재혼가족의 계부모-자녀관계에 대한 小考 : 계모가족을 중심으로

임춘희 인제대학교 아동ㆍ가족복지연구소 1996 아동ㆍ가족복지연구 Vol.1 No.-

본 논문은 재혼가족내의 가족관계에 대하여 국외의 선행연구들의 내용을 고찰한 것이다. 다양한 재혼가족 가운데서도 특히 범문화적으로 고정관념의 대상이 되어 온 계모가족에 초점을 맞춰 계부모자녀관계를 검토하였으며 특히 계모와 계자녀의 관계에 영향을 주는 중요요인들에 대해 살펴보았다. This paper reviewed on the previous studies about remarried family relationship. Since stepmother family were the subject of cross-cultural stereotype, contents of review focused on stepparent-stepchildren in stepmother family. The factors those could influenced stepmother-stepchildren relationship were examined.

주부의 자녀양육 스트레스에 관한 연구

전영자 인제대학교 아동ㆍ가족복지연구소 1996 아동ㆍ가족복지연구 Vol.1 No.-

부모님은 결혼한 부부에게 있어 정상적인 삶의 한 과정이지만 가족관계나 생활형태, 역할의 변화를 요구하는 중요한 전환점이 된다. 모든 변화는 스트레스를 유발하며 특히 핵가족화에 따라 자녀양육의 문제를 거의 혼자 떠맡게 된 주부들은 자녀양육상의 스트레스를 경험하게 된다. 이에 본 연구에서는 김해지역에 거주하고 있는 주부들의 자녀양육 스트레스가 어느 정도인지 그 실태를 파악하고, 또한 이러한 스트레스가 사회인구학적 변수 및 남편의 자녀양육 참여정도, 평소 사용하고 있는 스트레스 대처방식에 따라 차이가 있는 지 알아보고자 하였다. 연구대상은 김해지역에 거주하고 유치원에 다니는 아동을 자녀로 둔 주부 246명 이었으며 1996년 6월 24일부터 7월 20일에 걸쳐 조사를 실시하였다. 조사도구는 질문지로서 자녀양육 스트레스척도, 스트레스 대처방식 척도, 사회인구학적 문항척도 등으로 구성되어 있고 빈도분포, 백분율, 산술평균, 표준편차, 요인분석, 변량분석, Duncan's Multiple Range Test, 회귀분석등의 방법을 이용하여 자료분석을 했다. 이 연구의 결과를 요약하면 다음과 같다. 첫째, 조사대상 주부들의 자녀양육 스트레스 정도는 비교적 낮게 나왔으며, 부모책임영역 스트레스가 가장 높게 그리고 자녀정서영역 스트레스가 가장 낮게 나타났다. 한편 대처방식은 전반적으로 많이 사용하는 것으로 나타났으며, 특히 소극적 대응방식의 사용정도가 가장 높게 나왔다. 둘째, 사회인구학적 변수에 따른 자년양육 스트레스는 남편직업과 월수입에서 유의미한 차이를 나타내었으며, 또한 남편의 자녀양육 참여정도에 따라 주부의 자녀양육 스트레스는 유의미한 차이가 있었다. 셋째, 스트레스 대처방식은 본인의 취업여부에 따라 적극적 대응방식이, 남편직업에 따라 상황분석방식이, 그리고 연령과 교육수준에 따라 무시망각방식이 각각 유의미한 차이를 보이고 있었으며 남편의 자녀양육 참여정도에 따라서도 유의미한 차이가 나타났다. 넷째, 전체 자녀양육 스트레스를 설명하는 유의미한 변수로는 남편의 자녀양육 참여정도, 소극적 대응방식, 적극적 대응방식등이 나타났으며, 자녀양육 스트레스의 하위영역에 따라 사회적 지지추구방식, 월수입 등이 유의미한 설명변수로 나왔다. 본 연구의 결과에서 특기할 만한 것은 주부들이 역기능적인 소극적 대응방식을 많이 샤용하고 있다는 것과 사회적지지추구 방식이 또한 역기능적으로 나타났다는 점이다. 이러한 연구결과는 부모교육 프로그램이나 자녀양육에 관한 상담활동 등에 중요한 기초자료로 활용될 수 있으리라고 생각된다. The purpose of this study is to measure the degree of wives' parenting stress in Kimhae area, and to test if the degree of wives' parenting stress is varied according to the demographic variables, the degree of husbands' participation in parenting, and the degree of wives' coping strategies. Data were collected from 246 mothers who had nursery school children in Kimhae area. The main results of this study were as follows: 1) The degree of wives' parenting stress were relatively low, but the degree of wives' coping strategies were high. 2) Wives' parenting stress was influenced by family income level and husbands' occupation. 3) The degree of husbands' participation in parenting had the most significant influence on wives' parenting stress. 4) Both passive coping method and the pursuit method of social support among coping strategies had negative influence on wives' parenting stress.

4,5세 아동의 읽기발달에 관한 연구

권오식,윤혜경 인제대학교 아동ㆍ가족복지연구소 1996 아동ㆍ가족복지연구 Vol.1 No.-

본 연구의 목적은 아동의 한글터득과정을 밝혀보고자 하는 것이다. 읽기의 획득을 문자와 소리 사이의 대응관계를 터득하는 것이라 한다면, 음소문자이면서 음절문자라는 특성을 띄고 있는 한글은 단어읽기(음성단어-시각단어 대응), 글자읽기(음절-글자 대응) 그리고 자소읽기(음소-자소 대응)가 가능하다. 실험 1과 2에서는 자소읽기 이전의 아동들의 글자읽기에 관하여 알아보고자 하였다. 실험 1에서는 4세 아동을 대상으로 글자읽기에 요구되는 '한 글자는 한 음절과 대응된다'는 지식이 있는지 살펴보고자 음절인식과 글자수-음절수이 대응여부를 살펴보았으며, 실험 2에서는 '동일한 글자는 언제나 동일하게 발음된다'는 지식을 검토하고자 자기이름의 글자가 다른 단어 속에 있을 때에도 읽을 수 있는지 보았다. 실험 3과 4에서는 자소읽기를 위한 글자해체(자소출현)과 음절해체(음소출현)의 시기를 검토하였다. 실험 3에서는 4, 5세 아동을 대상으로 자소에 의한 글자분류과제를 실시하였고 실험 4에서는 자소대치과제를 실시하여 글자 속의 자소가 음소와 대응능력을 검토하였다. 그 결과, 4세 아동에서는 글자읽기가 가능하며 자소읽기는 5세가 되어야 시작된다는 것을 보여주었는데 이를 한글터득과정과 관련하여 논의하였다. This study aims at figuring out the courses of Hangul acquisition in children. Reading skill acquisition is defined as 'the acquisition of correspondence between the written language and spoken language' in this study. The characteristics of Hangul enable the following three kinds of reading, word reading, 'Kulja' reading and alphabetic reading. This study focused on the ways of acquisition of alphabetic reading. In Experiment Ⅰ and Experiment Ⅱ, 4-aged kindergarten children were assessed whether they have any insight to (1) one-to-one correspondence between 'Kulja' and Syllable, (2) countability of syllables and (3) the consistancy of pronounciation of "Kulja'. All these measure are closely related to the ability to handle syllables. In Experiment Ⅲ, 4, 5-aged children sorted 'Kulja' on the basis of a letter in the 'Kulja'. Children's ability to disamalgam the gestalt-like 'Kulja' into its part is reflected in the performance of 'Kulja' sorting task. Experiment Ⅳ was carried out to find the children's metaknowledge about grapheme, phoneme and its mutual relationship. 'Grapheme-Substitution task' was adopted to measure the children's phoneme/grapheme manipulation ability. The result was that it is possible for 4-aged children to read Hangul by 'Kulja reading' but they have not any ability to disamalgam the 'Kulja' and syllable until 5-aged. These result are discussed in relation to the Hangul Acquisition.

다동 ·충동적 아동의 자기통제행동과 분노반응에 대한 인지적 행동훈련의 효과

서경희 인제대학교 아동ㆍ가족복지연구소 1996 아동ㆍ가족복지연구 Vol.1 No.-

본 연구의 목적은 인지행동치료가 다동.충동적 아동의 자기 통제행동과 분노반응에 미치는 영향을 조사하는 것이었다. 대상아동은 9세된 남아로 ADHD와 관련된 여러 가지 문제행동을 표출하고 있어 행동중재가 요청되는 아동이었다. 인지행동치료는 문제해결훈련, 자기교수훈련, 모델링, 감정교육, 역할놀이, 정적강화, 반응댓가, 촉구 등의 다양한 요소들로 구성된 치료 팩키지로 한 회기당 30~40분씩 14회기에 걸쳐 실시되었다. 연구의 결과는 아동의 자기 통제 행동이 향상되었고 분노 반응이 그 양과 질 모두에서 개선된 것으로 나타났다. The Purpose of the present study was to examine the effects of cognitive behavior therapy on self-control behaviors and anger reactions of a hyperactive and impulsive child. The subject was a 9 years old boy who showed several behavior problems related with ADHA. Cognitive behavior therapy procedures were multicompinental treatment package that included the problem solving training, self-instructional training, modeling, affective education, role playing, positive reinforcement, response cost, and prompt. The resutls of this study demonstrated that cognitive behavior therapy improved the child's self-control behaviors and decreased the rates of anger reactions.

유아의 읽기 수준에 따른 문장이해력과 가정환경 비교연구

전예화 인제대학교 아동ㆍ가족복지연구소 1996 아동ㆍ가족복지연구 Vol.1 No.-

본연구의 목적은 유치원 4세학급 아동의 읽기능력을 알아보고, 읽기수준에 따라 문장이해력과 가정환경에 차이가 있는지를 밝혀보려는 것이다. 연구대상은 2개의 유치원에서 4세반 2학급씩을 선정하여 모든 아동에게 읽기검사를 하였으며 이 아동중 읽기를 잘하는 아동과 읽기를 잘하지 못하는 아동을 각 20명씩 선정하여 이 두집단간에 문장이해력과 가정문해환경에 차이가 있는지를 조사하였다. 연구결과는 4세학급의 아동들간에 읽기능력에서 개인차가 매우 크다는 것이 나타났다. 4세학급 아동중 약 12~16% 정도는 거의 모든 글자를 완벽하게 해독할 수 있는 반면에 글자를 거의 모르는 아동들도 있었다. 읽기수준에 따른 문장이해력에는 의미있는 차이가 없었으며 가정환경변인에도 의미있는 차이가 나타나지 않았다. The purpose of this study were to examine reading ability of 4-year-old children, and compare the understanding of sentence and home literacy enviornment between the children who had good reading skills and the children who had poor reading skills. The results was that there were individual differences on the reading ability. About 12-16% children of a 4-year-old classroom had perfect reading skills while some children of the classroom could not read even a letter. There were not significant diifferences on the understanding of sentence and home literacy enviornment between children who had good reading skills and the children who had poor reading skills.

유치원의 종일제 프로그램 운영실태에 관한 연구 : 부산시를 중심으로

우은희,전예화 인제대학교 아동ㆍ가족복지연구소 1998 아동ㆍ가족복지연구 Vol.2 No.-

As a result of this investigation its conclusions are as follws 1. The motive of managing full-day program in a kindergarten is to help the parents bring up their children and to meet their requirements. 2. This investigation shows a high rate-response on a teaching program and a snack menu made as a plan for full-day program. A daily plan and a weekly plan are made out satisfactorily while a monthly plan and an annual plan are not. 3. The majority of kindergartens have no reserved classroom for full-day program, and are deficient of a siesta room, a bathroom, a kitchen, a nursing room and a protective institution for those who feel well. 4. In the respect of the early children's health and their nutrition, half of the kindergartens supply snacks and lunch with them once a day. 5. Most kindergartens carry out an education for the parents including the parents whose children are in half-day program, and its contents contain a personal interview, the counselling on the phone, and participation in class in the order of frequency in use. 6. Most teachers who take part in full-day program conduct their teaching without any retraining. In spite of this, they are comparatively satisfied with their payment and office hours.

유아기 자녀를 둔 부모의 자녀교육관 및 양육태도 조사연구

박홍선,박경란 인제대학교 아동ㆍ가족복지연구소 1998 아동ㆍ가족복지연구 Vol.2 No.-

As the nuclear and double income families are increasing resecently, the role of parents for their children is recognized to be very important. In this context, this study examined educational views and child-rearing attitudes of parents with preschool children specially with focuses on : First, general trend of parents' educational views and child-rearing attitudes. Second, parents' educational views and child-rearing attitudes according to their individual background(such as age, education, and family's income level). Third, differences in educational views and child-rearing attitudes between fathers and mothers.

소집단 놀이활동이 자폐성향 아동의 사회적 상호작용 행동에 미치는 영향

심미경,김윤아 인제대학교 아동가족복지연구소 2001 인간환경복지연구 Vol.1 No.1

This study was to verify the effects of small group play activities on social interactive behavior of an autistic child. The subject was integrated in an ordinary classroom of a childcare center. The program for improving his social interaction was developed by researchers and administered to the subject with 3 of normal peers. The program was applied 3 to 4 times in a week for 20 to 30 minutes in the morning free play time. From observations for 11 weeks, targeted behavior and anecdotal report were collected, which were done through the stage of baseline, small group play activities, and the first and the second following periods. The list of targeted behavior was consisted of 9 types of behavior, classified to 4 categories. The frequency and the percentage of the behaviors were calculated and the results were presented in tables and figures. The results were as follows: First, the autistic child gradually changed the targer of social interaction from himself to toys and peers or his teacher. Second, the types of social interaction of the autistic child improved in the aspect of quality, i.e. isolated from peers to approaching, from passive behavior to active with teacher or peers. These results were discussed in terms of the need of systematic educational plan for integrated disordered children rather than physical integration simply to increase the effect of inclusion in special educations.

유아 음악교육에 관한 一考

김복례,박경란 인제대학교 아동ㆍ가족복지연구소 1998 아동ㆍ가족복지연구 Vol.2 No.-

This study reviewed the relationship between the early childhood music education and child's development, and the early childhood music education in Korea. 1. The relationship between the music education and child development. 1) The music has significant effect on the emotional development of a child. 2) The music has an important influence on the language learning. 3) The music helps the cognitive development of a child. 4) The music is related to the social development of a child. 2. Early childhood music education in Korea. 1) The environment to enjoy music is poor : the facilities, equipment and teaching method for music education is not sufficient. Lack of qualified teacher is another problem. 2) Music education should focuses on the child so that the child's musical thinking can be respected and his talent appreciated. The content of the music education should be suitable to the child's level, meet child's interest and demand, and provide abundant musical experience. In this respect, the role of the music teacher is very important.

장애 유아의 통합교육에 대한 유치원장의 태도

안함순,서경희 인제대학교 아동ㆍ가족복지연구소 1998 아동ㆍ가족복지연구 Vol.2 No.-

The thesis aims at a study of kindergarten prinspals' overall attitude and their individual difference between their attitudes toward the integrated kindergarten education for the handicapped children. The subjects in this study were of 163 kindergarten principals, 87 in metropoles and 76 in small-to medium-sized cities, respectively, across the country. The author employed questionnaire, both of the free-response style and measurement scale, composed of 32 items developed by Green & Stoenam(1989), and conducted the univariate analysis of the data collected. Some findings from the study are as follows: 1) The attitude on the part of the principals, in general, was found to be negative. 2) There was no significant difference between the attitude toward the the integrated education in kindergarten and background factors like religion, age, and occupational history. 3) Those principals who ahd been retrained or reeducated, or who had had some practical experience of running an integrated class in kindergarten, were found to be much more positive in their attitude toward the integrated education, compared to those who had never. 4) It was also revealed that seven types of most concerned about on the part of the principals in conducting the integrated calsss in the kindergarten, if placed in the order of educational burdon on themselves, were the mentally handicapped child, the blind, the autictic, the physically handicapped, the deaf and blind, the child on wheelehair, and lastly the child on the crutches. 5) What the principals put in mind as prior conditions, if arranged in the order of essential importance, were the supplement of facilities, the retraining and reeducation of the nurses and teachers in the kindergarten. 6) The principals, in general, agreed that they should recognize the importance of managing the handicapped children's calss as has often been recommended by the Ministry of Education.