Language: Korean

Published: Gwangju, South Korea, 1982

Language: Korean

ISSN: 1226-4415, 2733-9106

Language: Korean

ISSN: 1226-9417

Abstract/Notes: The purpose of this study is to explore the attachment stability of child care center teachers with infants receiving care education all day and to examine the relationship of infants with child care center teachers in terms of attachment stability according to the background variable and professional recognition of the teachers. The research questions explored to realize the purpose of this study are as follows. 1. What is the nature of the attachment stability of child care center teachers with children at an all day program? 2. What is the nature of the attachment stability of child care center teachers with children according to the background variable of childcare center teachers (age, education, background, career history, marriage status)? 3. What is the nature of attachment stability of child care Center teachers with children according to the professional recognition of child care Center teachers. The subjects of this study are 181 infants aged zero, one, and two who attend 181 child care centers in K city of Chungcheongnamdo and their 51 teachers. In order to measure professional recognition of the teachers, the questionnaire used in earlier studies on professional recognition of child care center teachers amended/supplemented. Also, to measure the attachment stability between teachers and infants, the attachment Q-set developed by Waters and Deane (1985) was amended/supplemented as thirty questions from a total of ninety questions of the attachment Q-set. The results of this study are as follows. First, the average grade for attachment stability of child care center teachers with infants was .36, that is similar to those found in earlier studies conducted in our country. Second, there were differences in terms of attachment stability of infants according to the educational background, career history, and marriage status of child care Center teachers. Third, there was difference in terms of attachment stability with infants depending on the professional recognition of child care Center teachers. / 본 연구에서는 보육교사의 배경원인 및 전문성 인식이 영아의 애착안정성에 미치는 영향에 대해 알아보았다. 연구의 대상은 충청남도 K시에 위치한 어린이집 18곳에서 표집된 영아 181명과 그들의 담임교사 51명을 대상으로 하였다. 본 연구의 결과는 다음과 같다. 첫째, 보육교사의 변인에 따른 영아와의 애착안정성 차이를 알아본 결과 보육교사의 학력, 경력, 결혼 여부에 따라 애착안정성은 통계적으로 유의미한 차이가 있는 것으로 나타났다. 즉 보육교사의 학력이 높을수록 영아와의 애착안정성이 높았으며, 경력은 낮을수록 영아와의 애착안정성이 높았고, 기혼보다는 미혼인 경우가 영아와의 애착안정성이 더 높았다. 둘째, 보육교사의 전문성인식에 따른 영아와의 애착안정성을 알아본 결과 보육교사의 전문성 인식이 영아와의 애착안정성에 정적 영향을 미치는 것으로 나타났다. 특히 전문성 인식의 하위요인에서 직업윤리성과 전문적 기술 및 지식영역이 영아와의 애착안정성에 정적 영향을 미치고, 공정성과 직업만족도는 영아와의 애착안정성에 부적영향을 미치는 것으로 나타났다.

Language: Korean

ISSN: 1226-9417

Language: Italian

Published: Firenze: Sansoni, 1946

Volume: 1

Language: Spanish

Published: Santiago, Chile: Universidad Central de Chile, 2007

ISBN: 978-956-7134-86-1

Language: German

Published: Münster, Germany: Lit, 2010

ISBN: 978-3-643-10740-4 3-643-10740-4

Series: Impulse der Reformpädagogik , 28

Abstract/Notes: En los Estados Unidos se tiene un porcentaje de 3% a 7% casos de niños con Trastorno por Déficit de Atención (TDA) esto da un parámetro de cómo se está diagnosticando este problema en diferentes instituciones educativas del exterior del país. Hablando específicamente de Bolivia, se tiene una taza de 3% de casos de niños con TDA, lo que también da un parámetro que ya existen casos de niños con este problema diagnosticados. La Ley Avelino Siñani – Elizardo Pérez, en el Artículo 42 señala que debe haber una educación de inclusión, que cree políticas educativas para niños con TDA y otros problemas de aprendizaje que ayuda a mejorar la calidad de aprendizaje y educación de estos infantes. Sin embargo, hasta la fecha, no se puede ver estas políticas en los establecimientos educativos del país. Pese a esta falencia, en la actualidad se tienen muchos métodos que se pueden utilizar para ayudar a que los niños con TDA y otros problemas de aprendizaje puedan mejorar su nivel de aprendizaje. En este sentido, el Método Montessori es bastante recomendable para tratar este problema, que se puede encontrar con más frecuencia en las aulas de Bolivia, el cual, al tener una filosofía basada en la libertad de aprendizaje y que el niño aprenda haciendo, se puede llegar a aprendizajes muy significativos con ellos, además que no solamente fija conocimientos sino que también provee al niño de paciencia, razonamiento y orden, lo cual coadyuva al infante cuando se debe enfrentar a nuevos conocimientos que le son impartidos de forma más abstracta y convencional. De esta manera, con la presente investigación se pudo verificar el problema de nivel de atención en los niños y niñas de primer año en familia comunitaria del Jardín Infantil “Acuarela” y al aplicar el Apparatus del Método Montessori, lo que dio resultados favorables, ya que los niños y niñas elevaron su tiempo de atención y concentración con el mismo.

Language: Spanish

Published: La Paz, Bolivia, 2017

Language: Portuguese

Published: Salvador, Brazil: Livraria Economica, 1924

Language: Portuguese

Published: Bahia, Brazil: Livraria Económica, 1924