Abstract/Notes: This study examined the influences of balanced language approach applied at Montessori kindergarten on children's language ability. This is a response to the need of diverse researches on Montessori language education and aims to provide basic materials to improve children's language ability. For the study, 60 children of five-year old participated for 8 weeks. The experimental group received Montessori language education with the balanced language approach program and the control group received general Montessori language education, The study found that the experimental group performing both Montessori language education and balanced language approach program showed significantly higher scores in language ability than the control group having Montessori language education. / 본 연구의 목적은 몬테소리 언어교육과 관련하여 다각적인 응용연구가 이루어져야 할 필요성에 따라 몬테소리 유치원에 적용한 균형적 언어 접근법이 유아의 언어능력에 어떠한 영향을 미치는지 알아봄으로써 유아의 언어능력을 향상시킬 수 있는 기초자료로 제공하고자 한다. 이를 위하여 유치원 만 5세 유아 60명을 대상으로 8주간의 실험처치로 실험집단에서는 몬테소리 교육의 언어활동과 균형적 언어 접근 프로그램을 병행하여 실시하고 비교집단에게는 일반적인 몬테소리 교육의 언어활동을 실시하였다. 연구결과, 몬테소리 교육의 언어활동과 균형적 언어 접근 프로그램을 병행한 실험집단이 몬테소리 교육의 언어활동만을 실시한 비교집단보다 언어능력의 점수에서 통계적으로 유의하게 높은 것으로 드러났다.

Language: Korean

ISSN: 1226-8119, 2734-0074

Language: Korean

ISSN: 1226-2722

Abstract/Notes: The purpose of this study is to examine the differences in young children's multiple intelligence and social behaviors based not only on Montessori and general programs of day care centers but also on their gender and social- demographic factors. The subjects were 329 young children (182 boys and 147 girls aged from four to five) from two day care centers in Cheongju city. The instruments used in this study were HAPI (Hillside assessment of Perceived Intelligence) to measure the surveyee's multiple intelligence and Park & Lee's scale to measure their social behaviors. The frequencies, percentiles, mean, standard deviations, Cronbach a, t-teat, F and LSD were used to analyze the collected data through SPSS WIN program. The results of this study are as follows: 1) As for young children's multiple intelligence, there are differences according to young children's gender, order of birth, parents' level of education and teacher's working period out of social-demographic factors. 2) As for the young children's social behavior, there are differences according to young children's gender, mother's level of education and teacher's working period out of social-demographic factors.

Language: Korean

ISSN: 1226-0851, 2234-3768

Language: Korean

ISSN: 1226-9417

Language: Korean

ISSN: 1226-9417

Abstract/Notes: This study aims to investigate the relationship between parental attitude and children's playfulness and to highlight the importance of it. The subjects of this study are 147 children aged 4 and 5, their father or mother, and their teachers from educational institutions located in Daejeon. The questionnaire for parental attitude is Schaefer's "Maternal Behavior Research Instrument", translated by Wonyoung Lee (1983). For children's playfulness, Children's Playfulness Scale(CPS) is used, which was invented with the concept of playfulness defined by Barnett (1991) & Lieberman (1977). The research results are as followings: First, there is significant differences of parental attitude between fathers and mothers in all the categories of parental attitudes: loving, refusing, autonomous, and controlling attitudes. Second, there is significant difference of parental attitude by children's gender, in particular in the refusing attitude, while there is not any significant difference of parental attitude by children's age. However, in the loving attitude, 4-aged group gained significantly higher marks than 5-year group. Third, there is significant difference of children's playfulness by children's gender and age. Particularly in physical playfulness as one of sub-category of children's playfulness, boys show better physical spontaneity than girls significantly. There is significant difference of children's playfulness by children's age. For cognitive spontaneity as one of sub-category of children's playfulness, 5 aged children show higher marks than 4 aged children while 4 aged children show statistically higher marks in happiness expression than 5 aged children. Fourth, there is significantly positive relationship between father's loving attitude and children's social spontaneity. As father's controlling attitude is higher, physical, social, and cognitive spontaneity of children is higher. There is significantly positive relationship between mother's controlling attitude and children's physical spontaneity while there is negative relationship between mother's refusing attitude and children's cognitive spontaneity. However, overall there is not significant relationship between father and mother's parenting attitude and children's playfulness. / 본 연구에서는 만 4, 5세 유아의 아버지와 어머니의 양육태도가 연령과 성별에 따라 어떻게 다른지, 또한 부모의 양육태도와 유아의 놀이성과의 관계는 어떠한지에 대해 알아보았다. 연구의 대상은 교육 및 보육기관에 재원중인 만 4, 5세 유아 147명과 그들의 부모인 아버지 147명과 어머니 147명 총 441명이다. 본 연구의 결과는 다음과 같다. 첫째, 아버지와 어머니의 양육태도는 차이가 있는 것으로 나타났다. 둘째, 유아의 성별에 따른 아버지와 어머니의 양육태도는 아버지와 어머니 둘 다 거부적 태도에서 유의미한 차이를 보였다. 유아의 연령에 따른 아버지와 어머니의 양육태도는 차이가 없었다. 셋째, 유아의 성별과 연령에 따라 유아의 놀이성은 차이가 있었다. 넷째, 아버지의 애정적 태도가 높을수록 유아의 사회적 자발성이 높게 나타났다. 그리고 아버지의 통제적 태도가 높을수록 신체적 자발성, 사회적 자발성, 인지적 자발성이 높게 나타났다. 다섯째, 어머니의 통제적 태도가 높을수록 유아의 신체적 자발성이 높으며, 어머니의 거부적 태도가 높을수록 인지적 자발성이 낮은 것으로 나타났다.

Language: Korean

ISSN: 1226-9417

Abstract/Notes: This study was performed to analyze the children's songs in the 7th kindergarten teacher's instruction guide published by Ministry of Education, Science and Technology (MEST) in 2009. total 89 children's songs were looked over about their subject and words, also their musical elements. The staple. theme lf children's songs were season., family and me, animals, plants, nature, environment and living. and the pattern of words. were more prosaic than questions and answers and repeated one. 4/4 were the major in meter, also 3/4 and 2/4were followemetin turn. The tonality of children's songs were various, although C major showed the highes aportion. Two par aform was the major form of children's songs, also notes with the simple rorthm and C-C¹tin vocal rage were the major than the other rorthm pattern and vocal range. / 본 연구는 7차 유치원 지도서에 나오는 노래악곡의 특석을 분석하였다. 지도서에 수록된 동요 89곡의 주제와 노랫말과 음악적 요소를 분석하였다. 본 연구의 결과는 다음과 같다. 1) 동요의 주제는 봄·여름·가을·겨울, 나와 가족. 동식물과 자연, 환경과 생활 등의 주제는 많이 나타났다. 2) 노랫말의 형식은 산문형, 문답형, 반복형의 순으로 나타났다. 3) 박자에서는 4분의 4박자 4분의 3박자, 4분의 2박자 순으로 나타났다. 4) 조성에서는 다양한 조성의 곡이 수록되어있지만 다장조가 가장 많은 비중을 차지하였다. 5) 형식에서는 두 도막 형식, 한도막 형식과 작은 세도막형식 순이었다. 6) 리듬에서는 단순한 리듬형이 많이 나타나며 □□과 같은 경쾌한 리듬의 사용도 나타난다. 7) 음역에서는 C-C¹(8도)의 음역구성이 가장 많았으며 다음으로 C-D¹와 C-A순이었다. 8) 음정에서는 유아가 노래부르기가 수월한 온음계적 음정이 많이 나타났다. 9) 가락에서는 도약 진행보다 순차 진행이 많이 나타난다.

Language: Korean

ISSN: 1226-9417

Abstract/Notes: The purpose of this study was to examine the effect of vegetable gardening activities for 4-years-old children. For this purpose, this study is focused on learning how effect vegetable gardening activities on 4-years-old children's science-related attitude and scientific exploration ability. To examine this purpose, the following research questions were investigated: 1. How effects does vegetable gardening activity make on 4-years-old children's science-related attitudes? 2. How effects does vegetable gardening activity make on 4-years-old children's scientific exploration ability? The Subjects were fifty children from 2 classes of B kindergarten in Jung-gu, Daejeon. The subject were experimental group consisted of 25 children, while control group consisted of 25 children whose average age 4 years 10 weeks. Measuring tools for this study included the science-related attitude test and the scientific process skills test. For the science-related attitude test researcher modified 'Instrument for science-related attitude test' which Che,Jung-yeon had made in 2003 on the basis of Kim, Hyo-nam's Chung, Wan-ho's Jeong, Jin-Woo's national assessment system of science-related affective domain in 1999. And for the scientific exploration ability test researcher modified 'Instrument for scientific exploration ability test' which Lee, Kyoug-min had made in 2000 on the basis of Martin's scientific exploration ability evaluation benchmark in 1997. To verify young children's science-related attitude, after coming up with score's difference of pretest and posttest of science-related attitude, executed t-test. To verify young children's scientific exploration ability, after coming up with frequency and percentage of scientific exploration ability, executed X2-test. The result of study are as follows. First, vegetable gardening activity theory exerted positive effects on 4-years-old children's science-related attitude. there was also a positive effect as the children's interest in science, desire to learning more about science, science-related jobs and science-related problems issues increased. However, there was no positive effect on science-related activities. Other positive effects on attitudes to science 4 year old children did vegetable gardening, it increased sense of curiosity, ability critically think, ability to cooperate and ability to volunteer. However, there were no effects on the children's openness to new ideas, patience and creativity. Second, vegetable gardening activity theory exerted positive effects on 4-years-old children's scientific exploration ability. this had positive effect as the children's ability to predict, classify, measure, and discuss improved, but there were no effects on their ability to observe. / 본 연구에서는 채소기르기 활동이 만4세 유아의 과학관련태도 및 과학적 탐구능력에 미치는 영향에 대해 알아보았다. 연구의 대상은 대전광역시 중구에 소재한 B유치원의 만 4세 연령 학급 유아 50명으로, 25명은 실험집단으로 채소 기르기 활동을 실시하고 25명은 통제집단으로 하였다. 본 연구의 결과는 다음과 같다. 첫째, 채소 기르기 활동은 만 4세 유아의 과학관련태도 향상에 긍정적인 영향을 준다. 과학관련 태도의 하위영역별로 살펴보면, 채소기르기 활동은 흥미의 요소 중 과학에 대한 흥미, 과학학습에 대한 흥미, 과학과 관련된 직업에 대한 흥미, 과학에 대한 불안에 긍정적인 영향을 주었으나, 과학과 관련된 활동에 대한 흥미에는 긍정적인 영향을 주지 않았다. 과학적 태도에서는 호기심, 비판성., 협동성, 자진성에서는 긍정적인 영향을 주었으나. 개방성, 끈기성, 창의성에서는 긍정적인 영향을 주지 않았다. 또한 과학에 대한 인식에는 전체적으로 긍정적인 영향을 주지 않는다. 둘째, 채소 기르기 활동은 과학적 탐구능력에는 긍정적인 영향을 준다. 구성 요소에 따라 살펴보면, 예측하기. 분류하기, 측정하기, 토의하기에는 긍정적인 영향을 주었으나, 관찰하기에서는 긍정적인 영향을 주지 않았다.

Language: Korean

ISSN: 1226-9417

Abstract/Notes: This research was planned to inspect the difference of children's literacy development and socio-emotional development according to their genders and ages. The subjects of the study were 62 four to five year old children, 26 boys and 36 girls. The result of this study showed that according to the children's ages, their socio-emotional development had shown meaningful differences, especially in internal control, stabilitiveness in the institute, independence to teachers, peer interaction. Moreover children's socio-emotional development are different by their gender variance. To the five year old children, girls are more developed than boys in socio-emotional development. However there was no difference between 4 year old boys and girls. In literacy development, The difference was showed not by gender but by age variance. / 본 연구는 만 4,5세 유아의 성별과 연령별로 언어발달과 사회정서발달의 차이를 알아보는 데 그 목적이 있다. 연구대상은 만 4-5세 유아 62명이며 성별로는 남아 26명, 여아 36명이고 연령별로는 만 4세 32명, 만 5세 30명이다. 연구결과 연령의 증가와 함께 사회정서발달 특히 내적통제, 유치원에서의 안정감, 호기심, 교사에의 비의존성, 또래와의 상호작용에서 유의미한 차이가 있는 것으로 나타났다. 또한 유아의 성별에 의해서도 사회정서발달에 차이가 있는 것으로 즉, 만 5세 유아는 여아가 남아보다 사회정서발달이 높은 것으로 나타났다. 하지만 만 4세에서는 성별에 의한 차이가 보이지 않았다. 언어발달은 연령의 증가와 함께 언어능력도 차이가 있는 것으로 나타났으나 성별에서는 남아와 여아와의 차이가 나타나지 않았다.

Language: Korean

ISSN: 1226-9417

Abstract/Notes: Based on a survey of the present status of furnishing teaching materials and implements for children`s class in child care center for which no criteria has even been provided, this study seeks to explore the problems of preparing teaching materials and implements. Also, as a way of solving such problems, this study will reveal the need for recommending criteria for furnishing teaching materials and implements and will clarify the criteria for providing teaching materials and implements for children`s class at child care center. The research issues that have been formulated to achieve the objectives of this study are as follows. 1) What is the present status of furnishing teaching materials and implements for child care center? 2) How can one recommend the criteria for furnishing the teaching materials and implements required by child care center? This study has classified the child care center in Daejeon and parts of the Chungcheongnamdo region according to location, number of classes, presence or absence of evaluation certification, facility type, etc. and conducted a questionnaire survey by visiting the centers or via mail. The collected questionnaires were processed using the SPSS program. A frequency analysis was made in order to discover the general characteristics of the respondents and facilities. Also, to discover the status of furnishing teaching materials and implements at child care center according to the characteristics of facility, a crosstabulation analysis was conducted using χ2 statistic. If the results of analysis of this study are summarized, they are as follows. First, as a result of studying and analyzing the relationship between the status of furnishing teaching materials and implements for child care center and the evaluation certification, it was found that child care center that have either passed the evaluation certification or are preparing for it show better provision of such materials and implements than child care center which have done neither. Second, in terms of the question about the need for criteria for furnishing teaching materials and implements for child care center, the results show that 91.7% of respondents saw the need for such criteria. Third, when looking at the results of surveying the status of furnishing teaching materials and implements, the teaching materials for which over 60% of the teaching material items were answered as being adequately furnished made up 69.97% with 25 of a total of 41 items. There were also no teaching tool items that showed a 100% rate of provision. Moreover, there was not a single facility where all teaching implements were adequately furnished 100%, and farming villages and places that are planning to prepare for evaluation certification tended not to be furnished. When looking at the above research results, furnishing of teaching materials and implements at child care center examined here was inadequate. However, among them, the rate of furnishing was high for places that have either passed the evaluation certification or are preparing for it. One also finds that the rate of furnishing at facilities planning to make such a preparation or located in farming villages are low. Further, in terms of the need for criteria for furnishing of teaching materials and implements for child care center, one was able to see an urgency of preparing such criteria as 91.7% of respondents answered that they were necessary. Therefore, this study has recommend a set of criteria for furnishing teaching materials and implements for child care center used in the questionnaire by revising the criteria for kindergarten teaching implements as announced by each education office of cities and provinces to correspond to the needs of child care center. This study prepared and recommend criteria for furnishing of materials and implements by making a classification of 12 areas of interest including building, role, language, operation, art, math, cooking, science, tone and rhythm, sand, computer, and physical activity and of 41 teaching tool items as well as determining the requirement according to the requirement criteria for 1 class. Also, because a child care center has not only classes for children over the age of 3 but also classes for children under the age of 2, there is a need for a research on teaching materials and implements for the latter classes. For qualitative progress of daycare, research on teaching materials and implements for child care center should be conducted at the national level as a matter of urgency based on this study. / 본 연구는 그동안 교재·교구 기준조차 없는 보육시설 유아반의 교재·교구 비치 실태 조사를 통하여 교재·교구 비치의 문제점을 알아보고 그 해결방안으로 교재·교구 비치 기준 제시의 필요성을 밝히고 보육시설 유아반의 교재·교구 비치 기준을 제시하는 것을 목적으로 한다. 연구대상은 대전광역시과 충청남도의 전체 보육시설 1,134개소 중 10%에 해당하는 114개소를 연구대상으로 하여 설문조사를 실시하였다. 수집된 설문지는 SPSS 프로그램을 이용하여 처리하였다. 응답자 및 시설의 일반적 특성을 알아보기 위하여 빈도분석을 실시하였으며, 시설의 특성에 따른 보육시설의 교재·교구의 비치실태를 알아보기 위하여 χ2통계량을 이용한 교차분석을 실시하였다. 연구 결과 보육시설의 교재·교구 비치 현황은 대다수의 시설이 교재·교구 종목의 비치가 미비하였다. 그러나 그 중에서 평가인증을 통과한 시설의 경우 다른 시설에 비해 교재·교구의 비치가 잘 되어 있는 결과를 알 수 있었으며, 보육시설의 교재·교구 기준안이 필요하다는 의견은 91.7%로 나타났다. 이로써 보육의 질적 발전을 위해서 보육시설에도 교재·교구 비치 기준안이 필요하며 이에 대한 연구가 조속히 이루어져야 되고, 참고대상 조차 없는 영아반의 교재·교구에 대한 연구도 반드시 이루어져야 됨을 알 수 있었다.

Language: Korean

ISSN: 1226-9417