유아교사가 지각한 사회적 지지와 유아의 사회적 능력과의 관계

박화윤,임경례 원광대학교 대학원 2007 論文集 Vol.38 No.-

The purpose of this study is to find out the relationship between of teacher's perceived social support and children's social competence. It researches into 100 teachers who are working at the educational facilities for the children 3 towns in Chungnam and 800who are 3,4,5 year-old children in selected teachers' classes. The research tool is the questionnaire. To survey social support of the teacher it is the "Social support perception" which is made by Ji-Won Park(1985). To survey social competence of the children it is made by Pease, Clark & Crase(1979) and then revised by Jung-Youn Lee(1999). The results of this study is as following: First, teachers perceived their social support above the average whilst there is no significant difference according to typical traits of the teacher such as age, educational background, marital status, type of education facilities and their classes. Second, social competence of the children's taken as whole, 5 year-old are better than 3,4 year-old children however there is no meaningful difference. Third, it shows perceived social support of the teacher is related social competence of the children. Social support what teachers perceived has a positive influence upon social perception of the development. Consequently, teachers should perceive their own social support to make raise efficiency of the social competence of the children.

보육교사의 인사관리에 관한 조사연구

박화윤,이연희,이은정 한국영유아보육학회 2006 한국영유아보육학 Vol.0 No.45

The purpose of this study was to examine the realities of personnel management for daycare center teachers. The subjects in this study were 162 teachers who were working at 4cities of Jeonbuk and Chungnam provincial areas. A survey was conducted on them with 22 item questionnaires that primarily covered general characteristics, hiring, promotion, salaries, working condition, in-service education and personal relationship. The findings of this study were as follows: First, most daycare center teachers were employed by an interview and thought educational career to be important as the criteria of new employment. But they thought the method of new employment was done irrationally. They were concerned with promotion a lot and thought working ability to be important as the criteria of promotion and they complained not to have a lot of opportunities for their promotion. Second, most public center teachers were payed by the public official pay system but private center teachers did not payed by that. The career was regarded as the most critical one for raise in pay. Third, teacher were generally aware of employment guarantee and did not know about the method of dismissal procedure because they did not such a experiences. Most of them were in favor of the necessity of an teacher organization and were done health examination of 1 time in 2 years. Fourth, Most teachers participated in general teacher training program and seminar of in-service education and their in-service education were selected for according to their career and their needs and the expense of that was paid by the daycare center and teacher. Fifth, teachers' communication among colleagues was done smoothly in general and teacher' relationship with their director was good, but they sometimes had the conflict with their director by work. 본 연구는 어린이집 보육교사의 인사관리 현황을 기관의 소재지역과 설립유형, 교사의 자격증과 경력에 따라 차이가 있는지를 알아보고 이에 따른 개선 방안과 합리적인 인사관리체계의 수립을 위한 기초 자료를 제공하는데 있다. 본 연구의 대상은 전북과 충남지역 각각 2개 중소도시에 소재하고 있는 어린이집의 교사 총 162명이며, 연구방법은 질문지로 유치원 교사의 인사관리 실태를 알아보기 위해 문원선(2000)이 제작한 질문지를 일부 수정하여 사용하였다. 연구결과 보육교사의 채용 및 승진, 보수, 신분 및 사회보장, 재교육, 인간관계는 기관의 소재지역과 설립유형, 교사의 자격증과 경력에 따라 대부분 차이가 있었다. 따라서 보육교사의 인사관리운영을 점검할 수 있는 표준화된 평가도구의 개발연구가 필요하고 이에 기초하여 보다 구체적인 인사관리의 체계가 제도적으로 수립되어야 할 필요성을 시사해 준다.

교사의 신념에 따른 창의적 놀이에 대한 교사의 인식과 지도에 관한 연구

박화윤 한국영유아보육학회 1997 한국영유아보육학 Vol.0 No.12

본 연구는 유아교육에서 놀이의 가치, 교육과정 및 평가에서 놀이역할, 교사역할에 대해 교사의 인식의 정도를 알아보고 실제 놀이활동에서 배려하는 내용과 평가의 적절성 놀이지도의 문제점과 장애요인을 파악하고 교사의 신념에 따른 차이를 알아보는 데 목적을 두었다. 연구대상은 전북 유치원교사로 창의적 놀이에 대한 인식 및 놀이지도 실제와 교사의 신념을 알아보는 2가지 질문지를 사용했다. 분석결과 대부분 교사들은 창의적 놀이에 대한 교육적 가치, 교육과정 및 평가영역에서 놀이역할, 놀이지도에서 교사의 역할 등에 대해 올바른 인식을 하고 있었다. 실제 놀이 수업에서 문제점 및 장애요인들은 대부분 교사들이 공통적으로 경험하는 내용이었으며 창의적 놀이를 장려하고 적절한 놀이 평가를 위한 방법도 대부분 교사들이 보편적으로 사용하고 있었다. 그렇지만 세부적인 내용에서는 교사의 인식 및 실천의 정도에서 차이가 있었다. 교사의 신념에 따라서도 그 정도의 차이는 있었지만 대부분이 통계적으로 유의미하지 않았다. 그러나 교사의 세부적인 분석내용에서 나타난 결과를 기초로 창의적 놀이증진을 위한 제언을 하면 다음과 같다. 첫째, 놀이가 성역활 발달, 탐색의 기회, 문해발달 기회를 준다는 가치 인식 반응이 낮게 나타난 것은 이론적 관점에서 재고할 필요가 있다. 둘째, 유아교육과정에서 놀이가 중요시되는 것은 전인발달과 밀접한 관계가 있으므로 통합교육의 방법으로 놀이 역할인식이 요구된다. 셋째, 평가영역에서 유아의 작업기록과 프로그램 평가 및 재능의 확인을 위해 놀이가 사용될 수 있다는 인식이 요구된다. 넷째, 교사는 놀이에 대한 이해를 높이기 위해 부모교육을 실시하는 것도 교사의 역할이라는 인식이 요구된다. 다섯째, 놀이지도에서 가장 심각한 문제점은 유아간의 갈등과 자료결핍을 들고 있다. 이러한 문제점을 가능한 줄일 수 있는 행 재정적 지원책이 강구될 필요가 있다. 여섯째, 교사들은 놀이에서 실내환경외에도 도전적인 실외환경을 제공하고 가상활동을 경험할 수 있도록 배려해야 한다. 또한 위험요소가 적은 교육환경에서 안전하게 놀이하도록 배려할 필요가 있다. 일곱째, 유아놀이의 전반적인 발달을 위해서 적절한 평가를 하려면 교사의 관찰 기술의 사용뿐만 아니라 유아들 스스로 평가하도록 하고 이를 평가자료로 사용할 필요가 있다.

놀이영역과 활동형태에서 유치원의 질에 따른 유아스트레스 행동

박화윤 한국영유아보육학회 1998 한국영유아보육학 Vol.0 No.16

본 연구목적은 유치원 환경의 질에 따른 전반적인 유아스트레스 행동의 차이를 알아보고, 놀이영역 및 활동형태에서 유치원의 질에 따른 유아스트레스행동의 차이가 있는지를 분석하는데 있다. 연구대상은 만 6세 유치원 유아 39명으로 스트레스 행동관찰은 Burts와 그의 동료의 스트레스 관찰 척도를 이윤경이 번안한 것을 사용했으며 유치원의 질평정은 이은해 이기숙의 유아교육 프로그램의 평가척도를 사용했다. 본 연구결과 질이 낮은 유치원 유아는 질이 좋은 유치원 유아보다 전반적으로 스트레스 행동이 아주 많았고 동적 영역과 정적 영역 모두에서 스트레스 행동이 차이있게 많았으며 질이 좋지 않은 동적 영역은 물체에 대한 적극적 스트레스 행동이 많았다. 또한 흥미영역별로 보면 블록영역과, 소꿉놀이영역, 미술영역에서 아주 많았다. 유치원의 질이 좋지 않을 때 자유선택활동과 집단활동 및 개인 활동 모두에서 스트레스 행동이 차이있게 많이 나타났으며 특히 대집단활동에서는 이야기 나누기 활동에서 아주 많았다. 대집단활동과 자유선택활동간의 유아스트레스행동 차이는 유치원의 질에 관계없이 두 단 모두 자유선택보다 대집단활동에서 유아스트레스행동이 훨씬 더 많았고 자유선택활동은 소극적 스트레스 행동이 많은 반면 대집단활동은 자기자신에 대한 스트레스 행동이 많았다.

유아의 성격유형에 따른 놀이성에 관한 연구

박화윤,천은영 한국영유아보육학회 2004 한국영유아보육학 Vol.0 No.37

The purpose of this study is to examine personality types of young children and to determine if there is any relationship of the personality with the playfulness of young children's. For this purpose, personality tests were conducted to 5-year old Kindergarten children according to the Korean version of MMTIC. Their playfulness was also measured by Barnett's playfulness measuring instrument(1991). As a result, most children turned out to have intuitive, feeling and perceiving personalities as personality indicators. U-Band indicators were also revealed as a type of indecisive personality. In the difference of playfulness according to children's personality the preferred indicator of thinking-feeling type was found to be associated with psychological functional type of personality. A significant relationship was shown between the perceptive spontaneity and expression of joyfulness. These findings indicated that INFP and ENFP are dominant types of personality in 5-year old children, but the personality tended to be indecisive may continue to change and, thus, their playfulness shall be understood on the basis of functional types of personality.

사회극 놀이에서 상위 의사소통 출현의 맥락적 상황과 그 의미

박화윤,최재숙,마지순 한국유아교육학회 2002 유아교육연구 Vol.22 No.2

본 연구는 유아의 사회극놀이 영역의 특성과 사회극놀이에서 상위 의사소통이 어떤 상황에서 어떤 목적으로 사용되는지 맥락적 이해를 돕고자 문화기술적 접근을 통해 이루어졌다. 연구결과 사회극놀이 영역은 독립적으로 위치해 있었으며, 사회극놀이를 지원하기 위한 충분한 자료의 제공은 미비한 수준에서 이루어지고 있었고, 교사의 사회극 놀이에 대한 체계적인 개입이 이루어지지 않고 있었다. 유아들의 사회극놀이에서 상위 의사소통이 나타나는 맥락적 상황은 역할결정 및 재결정, 놀이자 초대, 가상적 상황설정, 부적절한 행동 및 역할 수정, 갈등해결 등으로 나타났으며 각 상황에서 의미하는 바가 무엇인지 함께 분석되었다. This paper depicts an ethnographic approach which attempted to enrich the contextual circumstance and meaning of meta-communication in the socio-dramatic play. A class of 5 year olds at K Day Care center in I city of Chon-buk province was selected as the subject for this study. Fifteen preschoolers participated in research. Research questions were guided by the following questions: 1) What are the characteristics of the socio-dramatic play center. 2) What is the context in which meta-communication in socio-dramatic play appears and what does it mean in the understanding of socio-dramatic play. It was noted that 1) The socio-dramatic play area was arranged independently and the materials provided were insufficient. As well teacher's support was passive. 2) The context in which meta-communication appeared in the observed socio-dramatic play were ① decision and re-decision of roles ② invitation to play contexts ③ establishment of imaginary contexts ④ modification of impertinent behaviors and roles ⑤ resolution of conflicts

幼稚園敎育의 現況과 問題 : 全南地域을 中心으로

朴花允 광주보건대학 1983 論文集 Vol.8 No.-

Early childilood education is to educate the children ages of between 0 and 3 grades school and is done at homes, schools and facilities intentionally or unintentionally. The purposes of early childhood education are to develop the potentialities of the infants under a desirable circumstances, to flourish their present lives, and to grow up as a whole human. The purposes of this research are as follows, ① To review the. physiological, social, psychological trend of the concept of the early childhood education as an international concern related with the development of early childhood education. ② To analyze the present condition of kindergarten education of Chunnam and of Korea to present the problems. The present condition of kindergarten of Korea. The statics of the Ministry of Education of 1982 show the followings; there are 3463 kindergartens and 168653 kindergarten attending children, and 4349 teachers in Korea, the private kindergargtens prepared all the teaching tools of the standards of the Ministry of Education and the public kindergartens prepared only 0.9∼24.2%. The present condition of kindergarten education of Jeonnam Province. The reviews of the development of kindergartens in Chunnam shows the followings; Jungang kindergarten was first founded at Kwangu in 1920. 6 kindergartens were at Gwanju in T928. In 1955, there were 35 kindergartens and 1766 kihdergarten attending children. There were show increase of the number of kindergarten attending children between 1965 and 1977. From 1978, sharp increase of the number of kindergarten attending children was shown. The rate of kindergarten attending children is 17.7% in 1982. The statistical yearbook of education of 1982 shows the followings; there are 438 kindergartens, and 16363 kindergarten attending children, and 367 teachers in Chunnam, the private kindergartens prepared all the teaching tools of the standards of the Ministry of Education and the public kindergartens prepared only 0.6 ~41.1%. For the development of the kindergartens, some comments are given as follows; ① We need the parents educational programs and early childhood educational programs to establish the desirable early childhood education effectively through mass communication or visiting homes individually. Also we have to consider the experience of children groups according to the provinces and the facilities. ② We need to establish the independent public kindergartens with over than 3 classes. ③ We need more qualified director, teachers and better working conditions. ④ The public kindergartens showed prepare more teaching tools for better educational condition.

그림 동화책에 묘사된 형제 관계의 특성

박화윤,안라리 한국유아교육학회 2003 유아교육연구 Vol.23 No.2

본 연구는 그림 동화책 300권 중 형제 관계가 이야기의 중심으로 전개된 46권을 대상으로 등장인물의 형제 구성요인, 형제 이야기가 전개되는 상황, 형제 관계의 특성을 알아보았다. 연구 결과 다수의 그림 동화책이 인간을 등장시킨 맏이와 막내 등 2인의 남매관계와 부모부재 상황에서 형제간의 상호작용을 묘사하였다. 형제 관계의 질적 특성은 긍정적 주제가 대부분으로 온정/애정이 많았고 어울림, 갈등 조절도 나타났으며 부정적 주제에서도 괴로움, 통제, 경쟁이 나타나 형제간 상호작용의 질적 특성이 다양하게 묘사되었다. 따라서 본 연구는 다양한 형제간의 상호관계를 간접적으로 경험할 수 있는 유아 도서의 활용 및 창작에의 방향에 시사점을 준다. The purpose of this study was to examine the qualitative characteristics of sibling relationships in young children's literature. In order to achieve the aforementioned purpose, the following two research questions was suggested: 1. What were factors that were constructed with the sibling relationships in young children's literature? 2. What was the situation of sibling interaction described in the young children's literature? 3. How was described the sibling interaction in young children's literature? The subjects of this study were 46 volumes published in Korea. To analyse sibling relationships in young children's literature, the PNTSI(Positive and Negative Themes of Sibling Interaction) of Stoker, Dunn & Plomin(1989) was used. After 10 years, the PNTSI(Positive and Negative Themes of Sibling Interaction) was used by Kramer, Noorman & Brockman's(1999) research. The data analysis was processed by frequency and percentage. The results of analysis are as follows: 1. In young children's literature, the number of male main character outnumbered that of female main character. And first and last sibling outnumbered that of second or third sibling. The main character was almost illustrated as human character. Brothers, sisters and brothers were depicted more often than sisters and the siblings almost compose of two. 2. In young children's literature; the situation of sibling interactions were descriptive three main event. The main situation were parent's absent, birth of new born baby and sickness of sibling. 3. In young children's literature, the positive interactions were descriptive more often than the negative interactions. The warmth/affective was highest and conflict management was lowest in positive sibling interactions. The agonism was highest, the next was rivarly and control in negative sibling interactions.

부모역할지능과 어머니의 개인 및 양육관련변인, 자녀교육 및 가정-학교협력에 대한 신념과의 관계

박화윤,김선혜,이성희 한국영유아보육학회 2007 한국영유아보육학 Vol.0 No.48

The purpose of this study was to investigate relationship among parental intelligence, mothers' personal factors, parents' educational beliefs, and parents' belief of family-school collaboration. The subjects of this study were 472 mothers of children who enrolled in 5kindergartens and 3day care centers located in I city of Jeollabukdo. The instrument of this study were the parental intelligence scale developed by Hyon, Mi Sook(2004), the parents' educational beliefs questionnaire developed by Eccles and Harold(1989), and the parents' beliefs questionnaire of family-school collaboration developed by Epstein and Salinas(1993), which were translated by Song, Jin Suk(1990), The collected data were analyzed by percentage, mean, standard deviation, t-test, one way ANOVA, and correlation. The results of this study were as follows: First, there were significantly differences in parental intelligence scores according to educational level, state of employment, parent education, pre-parent education, and social supports. Second, mothers' parental intelligence was correlated with parents' educational belief and with parents' belief of family-school collaboration. 본 연구는 부모역할지능이 어머니의 개인 및 양육관련변인, 자녀교육과 가정-학교 협력에 대한 신념과 관계가 있는지를 알아보는데 있다. 연구대상은 전라북도 I시에 소재한 8개의 유아교육기관 유아의 어머니 472명이다. 연구결과 어머니의 부모역할지능은 어머니의 학력, 자녀양육을 위한 부모교육경험 및 예비부모교육의 경험과 관계가 있고, 자녀교육에 대한 어머니의 신념뿐만 아니라 가정-학교 간의 협력에 대한 어머니의 신념과는 정적인 관계가 있었다. 본 연구 결과는 어머니의 부모역할지능과 관련 있는 변인을 밝히므로 부모역할발달을 위한 기초자료로서 의의가 있다.

유치원 교육환경의 질에 따른 자유놀이 행동

박화윤 圓光大學校 敎育問題硏究所 1990 敎育硏究 Vol.- No.9

The purpose of this study is to examine children's play behavior according to the quality of the kindergarten environment. The questions of the study are as follows ; According to the quality of the kindergarten environment are there any signigicant differences in ; 1. The children's peer play behavior? 2. The children's cognitive play behavior? 3. The children's social-cognitive play behavior? 4.The children's nonplay behavior? Two kindergartens observed in this study were many differences between the good quality kindergarten and poor quality one from the viewpoint of Howes's Early Childhood Environment Rating Scale. Subjects of this study were 71 children from a good quality class 32 and a poor one 39. Observation was done a child 3-4 times a week during the in-out door free play periods ; 10 seconds for observation and 10 seconds for record. A total of the observation per a child was 35 12 minuite. To compare the differences between the two classes, Data was analyzed by one way ANOVA. The resultes of the study revealed that ; 1. In the peer play according to the quality of the kindergarten environment, in the good quality group, children showed more complexive interaction with peers, while in the poor quality group, children showed more simple interaction with peers. 2. In the cognitive play according to the quality of the kindergarten environment, in the good quality group, children showed various and higher cognitive play, i.e., constructive, dramatic, games, while in the poor quality group, children showed low cognitive play, i.e., funtional play. 3. In the social-cognitive play according to the quality of the kindergarten environment, in the good quality group, children showed more solitary-constructive play, group-dramatic play, group-game play, while in the poor quality group children showed more parallel-funtional play. 4. In the non-play activity play according to the quality of the kindergarten environment, in the good quality group, children showed more onlooker, unoccupied behavior, directed learning activity in the poor one. The result of this study supported the effect of quality of the kindergarten environment on the free play behavior.