통합 유아교육과정 운영을 위한 「발달에 적합한 실제」 의 대안적 논의

강숙현 영유아교육학회 1999 영유아교육연구 Vol.2 No.1

본 연구는「발달에 적합한 실제 (Developmentally Appropriate Practice:DAP)에 나타난 교육과정에 대한 관심을 탐색하고 교육과정 운영에 있어서 DAP에 관한 지식을 어떻게 활용할 것인가에 관해 논의하고자 한다. 이는 통합 유아교육과정의 실행을 위한 기초로써 DAP의 수용과 활용에 있어서 발전적 전망을 제공해 줄 것이다. DAP는 유아를 수동적인 존재로 인식하는 전통적인 관점에서 벗어나 유아의 사고발달과 학습과정에 적합한 교수-학습 접근을 모색한 결과 나타났다. DAP는 아동중심 철학에 기초한다. 유아교육이 유아의 자연스러운 발달과 학습방식을 인식하고 수용하여야 한다는 철학적 기초 위에 의사 결정자로서 교사역할을 강조하는 내용으로 구성되어 있다. 교수-학습과정에서 다양한 접근을 수용하며 교육과정 계획시 유아의 연령적 발달특성과 개별성을 고려하여 모든 발달영역을 포괄하는 통합교육과정의 실행을 추구한다. 앞으로 다양한 수준에서 활용될 수 있는 방안의 개발과 이에 대한 논의가 활발히 이루어져야 할 것이다.

유아교육 프로그램 자기평가척도에 관한 연구 : 운영관리 측면을 중심으로

강숙현 광주보건대학 1991 論文集 Vol.16 No.-

The purpose of this study was to investigate the Assessment Profile for Early Childhood Programs that teachers and administrators have significant influence over environment, practices and experience which impact the growth and development of young children. The APECP is a tool for guidance to the process of in-depth, self-evaluation and represents a set of standards for early childhood programs. It includes directions for self-evaluation, structured observation checklists, scoring sheets, and profile graphs. The APECP is organized in a series of levels of increasing specificity. These standards are general enough to apply to a wide variety of early childhood settings, yet specific enough to provide concrete, observable examples of quality programming for childern. To obtain the most accurate information, three methods of data collection are used : observation(O), review of documentaion(D), and report(R) based on conferences. The content on the APECP is comprehensive and methods for data collection are systematic. Self assessment findings about administration are a processs of improving the quality of early childhood programs.

부모 교육에 대해서

강숙현 이화여자대학교 사범대학 교육학과 1985 교육 연구 Vol.- No.53

유아교육 프로그램 평가척도 타당화 연구

강숙현 한국유아교육학회 1993 유아교육연구 Vol.13 No.1

This paper reports the progress of one efforts to develop desirable criteria for quality early childhood programs. The purpose of this study was to examine reliability, concurrent validity, and items analysis of the Assessment Profile for Early Childhood Programs (APECP) and closely instrumental character of it. The 421criteria used in this study were based on the items of APECP. The APECP developed by Martha Abbott-Shim & Annette Sibley was designed to maintain high quality program by teachers and administrators. The criteria used to measure the quality of children's experiences in program and to be used in guiding program development by the Quality Assisst, Inc. The APECP is a guide an indepth self-evaluation and includes directions for using the profile, structured obsdervation check lists, scoring sheets, and profile graphs. The APECP is orgarnized into the following components : administration, infant, preschool and school-age(except this part from the study). Qusestionnaires that constructed 421 criteria (the traslated version of APECP) were administered to 25 supervisors who were in charge of early childhood education and 44 college professors who were in the department of early childhood education and child development. Each criterion was rated on a 5-point scale The classroom observations were administered to each of the classrooms by both 3 observers who had full traning about APECP-research version (87items), Early Childhood Environment Rationg Scale, and Accreditation Criteria for early childhood center. One observer could collect data for 3 classroom in one program day by rotation cycle. Data also were collected in 10 early childhood education institutions. Criteria are treated as dictomous variables and are scored either "Yes" observed or "No" not observed or not observed to occur consistently. The analysis will base on the data obtained from questionnaires of supervisors and professors, and the rating of observers. The major findings were as follows : Form the result of items analysis, it was found the criteria was almost appropriate Form the result of items analysis, it was found the criteria was almost appropriate by early childhood professionals. The range of mean score was 3.80-4.76. The present research showed the coefficient of inter-observer reliability, the total score of the APECP-research version was .83 - .91. The concurrent validity of the APECP and Early Childhood Environment Rating Scale and Accreditation criteria was .9315(p<.001) and .5252(p<.01) which is considered to be pretty high.

유아의 발달적 수준에 적합한 유아교육 프로그램 실제에 관한 이론적 고찰

강숙현 광주보건대학 1988 論文集 Vol.13 No.-

본 연구의 목적은 유아의 발달적 수준에 적합한 유아교육 프로그램 실제에 대한 명확한 개념을 정의하고 그 특성과 프로그램 구성요소에 대한 이론적 고찰을 통해 교육과정의 계획 및 운영, 교사-아동간의 상호작용, 가정과 유치원간의 관계, 그리고 발달적 평가 등의 실제적 요소와의 관련성을 살펴보는 데 있다. 연구문제는 다음과 같다. 1. 유아의 발달적 수준에 적합한 유아교육 프로그램의 정의 및 특성은 무엇인가? 2. 유아의 발달적 수준에 적합한 유아교육 프로그램 실제는 프로그램의 4개 구성요소에 어떻게 적용되는가? 1) 교육과정 계획 및 운영 2) 교사-유아간의 상호작용 3) 가정과 유치원간의 관계 4) 발달적 평가 연구결과는 다음과 같다. 1. 유아의 발달적 수준에 적합한 유아교육 프로그램은 대상유아들의 연령적 ? 개인적 적합성에 기초하여 프로그램의 모든 구성요소 즉, 교육과정, 교사-아동간의 상호작용, 교사자격 및 발달, 교사-부모간의 의사소통, 교사편제, 물리적 환경, 건강과 안전, 영양 및 급식봉사, 평가등에서 유아의 발달적 연령과 발달특성을 고려한 교육계획과 학습내용 및 교수자료 선정, 실제 학습활동 전개, 발달적 평가를 실행하여야 한다. 2. 유아에게 교육경험을 가져다주는 학습내용이나 과정이 유아의 경험과 발달수준에 적절한 관련성을 맺어야 한다. 1) 유아의 발달수준에 적합한 교육과정은 집단을 구성하고 있는 대상유아의 연령범위에 맞도록 고안되어야 하고 유아들의 개별적인 요구와 흥미, 요구를 고려하여 실행하여야 한다. 2) 교사-유아간의 적절한 상호작용을 가능하게 해주는 요인은 바로 유아의 개인차에 대한교사의 인식정도와 유아의 연령에 적합한 행동에 대한 기대 그리고 지식이다. 3) 대상유아의 개별적인 발달수준에 적합한 유아교육 프로그램을-성취하기 위해서 교사는 부모들과 정기적인 의사소통의 기회를 갖고 가족들과 함께 공동의 노력을 기울여야 한다. 4) 각 아동의 개별적인 발달과 학습에 대한 평가는 유아의 발달적 수준에 적합한 유아교육프로그램을 계획하고 실행하는 데 필수요건이 된다. 정확한 검사는 신뢰도, 타당도가 검증된 도구를 사용할 때 가능하다. 유아평가를 위한 자료를 얻기 위해서는 도구측정뿐 아니라 관찰 및 기술적 자료에 기초한다. The purpose of this study is to define the developmentally appropriate practice in early childhood programs, to describe how developmental appropriateness can be applied to four components of early childhood programs: curriculum planning and management, teacher-child interaction, relations between the home and program, and developmental evaluation of children through the bibliography contents characteristics and components of desirable early childhood programs. For this purpose, the following questions for research have been down: 1. What are the definition and characteristics of developmentally appropriate practice? 2. How developmental appropriateness can be applied to four components of early childhood programs? 1) curriculum planning and management 2) teacher-child interaction 3) relations between the home and program 4) developmental evaluation The conclusion of this study are as follows 1. The concept of developmental appropriateness has two dimensions: age appropriateness and individual appropriateness. Appropriate early childhood program practices are related with children's experience, he's developmental level at contents and process of component which curriculum. teacher-child interaction, staff qualification and development, communication between the teacher and parents, staffing, physical environment. health and safety, nutrition and food service, and evaluation is implemented with program planning, contents and materials selection, learning activity unfolding, and developmental evaluation. 2. Contents and process of learning are related with child's experience and developmental level. 1) a developmentally appropriate curriculum for young children is planned to be appropriate for age span of the children within the group and is implemented with attention to the different needs, interests, and developmental levels of those individual children. 2) Developmentally appropriate interactions are based on adult's knowledge and expections of age-appropriate behavior in children balanced by adult's awareness of individual differences among children. 3) To achieve individually appropriate programs for young children, early childhood teachers must work in partnership with families and communicate regularly with children's parents. 4) Assessment of individual children's development and teaming is essential for planning and implementing developmentally appropriate programs but should be used with caution to prevent discrimination against individuals and to ensure accuracy. Accurate testing can only be achieved with reliable, valid instruments and such instruments developed for use with young children are extremly rare. Assessment of young children should rely heavily on the results of observations of their development and descriptive data.

인정된 유아교육기관에 등록한 유아 부모의「발달에 적합한 실제」에 대한 인식

강숙현,김진화,박화연 이화여자대학교 사범대학 교육과학연구소 2003 교육과학연구 Vol.34 No.2

본 연구는 프로그램의 질적 수준에 대한 인정평가에서 인정된 유아교육기관에 등록한 유아의 부모들이 갖는 「발달에 적합한 실제」에 대한 이해 수준과 그 차이를 파악하고 각각의 특성을 분석하고자 하는데 목적이 있다. 인정된 유아교육기관에 등록한 유아 부모의 「발달에 적합한 실제」에 대한 이해수준을 분석하기 위해 공동체적 학습환경의 창조, 유아의 발달과 학습을 촉진하는 교수, 적절한 교육과정 구성, 유아발달과 학습에 대한 평가, 부모와의 상호 호혜적인 관계 형성 등의 5개 영역으로 「발달에 적합한 실제」를 개념화하여 각각에 대한 이해수준을 분석하였다. 본 연구에 사용한 「A Survey of Developmentally Appropriate Practice-R」 (Wise, 1993)는 DAP 개정판(1997)의 내용을 기초로 「발달에 적합한 실제」의 5개 주요 영역의 내용을 개념화하여 5개 하위영역으로 구성되어 있으며 각 항목에 대해서는 '4=매우 그렇다, 3=그렇다, 2=그렇지 않다, 1=전혀 그렇지 않다'의 4점 평정척도로 구성되었다. 총 24문항으로 구성된 질문지를 통해 각 항목의 내용이 적절한 내용인지 아닌지에 대한 부모의 이해수준을 파악할 수 있도록 하였다. 연구대상은 유아교육기관 인정평가제 개발을 위해 실행한 모의 인정평가과정에 참여해(5개 지역 5개 유치원) 질적 수준이 인정된 프로그램인 "ㅂ유치원"에 등록한 3-6세 유아의 부모(N=200)를 대상으로 하였으며 회수율은 62%(N=124)이다. 연구 결과 「발달에 적합한 실제」를 구성하는 요소로 제안된 5개 영역 중 "부모와의 상호 호혜적인 관계 형성"영역의 평균 평정척도 점수가 3.33으로 가장 높게 나타났으며 "유아의 발달과 학습을 촉진하는 교수"(N=3.30), "적절한 교육과정의 구성"(N=3.13), "공동체적 학습환경의 창조"(N=3.12)에 이어 "유아발달과 학습에 대한 평가"영역이 2.52로 가장 낮은 것으로 나타났다. 본 연구를 통해 부모들은 '유아교육기관과 부모들간의 상호 호혜적인 관계형성'을 가장 중요한 요소로 인식하고 있으며 특히 일상적인 의사소통과정에서 상호 신뢰감의 형성을 중요시하는 것으로 나타났다. 유아들의 발달과 학습에 대한 지식과 좋은 양육을 위한 정보를 얻기를 원하고 있으며 가족 안에서의 성장을 강조하는 것이다. 「발달에 적합한 실제」에 제안된 유아교육기관의 질적 기준과 증진을 위한 노력은 교사만이 대상이 아니며 부모와 함께 공유해야 할 지식이고 방향이므로 모든 부모들이 유아의 발달과 학습을 위한 연결로써 최상의 실제가 무엇인지를 바르게 이해, 인식, 추구하도록 지원해주어야 한다. This research examined parental understanding of Developmentally Appropriate Practice in a accredited kindergarten. The 124 parents surveyed had children enrolled in accredited kindergarten in Seoul. Five key areas of developmentally appropriate practice were examined through a rivesed DAP Survey created by Wise(1993). The revised survey grouped the 24 statements into following five dimensions: Establishing reciprocal relationships with families; Creating a caring community of learners; Teaching to enhance learning and development; Constructing appropriate curriculum; and Assessing children's learning and development. The Likert Scale scoring resulted in a mean between 1.00 - 4.00 for each statements. Scores also were averaged for each of five key dimensions. Results indicated the highest level of understanding in the dimension related to establishing reciprocal relationships with families. The dimension with the lowest level of understanding related to assessment children's learning and development. The highest mean score of individual statement was 3.58 related to 'daily communication is necessary to build trust and mutual understanding between teacher and parents'. The lowest mean score of 2.19 was related to 'in the early childhood education, letter or numerical grades are an adquate reflection of a child's ongoing learning'. The findings will be used to plan and develop parent program to increase understanding in these dimensions. For further research continued exploration on the topic of parent difference or comparison differences in early childhood centers.

유아교육기관의 조직풍토와 원장의 지도성 유형과의 관계

강숙현,황병순 광주보건대학 1990 論文集 Vol.15 No.-

The thesis purpose is to examine the relationship between organizational climate of kindergarten and leadership style of kindergarten director. For the above mentioned purpose, the following questions have been given; 1. What are the organizational system type of kindergarten? 2. What are the leadership style of kindergarten director ? 3. What relationship does exist between organizational climate of kindergarten and leadership style of kindergarten director? For solving thesis questions, visit and deliver questionaires to 16 teachers of 16 kindergarten in Kwangju. The instruments employed in this thesis; Modified Likert's profile of organizational characteristics and Modified Halpin's leadership style. Mean is calculated to grasp the organizational climate of kiindergarted and the leadership style of kindergarten director. To check the relations between the organizational climate of kindergarten and the leadership style of kindergarten directro, Peason's correlation coefficient is calculated. The results of this thesis are ad follows; 1. The organizational system type of kindergarten shows that 12.5% is benevolint-authoritative system 2, 75% is consultative system 3, and 12.5% is benevolent-authoritative system 2, 75% is consultative system 3, and 12.5% is participative system 4. 2. Leadership type of kindergarten director shows that 61% is consideration structure, 13% is initiating structure, 81% is effective structure. 3. There is a significant correlation between the organizational climate of the kindergarten and of kindergarten director leadership style.

구성주의 프로그램에서의 수교육 활동에 관한 연구

강숙현,이석순 광주보건대학 1989 論文集 Vol.14 No.-

The purpose of this study was to search the philosophical, theoretical back-grounds and practices in the Number Activities of the Constructivist Early Childhood Education Program. In order to achieve this purpose, following questions of study was given. 1. What are the philosophical, theoretical backgrounds in the Constructivist Program ? 2. What are the contents and unfolding methods i n the Constructivist Program ? 3. How emphasize the motives for number activities ? 4. How are the child's grouping in the number activities 5. How compose the social environment in the Consructivist Program ? 6. What are the teacher's role and teaching strategies To summarize, the philosophical, theoretical backgrounds ; contents ; unfolding methods ; motivation ; grouping of children ; and the teacher's role and teaching strategies of Constructivist Early Childhood Program, present study referring the books, dissertations. program brochures and seminar informations about the Constructivism. The conclusions of this study are as follows ; 1. In the philosophical, theoretical backgrounds, Constructructivist progam is based on Piaget's cognitive-developmental theory. It was developed by Constance Kamii and Rheta DeVries in 1967. 2 The aims of the Number Activities of Constructivist are 'DEVELOPMENT" and "INTELLECTUAL AUTONOMY".. Constructivist includes activities through the everyday life and group games. Therefore the Constructivist program need not special materials. But situations within everyday life and are emphasized so as to develop to construct number's structure and relationships. 3. The Number Activities of Constructivist Early Childhood Education Program emphasize children's interest and motivation. Children's interest become the motives for spontaneous activities . 4. Children are grouped by themselves because Constructivist program emphasize children's interest and spontaneous participation. 5. In Constructivist program, the social environment are emphasized inter-action. Active interaction involves the conflict and the cooperation. 6. Constructivist teachter observes and takes part in play activities, and stimulus children's intellectual thinking. And the teacher arranges the educational environments, mainly use indirect method, i.e. children's everyday life and group games in practical teaching-learning situation.

유아교육 프로그램의 질적 분석을 위한 NAEYC 인준기준 및 과정에 관한 연구

강숙현 광주보건대학 1989 論文集 Vol.14 No.-

The purpose of this study is to grasp the Characteristics of accreditation framework for qualatative analysis of early childhood programs, to find out accreditation criteria and procedures by the National Association for the Education of Young Children. For this purpose, the following questions for research have been down : 1. What are the general characteristic of accreditation framework? 2. What contents are the NAEYC's accreditation criteria? 3. What procedures are the NAEYC's ameditation procedures? The major cdusions are as follows : 1. The ameditation system of the NAEYC is designed to evaluate the quality of the program for the purpose of accrediting those early childhood programs that function in accordance with the criteria for high quality programs ; and to help early childhood program personnel become involved in a process that faciliate real and lasting improvements in the quality of the program serving young children. 2. The accreditation criteria are standards by which the components of an early childhood program will be judged. The NAEYC accomplishes purpose of the NAECP is to improve the quality of care and education provide for young children by providing public information about the importance of high quality early childhood programs, by accrediting those programs that voluntarily demonstrate substantial compliance with the Academy's Cniteria for High Quality Early Childhood Progmns. These Criteria include 10 components of program for young children : interactions among staff and children ; Curriculum : staff -parent interaction ; staff qualification and development : administration ; staffing ; physical environment : health and safety ; nutrition and food services : and evaluation. And the components adress 6-27 cntena, composed 134 cntena. 3. NAEYC's accreditabon procedures proceeds spontaneous participation of early chddhood programs. Accreditation procedures has the 3 levels which self-study, on-site visit or vahdahon, and accreditahon decision. NAEYC estabhshed the 6 levels. level 1. Programs conducts self -study level 2. Programs reports to the Academy level 3. Programs receives vahdation visit level 4. Commissloners consider the program report level 5. Deferred programs may appeal level 6. Accredited programs must maintain accreditation.

포트폴리오 평가에 대한 유아교사의 인식과 실행

강숙현 영유아교육학회 2001 영유아교육연구 Vol.4 No.-

본 연구는 광주광역시 소재 공 ·사립 유치원 교사들의 포트폴리오 평가에 대한 인식과 실행 정도, 포트폴리오 평가의 이득 및 포트폴리오 평가를 실행하는 데 있어서의 장애요인으로 인식하는 요소들을 분석하여 유아교육 현장에 적합한 포트폴리오 평가의 활용을 위해 대안을 제시하는데 목적이 있다. 본 연구를 통해 교육과정 운영의 정상화를 실현할 수 있는 수행평가의 실행을 위한 교사의 지식을 증진시키고 교사들로 하여금 포트폴리오 활용을 통한 교수-학습과정에 대한 문제점을 인식하도록 돕고자 한다. 포트폴리오 평가결과에 기초하여 다음의 교육과정 계획의 자료를 공유할 수 있도록 함으로써 교육과정 평가에 대한 유아교사의 긍정적인 태도를 함양하고 궁극적으로는 교사 전문화에 이바지할 수 있다. The purpose of this study was to examined whether early childhood teachers use portfolio assessment and how they use it. n addition, this study was to analyze teachers' perceptions about barriers implementing portfolio assessment, attitudes about the use of portfolio assessment in their classroom. More specially, this study sought to determine how teachers view portfolio assessment's value and use in the classroo. Early childhood teachers from the Gwangju City School Districts were selected to participated in the study. The sample included 76 teachers at public and private kindergarten. A questionnaire was constructed to determine how teachers use portfolio assessment after revising edited from expert, the researcher made revisions based on Sung(1999) and Sonnier(1999). The findings and interpretation of this study are presented the teachers who participated in questionnaire and interviews had positive attitudes about portfolio assessment. And they perceive the benefits for using portfolio assessment as an alternative to formal assessment. But they reported portfolio making it easier for teachers to communicate with parents so provide a reference point for parents to understand what is actually taking place in the classroom and providing tangible evidence of what students are doing. But they didn't know specific method constructing portfolio become a practical form of assessment to keep. And they mostly its use for the visual art area and academic area of writing only. It is recommended that the findings of this study be disseminated to early childhood teachers and curricular areas. Even though most early childhood teachers have positive perceptions and attitudes of the portfolio assessment, some of them are unaware of its roles and values. Needs, resources and specific strategies of each teachers should be considered to share ideas and improving professional.