유치원 교육의 효과와 지속성에 관한 연구

권영례(Young Re Kwon) 한국아동학회 1982 아동학회지 Vol.3 No.-

Problems This study was aimed to find out the effects of Kindergarten education on primary school child`s learning achievement and it`s continuance. The specific question to be investigated in this study can he summarized as follows. 1. How did the kindergarten education effect upon primary school child`s learning achievement and behavioral development? 2. How did the differences of learning achievement and behavioral development between groups of children attending kindergarten and not attending kindergarten? Methods 1. Subjects One hundred and twenty children of sixth grade and one hundred primary school`s teachers were employed 1) Sixty of children were experimented groups who had received kindergarten education. Sixty of Children are Control group who had not received Kindergarten education. The subjects were sampled in N primary school in seoul and Y primary school in Taejeon. Sixty of children were boys and sixty of children were girls. 2) Fifty of teachers were sampled in N primary school in Seoul and Fifty of teachers were sampled in Y primary school in Taejeon. 2. Instrument 1) School cumulative record. School cumulative record was referred to find out the differences of school records on learning achievement in morality, National language, social studies, arithmatics, natural science, gymnastics, music, fine arts and behavioral development in industry, responsibility, coorperation, indeperdence, law abiding spirit between experimental group and control group. 2) Questionnaire paper which constructed 10 articles. Questionnaire paper asked to primary school teachers for effects of kindergarten education. Results The results of date analysis can summarized as follows. 1. Kindergarten education, generally, is regarded effective at least for school work achievement but not so effective for morality and physical education. 2. Kindergarten education is not so effective in all school works of primary school in its continuance since its effectiveness begins to fade away from the 4th grade of primary school. But such continuance tends to be outstanding especially in national language, social subjects and arts. 3. The experiences of kindergarten education is not much helpful to behavioral development during primary school. 4. Primary school teachers recognize that kindergarten education contributes to curriculum work and behavioral development for primary school children.

교사의 언어적 상호작용 형태와 유아의 과학적 태도 및 성취와의 관계

권영례(Young Re Kwon) 한국아동학회 1990 아동학회지 Vol.11 No.2

This study investigated the effectiveness of teachers inquiry-discovery verbal interaction which was compared with expository-directive verbal interaction. Two teachers from two different kindergarten groups were trained and observed during conversation and science corner activities. Sixty children were observed during science corner activities and tested with a scientific achievement instrument. Teacher`s inquiry-discovery verbal interaction had a more positive effect on children`s scientific attitudes than teacher`s expository-directive verbal interaction. Teacher`s inquiry-discovery verbal interaction had a more positive effect on children`s scientific achievement than teacher`s expository-directive verbal interaction. Children`s scientific attitudes and children`s scientific achievement had a positive correlation.

방과후 아동지도 교육 환경 평가 척도 개발 연구

서영숙(Suh Young Sook),권영례(Kwon Young Re),박영애(Park Young Yae) 한국열린유아교육학회 1999 열린유아교육연구 Vol.4 No.2

유치원과 초등 1학년 아동의 수학 교육 연계에 관한 연구

김숙자 ( Sook Jah Kim ),권영례 ( Young Re Kwon ),신인선 ( In Sun Shin ),김상미 ( Sang Mee Kim ) 한국수학교육학회 2000 初等 數學敎育 Vol.4 No.1

유치원과 초등 1학년 아동의 수학교육 연계를 위한 현황 분석

김숙자(Kim Sook Jah),권영례(Kwon Young Re),신인선(Shin In Sun),김상미(Kim Sang Mee) 한국열린유아교육학회 1999 열린유아교육연구 Vol.4 No.1

협동학습활동이 유아 기하 학습에 미치는 영향

이경진(Kyung Jin Lee),신옥자(Ok Ja Shin),권영례(Young Re Kwon) 한국아동학회 2011 兒童學會誌 Vol.32 No.2

This study was carried out in order to better understand how cooperative learning effects the geometric understanding of young children. The geometry tasks used in the study included the geometric relationship between two dimensional shapes and three dimensional shapes, coordination, symmetry and transformation visualization and spacial reasoning. The subjects were composed of children aged five years and were taken from two kindergartens in a relatively new city close to Seoul. The experimental group of children the comparative learning in geometry. The comparative group of children were enrolled in a kindergarten that uses an the intergrated curriculum. The results indicated that cooperative learning impacted positively on the children`s understanding of geometry. The specific results are as follows: The scores that the experimental acquired were higher in terms of p <.001 level. than the scores of the comparative group studying the geometric relationships between two dimensional shapes and three dimensional shapes, coordination, symmetry and transformation visualization & spacial reasoning.

An Inquiry into CLD Parent/Family Involvement

Kwon, Young Re,Lee, Myung Sook 미래유아교육학회 2002 미래유아교육학회지 Vol.9 No.1

본 연구는 미국의 펜실바니아주의 한 대학도시에 거주하는 아시안 부모들이 미국학교에서 교육받고있는 자녀들의 교육을 위한 부모개입을 어떻게 인식하고 학교에 대한 어떤 기대를 가지고 있는지를 탐색해 보는데 목적을 두고 있다. 본 연구의 대상은 미국에 살고 잇는 15명의 어머니들로서 11명의 한국어머니들과 4명의 대만 어머니들이며 미국유치원부터 초등학교 3학년까지의 자녀들이 있었다. 연구자가 12문항의 반구조화된 질문을 작성하여 어머니들을 면담하여 내용을 분석하였다. 다음과 같은 결과가 나왔다. 1) CLD 부모들은 언어와 문화장벽 때문에 CLD부모들을 위한 부모개입이 이루었으면 한다. 2) CLD 어린이들 위한 정보제공을 받기 원했다. 3) 부모와 지녀간의언어 문화적 갈등을 겪고 있다. 미국에 있는 교사나 교육자들이 CLD 부모나 그들의 자녀들을 올바르게 이해하여 이들을 위한 부모개입을 제공하는데 이 논문이 활용되기를 바란다.

유치원과 초등학교 저학년 교육환경 평가 척도 개발 예비연구

이영자,권영례,Harms, T . 한국초등교육학회 1998 초등교육연구 Vol.12 No.1

본 연구는 유치원과 초등학교 저학년의 교육환경을 평가하는 평정척도를 개발함으로써 교육의 질적 향상을 위한 준거를 마련하는데 그 목적을 두고 있다. 교육환경을 물리적 환경, 건강/영양/안전, 일과계획과 운영, 상호작용, 교육과정운영, 교직원 개발, 운영관리, 평가의 8개 하위영역으로 나누고 유치원과 초등학교 저학년 각각 172개 문항을 구성한 후 교육환경 평정척도로서 문항의 5점 척도에 의한 전문가의 평가로 항목 내용 타당도를 검토 후 각각 159문항, 162문항의 예비척도를 개발하였다. 교사들의 문항별 중요성 인식 정도 평가로 예비척도에 대한 신뢰도를 검증하였고, 이미 개발된 2개 척도와 비교하여 공인 타당도를 검증하였다. 그 결과 본 유치원·초등학교 환경평정척도는 내용 타당도, 신뢰도, 공인 타당도가 높은 도구임이 입증되었다. The purpose of this study was to develop an educational environment rating scales for kindergarten and lower grade levels of elementary school to provide a criteria for the quality of education. The educational environment scale includes eight sub-areas such as physical environment, health/nutrition/safety, schedule, interaction, curriculum, staff development, administration, evaluation and is composed of 172 items both for kindergarten and elementary school with five point rating scale in terms of importance as an evaluation criteria. The rating scale was administered to 43 early childhood and elementary school education experts and 82 teachers. The methods for data analysis were items means and standard deviations and t-test for content validity, Cronbach's Alphas and intraclass correlations for reliability and correlation's coefficiency with other scales for construct validity. Most items in 8 areas were rated as moderate to highly important(above 3.50). Cronbach's Alphas level were .70 or higher except three areas in kindergarten and each of the sub-areas showed moderate positive correlation's. The construct validity of the scale were r = .65 with the Educational Assessment Instrument of National Evaluation and r = .97 with the Instrument for Measuring Openness of Primary Education for Elementary school. Based on the pilot study, 159 items in kindergarten and 162 items in elementary school were selected for the educational environment rating scale for the following study.