• 대한지역사회영양학회지
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• 제22권1호
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• pp.74-83
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• 2017

Objectives: This study aimed to develop dietary education textbooks for elementary school students by focusing on the three core values of environment, health and gratitude from the National Food Education Plan. Methods: The contents of textbooks and teacher's guidebooks were developed with brainstorming of the authors as well as consultation with experts and by considering not only the three core values of environment, health, and gratitude, but also the performance indicators of the 2nd National Food Education Plan and the key competencies and creative convergence approach of the 2015 revised national curriculum. Results: A total of 12 different dietary education textbooks named 'Good Dietary Life Guide' and the teachers' guidebooks from the first to the sixth grade of elementary school were developed. The textbooks were fundamentally developed connecting the three core values, the outcome indices of the 2nd National Food Education Plan and the key competences of the 2015 revised national curriculum. Various educational activities such as thinking, debate, writing, cooperative learning, experience, practice were included to promote students' participation. These books could be utilized in every field of dietary education targeting elementary students such as creative experiential activity, convergent classes (integrated subjects, Practical arts, Social studies, Science, Moral education and Korean), after school classes, rural experience, general agricultural education, after-school child care services and community child care centers. Conclusions: The continuous and repetitive use of the textbooks from the first to the sixth grade would contribute to the improvement of food habits and the personalities of elementary school students, and consequently make the students grow up as healthy citizens.

• 한국보육지원학회지
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• 제17권3호
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• pp.1-17
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• 2021

Objective: The objective of this study is to investigate the tendency of research in relation to childcare curriculum for 0 to 2 year-olds, and then to analyze and understand the results of precedent research about the status of the operation of Childcare Curriculum. Methods: The analytic data utilized in this research contains a total of 45 research results about childcare curriculum for 0 to 2 year-olds. Results: First, the research methods were focused on quantitative research. Regarding research topics, the status of the operation of Childcare Curriculum, and contents and programs of Childcare Curriculum received high attention. Second, while, childcare teachers showed an awareness of the Childcare Curriculum, they made few efforts to investigate and understand it in depth. It was reported that a lack of multiple support systems would serve as an obstacle to the operation of Childcare Curriculum. Conclusion/Implications: There is a need for childcare centers, academic circles and the government to pay an even greater deal of attention to the childcare curriculum for 0 to 2 year-olds. In addition, structural and policy support is required, such as revitalizing case-based teacher training, lowering the ratio of teachers to children, and improving working conditions for infant teachers.

• 한국보육학회지
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• 제18권4호
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• pp.65-89
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• 2018

본 연구의 목적은 연령별 누리과정 교사용지도서의 과학교육관련 활동에서 제시하고 있는 과학개념 및 교수학습방법을 분석하는 것이다. 연구자료는 교사용지도서의 과학교육관련 활동 772개이며, 과학개념은 물리과학(힘과 운동, 물리적구조, 전기와 자기, 빛과 그림자, 소리의 성질), 화학(물질의 특성, 물질의 반응), 생명과학(조직적 구조, 성장과 변화, 유전과 진화, 동식물과 인간의 관계), 지구과학(지구시스템의 상호작용, 지구시스템의 구조, 우주), 공학(설계된 세상, 공학 설계, 공학 및 기술과 사회), 생태학(환경보존) 영역에서 제시하는 개념을 토대로 분석하였다. 교수학습방법은 대소집단활동 유형, 자유선택활동 유형별로 분석하였다. 과학개념은 3-5세 공통으로 공학, 화학, 생명과학 영역이 주로 제시되고 있었으며, 물리과학은 전 연령에서 낮은 분포로 제시되고 있었다. 과학개념은 주로 '동식물과 자연', '생활도구', '환경과 생활', '봄 여름 가을 겨울'의 생활주제에서 많이 나타났다. 교수학습방법은 3세, 4세는 자유선택활동(과학영역, 실외자유선택활동, 미술영역, 수조작영역 중심), 5세는 대소집단활동(요리, 이야기나누기, 음악활동)이 많이 사용되는 것으로 나타났다.

• 한국보육지원학회지
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• 제17권2호
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• pp.89-101
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• 2021

Objective: The purpose of this study is to verify the effect of directors' coaching leadership on teachers' play implementation competencies and the mediation effects of teachers' reflective thinking and creative job performance by conducting a structural relationship analysis. Methods: The subjects of this study were child care teachers who were purposefully sampled from the metropolitan area which includes Seoul, Incheon, and Gyeonggi Province. A total of 267 questionnaires were analyzed after excluding poor or incomplete questionnaires by use of SPSS Statistics 25.0 and the AMOS 21.0. Results: Directors' coaching leadership was positively correlated with teachers' reflective thinking, creative job performance, and their play implementation competencies. Directors' coaching leaderships directly and indirectly influenced teachers' play implementation competencies, which was mediated by teachers' reflective thinking and their creative job performance. Conclusion/Implications: Directors' coaching leadership has a significant implication for teachers' play implementation competencies which became more important after the national curriculum standards had been revised.

• 한국보육지원학회지
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• 제10권6호
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• pp.369-390
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• 2014

본 연구는 만 5세 누리과정 교사용 지도서에 수록된 유아인권 관련 교육내용을 활동 유형 및 흥미영역, 5개영역, 생활주제별로 분석준거에 의해 분석되었다. 연구결과 첫째, 활동 유형 및 흥미영역에 나타난 유아인권 관련 교육내용은 대 소집단 활동, 자유선택활동, 바깥놀이 활동순의 빈도로 높게 나타났으며 그 가운데 교육과 휴식이 가장 높은 빈도를 보였다. 둘째, 5개 영역 가운데 유아인권 관련 교육내용을 가장 많이 다루고 있는 영역은 사회관계 영역으로 나타났으며, 그 중 참여가 가장 많이 다루어지고 있는 인권관련 교육내용으로 파악되었다. 반면 가장 적게 다루어지고 있는 영역은 신체운동 건강영역으로 나타났다. 셋째, 유아인권 관련 교육내용을 가장 많이 다루고 있는 주제는 '봄, 여름, 가을, 겨울'이었으며, '나와 가족'의 주제에서는 가장 낮은 빈도의 유아인권 관련 교육내용을 다루고 있었다. 또한 전체 생활주제 가운데 교육과 휴식이 가장 높은 빈도의 유아인권 관련 교육내용으로 다루어지고 있는 반면, 학대와 방임(폭력)의 유아인권 관련 교육내용은 전체 생활주제에서 전혀 다루어지고 있지 않았다. 본 연구결과를 통해 유아인권 관련활동을 균형 있게 계획하고 전개하는데 도움을 주며, 초등학교와 연계된 인권교육 프로그램의 활동을 구성하는 데에도 중요한 기초자료를 제공하고자한다. 더 나아가 유아를 위한 체계적인 유아인권교육에 관한 프로그램을 개발하는데 있어서도 기초적인 정보를 제공하는데 의의가 있다.

• 한국보육학회지
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• 제18권3호
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• pp.179-189
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• 2018

본 연구는 핸드벨을 통한 음률프로그램을 구성하여 유치원 종일반 유아들에게 적용하였다. 2015년 10월부터 주1회, 12주간 서울시에 위치한 C유치원의 3~4세 종일반 유아 15명에게 누리과정을 토대로 유아들의 흥미와 발달특성에 맞는 핸드벨 음률프로그램을 실시하였다. 프로그램 구성은 핸드벨의 유래, 연주 시 지켜야할 약속, 부분적 문학적 도입, 교구나 게임을 이용한 음표활동 등 타영역과 통합적으로 구성하였고, 교사와 유아의 상호 주도적인 진행으로 역동적인 수업이 이루어지도록 하였다. 그 결과 3~4세 유아들이 핸드벨 연주에 흥미를 갖고 쉽게 접할 수 있었고, 핸드벨 연주 과정에서 협동심과 친사회적인 행동을 보였다. 종일반 교사는 특별활동에 의존했던 수업을 자신이 직접 해냄으로써 도전과 기쁨을 느꼈다. 후속연구로 종일반 교사 자신의 변화에 초점을 둔 종일반 교사를 위한 실행연구를 제언하고자 한다.

• 한국보육지원학회지
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• 제8권6호
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• pp.275-300
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• 2012

본 연구는 예비보육교사들이 지역사회에 기반한 보육프로그램을 개발하는 과정에서 경험하는 내용들을 교사 리더십과 연결하여 살펴보고자 하였다. 이를 위해 대학의 보육교사 양성학과 영유아프로그램 개발 및 평가수업에서 예비보육교사 41명을 대상으로 보육프로그램 개발과정이 실시되었다. 그 과정에서 기술된 이들의 반성적 저널과 수업 이후 실시된 5명의 면담자료들을 수집하고 분석하였다. 그 결과 예비보육교사들의 경험은 첫째, 지역사회에 대한 더 깊은 이해와 애착 둘째, 기존 프로그램에 대한 비판적 분석 셋째, 자신의 교육철학과 역량에 대한 반성 넷째, 보육교사에게 요구되는 다양한 리더십 경험으로 나타났다. 이러한 결과를 바탕으로 보육교사의 교육과정 리더십 개발을 위한 예비교사교육의 방향성과 시사점을 논의하였다.

• 한국보육지원학회지
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• 제20권1호
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• pp.1-19
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• 2024

Objective: The purpose of this study was to verify the mediating effect of reflective thinking in the relationship between early childhood teachers' play-based curriculum implementation competences and their digital competences. Methods: An online survey was conducted targeting 330 early childhood teachers. Descriptive statistical analysis, correlation analysis, and The Process macro model 4 were performed using SPSS 28.0 and The Process macro 4.1. Results: The main results of this study are outlined as follows: first, a significant positive correlation was observed between overall play-based curriculum implementation competences, reflective thinking, and digital competences, including each of their respective sub-factors. Second, the study revealed that reflective thinking played a partial mediating role in the relationship between early childhood teachers' play-based curriculum implementation competences and digital competences. Conclusion/Implications: Through this study, it was confirmed that when reflective thinking mediated play-based curriculum implementation competences, digital competences were further increased. The findings suggest that not only positive play-based curriculum implementation competences of teachers but also reflective thinking should be considered to enhance digital competences.

• 한국보육지원학회지
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• 제19권2호
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• pp.119-141
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• 2023

Objective: This study aimed to investigate Pre-service early childhood teachers' perceptions and roles regarding young children's free play time. Methods: The study utilized the photovoice method and involved 21 pre-service early childhood teachers who expressed interest in participating. Participants were enrolled in an infants teaching methodology class in B city. The study involved four virtual meetings conducted via untact teams, and the automatic recordings of these meetings were transcribed for analysis. Results: The results revealed that pre-service early childhood teachers recognized young children's free play time as a period to enjoy full freedom, develop as the main agent of their lives, and express their imagination. Furthermore, pre-service early childhood teachers perceived their roles during young children's free play time as a specialist infant observer, a connector between play and learning, and a versatile supporter. Conclusion/Implications: The findings suggest the need for a systematic curriculum to provide pre-service early childhood teachers with a balanced perspective and awareness of the meaning of free play and teacher roles. The study highlights the importance of expanding pre-practice courses for observation of play and field-oriented curriculum for incumbent teachers.

• 한국보육지원학회지
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• 제14권4호
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• pp.63-83
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• 2018

Objective: The purpose of this study was to analyze how the elements and principles of fine arts were reflected in art related activities in the teacher's manual on standard childcare curriculum for a period of 2 years. Methods: The analysis criteria for the elements of fine arts were modified and complemented based on Kim and Gang(2011) and the same was done for the principles of fine arts based on Lee et al(2015). Results: First, as a result of analyzing the art contents according to life theme in art related activities, 'artistic expression' appeared the most in all nine life themes. Second, as a result of analyzing the art related contents in the standard childcare curriculum for 2 years based on the elements of fine arts, plane, texture, shape, color, volume, line, spot, space, composition, light and shade appeared in order. Third, as a result of analyzing the art related contents on the principles of fine arts, movement, emphasis, variety, unity, rhythm, proportion, balance and pattern appeared in order. Conclusion/Implications: The results of this research suggest that the childcare activities have to be devoloped in order to provide the balanced experiences with fine arts activities.