음악과 수학 통합 활동이 유아의 공간능력 및 음악적성에 미치는 영향

김미영(Kim Mi-young),성연정(Sung Youn-Jung),홍혜경(Hong Hae-kyung) 한국열린유아교육학회 2009 열린유아교육연구 Vol.14 No.4

본 연구는 음악과 수학 통합 활동이 유아의 공간능력향상과 음악적성에 미치는 영향을 밝혀보기 위한 목적으로 수행하였다. 연구대상은 만 5세 유아 42명으로 실험집단과 비교집단에 무선 배정하였으며, 실험처치는 음악과 수학의 통합 활동을 16회 실시하였다. 실험집단은 음악과 수학의 통합 활동올 적용한 반면 비교집단은 음악과 수학의 분리된 활동을 적용하였다. 본 연구에서 사용한 검사도구는 Del Grande(1990)의 공간 능력 구성 체계를 기초로 홍혜경(2001)이 개발한 유아 공간 능력 검사도구와 Gordon(1979)이 개발한 음악적성 검사를 사용하였다. 두 집단의 사전검사와 사후검사 점수의 변화를 비교하기 위하여 공변량 분석을 실시하였으며 연구결과는 음악과 수학 통합 활동을 실시한 실험집단이 유아의 공간능력 항상과 음악적성에 긍정적인 영항을 미치는 것으로 나타났다. The purpose of this study was to find out the effects of Kindergarten music and mathematics activities on preschoolers' spatial abilities and the musical aptitude. The subjects were 42 five-year-old kindergarteners. They were randomly assigned to the experimental group and the comparative group. The experimental treatments were conducted 4 times a week for 4 weeks, with 16 activities in total. The kindergarteners of experimental group did mathematical activities integrated with music activities but the kindergarteners of the comparative group did mathematical activities separated from musk activities. This study used the preschooler's spatial ability test instrument developed by Hong Hae-Kyung(2001) based on Del Grande's spatial ability composition system(1990) musical aptitude test developed by Gordon(1979). It conducted covariance analysis to compare the changes of scores in the two groups between pretest and posttest. Consequently, it was found that the experimental group having integrated activity with music and mathematics showed improvement and positive effects in their spatial abilities and musical aptitude.

신경외과 병동에 적용한 Vancomycin 내성 장구균의 감염관리 전략효과 및 균집락의 위험인자 분석

홍혜경,이꽃실,박성춘,정은경,박미라,김세철,Hong, Hae Kyung,Lee, Kkot Sil,Park, Sung Choon,Chung, Eun Kyung,Park, Mi Ra,Kim, Sae Chul 한국의료질향상학회 2013 한국의료질향상학회지 Vol.19 No.1

Objectives: This study was intended to check if the "Creating Clean Wards" project, which is an innovative reinforced campaign activity targeting infection control strategies and active surveillance cultures for VRE (vancomycin resistant enterococci) high-risk patients to be admitted in the NS (neuro-surgery) wards, would be reduced the incidence rates of VRE acquisition, transmission rates. Methods: 75 subjects of the VRE high-risk patients were surveyed by carrying out active surveillance cultures of VRE colonization 11 times from January to March, 2012. And the retrospective study was conducted dividing them into two groups. Results: The incidence rates of VRE acquisition was reduced to 3.67 cases per 1,000 patients day in the control group and to 2.88 cases in experimental group, which was not statistically significant (p = .753). VRE transmission rates of 0.0015 per day before the project tended to increase to 0.0019, although not statistically significant (p = .650). As a result of multivariate analysis with regard to using glycopeptide antibiotics in order to find out risk factors of VRE colonization, the patients who had been treated with glycopeptide until VRE colonization showed 274.41 times higher rate. Conclusion : For effective VRE infection control in NS wards, We should carry out active surveillance culture regularly, especially patient of using glycopeptide. And block the spread of VRE by strengthening infection control through the strict isolation and the changed mind-set of members motivated by the "Creating Clean Wards" campaign.

유아교사의 수학교과교육학 지식(MKT)의 필요성에 대한 인식

홍혜경 ( Hae Kyung Hong ) 한국유아교육학회 2014 유아교육연구 Vol.34 No.1

본 연구의 목적은 유아교사의 유아 수학교과교육학 지식(MKT)에 대한 인식을 알아보고 교사 개인변인과 근무환경 변인에 따라 어떠한 차이가 있는지 알아보는데 있다. 연구대상은 공사립 유치원과 어린이집에 근무하는 유아교사 363명이다. 연구도구로는 유아 수학교과교육학 지식의 필요성에 대한 인식 45문항의 질문지를 사용하였고, 자료 분석은 t 검증, F 검증과 Scheffe 사후검증을 실시하였다. 연구 결과를 요약하면, 유아교사들의 유아 수학교과교육학 지식에 대한 필요성 인식은 매우 높은 것으로 나타났다. 특히 유아 수학교수-학습방법에 대한 지식을 가장 높게 필요하다고 인식한 반면 수학교과내용에 대한 지식을 가장 낮게 필요하다고 인식하고 있었다. 유아교사의 유아 수학 교과교육학 지식의 필요성에 대한 인식은 학력, 경력, 자격증 유형, 수학교과 수강유무, 근무환경, 담당연령에 따라 유의미한 차이가 나타났다. 이 연구결과는 유아교사들의 변인에 따른 수학교과교육학 지식의 향상을 위한 요구를 반영하는 것 으로 유아 수학교육의 질적 향상을 위한 작업에 시사점을 줄 수 있을 것이다. This study investigates the perceptions of early childhood teachers about mathematical knowledge for teaching. Three hundred sixty-three kindergarten and child care center teachers completed questionnaires about mathematical knowledge for teaching in early mathematics education. Nine items centered on knowledge of curriculum, 10 items on content knowledge, 17 items on knowledge of teaching, 5 items on learners (young children), and 4 items on professional development were rated on a 5-point Likert-type scale. The Cronbach α reliability test results ranged from .90-.98. The results demonstrate that early childhood teachers have high perceptions about mathematical knowledge for teaching being especially high on the knowledge of teaching and lowest on content knowledge. The perceptions of early childhood teachers about mathematical knowledge for teaching differed by education level, certificate, coursework, working institution, and teaching child` ages.

유아의 수세기능력과 수리능력과의 관계에 관한 연구

홍혜경(Hae Kyung Hong) 한국아동학회 1991 아동학회지 Vol.12 No.1

This study investigated the relation between oral counting and numerical abilities of young children. The subjects were 33 four-year-old children and 47 five-year-old children from 2 preschools and 2 kindergartens in Kwangju. The test was individually administered in an empty classroom or a hallway by using counting buttons and number cards. The data were analyzed by t-test, Pearsons correlation and multiple regression analysis. The results indicated that (1) older children did better than younger children in oral counting. (2) but the older children did not do better than the younger children in the numerical abilities, (3) the numerical abilities of young children differed according to the degree of oral counting, and (4) the oral counting of young children was one significant predictor of numerical abilities. Findings support the inclusion of activities for oral counting in kindergartens.

이야기 나누기 활동에서 수학동화유형에 따른 수학적 담화의 차이

홍혜경(Hae Kyung Hong) 한국아동학회 2010 아동학회지 Vol.31 No.5

R-러닝로봇기반 언어교육 프로그램 개발 및 효과

홍혜경(Hong, Hae-Kyung),채영란(Chae, Young-Ran),오채선(Oh, Chai-Sun),권귀염(Kwon, Kyee-Yum) 한국영유아보육학회 2013 한국영유아보육학 Vol.0 No.77

본 연구는 R-러닝로봇기반 언어교육 프로그램을 개발하여 유아의 언어발달에 미치는 영향을 밝히고자 한다. 먼저 R-러닝 관련 문헌과 선행연구 고찰 및 요구조사를 통하여 로봇기반 교육의 필요성과 활용 및 교육적 효용성을 탐색하였다. 이를 토대로 로봇의 특성과 언어 교수-학습의 특성의 관련성을 연구하여 R-러닝 언어교육 프로그램을 개발하였다. 개발된 프로그램의 효과성을 검증하기위해 G시에 소재한 유치원 2곳의 만 5세 유아 93명(실험집단 48명, 통제집단 45명)을 연구대상으로 선정하였다. 실험집단과 통제집단으로 임의 배정하였으며, 제니보 로봇 플랫폼과 언어능력검사도구, 이야기이해력, 읽기태도 평가도구를 사용하였다. 언어능력과 이야기 이해력 검사 결과 실험집단과 통제집단 간 사전점수와 사후 점수는 유의한 차이를 보이지 않았으나, 유아의 읽기태도 검사를 실시하여 분석한 결과 사후검사에서 유의한 차이가 있는 것으로 나타났다. The purpose of this study is to develop the language education program based on R-Learning and to exam its effects on young children’s language development. It was studied the necessity of R-Learning education through the review of related documents and leading research about R-Learning. The language learning activities with Genibo based on the survey of the current status and needs and the review of the literature were developed and applied in the classroom using pre- and posttests for verification of efficacy. The subjects of the study were 93 five-year-old children from 2 kindergartens in G city(48 in the experiment group and 45 in the control group). Analysis of data was administered by t-test. This study used Genibo robot, linguistic ability evaluation scale, story comprehension ability, and reading attitude evaluation scale. The results of study were as follows: First, there were no significant differences in linguistic ability and story comprehension ability between the two groups. Second, there were significant high in reading attitude of young children in the experiment group.

유아의 공간능력 증진을 위한 교육과정 모색

홍혜경(Hae Kyung Hong) 한국영유아교원교육학회 1999 유아교육학논집 Vol.3 No.1

유아의 기하학적 구성물의 그리기 작업에 대한 연구

홍혜경(Hae Kyung Hong) 한국아동학회 2001 아동학회지 Vol.22 No.2

This study investigated young children`s spatial representation of geometrical relations based on their drawings of cube buildings. One hundred seventy-six children from 3 to 6 years of ages were selected from private kindergartens and day care centers. Their drawings were classified into 6 developmental levels: level 1 - drawings show only scribbles or several circles; level 2 - drawings show plane squares from a front view; level 3 - positional relations are included in the drawings; level 4 - separate-joint relations or the general outline of a cube building are shown; level 5 - rotated drawing and an additional square for hidden faces are attempted to represent the lateral view; level 6 - parallel lines are drawn to represent 3-dimensional structures. Three-to four-year-olds were between levels 1 and 2; four-to six-year olds were between levels 3 and 4; and children over six years old were between levels 3 and 5.

유아의 더하기와 빼기 문제에 대한 표상능력과 연산능력

홍혜경 ( Hae Kyung Hong ) 한국유아교육학회 2013 유아교육연구 Vol.33 No.4

본 연구의 목적은 유아의 더하기와 빼기 문제에 대한 표상능력의 발달적 특성과 연산능력과의 관계를 밝히기 위한 것이다. 연구대상은 유아기관에 다니는 4~6세 유아 178명이며, 이들에게 더하기와 빼기 문제에 대한 수식표상 및 문장제 표상검사와 연산능력검사를 실시하였다. 자료분석을 위해 t 검증, 일원변량분석과 Scheffe 추후검증, Pearson r, 단계적 회귀분석을 실시하였다. 연구결과, 첫째, 수식표상은 4세에 출현하여, 6세에 대체로 가능한 것으로 나타났으며, 문장제 표상은 4세에 이미 부분적으로 표상할 수 있었으며, 6세에 대체로 가능한 것으로 나타났다. 둘째, 문제유형별 차이를 보면 더하기보다 빼기표상이 더 어려우며, 성별에 따른 차이는 없는 것으로 나타났으나 연령별 차이는 의미있는 차이를 보이는 것으로 나타났다. 셋째, 수식표상이 문장제 표상보다 연산능력과 더 높은 상관을 보였으며, 빼기 수식표상능력이 연산능력에 영향력이 큰 것으로 나타났다. 이 연구결과는 유아의 발달적 수준에 적합한 더하기와 빼기 학습방안의 모색에 기초 자료가 될 것이다. This study investigated young children`s ability levels in representation of addition and subtraction and their relationship to abilities in representation and computation. One hundred seventy-eight young children aged four-to six-years-old were assessed on their abilities in representation and computation of addition and subtraction. Data were analyzed by t-test, ANOVA with a Scheffe test and stepwise multiple regression. The results show that 4-year-old children began to make either representation of numerical formulas or representation of word problems and almost of the 6-year -old children could do both representation tasks. There were age differences but no differences in problem types and gender regarding both types of representation. Finally, the ability of representation for subtraction was a strong predictor of computation ability. These findings are strong recommendation for including mathematical representation activities in all areas of math in the earliest years.

한국유아의 수단어 획득에 관한 연구

홍혜경(Hae Kyung Hong) 한국아동학회 1990 아동학회지 Vol.11 No.2

The purpose of this study was to investigate the acquisition of number-word systems of young children. Specifically, the acquisition of Korean Number-Words(KNW) was compared with the acquisition of Chinese-derived Number-Words(CNW). The subjects included 120 children aged 2:5 to 5:11. The subjects oral counting using the two number word systems were audiotaped. Two coders transcribed the tapes. The data were analyzed by content analysis with descriptive statistics. The findings of this study showed that the acquisition of KNW began from around age two and the acquisition of CNW from around age three. From then, the acquisition of the two number-word systems was parallel. The acquisition of number-words began from the age of 2 years, increased slowly to the age of 4. and then increased rapidly after the age of 5. Although KNW were acquired earlier than CNW, at around the age of 5 years the acquisition of CNW surpassed the acquisition of KNW. The acquisition of number words consists of four developmental levels: Level I: beginning of acquisition of traditional KNW only Level II: beginning of acquisition of CNW with extension of KNW Level III: parallel extension of the two number-word systems Level IV: superior acquisition of CNW. The major error through all stages in the sequence of number words was the omission of one number-word. Younger children produced errors of omission of one, two or three number-words, whereas older children produced errors of nonstandard number-words and repetition.