Language: Korean

Published: Seoul, South Korea, 1993

Language: Korean

Published: Daegu, South Korea, 1992

Language: Korean

ISSN: 1226-9565, 2733-9637

Abstract/Notes: The results of study on Montessori's thought of early childhood education which has contributed to the development of child education in twentieth century are in the following: First, Montessori offers the idea of 'the new children.' His study focuses on children's natural ability of sensitivity and abserbent mind which enable them to choose voluntarily. Second, the aim of child education, according to Montessori, is to encourage physical and psychological development of a child by providing materials under prepared environment. Third, the methods of education presented by Montessori are to provide materials from the five areas under prepared environment and the instruction of the teacher encouraging voluntary choices of children. Fourth, the requirements for the teacher which Montessori emphasizes are pure mind, affection, patience, devotion, insight and sensitivity. Fifth, for expansion and practical application of Montessori education in Korea, it is required to establish the officially licensed Montessori institutes for tranining the teacher.

Language: Korean

Abstract/Notes: New knowledge and skills acquired through the synergy of individuality and diversity will lead the society and culture in the 21st century. Contrasted with the isolation and exclusiveness in the 20thcentury, the synergy of individuality and diversity will be made through the mutual understanding and respect among people. In early childhood, children are beginning learners in their society, immature in body and mentality. They require social learning skills that will embrace the diversities within their culture. Korea is divided into South and North for over 60 years. As South Korea embraces the advanced society, understanding the South and North and the national education for the advanced society should be included in the early childhood education curriculum. The great scholars supported the premise that early childhood is the fundamental period for forming the personality and learning the basic knowledge and skills for the present and future. The encouragement of this global trend for individuality and diversity in current Korean early childhood program is in the beginning stages. Mixed racial families are becoming more prevalent in the Korean society. In the education area, the teaching method is just as important as the content. The type of teaching method, whether it is an experience or instructional-based method, depends on the learner and the knowledge trait. The teaching method has to focus on the learner and the characteristic of knowledge.

Language: Korean

ISSN: 1226-9417

Abstract/Notes: This research examines integrated drama curriculum for first-grade students taught by a drama specialist and a first-grade classroom teacher during a 6-week drama program at a private school in the Midwestern United States. Specifically, how drama is integrated with math, what unique knowledge and content of drama are delivered, and what roles drama serves in an integrated program are explored through a qualitative case study. During the drama sessions students` kinesthetic exploration and representation, re-creation of the story, and on-stage performance enabled them to reinforce math learning as well as experience art forms of drama. Adopting their learning of basic knowledge and skills of drama performance, the students used their body for communication and elaboration of their ideas with creativity. Based on the findings, important contributions to a successful integration are suggested. / 본 연구는 미국 중서부 지역의 한 사립학교에서 이루어진 6주간의 드라마 프로그램에서 드라마 특별교사와 담임교사가 초등학교 일학년 학생들에게 가르치는 통합 드라마 교육과정을 살펴보았다. 구체적으로, 드라마가 수학과 어떻게 통합되는지, 드라마의 어떤 지식과 내용이 가르쳐지는지, 또한 드라마가 통합 프로그램에서 어떠한 역할을 수행하는지를 질적 사례 연구를 통해 살펴보았다. 드라마 수업 동안, 아동들은 신체운동 탐색과 표상, 이야기의 재구성, 공연하기를 통해 드라마에서의 기본 지식과 기술들을 배웠으며 수학 학습을 강화하였다. 자신들의 신체를 이용하여 수학 내용에 대해 비언어적으로 표현하는 경험을 다양한 방법으로 체험하였으며, 수학 문제가 포함된 이야기를 토론을 통해 재구성하였다. 이렇게 재구성한 이야기를 공연하는 동안 아동들은 드라마에 관한 기초 지식과 기술들을 적용시켰으며, 상상력을 이용해 자신의 아이디어를 정교화 하였다. 결론에서는 연구 결과에 기초하여 성공적인 통합교육과정에 필요한 요소들이 논의되었다.

Language: Korean

ISSN: 1226-9417

Abstract/Notes: The purpose of this study was to investigate the reliability of the ADHD Rating Scale(DSM-IV) using teachers in Early Childhood Center. To do this, ADHD Scales using teacher was discussed with a specialist group consisting of 3 doctors in degree at Early Childhood Education and Child Development and 3 teachers of early childhood centers. And then the data was collected in 1 class(four-years) at early childhood center. So, the subjects of this study were 32 children(boy 18/girl 14) and their 2 teachers. Statistics used for data analysis were Frequency, t-test, inter-observer and test-retest reliability. The major findings of this study were as follows: First, the prevalence of children with ADHD based on teachers rating are 3(teacher1) and 4(teacher2). Second, according to the item analysis of ADHD, teachers are rating similar on children with ADHD Scale(DSM-IV). Third, inter-observer and test-retest reliability were significant. In conclusion, it is considered that the ADHD Rating Scale(DSM-IV) has validity using teachers in Early Childhood Center. / 본 연구에서는 ADHD진단 검사 중 오늘날 가장 널리 사용되고 있는 도구인 「정신장애진단 및 통계편람(DSM-IV)」을 유아교육기관에서 교사가 사용하였을 때, 타당도가 어떠한지 살펴보았다. 전문가와 교사집단과의 사전 연구를 통해 ADHD진단척도와 연구대상을 위한 기준이 제시되었고, 4세아 1개 반(유아 32명, 담임교사 2명)이 선정되었다. 교사들은 학기가 시작된 지 6개월과 9개월 이후 2회에 걸쳐 유아의 ADHD성향을 측정하였다. 그리고 평정자 간 신뢰도와 검사-재검사 신뢰도를 살펴보았다. 연구결과는 다음과 같다. 첫째, 한 교실에서 교사가 평가한 ADHD 성향유아는 3명(교사1)과 4명(교사2)으로 밝혀졌다. 둘째, ADHD에 대한「정신장애진단 및 통계편람(DSM-IV)」의 문항분석 결과, 교사들의 의견이 대부분 비슷하였다. 셋째, 교사들의 평정자 간신뢰도와 검사-재검사 신뢰도는 통계적으로 유의하였다.

Language: Korean

ISSN: 1226-9417

Language: Korean

ISSN: 1226-9417

Language: Korean

ISSN: 1226-9417

Language: Korean

ISSN: 1226-9417