유치원 방과후 유아의 활동실태

다국어 초록 (Multilingual Abstract)

This study aims to describe the after school activities of kindergarten children and their mothers' perceptions of the activities.
To conduct this study, the following categories were established.
1. It describes the general characteristics of the after school lives of kindergarten children, and how children's ages, mothers' education levels and family incomes influence such characteristics.
2. It explores children's after school academic activities, their mothers' perceptions of these activities, and how children's ages, mothers' education levels and family income influence these activities and perceptions.
3. It analyzes children's after school non-academic activities, their mothers' perceptions of these activities, and how children's ages, mothers' education levels and family income influence these activities and perceptions.
Three hundred and seventy nine mothers of kindergarten children, residing in Seoul and Inchon, Korea, completed questionnaires assessing their children's after school activities and their mothers' perceptions of these activities. Frequency and chi-square analysis were utilized to analyze these activities and perceptions.
The following are the conclusions of this investigation.
First, the most popular after school activity among kindergarten children was 'playing with their friends / siblings', and it was followed by 'watching TV', 'academic related activities' and lastly by 'domestic chores'. Regardless of children's ages, mothers' educational levels, or family income, it was the mother with whom a child spent most of his/her after school time, thus, the mother seemed to be the most important person influencing the child's development.
Second, most kindergarten children participated in academic related activities such as 'after school programs' or 'private tutors'. Children's ages and family income were strongly related to their academic related participations.
Third, children's ages were negatively associated with their participation in non-academic activities.
Fourth, Mothers blamed the Korean social atmosphere emphasizing educational success. However, they did not try to change this, and instead, prepared their children for academic success at very early ages.
Fifth, Mothers answered that children's non-academic related activities were also important for children's development, however, they were not spending much time in guiding non-academic related activities for their own children. Relatively, highly educated mothers, however, were more likely to be concerned of their children's participation in non-related activities.

목차 (Table of Contents)

• Ⅰ. 서 론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 = 3
• 3. 연구의 제한점 = 4
• Ⅱ. 이론적 배경 = 5
• 1. 유아기의 교육 = 5
• 2. 유아의 생활환경 = 8
• 3. 유아의 방과후 활동 = 11
• 4. 유아의 방과후 활동에 대한 어머니의 인식 = 15
• Ⅲ. 연구방법 = 19
• 1. 연구대상 = 19
• 2. 연구도구 = 20
• 3. 연구절차 = 21
• 4. 자료의 분석 = 21
• Ⅳ. 결과 및 해석 = 22
• 1. 유아의 방과후 전반적인 생활특성 = 22
• 2. 유아의 방과후 학습활동 및 이에 대한 어머니의 인식 = 25
• 3. 유아의 방과후 여가활동 및 이에 대한 어머니의 인식 = 50
• Ⅴ. 논의 및 결론 = 59
• 1. 논의 = 59
• 2. 결론 및 제언 = 64
• ▶참 고 문 헌◀ = 67
• ▶ABSTRACT◀ = 70
• ▶부 록◀ = 72