Visions and Realities of Parent Education: Elizabeth Harrison's Influence on Parent Education

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

The purpose of this paper is to examine the origin of parent education as exploring Elizabeth Harrisons contributions to it and to rethink knowledge, principles, and forms of parent education. Harrison is one of the most influential kindergarteners for parent education in early childhood education. She engaged in a wide variety of activities and services related to parent education and involvement, led parents into child education, and brought childrearing and parenting to mothers attentions. Harrison focused on nationalization of parent education. Present parent education should focus on developing localized parent education programs reflecting the different needs and concerns of diverse families and parents. As reemphasizing Harrisons vision of parent education, parents should be reconsidered as “co-worker” or a “partner” in the education of children. This paper will provide the key concepts of parent education with insights on current issues of parent involvement.

학부모 교육권에 대한 철학적 논의: 학교 선택권을 중심으로

유재봉 한국교육철학학회 2022 교육철학연구 Vol.44 No.1

With democracy accelerating in Korea, interest and awareness of parents' right to education are increasing. This study discusses several philosophical issues surrounding parents' right to education, and reveals their educational implications. For this purpose, this paper examines the following three issues. First, I explore the theory of choice and interest on children's educational rights. Second, I analyze the pros and cons of parents' exercise of educational rights regarding their children's education and explore the desirable parental education rights. Third, I discuss the prime issues relating to the right to school choice, which is the key concern for parents' right to education. Since the parents’ right to education is basically their children's educational right, as provided in the UN Convention on the Rights of the Child, parents should respect their children's autonomy and ultimately focus on promoting their children's best interests and well-being. The debate on the pros and cons of parents' right to education re-conceptualizes the nature of parents' right to education that should be understood in a normative sense. Parents advocating school choices consider the market-oriented logic that exhibits education quality can be improved through competition. They assume that education is based on market-oriented logic of producing and selling goods. Schools are places selling products, and parents are consumers. However, from an educational philosophy perspective, the emphasis on school choices has two serious shortcomings. First, school choices can distort the public nature of education, and second, they can violate social or educational justice by deepening inequality. Therefore, parents' right to education or school choice in a liberal democratic society should be guaranteed in principle, and gradually expanded to minimize or eliminate damages to the public nature of education and educational or social justice. 이 논문은 최근 우리나라에서 민주주의가 가속화되고 학부모 교육권에 대한 관심과 인식이 높아짐에 따라, 그것을 둘러싼 몇 가지 철학적 이슈를 논의하고, 그 교육적 함의를 밝히는 데 그 목적이 있다. 이러한 목적을 위해, 이 논문은 첫째, 아동의 권리와 교육권에 관한 선택이론과 이익이론을 탐색한다. 둘째, 자녀의 교육에 관한 부모의 교육권 행사에 대한 찬반 논리를 검토하며, 바람직한 부모교육권이 무엇인지를 탐색한다. 셋째, 학부모교육권의 핵심 관심사인 학교선택권의 주요 주장을 논의한다. 학부모 교육권은 본래 자녀가 가지는 교육권이기 때문에, 유엔아동권리협약에 나타나 있듯이, 부모는 자녀의 자율성을 존중하면서 궁극적으로 자녀의 최상의 이익과 웰빙 증진에 초점을 두어야 한다. 학부모 교육권에 대한 찬반 논쟁은 학부모 교육권의 성격을 재규정하도록 하며, 이때의 학부모 교육권은 규범적 성격을 지향하게 한다. 학교선택권을 주장하는 학부모들은 경쟁을 통해 교육의 질을 제고할 수 있다는 시장주의 논리에 토대를 두고 있다. 즉, 그들은 교육이 재화를 생산하고 판매하는 일이고, 학교는 상품을 파는 곳이며, 학부모는 소비자라는 생각을 가정하고 있다. 그러나 학교선택권의 지나친 강조는 두 가지 심각한 교육철학적 문제점을 야기할 수 있다. 하나는 교육이 가지는 공적 성격을 왜곡할 수 있다는 점이고, 다른 하나는 교육 불평등을 심화시킴으로써 사회정의 혹은 교육정의에 어긋날 수 있다는 점이다. 그러므로 자유민주주의 사회에서 학부모 교육권 또는 학교선택권은 원칙상 보장되어야 하지만, 교육의 공적 성격과 교육정의 혹은 사회정의를 손상하지 않거나 최소화하는 방향에서 점진적으로 확대될 필요가 있다.

기독학부모의 학교교육참여에 대한 연구

강영택 한국기독교교육학회 2018 기독교교육논총 Vol.54 No.-

The purpose of this paper is to explore how Christian parents should participate in school education, which is increasingly important nowadays. This paper first examined the concept of parents' involvement in school education and examined the background and outcomes of parental involvement. Based on this, This paper discussed the identity of Christian parents in Korea and presented the goals of Christian parents’ participation in school education. In addition, This paper investigated the actual situation of the participation in school education of Christian parents, and suggested the desirable ways for Christian parents to participate in school education. Christian parents should participate in school education in a variety of ways to influence the core work of the school, such as school operations and education. They should actively participate in face-to-face meetings with teachers, volunteering, parent education, and School Operating Committee, but not in a passive manner as the school requires, but in a way that embodies Christian values ​​or the public good. Christian parents should strive to create a caring and learning community in a school, and actively implement a healthy educational ecosystem in a local community. The caring and learning community and the educational ecosystem can be a good environment in which all children, especially the children of marginal groups, learn and grow in a healthy way. To this end, Christian parents need to find a way to collaborate with other local organizations and agencies in order to make fundamental changes, as well as to utilize educational resources in schools and local communities. The research method used in this study was mainly literature review. However in order to investigate the participation of Christian parents in school education, a questionnaire survey for Christian teachers and parents was conducted. 본 논문의 목적은 오늘날 점차 중요성이 더해지는 학부모의 학교교육참여를 기독학부모는 어떻게 해야 할 것인지 그 방안을 탐색하는데 있다. 이를 위해 먼저 학부모의 학교교육 참여의 개념을 살펴본 뒤 학부모참여의 배경과 성과를 살펴보았다. 이를 바탕으로 우리나라 기독학부모의 정체성을 논의하고 그들의 학교교육참여의 목표를 제시하였다. 그리고 현재 학교에 재학 중인 학생의 학부모 중 기독교인들을 대상으로 학교교육 참여에 대한 실태를 조사하였고, 이러한 것들을 참고하여 기독학부모들의 바람직한 학교교육 참여방안을 살펴보았다. 기독학부모는 학교운영이나 교육과 같은 학교의 핵심 업무에 영향을 미치기 위해 다양한 방식으로 학교교육에 참여해야 한다. 교사와 면대면 만남, 자원봉사, 학부모교육, 학교운영위원회 등에 적극적으로 참여하되 단순히 학교가 요구하는 대로 수동적으로 할 것이 아니라 기독교적 가치 혹은 공공선을 구현하는 방식으로 해야 한다. 기독학부모는 학교에 돌봄과 배움의 공동체가 형성되도록 노력해야 하고, 지역사회에 건강한 교육생태계가 조성되도록 적극적인 실천을 해야 한다. 돌봄과 배움의 공동체와 교육생태계를 조성함으로써 모든 아동들 특히 취약계층의 아동들에게 건강한 배움과 성장의 환경을 제공할 수 있을 것이다. 이를 위해 기독학부모는 교회와 지역사회의 교육자원들을 발굴하여 학교와 지역에서 적극적으로 활용할 뿐 아니라 핚교와 사회의 근본적인 변화를 위해서는 다른 기관이나 시민단체들과도 협력할 필요가 있다. 본 연구를 위해 사용한 연구방법은 주로 문헌연구에 의존하였고, 기독학부모의 학교교육참여 실태를 조사하기 위해서는 기독교인 교사와 학부모들을 대상으로 한 설문조사를 수행하였다.

Visions and Realities of Parent Education: Elizabeth Harrison‘s Influence on Parent Education

So Young Sung 한국유아교육학회 2011 INTERNATIONAL JOURNAL OF EARLY CHILDHOOD EDUCATION Vol.17 No.1

The purpose of this paper is to examine the origin of parent education as exploring Elizabeth Harrisons contributions to it and to rethink knowledge, principles, and forms of parent education. Harrison is one of the most influential kindergarteners for parent education in early childhood education. She engaged in a wide variety of activities and services related to parent education and involvement, led parents into child education, and brought childrearing and parenting to mothers attentions. Harrison focused on nationalization of parent education. Present parent education should focus on developing localized parent education programs reflecting the different needs and concerns of diverse families and parents. As reemphasizing Harrisons vision of parent education, parents should be reconsidered as "co-worker" or a "partner" in the education of children. This paper will provide the key concepts of parent education with insights on current issues of parent involvement.

유아역사교육에 대한 부모의 인식 및 교육의 실제

권이정,김나림 한국육아지원학회 2018 육아지원연구 Vol.13 No.3

The purpose of the study was to examine parent perception and practice of history education for young children. Data were collected from 308 couples (total 616 parents) of children ages 3-5 by using ‘the Questionnaire of Parent Perception and Practice of History Education’, and the descriptive statistical analysis was implemented. The results of this study were as follows. First, in terms of parent perception, the participating parents showed a lower knowledge level compared to their high interest in history education for their children. The need of history education for young children was highly recognized, and ages 6-7 were selected as the most appropriate time to start history education. Developing historical knowledge and the qualities of a citizen were perceived as the most important purpose, and field trips or using real objects were selected as the ideal ways of history education. Second, in terms of the actual practice, most parents indicated that they frequently implemented history education in daily routines for enhancing children’s interest in Korean history and culture. The Japanese colonial era was regarded as the most important period to talk about, and internet contents were frequently utilized by the parents. Most parents had no experience of parent education regarding history education, but they hope to have parent education in the future. These results suggest that appropriate parent education for childhood history education needs to be provided. 본 연구는 유아역사교육에 대한 부모의 인식 및 실제를 알아보는 것을 목적으로 하였다. 연구대상은 J시에 거주하는 만 3-5세 부모 308쌍(616명)이었으며, 연구도구로는 선행연구에 기초하여 제작한 ‘역사교육에 대한 인식 및 실제 질문지’를 사용하였고, 수집된 자료는 빈도와 백분율, 적률상관계수를 산출 하였다. 연구결과, 첫째, 역사교육에 대한 인식의 측면에서 부모들은 대부분 역사교육에 관심은 많으나 지식은 그보다 낮았다. 또한 유아역사교육은 매우 필요하며, 만 6-7세 이후부터 역사교육을 시작하는 것이 좋다고 인식하였다. 역사교육의 목적으로는 역사적 지식 습득과 책임 있는 국민으로서 필요한 자질 육성을 중요시 하였고, 답사나 실물교육 등의 방법을 통해 진행하는 것이 바람직하다고 보았다. 둘째, 역사교육의 실제 측면에서 부모들은 우리나라의 역사나 문화에 대해 관심을 갖도록 하기 위해 생활 속에서 자주 역사교육을 진행하며, 일제 강점기 이후의 역사교육이 중요하고 자주 이야기하는 것으로 나타났 다. 또한 인터넷 콘텐츠를 참고 및 활용하여 역사교육을 실시하고 있었으며, 대부분 부모교육을 경험한 적은 없으나 부모교육을 희망하는 것으로 나타났다. 이러한 결과들은 유아역사교육을 위한 적절한 부모 교육이 제공될 필요가 있음을 시사한다.

An Analysis of the Outcomes of Parent Competency Enhancement Project for Children’s Education in Daegu, Korea

김현욱,주동범 한국비교교육학회 2018 比較敎育硏究 Vol.28 No.5

The purpose of the study was to analyze the various outcomes of parent competency enhancement project for children’s education by Daegu Metropolitan Office of Education in Daegu, Korea. For this, the study explored the developmental process of parent educational competency enhancement policy and the main contents of parent competency enhancement project for children’s education. Based on this, the study analyzed the outcomes of parent competency enhancement project for children’s education. The main results are as the followings. First, a system for enhancing parents’ competency for children’s education by administering parent competency enhancement project for children’s education was established. Second, personnel for parent education by administering parent competency enhancement project for children’s education was cultivated. Third, basic courses and in-depth courses using the needs of parent who is educational consumer by administering parent competency enhancement project for children’s education were developed. Finally, the result of evaluation by student, parent, and teacher and educational expert indicated that they showed high satisfaction about parent competency enhancement project for children’s education. However, it showed that it is necessary to make up the operational time and method and the profession of instructor and program and to support parent considering various types of school. The implications for the main results were discussed.

아동권리 부모교육에 대한 부모 변인별 참여 양상

장혜진 ( Jang Hyejin ),이현진 ( Yi Hyun Jean ) 열린부모교육학회 2018 열린부모교육연구 Vol.10 No.4

본 연구는 아동권리 부모교육 참여의사와 참여불가 사유를 부모 변인별로 살펴보았다. D광역시와 G도에 소재한 유아교육기관에 재학하는 유아의 부모를 대상으로 설문조사를 실시하여 x2 와 F검증, Scheffe 사후 검증으로 통계 처리하였다. 연구결과는 첫째 아동권리 부모교육의 참여의사 측면에서 어머니가 아버지보다 유의미하게 높은 참여의사를 나타냈다. 이전의 아동권리 부모교육 참여경험 여부에 따른 향후 부모교육 참여의지를 보면 부모교육에 참여한 경험이 있는 집단의 참여의지가 더 높았다. 자녀수가 많아질수록 참여의사 수준은 낮아졌으며 전업주부의 참여의사가 생산/기능/노무직에 비해 높았다. 가정소득별로는 500만원 이상 가정이 300만원 미만인 가정보다 참여의사가 높았다. 둘째, 아버지와 어머니의 아동권리 부모교육 참여불가 사유에는 유의미한 차이가 있었다. 이전의 아동권리 부모교육 참여 경험이 있는 집단에서 도움이 되지 않는다는 답변 비율이 가장 높았다. 본 연구는 아동권리 부모교육에 더 많은 부모가 참여하기 위해서 부모 변인별 접근방법이 달라져야 하고 특히 부모교육 참여의사가 낮은 집단의 요구를 이해하여 이들의 참여를 독려할 수 있는 방안을 제시한다. This study attempted to learn about parents’ participation for parental education of children’s rights and reasons parents cannot participate in parental education of children’s rights. The subjects for this study were 522 parents from early childhood education and care programs located in D city and G province. To analyze the data F-test, x2, and Scheffe test were utilized. The findings of the study is as follows. Firstly, in terms of the status of participative decision making for parents’ education of children’s rights, fathers’ intention to participate in parental education is significantly higher than mothers. Parents with the experience of parental education before showed more becoming prospective participants. The fewer children they have, the higher possibility to participate in parental education. Full-time homemakers showed higher intentions to participate than production, technical workers/general laborers. Parents with the income of over five million KW suggests higher participation in parental education than ones with the income of under three million KW. Second, while fathers replied that they cannot attent the parents’ education due to the lack of time, mothers would not participate in parents’ education because parental education is not helpful. The full-time homemakers would not attend parents’ education because it is not useful. Parents with the experiences of parents’ education before answered rather not to participated in parental education, which was higher than parents with no experiences of parental education before.

근본적 교사로서 부모 역할 제고를 위한 기독교교육 연구

박미경(Mikyong Park) 연세대학교 신과대학(연합신학대학원) 2014 신학논단 Vol.78 No.-

This study aims at empowering parents to educate their children and reminding them of their role as primary educator in their children’s education in ever-changing society. According to the change of the society, the educational role of parent has given to the public and private institutions. The role of parent, however, is still decisive in children’s education. Several researches emphasize that our society has to re-think and recognize the parental role in children’s education. In addition, most parents feel the difficulty in their effectiveness in their own children’s education. The parents need education for parenting because no one knows the right path. Through the literature research, the researcher examines biblical understanding of parental role in children’s education and explores brief history of parent education and its theories. These results suggest some implications on Christian education for the enhancement of the role of parent in children’s education. Firstly, parents need to recognize their role as the primary educator for their own children. Second, it needs parent education which helps parents to have right educational purpose. Third, parents have to keep the two-way communication with their children and accept them as they are. Fourth, the parents have the responsibility for nurturing their children in Christian value. Fifth, it needs the partnership between the church and the parent as a team. The church is expected to equip and support parents for their role as the primary educator. Lastly, the church develops and implements several programs for parent education. For the improvement of educational context, the church needs to listen for parents’ comments and to help them educate their own children. Parent education could be the key to solve the educational problems. This study aims at empowering parents to educate their children and reminding them of their role as primary educator in their children’s education in ever-changing society. According to the change of the society, the educational role of parent has given to the public and private institutions. The role of parent, however, is still decisive in children’s education. Several researches emphasize that our society has to re-think and recognize the parental role in children’s education. In addition, most parents feel the difficulty in their effectiveness in their own children’s education. The parents need education for parenting because no one knows the right path. Through the literature research, the researcher examines biblical understanding of parental role in children’s education and explores brief history of parent education and its theories. These results suggest some implications on Christian education for the enhancement of the role of parent in children’s education. Firstly, parents need to recognize their role as the primary educator for their own children. Second, it needs parent education which helps parents to have right educational purpose. Third, parents have to keep the two-way communication with their children and accept them as they are. Fourth, the parents have the responsibility for nurturing their children in Christian value. Fifth, it needs the partnership between the church and the parent as a team. The church is expected to equip and support parents for their role as the primary educator. Lastly, the church develops and implements several programs for parent education. For the improvement of educational context, the church needs to listen for parents’ comments and to help them educate their own children. Parent education could be the key to solve the educational problems.

초등학생 학부모를 위한 미디어 교육의 목표 및 내용체계 개발 연구

전세경,김유정 한국실과교육학회 2008 한국실과교육학회지 Vol.21 No.2

This study aims to develop the goals and content system of media education in planning media education for elementary school students' parents who guides their children to the correct and desirable applications of media at home, in order to enable the parents to be well aware of the importance of media education and cultivate their own guiding skills in practice. This study is an exploratory study intended to establish the theory of media education for parents, which covers its necessity and importance, and the development of its goals and content system in practice. For the methodology of this study, the significance of media education and the realities of kids' media applications among elementary school students were investigated on the basis of literature review. Actually, the parents' demands for media education were surveyed with questionnaire, and based on the results, the goals and content system of media education for parents were developed. The results of surveying the parents' demands for media education are summarized as follows. As a result of examining closely the necessity and contents of media education for children including Internet and television broadcasting, and the parents' demands for such the education, it was found that the levels of their demands were generally very high. The levels of their demands did not depend upon the gender of their children, but upon the age (school year). It was revealed that the parents with higher-grade children showed higher demands for media education concerning laying down the children's rules for using Internet and television broadcasting and helping their children to follow sincerely the rules so as to control their own behaviors by themselves; the parents' ability to use media; and, how to make the best use of Internet rather than absolute control. Based upon the above-mentioned findings and the results of literature review, the goals of media education for parents were set up, its content area and sub-area (topics) were composed and fixed, and finally, topic-specific goals and content elements were extracted, detailed and systematized. Specifically, centered on Internet and television broadcasting, respectively, middle areas such as ‘the impact of Internet and TV broadcasting’, ‘how to use’, ‘the diagnosis and resolution of familial conflicts’ and ‘cultivating the ability to make the best of them’ were selected, and for each middle area, two or three small areas were included. Small area-specific goals were presented, content elements were chosen, and educational contents were organized with the chosen content elements. 본 연구는 초등학생들의 올바른 미디어 사용을 위하여 가정에서 이를 지도하고 있는 학부모들로 하여금 미디어 교육의 중요성을 알게 하고 실제로 지도할 수 있는 능력을 길러 주고자 학부모들을 위한 미디어 교육을 계획하는데 있어 그 목표와 내용체계를 개발하고자 한 것이다. 이 연구는 학부모를 위한 미디어 교육의 필요성과 중요성, 그리고 실제로 학부모 미디어 교육의 목표와 내용체계의 개발 등, 학부모 미디어 교육의 이론을 구축하기 위한 탐색적 연구이다. 연구의 과정은 미디어 교육의 의의와 초등학생 아동 미디어 활용의 실태를 문헌을 통해 고찰하고, 실제로 미디어 교육에 대한 학부모들의 요구도를 설문 조사하여 그 결과를 바탕으로 학부모용 미디어 교육의 목표 및 내용 체계를 개발하였다. 학부모의 미디어 교육을 위한 요구도 조사 결과를 요약 정리하면 다음과 같다. 인터넷과 TV 등, 자녀를 위한 미디어 교육의 필요성과 내용 및 학부모 미디어 교육에 대한 학부모의 요구도를 살펴본 결과, 전반적으로 요구도가 매우 높은 것으로 나타났다. 학부모들의 요구도는 자녀의 성별에 따른 미디어 교육에서는 차이가 나타나지 않았으나, 학년에 따라서는 차이가 있는 것으로 나타났다. 자녀의 학년이 높은 학부모들은 아이들 스스로 자신의 행동을 통제할 수 있도록 자녀의 인터넷과 TV 이용 규칙을 정하고 이를 실천할 수 있도록 도와주는 내용, 학부모 자신의 미디어 활용 능력, 무조건적인 억제보다는 인터넷을 유용하고 적극적으로 활용할 수 있는 방법 등에 대한 요구도가 높은 것으로 나타났다. 이러한 요구도 조사 결과와 문헌조사 결과를 바탕으로 학부모 미디어 교육의 목표를 설정하고, 학부모를 위한 미디어 교육의 내용 영역과 하위 영역(주제)을 구성, 설정한 뒤, 각 주제별 목표와 내용 요소를 추출, 상세화하여 이를 체계화 하였다. 구체적으로 인터넷과 TV를 중심으로 각각에 대하여 ‘인터넷 및 TV의 영향력’, ‘올바른 사용 방법’, ‘가족 간의 갈등 진단 및 해결 방법’, ‘사용 능력 함양’ 등의 중영역을 정하고 각 중영역에는 2-3개의 소영역을 정하였으며, 소영역별 목표를 제시하고 내용 요소를 정하여 이를 토대로 교육 내용을 구성하였다.

환경교육프로그램의 학부모 참여 효과

김순식 ( Soon Shik Kim ),최성봉 ( Sung Bong Choi ) 한국환경과학회 2010 한국환경과학회지 Vol.19 No.7

The consciousness of environmental education has increased for the last decades, and schools make efforts for education in the systematic environment. To keep pace with trends such as the open school and the open class, students, teachers and parents are actively participating in environmental education programs. Parents` active participate in environmental education programs will provide excellent basis to operate environmental education efficiently and advise fruitful operation of environmental education programs. In addition, as parents play an important role of deciding the students` life habits or attitudes about environment, their participation is greatly meaningful. This study was conducted to 203 fourth and fifth graders in M elementary school in Ulsan city that operated the model school for protecting the forest from March to December, 2009 and their parents in order to examine the effects of parents` participation in environmental education programs, and the results are as follows. First, the student group with parents who participated in environmental education programs showed higher interest in surrounding environment of the school. Second, the student group with parents who participated in environmental education programs showed higher environment sensitiveness and environmental practice intention. Third, the parent group who participated in environmental education programs showed higher environmental sensitiveness and environmental practice intention. Fourth, the parent group who participated in environmental education programs showed higher satisfaction about the program. As the result of the study, environmental education programs with parents` participation attracted their active interest and participation about school environment problems, and a lot of conversation and attention between students and parents who participated in environmental education programs improved the students and their parents` environmental sensitiveness and environmental practice intention.