Language: English

Published: Minneapolis, Minnesota: Jola Publications, 2001

Edition: 2nd ed.

Abstract/Notes: This investigation aims to let parents understand and use an intelligent robot This is based on kindergarten parents' perceptions survey about using an inte1ligent robot in preschool education field. This researcher had made an analysis of the need for educational assistance robot with the revised questionnaire that was based on a robot perceptions survey by Hyunmin Yun(2010) to 100 people who have children as 3, 4, 5 years old in a preschool educational institution which is located in Chungcheong-province. According to this study, more than fifty percent of the 100 people recognized there is a difference between a robot and a computer. A robot is more effective at listening to children's songs than a computer as well. They preferred a robot in an animal shape and requested that it not be used for more than 30 minutes pet day. In conclusion using a robot in preschool education filed will be needed to give the chance a variety of experiences, such as playing with th erobot and counselling for the children, like close friends. / 본 연구는 유아교육현장에서 이루어지는 로봇 활용 교육에 대한 부모의 인식 조사를 토대로 로봇 활용교육에 대한 부모님의 이해와 활용을 돕고자 하는데 그 목적이 있다. 이를 위해 충청북도에 위치한 유아교육기관의 만 3·4·5세 학부모 100명을 대상으료 윤현민(2010)의 로봇인식조사를 기초하여 본 연구자가 수정 보완한 인식설문지를 통해 로봇에 대한 학부모의 경험과 인식에 대한 질문, 교사보조 교육용 로봇의 활용과 필요성에 대한 학부모님의 인식을 분석하였다. 연구결과 50%이상의 부모는 로봇과 컴퓨터는 다르다고 인식하며 로봇은 동화와 동요 듣기 기능에 좀 더 효과적이며 외형적인 요소로는 동물을 선호하며 하루 이용시간은 30분을 초과하지 않길 요구하고 있다. 결과적으로 유아교육현장에서 로봇을 활용한 교육을 할 때, 로봇을 활용한 다양한 경험을 해봄으로써 다양한 사고를 할 수 있는 기회 제공, 친구처럼 놀아주며, 유아의 고민 상담을 해 줄 수 있는 또 다른 요인으로 교육활동을 구성하여야 하는 필요성을 시사해준다.

Language: Korean

ISSN: 1226-9417

Abstract/Notes: Research in effortful control is necessary to understand and support children's behaviors in Social and classroom settings (Rimm-Kaufman, Curby, Grimm, Brock, & Nathanson, 2009). This study reviewed literature discussing the relationship between parenting style and effortful control and Montessori philosophy as it relates to the work in practical life. The literature reviewed in this study suggested that parenting style may also be related to a child's effortful control. In addition, it was expected that the work of practical life in a Montessori classroom would positively influence effortful control in children. Using an experimental design, this study examined the efficacy of a Montessori Table Washing Task to prime effortful control in children ages 3-6. The Mischel Marshmallow Test (Mischel & Baker 1975) was used to test effortful control in the children. Children in the control group received only the Marshmallow Test. Children in the experiment group received a Montessori Table Washing Lesson prior to receiving the Marshmallow Test. Although not statistically significant, there was a difference in the groups. However, in this study, there was no correlation found between parenting style and the effortful control of the children. Implications of this study are that practical life work, like a Montessori Table Washing Task, may positively affect effortful control in pre-school age children.

Language: English

Published: Fayetteville, Arkansas, 2012

Abstract/Notes: In May, 1991, the newly chosen Milwaukee Public Schools Superintendent, Dr. Ho,vard Fuller, visited Highland Community School. His main question to parents and staff assembled to greet him was, "What lessons can we public school people learn from you?" Highland people had cogent ideas to pass on to him. This book is a more formal response in which I hope the hundreds of people who have continuously created Highland in its first twenty-five years speak through me in answer to him and to his colleagues elsewhere in public education. Highland began in late 1968, and by 1994 was one of only ten schools in the entire country to qualify for state-financed vouchers to independent urban schools. It is small: about seventy ethnically and economically diverse students aged two-and-a-half to ten years, three teachers and three assistants, a full-time executive director, and three part-time helpers, including a parent coordinator. One of the teachers doubles as principal. Annual expenditures per pupil are about $2,800. The curriculum is Montessori-based. The building is a century-old mansion. The school is governed by a nine-member parent board of directors and helped, primarily in fund-raising, by an advisory group of trustees. It is located in Milwaukee's Near West Side, an economically depressed and violent neighborhood (Jeffrey Dahmer's apartment, since razed, was only five blocks from the school). This is the story of a small school. Faced with the vastness of urban decay and its impact on educational institutions, the reader might question whether describing and analyzing this diminutive organization has any relevance to urban education. Despite differences between it and stereotypical urban public schools, however, it brings a message to American education much more important than its size seems to warrant. Its size is precisely the point. Change nucleates and incubates in small settings. Our huge society conditions us to think in terms of large numbers, sweeping change, vast federal programs. Government may be able to create contexts for change, but the changes themselves have to be brought about where individuals assemble to meet their mutual needs. Whether their relationships will be harmonious and productive, or acrimonious and dysfunctional, depends on how the organization is structured and what spirit has been breathed into it. This book fleshes out the organizational and attitudinal reasons that Highland works so well and what public education can learn from this small inner-city educational oasis. As a framework for the organization of this study, let us first review factors that research has revealed make a school effective.

Language: English

Published: New York, New York: Garland, 1997

Edition: 1st

ISBN: 978-1-315-05106-2

Series: Studies in Education and Culture , 10

Language: English

Published: Altoona, Pennsylvania: Parent Child Press, 1980

ISBN: 0-9601016-0-8

Language: English

Published: Altoona, Pennsylvania: Montessori Learning Center, 1975

Language: English

Published: Chicago, Illinois, 2012

Abstract/Notes: In this study, after executing an anti-biased picture book reading program by parents, we searched for the program's influence on the peers' acceptance of the disabled young children. We set up the experiment group and the control group out of 35 kindergarten children of 7 years old in a kindergarten in Kyungki province. After reading them some anti-biased fairy tales, one of the parents, especially mothers, who were trained as the teacher for the day, proceeded the program as planned. The first result of the study was that children in the experiment group showed more positive attitude change for the acceptance of the children with special needs than those in the control group. Secondly, there was not much difference between boys and girls in the attitude change to disabled children. As picture books illustrate a specific story by using texts and pictures, the true meaning of anti-biased picture books lies in the fact that children can develop their moral judgment and ability to self-examination through listening to the unbiased story and looking at the anti-biased pictures. At the same time, reading anti-biased picture books with parents proved itself effective as a teaching method in helping children correct some negative stereotypes and prejudice against disabled children learned by parents at home. Therefore, the people in charge of the education in the kindergarten need to understand the necessity of parents' participation and education of the parents for the purpose of understanding disabled children. Any kindergarten superintendent will need to try hard to continue the education program for the achievement of this purpose. / 본 연구는 부모참여를 통한 반편견 그림동화 읽어주기 프로그램을 실시하여 이러한 활동이 유아의 장애유아에 대한 수용태도에 미치는 영향을 탐색하였다. 연구대상은 경기도 소재 M 유치원 만 5세 유아 35명으로 실험집단과 통제집단을 구성하였고, 이들을 대상으로 부모교육을 받은 어머니 일일교사가 반편견 그림동화를 읽어준 다음 절차에 따라 프로그램을 진행하였다. 연구결과 첫째, 실험집단 유아가 통제집단 유아보다 장애수용 태도가 긍정적으로 변화되었다. 둘째, 부모참여 반편견 그림동화 읽어주기 프로그램 효과 검증 결과 유아의 성별에 따른 장애 수용태도의 변화에는 큰 차이가 없었다. 결론적으로, 그림동화는 글과 그림을 통해 상황에 대한 구체적인 내용을 전달하는 것으로, 반편견 그림동화의 의의는 그것을 보고 듣는 과정에서 유아의 도덕적 판단력과 자아 성찰적 사고 능력이 증진되는 것에 있다. 그리고 부모가 가정에서 잘못 학습된 장애유아에 대한 고정관념과 편견을 바로잡아 줄 수 있고, 유아의 친사회적 행동 및 반편견적 태도 변화에 긍정적 효과를 줄수 있는 교수매체로서 부모참여 반편견 그림동화 활용이 효과적인 것으로 판단되었다. 따라서 유치원 현장에서 장애유아 이해를 위한 부모참여 및 부모교육 필요성에 대한 관련당사자의 이해 증진이 요구된다. 아울러 이의 실천을 위해 지속적인 교육프로그램 운영을 위한 유치원장의 노력이 뒤따라야 할 것이다.

Language: Korean

ISSN: 1226-9417

Abstract/Notes: The purpose of this study is to propose a direction for childcare information centers' parent support service, based on the case analysis of Mapo childcare information center in Seoul. Specifically, this study analyzed the ‘2013 Parent Growth Project’ implemented by Mapo childcare information center from three approaches?parent education; parent counseling; and parent self-help?to offer positive benefits as well as areas of improvement of each approach. The overall findings suggest that childcare information centers should provide comprehensive parent support services by balancing both parents' demand and policy regulation. It is emphasized that there should be a unified standard for childcare information centers' parent support services, while allowing differentiated efforts depending on various local contexts. In addition, it is recommended that childcare information centers should re-establish their rolesby collaborating with local parent support organizations and enhancing the quality of personnel working for these services. / 본 연구는 서울시 마포구 보육정보센터에서 진행하고 있는 부모지원 사업을 분석해봄으로써 앞으로 보육정보센터가 지향해야할 부모지원 사업의 방향을 제안하고자 하였다. 센터의 부모지원사업 중 하나인 ‘2013년 부모성장 프로젝트 사업’을 중심으로 부모교육, 부모상담, 부모자조의 측면에서 구체적으로 살펴보고 각 사업의 긍정적인 효과와 개선점을 제시하였다. 더불어 앞으로 보육정보센터가 부모의 요구와 정책의 균형적 실천의 주체가 되어야 함을 강조하면서 포괄적인 부모지원사업을 실천해야 함을 강조하였다. 이에 따라 전체 보육정보센터의 부모지원사업을 표준화함과 동시에 지역적 특수성을 반영한 개별화 노력이 필요함을 제안하였다. 또한 부모지원사업을 수행하는 인력의 전문성을 높이고, 지역사회 부모지원 기관 간의 협력 체계를 구축하여 구심점 역할을 정립해야 함을 제시하였다.

Language: Korean

ISSN: 1226-9417

Language: Korean

ISSN: 1226-9417