• 한국생활과학회지
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• 제18권4호
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• pp.857-867
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• 2009

The purpose of this study was to examine the relationships among principal's transformational and transactional leadership, subjective quality of life of teacher, and organizational commitment of teacher in kindergarten and day care center based on the survey data from 203 teachers working in kindergarten and day care center in Kyoungbuk province. The collected data were analyzed by Simple Regression, Multiple Regression in SPSS Win program(15.0 version). The main results of this study were as follows. First, principal's transformational and transactional leadership each exerted positive effects on teacher's subjective quality of life and organizational commitment. Second, teacher's subjective quality of life had a positive influence on organizational commitment. Finally, each effect of principal's transformational and transactional leadership on teacher's organizational commitment was mediated by teacher's subjective quality of life.

• 가정과삶의질연구
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• 제30권3호
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• pp.59-67
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• 2012

This study investigate the influence of resilience on organizational commitment using social support as a mediating variable for kindergarten and childcare teathers. The subjects were 630 kindergarten and childcare teathers. The collected data were analyzed by Pearson's correlation as well as single and multiple regressions that used SPSS Win 19.0. The results were as follows: (1) The resilience was significantly associated with organizational commitment of kindergarten and childcare teachers. (2) The resilience was significantly associated with social support of kindergarten and childcare teachers. (3) The resilience was not significantly associated with organizational commitment of kindergarten and childcare teachers, controlled by social support. The results showed the social support was more important variable affecting organizational commitment of kindergarten and childcare teachers than the resilience. As a result, teachers have to be strengthened for support of social emotion that helps to control of their emotional condition and social evaluation that estimates their role positive under administration system.

• 국제교류와 융합교육
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• 제2권2호
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• pp.1-8
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• 2022

In March 2021, the <Guidance on Promoting the Scientific Interface between Kindergarten and Elementary School> issued by the Ministry of Education of China clearly pointed out that it is necessary to adhere to child oriented. This goal of this policy is based on the idea of "living education" proposed by Mr. Heqin Chen in 1940, which indicates that a true understanding of children is necessary before talking about educating them. The core goal of "bidirectional articulation" is to strengthen the sense of articulation between kindergartens and elementary school, scientifically prepare for and adapt to school enrollment, and promote the smooth transition of children. Moreover, the <Guidance Points for Kindergarten Readiness Education> and the <Guidance Points for Elementary School Adaptation Education>, which were released at the same time as the <Guidance on Promoting the Scientific Interface between Kindergarten and Elementary School>, also place special emphasis on the cultivation of children's life preparation and adaptability. The aim of the bidirectional articulation "bridging" is to realize a two-way exchange of curriculum between kindergarten and elementary school, and to reform the curriculum at three levels through the curriculum spirit of "gamification", the continuous curriculum structure, and the developmental curriculum evaluation.

• 아동학회지
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• 제26권4호
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• pp.71-84
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• 2005

Eighty-eight 5-year-old subjects were tested by the Torrance Tests of Creative Thinking, and randomly assigned to experimental(n=44) or control(n=44) groups. Developed in collaboration with kindergarten teachers, physical activity projects were based on themes from "life and health" and "life as expression" of the kindergarten curriculum. The resulting program consisting of 24 activities was applied to the experimental group for 24 sessions. Data were analyzed by mean, standard deviation, and repeated measures ANOVA. Effectiveness of the physical activity program for enhancing creativity was shown by a significant increase in mean creativity scores of the experimental group and in the sub-scores of fluency, originality, abstraction of title, elaboration, and resistance to an impetuous ending.

• 아동학회지
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• 제20권3호
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• pp.245-257
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• 1999

This study investigated illustrated Koran fairy tales as material for teaching kindergarten science. The 64 books selected for this study were analyzed by the standards set forth in the Exploring Life segment of the 5th Revision of Kindergarten Teaching Procedures (1993). The story-structure strategy was based on the structural pattern suggested by Moen(1991). Results showed that the structural elements of the illustrated fairy tales could be classified into 7 categories and 8 types of content patterns. After validating the adaptability of the fairy tales for use in teaching Kindergarten science, the books were cataloged by type and category.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제5권1호
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• pp.41-55
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• 2001

The purpose of this study was to compare and analyze the curricula of kindergarten and elementary school and to present a plan for connecting the two curricula. The curricula emphasized mathematical thinking and problem solving instead of fragmentary knowledge and adopted the streamed curriculum based on children’s ability and interest. And both of them consisted of number and operation, geometry, measurement, statistics, and put emphasis on activity such as real life experience, play, manipulation of concrete objects, and communication. However, there are some kinds of differences between them, because the kindergarten curriculum is not included in the common curriculum, from 1st grade to 10th grade. Thus, this study recommended several ideas based. Thus, this study recommended several ideas based on theories to connect the mathematics curricula of kindergarten and elementary school.

• 한국콘텐츠학회논문지
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• 제21권1호
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• pp.446-455
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• 2021

본 연구는 유아가치교육에 대한 유치원 교사의 인식 및 실시 현황 조사를 통해 가치교육을 위한 기초자료를 제공하고자 실행되었다. 경기지역의 공, 사립 유치원 교사 794명을 대상으로 설문 조사하였으며 자료 분석은 SPSS 프로그램을 활용하여 빈도분석과 카이제곱 검증을 실시하였다. 연구 결과, 대부분의 교사가 유아 가치교육에 대한 관심과 중요성을 높게 인식하였고, 그 이유는 유아기를 가치형성에 있어 가장 중요한 시기로 인식하기 때문인 것으로 나타났다. 가치교육은 만3세부터 시작되어야 한다는 인식이 높았고 실시방법은 유치원에서 생활지도를 통해 이루어져야 한다는 응답이 가장 높았으며 이어서 놀이 속 상호작용을 통해 이루어져야 한다는 응답이 높았다. 실시현황을 살펴본 결과 많은 교사들이 가치교육을 실천하고 있으며 주로 생활지도를 통해 실시하였다. 경력, 담당유아연령, 근무기관 유형으로 카이검증을 한 결과 변인별로 가치교육 시작시기, 가치교육 실행방법 등에서 일부 유의미한 차이를 보였다.

• 한국보육지원학회지
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• 제11권4호
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• pp.189-210
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• 2015

본 연구는 2009 유치원 교육활동 지도서와 3-5세 누리과정 교사용 지도서에 나타난 다문화교육 내용의 연결망을 분석하기 위한 것으로 다문화교육 내용 분석범주를 토대로 UCINET 6 프로그램을 활용하여 2009 유치원 교육활동 지도서 11권과 3-5세 누리과정 교사용 지도서 32권, 총 43권을 분석하였다. 연구결과, 각 연령별 생활주제에 연결되어 있는 다문화교육 내용의 밀도는 유치원 교육활동 지도서에 비해 누리과정 교사용 지도서가 높았다. 다문화교육 내용들과 연결성이 높은 생활주제는 유치원 교육활동 지도서의 3, 4, 5세는 모두 '나와 가족'으로 '정체성 형성' 내용을 중심으로 연결망을 형성하고 있었으며, 누리과정 교사용 지도서의 3세는 '동식물과 자연', 4, 5세는 '유치원과 친구', '나와 가족'이 '상호작용 및 협동' 내용을 중심으로 연결망을 형성하고 있었다. 둘째, 다문화교육 내용의 하위요소 간 연결 중심성 값이 높은 내용은 유치원 교육활동 지도서의 '문화에 관심 갖기', '유사점과 차이점 알기' 순이었으며, 누리과정 교사용 지도서는 '문화에 관심 갖기', '공동체 의식 함양하기'의 순으로 나타났다. 하위 영역간의 관계를 파악할 수 있는 매개 중심성 값이 높은 내용은 유치원 교육활동 지도서의 '다양성 이해하기', 누리과정 교사용 지도서의 '공동체 의식 함양하기'와 '상호작용 및 협력'으로 나타났다. 결론적으로 교육과정 변화에 따른 유아다문화교육은 '정체성'에서 '상호작용 및 협력'으로 변화되었으며 이는 현재 누리과정에서 다문화교육 내용이 세계시민으로서의 국제적 소양과 역량을 강조하는 방향으로 가고 있음을 알 수 있었다. 이러한 결과를 중심으로 앞으로 유아다문화교육의 방향성에 대해 논의하였다.

• 가족자원경영과 정책
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• 제16권1호
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• pp.21-39
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• 2012

The purpose of this study is to propose the direction of environmental education for early childhood children based on the environment-friendly life style and to improve the possibility of application of it at home and kindergarten. This study reviewed reflectively the early studies on the concepts of ecocentrism, the emerging process of it, the importance of environmental education for early childhood children based on the ecocentrism, and the practice of these kinds of education at home and kindergarten. The main concepts connected to the environment-friendly life style based on ecocentrism, that is, 'preservation of nature', 'interdepentence', 'wholeness', 'equilibrium' are the foundations of environmental education for early childhood children. When these kinds of concepts are considered, the aims of environmental education for early childhood children should be focused on the life style that attaches great importance to the symbiosis of human being and nature. The educational contents and methods in harmony with ecocentrism are as follows: The educational methods should be connected to the education based on ordinariness, the learning through adults' model, the family-community-centered activities, and ways of thinking of the unity of knowledge and conduct. And educational contents should include all of the life styles in clothes, food, and shelter. And the educational methods also should be connected to the education through joint working of children and teacher, play-centered education, activities considering ages and individual variations, and education connected home. And educational contents should include many different kinds of activities of experiencing nature outside home and kindergarten.

• 아동학회지
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• 제28권3호
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• pp.163-173
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• 2007

This study analyzed ecological elements of 140 nursery rhymes, stories, and plays in the $6^{th}$ edition of the Guide for Educational Activities and Materials for Kindergarten. The results show that 24 works(17.1%) have ecological elements. Content analysis of ecological elements in these works show works that deal with the side effects of environmental development(3 nursery stories), the cult of nature(1 nursery rhyme), recognition of the eco-cycle(2 nursery rhymes, 4 stories, 2 plays), dignity of life and recovery of human nature(12 nursery stories). On the basis of the results, children's literature containing ecological elements were suggested.