• 한국보육학회지
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• 제18권4호
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• pp.227-245
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• 2018

본 연구는 자연재해의 발생이 급증하는 현상을 반영하여 자연재해 안전교육의 중요성을 강조하고자 교육 활동을 구성하였으며, 유아의 안전문제해결사고와 환경 친화적 태도를 향상 시키는데 목적이 있다. 행정안전부와 충청북도 교육청에서 다루고 있는 자연재해 종류를 참고하여 지진, 황사, 폭염, 홍수, 태풍, 낙뢰, 화재, 폭설, 지구온난화를 교육내용으로 포함시켜 자연재해 안전교육 활동을 20회기로 계획하였다. 연구대상은 충청북도 C시에 위치한 K병설 유치원 만 4세 유아 20명을 실험집단으로, N병설 유치원 만 4세 유아 20명을 통제집단으로 선정하였다. 실험집단의 경우 본 연구 활동을 진행하였고 통제집단의 경우 누리과정 생활주제에 기초한 일상적인 활동을 실시하였다. 연구결과 자연재해 안전교육을 실시한 실험집단 유아들이 통제집단 유아들보다 안전문제해결사고와 환경 친화적 태도가 향상되었다. 이를 통해 본 연구에서 이루어진 자연재해 안전교육이 유아의 안전문제해결사고와 환경 친화적 태도 향상에 효과를 줄 수 있는 교육활동으로 밝혀졌다. 따라서 본 연구는 실제로 유아교육현장에서 자연재해 안전교육을 실시하고자 하는 현장 교사들에게 구체적인 정보를 제공할 수 있을 것으로 기대된다.

• 인간식물환경학회지
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• 제23권2호
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• pp.211-220
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• 2020

The purpose of this study was to analyze the frequency and contents of horticultural activities in 696 individual activities listed in 11 teacher's guidebooks of Nuri Curriculum for 5-year-olds, and to find out the perceptions of horticultural activities in the formal curriculum. The target horticultural activities that were selected were those using natural objects like potted plants, water, wind, soil, stones, etc. as the topic or subject of activities, and those with different topics but are mentioning plants or natural objects as an example at least twice. The 150 selected horticultural activities were classified by life-based theme, activity type, activity domain, and medium. As a result of examining horticultural activities by life-based theme, there were 150 horticultural activities (21.55%): 40 in Spring, Summer, Autumn and Winter (5.75%), 34 in Animals, Plants, and Nature (4.89%), 22 in Environment and Life (3.16%), 19 in Our Country (2.73%), and nine in Our Neighborhood (1.29%), nine in Various Countries of the World (1.29%), four in Health and Safety (0.57%), four in Living tools (0.57%), four in Transportation (0.57%), three in Kindergarten and Friends (0.43%), two in Me and My Family (0.29%; χ²=130.427, p < .001). As a result of examining horticultural activities by activity type, there were 61 free choice activities (40.67%), 80 large and small group activities (53.33%), and nine outdoor play activities (6.00%), indicating that outdoor play was the fewest activity type (χ²=54.040, p < .001). The results of analyzing horticultural activities by activity domain showed that there were 25 in conversation (16.67%), 19 in science (12.50%), 14 in art (9.33%), 14 in cooking (9.33%), 10 in fairy tales (6.00%), nine in music (6.00%), eight in language (5.33%), eight in number operation (5.33%), eight in others (5.33%), six in children's plays (4.0%), six in games (4.0%), four in body and movement (2.67%), three in stacking (2.00%), three in roles (2.00%), three in rhythm (2.00%), two in children's poems (1.33%), two in field experience (1.33%) and one in outside play (0.67%; χ²=87.600, p < .001). As a result of examining the mediums used in the horticultural activities, 46 activities (30.67%) directly used plants as the mediums, 11 activities (7.33%) used soil such as stones, gravel, and earth as the mediums instead of plants, four activities (2.67%) used dry plants such as branches and dry leaves as the mediums, and 89 activities (59.33%) used videos, photos of plants, and pictures of plants as the mediums (χ²=121.307, p < .001).

• 한국보육학회지
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• 제17권4호
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• pp.187-208
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• 2017

본 연구는 인천광역시에 소재한 유치원과 어린이집에 근무 중인 유아교사 60명을 대상으로 Novak과 Gowin(1984)이 고안한 개념도를 사용하여 유아교사가 지닌 유아역사교육에 대한 내용지식 및 그 지식수준을 알아보기 위해 수행되었다. 구체적으로, 연구자는 유아교사와의 소그룹 면담을 실시하여 유아역사교육에 대한 개념도를 작성하도록 요청하고 이를 분석하였다. 이를 통해 도출된 결과는 다음과 같다. 첫째, 유아교사들에 의해 사용되어진 유아역사교육의 상위개념의 범주는 11개로 확인되었으며, 그 가운데, 교사들이 가장 많이 사용한 상위개념은 '생활양식', 그 뒤를 이어 '문화/예술', 위인'의 순서로 조사되었다. 둘째, 특정 상위개념에 포함된 종속개념 수의 평균을 알아본 결과, '생활양식'이 가장 많은 종속개념을 가지고 있으며, 그 다음으로 문화/예술, 활동방법의 순으로 나타났다. 이러한 결과는 유아교사가 알고 있는 유아역사교육 내용 가운데 '생활양식'에 대한 지식의 폭이 가장 넓다는 것을 의미하며, 교수-학습 방법의 지식 폭도 상대적으로 넓은 것으로 확인된다. 하지만 위인의 경우는 상위개념에서 빈번하게 확인되었으나 종속개념에서는 그렇지 않아, 그 지식의 폭이 좁은 것으로 확인된다. 학자들은 교사의 교과내용에 대한 관심과 지식이 높을수록 다양한 교수 방법을 활용하여 확장, 분화하여 가르칠 수 있다고 설명한다. 따라서 유아역사교육에 대해서도 교사의 지식이 깊고 체계화되어야 하며 이를 위한 교사 재교육 등의 노력이 필요하다 하겠다.

• International Journal of Computer Science & Network Security
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• 제22권1호
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• pp.331-339
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• 2022

The global process of transition from industrial to information society, as well as socio-economic changes taking place in Ukraine, require significant changes in many areas of state activity. It is especially connected with the reforms in the sphere of education. Today, national programs provide for the development of education on the basis of new progressive concepts, the introduction of the educational process of new pedagogical technologies and scientific achievements, the creation of a new system of information education, entrance of Ukaine into the transcontinental computer information system. Information technologies are qualitatively changing the key resources of development: this is no longer a space with fixed production, but primarily mobile finance and intelligence. They have a direct impact on the formation of personal growth, professional content and self-organization, emotional and psychological maturity and consciousness, and so on. One of the main factors in ensuring the stability and social education of the country's citizens is the culture of security, the formation and development of which is an urgent problem today. Comprehensive and systematic development of security culture will significantly increase the readiness of the population, the level of environmental, labor and patriotic education, reduce human losses, material damage from emergencies. Ecological education can be carried out more successfully only gradually and in accordance with the socio-psychological periods of one's development: kindergarten - school - college - university. The creation of such a system of environmental education should be enshrined as the basis of state environmental policy as a constitutional norm with the usage of information technology. Graduates of universities, who are the future of our country, after mastering the skills of basic environmental education must have a high level of environmental culture, which is, in turn, part of general human culture, and investigate environmental issues from the standpoint of their profession. It is known that with the help of environmental education the collective intelligence of society is formed, which can predict human activities and processes occurring in nature, and in some way to help with the elimination of crises. It is through environmental education that another system of human values is being formed, which places great emphasis on intangible wealth and solidarity, and great responsibility of humanity for the ecological state of the native country; provides a higher standard of living as a result of sustainable development, through the introduction of information technology in this system. To improve the quality of life, we need better knowledge, which must be implemented through information technology at the international level.

• 가정과삶의질연구
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• 제24권1호
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• pp.237-251
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• 2006

The present study was to investigate the teacher's and the mother's beliefs about literacy acquisition and to analyse differences between them The subjects for this study were 134 teachers and 174 mothers of the kindergarten and daycare centers. The 25-item questionnaire constructed by Westwood, Knight and Redden(1997) was used in this study with a slight modification. Collected data were analyzed by one-way ANOVA to verify the differences of the teacher's beliefs according to an academic background and a career, and mother's according to an academic background and an occupation, and compared by t-test to verify the differences of the teacher's and mother's beliefs. The major findings were the most teachers and mothers showed balanced approach: more skill-based about reading than writing. The university graduated teachers took more meaning-based, child-centered approach than finisher of caregiver training center. According to career, more the experienced kept more skilled-based approach. In case of the mother, the university and graduated school graduates took more meaning-based, child-centered approach than finisher of college and High school. According to occupation, more the professional kept more meaning-based approach. Finally there were no meaningful difference in an income and mothers' age. And teachers took more meaning-based, child-centered approach than mothers. Especially about writing, teachers kept much more meaning-based approach than mothers.

• East Asian mathematical journal
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• 제31권4호
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• pp.505-525
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• 2015

The purpose of this study is to analyze teaching method of addition and subtraction of whole number in Korea and New Zealand lower grade textbook and to get some suggestive points to develop mathematics curriculum and for a qualitative improvement of textbook. To do this, we will analyze focusing on teaching material, type and method of teaching, cases of real teaching and in the case of New Zealand, we will analyze portfolios together to see what kind of things do they deal with related to addition and subtraction. From these analyzing, the results are as follows: First, the guideline of accomplishment of group of year are stated in 2009 revised curriculum in Korea but it is rough. On the other hand, the level of accomplishment from kindergarten to high school are stated divided by eight kinds of thing in New Zealand curriculum. Second, there were common and different points in the aspect of teaching material. The common points are that both of our Korea and New Zealand are using materials related to real life intimately and the diifferent points are to use technology such as calculator and computer. They are more widely used in New Zealand than our Korea. Third, Korea had used routine method mainly but New Zealand had used method to develop creativity of learner such as to write problem corresponding to expression, posing problem corresponding to information, to complete table and find pattern and to write word problem to explain pattern and so on. Fourth, we could see special calculation strategies in the case of teaching addition and subtraction such as concept of double, compensation, various strategy based on counting of number, addition of the same number, magic square, near-double which are not finding in our mathematics textbook. Fifth, in the New Zealand textbook they had used teaching methods inducing curiosity of learner such as finding message and puzzle problem than solving given problem simply.

• 가정과삶의질연구
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• 제34권4호
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• pp.37-49
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• 2016

The purpose of this study was to examine the mediating effect of inner resilience and external resilience on the relationship between the job stress of early childhood education teachers and their teaching flow. Data were collected through questionnaires from 221 early childhood Korean teachers in the InCheon area. The instruments used in this study were the Kindergarten Teachers' Job Stress Scale, Early Childhood Teachers' Resilience Scale, and Teaching Flow Scale. The data were analyzed by Pearson's correlation analysis, multiple regression analysis, and Baron and Kenny's method. It was adapted to SPSS ver. 18.0 for Windows. This study followed a mediated effect model. First, there was a negative correlation between the job stress and teaching flow. There was a positive correlation between the teaching flow and the resilience. Secondly, there was a negative correlation with job stress and teaching flow in path model 1. In path model 2, there was a positive correlation with resilience and teaching flow. Teaching flow was statistically and significantly influenced by resilience. Thirdly, there was the mediating effect of inner resilience and external resilience on the relationship between the job stress of early childhood education teachers and their teaching flow. These results can be used as the basic data for the improvement of early childhood education teachers' teaching flow in the future.

• 한국치위생학회지
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• 제10권3호
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• pp.449-457
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• 2010

Objectives : This study was performed to investigate the recognition of the educators in preschool education institutions on children's oral health promotion. Methods : The subjects of this study included 918 preschool teachers who have been performing an oral health education program for children at preschool centers in Seoul. For this study, the survey was conducted from September 2008 to November 2008 through a questionnaire. Results : It has been found that 58.5% of the given preschool institutions have implemented an oral health promotion program and 99.1% of the respondents recognized the importance of the oral health. 53.9% of the respondents used sweets as a reward for good deeds. Regarding the behaviors of oral health promotion, the daily tooth-brushing and the implementation of a regular oral check-up accounted for 69.0% and 59.5% respectively. The subjects recognized that they have responsibility for the tooth-brushing instruction(91.6%) and provision of an oral inspection(78.3%). It has been also found that the case of performing the oral health program with older age and higher work experiences was significantly high(p<0.05). Conclusions : The recognition and performance of kindergarten teachers on children's oral health affects daily life and healthful living habits of children. Therefore oral health education program for the teachers has to be developed.

• 한국콘텐츠학회논문지
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• 제16권4호
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• pp.387-398
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• 2016

본 연구는 보육교사가 인지하는 장애아동의 인권인식과 사회통합에 대한 의식을 살펴보기 위하여 G시와 N지역내 어린이집 보육교사 209명을 대상으로 실시하였다. 수집된 자료는 SPSS Ver 14.0을 사용하여 각 변인별 기술통계, 상관관계, 회귀분석을 실시하였다. 연구결과, 보육교사의 장애아동 인권에 대한 인식 중에서 생존권, 보호권, 참여권, 발달권은 사회통합에 직접적으로 영향을 미치는 것으로 나타났고, 인권인식에 영향을 받은 사회적 지지 중 정보적 지지와 물질적 지지는 사회통합에 직접 및 간접적으로 영향을 미치는 것으로 나타났다. 따라서 보육교사의 인권에 대한 인식이 사회통합에 중요한 요인을 작용함에 따라 인권인식을 위한 체계적인 인권 교육을 실시하고, 다양한 사회적 지지체계 확보의 필요성을 인지함으로써 유아의 인권을 존중하는 사회적 분위기 조성 및 실생활에서 인권을 실천함으로써 보육교사가 아동 인권의 주체자로 성장할 수 있도록 해야 할 것이다.

• 한국지역지리학회지
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• 제17권4호
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• pp.381-394
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• 2011

한국내 외국인 인구가 약 126만 명으로 현재 우리사회는 다인종 다문화사회로 급속하게 변화하고 있다. 유, 초, 중, 고에 취학하고 있는 다문화 가정 학생수도 약 3만6천명 (2010년 기준)이 넘고 있어 앞으로 다문화가정의 학생이 더욱 증가할 것으로 예상할 수 있는데 실제로 국제결혼과 이민자들의 가장 큰 고민거리중의 하나는 자녀들에 대한 편견과 차별에 대한 우려이다. 연구의 결과는 다문화 가정 학생들이 피부색, 언어의 발음, 학교생활에 부적응 등으로 집단 따돌림을 당하고 있는 실정에 있다. 다문화교육 대상학년은 사실상 초등학교 l 학년부터 지도되어야 하고 다문화 가정 학생과 일반학생이 통합 교육으로 지도해야하고, 다문화 교육 주요자료는 영상자료, 사진자료를 사용하는 것이 좋을 것으로 밝혀졌다. 안내 자료는 책자나 CD자료가 적합하다고 하였고 지도 시기는 교과와 관련하여 지도하는 것이 바람직하다고 하였다.