• 가정과삶의질연구
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• 제31권5호
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• pp.97-108
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• 2013

The purpose of this study was to investigate what variables have a significant effect on child care center teachers' mathematics teaching efficacy among teachers' individual variables, mathematics activity variables, and teachers' awareness variables, and also whether these results are different for teachers of 0 to 2-year-olds when compared to teachers of 3 to 5-year-olds. The subjects consisted of 438 teachers from child care centers located in D city and K province of Korea. The results of this study were as follows: First, mathematics activity variables had a significant effect on the mathematics teaching efficacy of both teacher groups. Second, teachers' awareness of the environment of mathematics education had a significant influence on the mathematics teaching efficacy of both teacher groups, and for teachers of 0 to 2-year-olds, that influence was the greatest among all of the variables. Third, teachers' awareness of the purpose of mathematics education had a significant effect on the mathematics teaching efficacy of only teachers of 0 to 2-year-olds. Lastly. teachers' awareness of the mathematics education curriculum had a significant influence on the mathematics teaching efficacy of only teachers of 3 to 5-year-olds, and that influence was the greatest. These results were discussed in terms of different types of support for each teacher group to improve the quality of mathematics education.

• 한국보육지원학회지
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• 제14권3호
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• pp.97-115
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• 2018

Objective: This study aimed to analyse the influence of young children's playfulness at home and class characteristics on their playfulness at kindergarten. Methods: Twenty eight classes of 3, 4 and 5 year olds in Gyeonggi and Chungbuk provinces were recruited. Participants of this study were mothers and head teachers of the children of recruited classes. Analyses was implemented using hierarchical linear modeling with HLM 7.0. Results: Differences were found in children's playfulness at kindergarten according to their classes. Individual characteristics including, gender, age and playfulness at home were shown to have significant influences on playfulness at kindergarten, while relevance of variable class characteristics to playfulness at kindergarten was not observed. Conclusion/Implications: It is concluded that playfulness of children is more related to playfulness at home rather than class characteristics, implying the strong characteristic of playfulness as an individual trait.

• 아동학회지
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• 제28권3호
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• pp.201-217
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• 2007

Subjects included Hyomin Kim and Eunha Sohn (fictitious names) of Purum Class (a class for 5-year-olds) at 'H' Kindergarten. Subjects were selected after interviews with teachers and observation by the researcher. This study examined communication with classmates focusing on spontaneous dialog situations and functions. Results showed that Hyomin and Eunha exercised power in the art group and the math groups, respectively. The power exercise processes comprised a variety of behaviors including : to become similar with each other; to assign an exclusive seat; to act as an elder sister; to allow to do something; to keep a friend ata distance; to defend oneself; to threaten or persuade with a diversity of linguistic strategies; to teach like a teacher.

• 한국산학기술학회논문지
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• 제17권8호
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• pp.389-396
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• 2016

본 연구는 "제3차 어린이집 표준보육과정"에 대한 영아반 및 유아반 교사들의 인식 및 편성 운영 실태를 분석하여 어린이집 표준보육과정 적용과 운영의 실제 변화를 위한 기초 자료를 제공하여 보육의 질적 향상에 기여하고자 하는데 그 목적이 있다. 이를 위해 제3차 어린이집 표준보육과정에 대한 영아반 및 유아반 교사들의 인식, 편성 운영 실태는 어떠한지와 영역별 실행정도는 어떠한지를 연구문제로 설정하였다. 연구방법은 제3차 어린이집 표준보육과정에 대한 인식 및 편성 운영 실태에 관한 질문지를 구성하고 경상남도의 보육교사들을 연구대상으로 총 300부의 질문지를 배부하여 267부를 선정하여 분석하였다. 수집된 연구자료는 t 검증 및 일원변량분석을 실시하였다. 연구결과 첫째, 어린이집 영아반 및 유아반 교사들은 대체로 제3차 어린이집 표준보육과정을 인식하고 있었다. 둘째, 어린이집 영아반 및 유아반 교사들은 대체로 제3차 어린이집 표준보육과정을 적절히 편성 및 운영하고 있었다. 셋째, 영아반 교사와 유아반 모두 제3차 어린이집 표준보육과정을 영역별로 실행하고 있었지만 영역별 실행도는 차이가 있었다.

• 한국보육지원학회지
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• 제17권4호
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• pp.29-47
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• 2021

Objective: The purpose of this study was to understand the teacher's role as play supporter in a carry out play generated curriculum and develop and implement an action plan in order to indoor free play. Methods: Participants were 14 kindergartners (9 boys, 5 girls) and one teacher. Processes of planning-implementation and observation- reflection were repeated in a cyclical procedure and the 3rd action plan was conducted based on strategies to support children's play. Results: Children experienced the following: Continuing and immersive play, play filled with experiments and challenges, play to make together, attitude to enjoy novelty and respect differences, and play of trial and error. And the researcher changed the following: Be sensitive to the child's words and actions, finding the 'real interest' of children in 'waiting', acquiring the perception that 'children are the masters of play', seeing the value of learning in children's expressive play, and gain confidence in play support. Conclusion/Implications: This study suggested the need for teacher to have patience and demonstrate reflective thinking in order to support children's play.