유아영재교육기관의 운영 현황과 문제점 = (The) current operation and problems of gifted education institute for young children

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate the present operation condition of Korean talented young children's education institutions and problems in order to guide young children desirably and carry out talented young children's education effectively.
Study Question 1: how does the discernment of young talented children perform in the A, B, C, D young talented children's education institutes?
Study Question 2: How are the programs of A, B, C, D young talented children's education institutions processed?
Study Question 3: What's the teachers of A, B, C, D young children's education institution like?
Study Question 4: What are the problems in the discernment of young talented children, programs, and teachers of young talented children?
This paper conducted research by selecting 4 young talented children's education institutions, located in Seoul in order to investigate 4 questions above.
First of all, this study analysed research paper, single book, relevant laws of government, publication of young talented children's institutes, Internet investigation, visit to institutions, and parents' interview in order to examine the present operation condition of young talented education institute, and problems. I, author of this paper, investigated young talented education institutions through interviewing 4 representative young children's education institutions as well as theoretically investigating under the analysis standard of talented young children's discernment, programs for young talented children, and teachers of young talented children in order to do analysis in a comprehensive and systematical way. The results are as followings:
First, the young talented children's discernment of each institution was conducted in the intelligence test, creativity test, talent aptitude checklist at the same time. In addition, young talented children's discernment was carried out by way of recommendation stage, test stage, counseling stage, and the application of program. In the selection process, intelligence test was the most significant variable, and several teachers participated in the test in case of young children show superiority in one field among creativity, number, and language. In addition, the continual tests for distinguishing young children's talent, according to ages of children were carried out in each institute.
Second, This paper focused on the age of children, education hours, education content, and education method in the respective talented young children's education program. The contents are as followings: 4 institutions conducted education towards pre-school children and education began at the age of 3 or 4. The education hours was 1 time a week, and 2 hours each time apart from B young children's education institute, which was run as a form of kindergarten. In the education content, 4 institutions educated ability to think, mathematics, science, and creativity. In education method, 4 institutions formed small groups with young children who have similar intelligence ability. Our study was processed as a way of accepting others' logicality and creativity and cultivating ability by inferring and analogizing problem solving problem process of group.
Third, the teachers of each institution are composed of people who hold Bachelor or Master degree, and the majors of teachers are chiefly Children Education, Mathematics, Science, Language, and other professional teachers, who are relevant to each program. The teacher training was conducted in various ways, according to the respective institution, and newly appointed teacher completed basic education in regard to the relevant problem of young talented children's education. In addition, teacher training towards common people who are equipped with teacher's ability apart from teachers of relevant institutions were carried out in B young talented education institute and C young children's education institute.
Fourth, the problems of each institute are as followings: The discernment of young talented children was conducted as one time test even though D young talented children's education offered opportunity to observe for one month. So, the discernment should be conducted through many stages, and the comprehensive principle is needed. In the aspect of young talented children programs, experience, related to the discernment system, was offered. However, individual opportunity should be offered, and the environment, which is suitable for fast environment, should be offered.
Teachers of young talented children in A, B, C, D young children's institutes were composed of people who have Bachelor degree and Master degree. So, teacher's education, which can recognize the special characteristics of young children, and subsequently provide the professionality of teachers of young talented children, should be reinforced.
On the basis of this analysis, the conclusions of this study are followings:
First, young talented children's education should be activated because the educational value of early period is very important.
Second, the development of programs for young children are urgent.
Third, various methods and instruments to distinguish young talented children are needed.
Fourth, teachers education should be reinforced.
Fifth, the integration of young children's education and young talented children's education is required.
Sixth, the care for the isolated young children is needed.
Seventh, Systematic study in regard to whole young children's education should be considered.
Eighth, the administrative and financial support, conferred by government for encouraging the development of young children's education is required.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 4
• 3. 연구 문제 = 4
• 4. 연구의 제한점 = 5
• Ⅱ. 이론적 배경 = 6
• 1. 유아영재의 개념과 유아 영재 판별 = 6
• 2. 유아 영재 교육 프로그램 = 21
• 3. 유아 영재 교사 = 27
• 4. 우리나라 유아 영재 교육의 현황 = 32
• 5. 외국의 유아영재교육 = 37
• 6. 유아 영재 교육에 대한 선행 연구 = 45
• Ⅲ. 연구 절차 및 방법 = 48
• 1. 연구대상 = 48
• 2. 연구 절차 = 49
• 3. 연구 방법 = 50
• Ⅳ. 연구결과 = 53
• 1. 유아 영재 교육 기관의 운영 현황 = 53
• 가. 유아 영재 판별 = 54
• 1) 기관별 유아영재 판별 = 54
• 가) A영재교육기관의 유아 영재 판별 = 54
• 나) B영재교육기관의 유아 영재 판별 = 55
• 다) C영재교육기관의 유아 영재 판별 = 56
• 라) D영재교육기관의 유아 영재 판별 = 57
• 2) 각 영재 교육기관의 유아 영재 판별 방법 비교 = 57
• 나. 유아 영재 교육 프로그램 = 59
• 1) 기관별 유아 영재 교육 프로그램 = 60
• 가) A영재교육기관의 유아 영재 교육프로그램 = 60
• 나) B영재교육기관의 유아 영재 교육 프로그램 = 61
• 다) C영재교육기관의 유아 영재 교육 프로그램 = 63
• 라) D영재교육기관의 유아 영재 교육 프로그램 = 63
• 2) 각 영재교육기관의 유아 영재 교육 프로그램 비교 = 64
• 다. 유아 영재 교사 = 66
• 1) 기관별 유아 영재 교사 = 66
• 가) A영재교육기관의 유아 영재 교사 = 66
• 나) B영재교육기관의 유아 영재 교사 = 66
• 다) C영재교육기관의 유아 영재 교사 = 67
• 라) D영재교육기관의 유아 영재 교사 = 67
• 2) 각 영재 교육기관의 유아 영재 교사 비교 = 68
• 2. 유아 영재 교육기관 운영의 문제점 = 70
• 가. A영재교육기관의 문제점 = 70
• 나. B영재교육기관의 문제점 = 71
• 다. C영재교육기관의 문제점 = 72
• 라. D영재교육기관의 문제점 = 73
• 1) 각 영재 교육기관의 문제점 비교 = 74
• Ⅴ. 요약 및 결론 = 76
• 1. 요약 = 76
• 2. 결론 = 80
• 3. 제언 = 83
• 참고문헌 = 85
• ABSTRACT = 89
• 부록 1 유아 영재교육기관에 대한 기관장 인터뷰 = 93
• 부록 2 A영재교육기관의 프로그램(예) = 94
• 부록 3 B영재교육기관의 프로그램(예) = 97
• 부록 4 C영재 교육기관의 프로그램 (예) = 99
• 부록 5 A영재교육 기관의 부모 관찰에 의한 유아용 영재 특성 체크리스트 = 100
• 부록 6 B영재교육기관의 부모 관찰에 의한 유아 영재의 행동 관찰 평가 척도 체크리스트 = 106