일본의 보육소 만들기 운동에 관한 연구 : 1950년대와 1960년대 초반을 중심으로 In Connection with 1950s between 1960s

김경호 부산대학교 영유아보육연구소 1997 영유아보육연구 Vol.3 No.-

This study is to explore the establishing movement of day nursery for children(Hoikusho Zukuri Undo) in Japan. After World War Ⅱ, the new Japanese government promulgated the Child Welfare Law. Day nursery are child welfare institutions based on the Child Welfare Law enacted in 1947. They aim to take care of babies and children who do not have sufficient care in their home. They accommndate children six of age, and operate eight hours a day. The number of large families is decreasing, and that of nuclear family is increasing. In big cities, the sudden rise of land prices makes it difficult for young couples to live near of prices. It makes hours to go the office because they live in the suburbs, where they can get hours at lower prices. Mothers have received more education and they seek public life and professions. Because their husbands' incomes are enough, they keep working after childbirth. As American New Dealers moved off the national political scene, the expansion of day nursery care flopped for about ten years between 1955 and 1965. During this period, the national government tried several times to redefine the categories of support, proposing th reduce national support from 80% to 50%(1957), and delayed actual payments to centers for many months(1953-54). The new middle class young working mother organized Working Mothers' Organization(Hataraku Haha no Kai) in 1954 ay Tokyo. And then big cities as Tokyo, Osaka, Nagona, Aichi structures New Town at sururban. The establishing movement of day nursery for children(Hoikusho Zukuri Undo) orgnized 1956 Tokyo Do Mitaka Hoikusho in 1956, Tokyo Do Katsusika Ku Aoto danchi Hoikusho in 1958, Osaka Bu Hirakata Kouri danchi Hoikusho in 1961, Nisiyodogawa Ku Dekizima Hoikusho in 1963

영아전담 보육시설 프로그램 운영 사례연구

김혜령,임부연 부산대학교 영유아보육연구소 2006 영유아보육연구 Vol.12 No.-

The purpose of this study is to investigate teacher difficulties in a total care nursery institution for infants within the operation of its program. The research questions for this aim as follows: 1. What aspects are revealed in each day's operation cancerning the qualities of an infant nursery institution? 1-1. What aspects of the infant nursery institution program operation are shown? 1-2. What aspects of the infant nursery's special activity program are revealed? 2. What are the aspects of a teacher's difficulties the operation of the program for an infant nursery institution? This study had to participating teacher. They were working in a total-care infant nursery institution located in Busan. To address the first and second research questions, analyses were performed by recording the quality. This study's major results are summarized as follows: 1. A nursery that cares for all the infant's needs was discovered to be insufficient for interaction because of the ratio of teachers to infants. 2. Parents took their infants to a total-care nursery because they believed in the early adaption program. 3. A total-care infant nursery that had a special activity program experienced difficulties. 4. Teachers in a total-care infant nursery experienced difficulties because of the high number of infants to teacher, a luck of appropriate development tools, and a lack of child care experience.

어린이집 영유아의 성장 ·발달에 관한 종단적 연구(Ⅰ)

김석우,임재택,황해익 부산대학교 영유아보육연구소 1996 영유아보육연구 Vol.2 No.-

The purpose of this study was to investigate longitudinal growth and development of young children in child care center. The subjects of this study were 198 children(107 boys and 93 girls; 47 infants, 141 young children, 10 older children) attending a public child care center in Pusan. Instruments for this study were the KIRBS Intelligence Scale for Children(KISC, 1993) for preschoolers, KEDI-WISC(1987) for elementary schoolers, Learning Readiness Test(by KEDI, 1987) for Preschoolers, Denver Developmental Screening Test(DDSI) for infants(less than 3 years old), Teacher Rating Scale for all children. The major statistical methods for the analysis were descriptive statistics and t-test. The main findings of this study are as followings: First, there was no significant difference in the physical growth(height and weight) of young children(age 0 through 5) between boys and girls(p>.05). The significant gains of height and weight were found in the second measurement of physical growth of young children. Second, there was no significant difference in the overall cognitive development of young children(age 3 through 6) between boys and girls(p>.05). But for age 3 and 5, there was statistically significant between boys and girls in the subarea of KISC(p<.05). Significant gains of the overall cognitive development were found between the first KISC score and the second KISC score(p<.001) for all age groups. Third, there was no significant difference in the teacher rating scale for social-emotional area between boys and girls(p>.05). But it was found that chilren were older, the teacher rating score were greater. Further educational implications and suggestions were discussed.

보육시설 만 2세아의 연간 산책활동에 대한 고찰

임재택 외 부산대학교 영유아보육연구소 1998 영유아보육연구 Vol.4 No.-

This research is to examine the practical meaning and value through observing the preparation, progress, and development of the field-walk currently practiced at an child educare center. We made a survey of the significance of field-walk on 2 teachers, 16 two-year-old children, and parents in the class G of the child-educare center affiliated to P National University. The materials used in this research include the diaries made by two class G teachers and various correspondences between patents and the center. The result of this research can be summarized as follows: Preparation for Field-walk: It takes about 30 minutes for the children to prepare for the field-walk in its early stages, 15 minutes in its middle stages, and less than five minutes in in its late stages. Plan and decision on the walking place: In its early stages the teachers mainly fixed on the place, but in its late stages children gradually participated in fixing on the place under the help of their teachers and taking a walk on their own initiative. Frequency: There were 119 field-walks from March to December: 7 times(March), 10 times(April), 7 times(May), 11 times(June), 14 times(July), 11 times(August), 12 times(September), 18 times(October), 17 times(November), and 12 times(December). The time required: Field-walk required 40 to 50 minutes in its early stages, 1 to 1 and a half hour in its middle stages, and I and a half hour to 2 hours in its late stages. In the course of the later field-walk stages, more time was required. Walking Place: In the early stages of field-walk a place 15 minutes' walk from the center was preferred. In its middle stages various places were selected farther from the center. Instead of fixing only one place, the circulating walk around the university was taken in the late stages, even including the campus and its neighborhood unit. Plays for Field-walk: In the early stages children were less active in using natural objects for their games in the field, made observation of nature under the guidance of their teachers, and played easy games with teacher. In the middle stages children got the sensual feel of natural objects with their friends of alone, along with imaginative plays and role-plays. They did physical exercises such as running and hide-and -seek. In the late stages there were more circulating walks during which children discovered many things and did various plays. In contrast to the early and middle stages of their field walk, children realized the importance of nature by paying much attention to the living things of nature. They collected, compared, classified, and counted natural objects, and got more chances to acquire the spatial concept of walking roads. The formation of social relationship: In the early stages, children came across many people: while some spoke to them or patted them on the heads, most people went bywithout paying attention to them or occasionally scolded at them. In the middle stages children often took a walk with different age-groups and learned their sense of traffic safety. In the late stages, while the sphere of their social contact is extended, they met various kinds of people. Children became active in their attitude toward people they came across, while people favorably recognize their own idendity as a child. It was shown that children, teachers, parents and community members all made positive changes through the year- round field-walk. Based on the result of this research, the next research subject will be to survey field-walk of different age-groups under different surroundings and to develop a new field-walk program appropriate for each regional environment.

부산 지역 예비 보육교사의 언어생활에 관한 연구

박선해 부산대학교 영유아보육연구소 2004 영유아보육연구 Vol.10 No.-

This study aims to help enhance the qualities of the pre-service teacher's language, by understanding how to use Korean properly in the child care center. Child care teacher, being a teacher of very young children, needs to have many abilities to be a good linguistic role model for them. The subjects were 218 pre-service teachers in Pusan. This study consisted of two parts. In the ferst part, the study was done by Questionnaire. The second part of the study was done by the observation of the linguistic life of the pre-service teacher in the child care center. Many points have been discussed including certain pronunciations an the Kyung-nam dialect.

【영아보육프로그램】자료 개발 연구

황해익,임재택,김정신,송연숙,이경화,김남희 부산대학교 영유아보육연구소 1998 영유아보육연구 Vol.4 No.-

This study aimed to develop Materials for (The Infant Educare Program) (Dept. of Health & Welfare, 1996). Infant educare Materials were developed through following procedures: 1) analysis of reference and other educare materials 2) content analysis of (The Infant Educare Program) 3) developing materials and 4)testing and revising materials by professionals. Infant educare Materials that developed in this study were constituted of 12 kinds in 5 areas - Materials for management of daycare center, the nursery stories for infants, musical materials for infants, play things for infants, and educational materials for parents. First, materials for management of daycare center were considered various conditions whithin daycare centers and were compased of 2 kinds - diary for educare plan and diskettes for documents. Second, the nursery stories for infants were compased of materials for 3 stages-the weaning stage, the toddling stage, and the independent stage. Similarly, musical materials for infants were composed of 3 stages. And play things for infants were composed of 2 kinds - play things to be easily founded and easily making play things. Finally, educational materials for parents were composed of 2 kinds - guide book for parents education and diskettes for communication with parents. It is needed that persistent attention from professionals in developing and testing materials for infant educare. Also, further educational implications were discussed

예비 보육교사와 현직 보육교사의 교육 신념에 관한 연구

박선해,고영인 부산대학교 영유아보육연구소 1998 영유아보육연구 Vol.4 No.-

The purpose of this study was to understand the tendencies and differences in educational beliefs of the pre-service and in-service teachers in child care center. The subjects were 205 pre-service teachers and 309 in-service teachers. Teacher's beliefs were assessed by Teacher Belief Inventory(1990). The results were as follows: 1.The educational beliefs of pre-service teachers showed highest priority to maturational beliefs followed by cognitivist and behaviorist beliefs respectively in educational aims, drilling view, and teaching method. And there were significant differences according to their ages and educational back grounds. 2.The educational beliefs of in-service teachers showed highest priority to maturational beliefs followed by cognitivist and behaviorist beliefs respectively in educational aims, drilling view, and teaching method. And there were significant differences according to their personal experiences and educational back grounds. 3. There were significant differences in educational beliefs between the pre-service and in-service teachers.

보육교사와 아동의 상호작용에 대한 질적 분석

조순영,임재택 부산대학교 영유아보육연구소 1997 영유아보육연구 Vol.3 No.-

AbstractThe Purposes of this study were to explore the sresent nursing methods and the change in quality of nurture. So, this paper discusses comparative survey and the meaning of the activities of the teachers in the general private child care center, the national child care center and the community care center.The subjects of this study were the general private child care center, the national child care center, the community child center, and a teacher in each child care center and the related people. The method of this study was ethnomethodological approach. It took forty-six days to investigate the study.The results of this study were,1) G-child care center which is the general private with 30∼40 children aim at the profit-making. N-child care center, national child care center with 200 children, runs with the effective program and secure facilities. C-child care, the community child care center with 30 children, teaches at the base of the self control and integrated education. 2) The activities of teacher in G-child care center aim at the effective management. Interactivities between the teachers and children are based on the uniformity of nursering method. The activities of teachers and children are based on the order and manners. Interactivities between teachers and children are based on the teacher's authority. The activities of teacher in C-child care center are based on the self control of children.The analysis of this study suggests further problems. Those are, in daily works of child care center, to remove the division of time and space, and to remove the division of relationship. And in the field of child care center and teacher education, a group discussion is needed in order to suggest and discuss the concrete, daily conflicts about the educational method.

웹기반 유아지능검사의 개발 연구

김아향,황해익 부산대학교 영유아보육연구소 2001 영유아보육연구 Vol.7 No.-

Children Inteligence Test is an individual evaluation are used as a standard of the intellectual development and can assist the child's appropriate educational placement, programming and planning skills. The test is provided by either a teacher or an examiner who asks the questions and a child answers them. So there are many factors that effect the scores. The result of the test can be differently according teacher uses in asking the questions. The new research - Web Based Children Intelligence Test is computerized to remove variant elements of the result and the skills of the measurement are improved by testing in a web environment. This test is accomplished in a free time and place. It can remove measurement error by Rapo degree between the child and the teacher. The child's test result is stored in the DataBase and all results can by automatically compared and analyzed when the information has been entered. Therefore, the Web-Based Children Intelligence Test can reduce the teacher's workload and make children take more enjoyable in a test. And it's proposed that a computerized test and a pen and paper test's result are equal for realizing the advantage of a children intelligence test system that is implemented in the World Wide Web. Research based on the test results was conducted with 60 children between the ages of 5 to 6 who were attending a kindergarten in Busan. The group1 consisted of 30 children took the 'Web-Based Children Intelligence Test' and the group2 consisted of 30 children took the 'pen and paper - Children Intelligence Test'. We compared and analyzed the two groups's results. By the result, it was no score difference by a test tool of two types. The study showed there was no difference between 'a pen and paper Children Intelligece Test' and 'the Wed-Based Children Intelligece Test'.

보육시설의 급식 운영 및 원아들의 기호도 조사

박혜숙,박성미 부산대학교 영유아보육연구소 1996 영유아보육연구 Vol.2 No.-

The purposes of this study are to survey the food service management practices and to survey food preferences of children in child care centers in order to provide basic information and guideline for development of food service. The survey was performed at 37 child care centers and 70 classes of child care centers. The results of the survey as followings: first of all, the food service management practices such as : facilities for food service were poor; development of recipe as well as purchase of food were not done by an expert; the hygienic condition of kitchens especilly the sanitary practices of employees needed more attention for improvement; the hygienic condition of dinning room showed potential problem; education for a desirable dietary life was not systematical. Followings are the survey results of food preferences of children in child care centers: Both infants and children prefer soft or mild taste to hot, salty, or pungent taste. Also they prefer Meats, eggs, potatos and seaweeds to several vegetables; leaves of red pepper, shepher's purse, water dropwort, braken etc.