상담학회 2016 상담학연구 Vol.17 No.4

The purposes of the study were to develop of supervision model and to improve abilities that is required in an educational field for the professional school counselors. Based on the review of the previous studies, the supervision model for professional school counselors composed of the developmental stage, the contents of supervision, and the supervision methods was developed. Then, the results and validity of the model were examined using the Delphi method with 42 professional school counselors. The results yielded 59 supervision contents and 13 areas in professional school counselors’ roles such as ‘counseling’, ‘consultation and instruction’, ‘linkage’, ‘planning and administration’, and ‘reinforcement of profession’. The findings indicated that there were areas that should be supervised with priority according to school counselor’s developmental stage; ‘counseling’, ‘linkage’, and ‘planning and administration’ for formation stage, ‘consultation and instruction’ for growth stage, and ‘reinforcement of profession’ for proficiency stage. Moreover, the contents that should be supervised with priority according to school counselor’s developmental stage were classified; 38 contents for formations stage, 22 contents for growth stage, and 6 contents for proficiency stage. Regarding the supervision methods, the study results showed that the supervision by expert appeared suitable for ‘counseling’ and the supervision by peer appeared suitable for the rest of the areas such as ‘consultation and instruction’, ‘linkage’, ‘planning and administration’, and ‘reinforcement of profession’. With the development of the task-oriented supervision model that can be applied according to school counselor’s developmental stages, it is meaningful in that this study identified the range of required competencies as well as the methods to reinforce them for professional school counselors. 이 연구는 전문상담교사의 발달단계에 따른 수퍼비전 모형을 개발함으로써 전문상담교사의 직무수행에 필요한 역량을 강화시켜 전문성 발달에 기여하고자 하는 목적을 지닌다. 이를 위해 선행 연구를 바탕으로 전문상담교사의 발달단계, 수퍼비전 내용, 수퍼비전 방법을 구성요소로 하는 수퍼비전 모형을 구안하고, 수퍼비전 내용 도출과 타당화를 위해 42명의 전문가들에게 3차에 걸쳐 델파이 방법(Delphi method)을 실시하였다. 그 결과 전문상담교사 직무전반인 ‘상담활동’, ‘자문 및 교육’, ‘연계’, ‘기획 및 행정’, ‘전문성 증진활동’ 에서 13개 영역 59개의 수퍼비전 내용이 도출되었다. 전문상담교사의 발달단계에 따라 우선적으로 수퍼비전 받아야할 영역은 ‘상담활동’, ‘연계’, ‘기획 및 행정’ 영역은 형성기 교사들에게 더 필요한 수퍼비전 영역이고, ‘자문 및 교육’ 영역은 성장기 교사들에게 보다 더 적합하며, ‘전문성 함양’ 영역은 형성기, 성장기, 숙련기 전문상담교사 모두에게 수퍼비전이 필요하다는 결과가 도출되었다. 각 발달단계에서 우선적으로 수퍼비전 받아야 할 내용과 관련하여 형성기에는 38개, 성장기는 22개, 숙련기는 6개의 수퍼비전 내용이 도출되었다. 수퍼비전 방법과 관련하여 ‘상담활동’은 전문가 수퍼비전이 적절하고, 그 외의 ‘자문 및 교육’, ‘연계’, ‘기획 및 행정’, ‘전문성 함양’ 영역 등은 대부분 동료 수퍼비전이 적절하다는 결론이 도출되었다. 본 연구는 전문상담교사의 발달단계에 따른 차별화된 교육적 개입이 가능한 직무중심의 수퍼비전 모형을 개발함으로써, 학교상담의 주체인 전문상담교사가 갖추어야 할 역량의 범위와 역량 강화 방안을 제시하였다는 점에서 의의가 있다.

Developmental Stages of Akebia trifoliata Fruit Based on Volume

Hao Yang,Wei Chen,Peng Fu,Shengfu Zhong,Ju Guan,Peigao Luo 한국원예학회 2021 원예과학기술지 Vol.39 No.6

Akebia trifoliata, commonly named augmelon (means August plus melon), has been domesticating as a new artificial cultivation fruit crop in China for several years. Generally, field management measurements are severely dependent on the development dynamic of harvest organs, and therefore the study of fruit development stage of A. trifoliata is urgent in production. In this study, four cloned lines with various spindle, nephroid, pyriform and Banana-like shapes, were selected to observe fruit developmental parameters, including volume, weight, length and width from pollination to maturity. Volume rather than length or width, which can minimize the influence of fruit shape on growth stage, was finally employed as a primary parameter for dividing developmental stages. Then a Logistic model of volume growth was established according to the data of pyriform fruit, and the other three fruits were employed to the suitability of this mathematical model. The resulted showed that the growth curve of augmelon appeared typical double sigmoid shape for all four shapes fruits. Based on four inflection points of volume growth curve, the fruit development of augmelon was classified five developmental stages in the order: fast stretch (FS) stage lasting for 48 days, shape stabilization (SS) stage lasting for 30 days, tardy expansion (TE) stage lasting for 51 days, suspended expansion (SE) stage lasting for 21 days and fast expansion (FE) stage lasting for 30 days. Comprehensively, volume was an ideal growth parameter for dividing fruit developmental stage of augmelon, and five-stage growth model could be applied as reference for both gardener and scientist to refer to the fruit growth status.