어린 아동들의 호기심과 놀이또래의 영향

김판희 한국교육학회 1985 敎育學硏究 Vol.23 No.2

본고는 아동들의 호기심의 여러 측면을 검토하고, 특히 놀이 또래들이 아동들의 호기심 행동에 마치는 영향에 관하여 고찰하여 또래들과의 상호작용을 통하여 호기심이 낮은 아동들의 호기심 수준을 높힐 수 있는 한 방략을 모색해 보는데 목적이 있다. 호기심이란 새로운 것이나 이상한 것들에 대해 알고자 하는 소망(desire)이며 이런 내적 동기적 상태에 의해 나타나는 행동은 탐구행동이다. 호기심 높은 아동들은 1) 주위에 있는 새롭고, 이상하거나, 모순되는 요소들에 주의를 기울이고, 가까이 접근하며, 만져보거나, 질문하는 등의 정보를 얻기 위한 행동을 하며, 2) 그런 행동에 지속성을 보인다. White의 숙달동기 이론에서 호기심은 아동의 환경을 숙달하고자 하는 욕구(needs)가 성취될 수 있는 중요한 길의 하나로 여겨지며, 동물가운데 인간이 새로운 환경에 가장 잘 적응할 수 있는 것은 그것을 탐구하고 새로운 정보를 얻으려는 강한 경향에 의한 것이라고 생물학적-생태학자들은 주장한다. Piaget 이론에 의하면 아동의 탐구 행동은 인지발달의 가장 중요한 도구이며, 새로운 인지체계의 형성을 일으키는 지적체계의 불균형 상태 (disequilibrium) 그 자체가 호기심이다. 많은 유아교육 프로그램들은 호기심을 아동의 지적 성장의 주요 내적 동기로 가정하며 호기심을 촉진시키는 것을 중요한 목표로 삼고 있다. 한편, 호기심은 크게 두 가지 이론적 주류에 의해 연구되어 왔다. 그 중 하나는 호기심을 상황이나 시간적 차이에 따라 크게 변화하지 않는 한 개인의 행동적 특성으로 보는 trait 이론으로 주로 호기심의 개인차에 주관심을 갖고 있으며, 다른 하나는 한 개인의 호기심은 주위 환경조건에 의해 영향을 받는다는 state 이론으로서 호기심의 차에 영향을 주는 자극들의 특성에 관해 연구를 주로 하였다. 환경은 다시 물질적인 것과 사회적인 것으로 나누어질 수 있는데 사회적 환경은 아동들이 주로 접하게 되는 부모, 교사와 놀이또래들에 의해 이루어진다. 아동의 호기심에 영향을 주는 교사나 부모들이 새롭거나 이상한 것들을 아동에게 처음 제시할 때 아동들의 주의를 그것에 집중시키거나 만져보도록 지시하거나, 또한 어른들 자신이 그런 자극들에 대해 호기심을 보임으로써 아동들의 호기심을 높힐 수 있음을 보고하고 있다. 놀이또래가 아동의 호기심에 미치는 영향에 관한 연구는 극소수인데

유아기 창의성에 관한 연구의 최근동향

김판희 한국아동교육학회 2001 아동교육 Vol.10 No.2

다중지능이론에 기초한 미술프로그램의 유아 미술능력에 대한 효과

김판희,박춘희 미래유아교육학회 2003 미래유아교육학회지 Vol.10 No.1

본 연구는 시각적, 공간적 지각 능력이 부족하여 미술활동에 흥미를 느끼지 못하는 유아들에게 그들 나름대로 갖고 있는 다양한 강점을 활용할 수 있는 미술활동 기회를 제공함으로써 미술표현ㆍ감상능력을 증진시킬 수 있는지를 밝히고자 하였다. 또한 유아 개인이 갖고 있는 공간지능 수준에 따라 그 효과가 어떻게 다르게 나타나는지 알아보았다. 이를 위하여 Gardner의 다중지능이론에 기초한 유아미술프로그램은 5세 유치원아 30명에게 8주 간 실시하고, 전통적 미술수업을 한 아동들과 미술능력의 변화를 비교하였다. 그 결과 다중지능이론에 기초한 유아미술프로그램은 전통적 유아미술프로그램보다 유아의 미술표현ㆍ감상능력 증진에 보다 효과적이었으며, 이러한 효과는 공간지능 수준이 낮은 유아들이 높은 유아들보다 더욱 효과적인 것으로 나타났다. The purposes of this study were to examine the effects of an art program for young children based on the Gardner’s Multiple Intelligences theory on children’s abilities in art expression and art appreciation. The hypotheses were that utilizing other intelligences in teaching art would be beneficial in improving children’s artistic abilities, and especially for children who were weak in spatial intelligence. The program of this study based on the principles of MI theory was composed of three elements; perception, production and reflection. The activities in each element were designed to have children use their several intelligences. The program was implemented in the experimental group of 30 kindergarteners of age 5 years old in a large city in Korea. 32 sessions of the program were carried out over 8 weeks. Another comparative group participated in traditional art lessons for the same period. Both the experimental group and the comparative group were tested on art abilities right before and after the experiments. The difference scores between pretest and post-test were used as measures of improvement of the artistic abilities. The instruments for the artistic abilities were modified from Schiiiiiiacher(1993), Bames(1987) and Krechevsky(1998). Shearer’s Multiple Intelligences Development Assessment scale adjusted by Taehee Jung(1998) to the Korean children was used for spatial intelligence. Two way ANOVA of group(2) X spatial intelligence level(3) was performed to test the effectiveness of the program. The results of the analyses showed that the art program for young children based on the Multiple Intelligences Theory was more effective than the traditional art program in improving young children’s art expression and art appreciation. And the positive effects was greater for children who were low than children high or middle in their spatial abilities.

유아의 정보처리유형에 따른 프로젝트접근법의 효과 : 과학교수 효능감을 중심으로

김판희,이미연 미래유아교육학회 2004 미래유아교육학회지 Vol.11 No.2

본 연구는 유아의 프로젝트 활동이 유아의 자기효능감과 학습흥미에 어떠한 효과가 있는지, 그 효과는 유아의 정보처리유형에 따라 차이가 있는지를 알아보고자 하였다. 7주간에 걸쳐 프로젝트접근법에 따라 프로젝트 활동을 한 집단(n=20)과 교사중심의 단원중심 수업을 한 집단(n=20)을 비교한 결과, 사회적 자기효능감, 학업적 자기효능감 및 학습흥미에서 프로젝트 집단이 단원중심 집단보다 높은 증진을 보였다. 이 프로젝트의 효과는 유아의 정보처리유형에 따라 차이가 있었는데, 동시적 정보처리유형의 유아에게서는 모든 요인에서 프로젝트가 단원중심보다 효과적인 반면, 계열적 정보처리유형의 유아에게서는 프로젝트와 단원중심 사이에 차이가 약하거나 대부분 유의하지 않았다. This research was designed to investigate the effects of the project approach on young children’s social and academic self-efficacy as well as the level of learning interest, and also to find out whether there were any differences in these effects in relation to the children’s information processing type. K-ABC intelligence tests were conducted on 186 children of age from 4 to 5 in “D” Kindergarten in Daegu City in Korea in order to separate the children into two different groups according to their information processing type. Then from the two groups, 20 subjects of the sequential processing type and another 20 subjects of the simultaneous processing type were chosen by random sampling. Each of these two groups was then randomly divided into another two groups, each of which consisted of 10 subjects-one group for a project approach and the other for a unit approach. The project approach groups engaged for seven weeks in activities based on Helm and Katz’s(2001) project approach for young children. During the same period, children of the other groups engaged in unit-based activities of regular classes for the purposes of comparison. In order to assess the effects of the project approach, self-efficacy tests and an academic interest test were administered immediately before and after the experiments. The self-efficacy test consisted of a social efficacy test and an academic efficacy test. These efficacy tests were constructed based on questionnaire by Hee-Jug Woo(1993), Harter and Pike(1984), Ah-Young Kim & In-Young Park(2001), and Jinks & Margan(1999). The academic interest test was based on the concept of interest suggested by Pintrich and Schunk(2002). For the data analyses, MANCOVA was applied with the IQ scores as the co-variants with a = .05. The results of the analyses were as follows : 1. The project approach was more effective than the unit approach in increasing young children’s social and academic self-efficacy as well as their academic interest level. 2. There were significant interaction effects between the teaching approach and the information processing type. The simple effect analyses of the interaction showed that children of the simultaneous processing type showed a greater increase in the project approach than in the unit approach in all sub-factors of social self-efficacy(interpersonal relations efficacy, prosocial behavior) and academic self-efficacy(confidence, perceived self-confidence, and task difficulty preference), as well as academic interest level(concern for learning, a better learning attitude, and an increased learning persistence). However, children of the sequential processing type showed a greater increase only in social self-efficacy and in perceived self-competence(a sub-factor of academic self-efficacy) in the project approach than in the unit approach. These children didn’t show a difference between the two approaches in any of the other sub-factors. In conclusion, the project approach appeared to be more effective than the unit approach in increasing the self efficacy as well as academic interest, mainly for children of the simultaneous information processing type.

美國 幼兒敎育의 現況과 프로그램의 最近 動向

金判熙 한국교육학회 대구·경북지회 1987 교육학논총 Vol.6 No.-

유치원 입학시 5세 유아들의 문자와 수 지식 수준에 대한 조사연구

김판희 啓明大學校 행동과학연구소 1995 啓明行動科學 Vol.8 No.1

This study investigated the level of early literacy and number skills of the 5-years-old kindergarteners at the time of entering to kindergartens. Also it examined the relations between the mastery levels and the educational experiences which the subjects had at the age of four at home or at an institution. The subjects were 200 children randomly selected from 5-year-old classrooms in 20kindergartens in a large city of Korea. The reading test was consisted of 6 elements (letter recognition, letter discrimination, one-syllable word reading, two and three syllable word reading, simple sentense reading), and the number skill test was consisted of 6 elements (cardinal numbers, ordinal numbers, counting, ordering, adding, substracting). A questionnaire was developed to find out the time and the methods which parents had taught their children reading and number skills at home. The findings of the study were as follows: 1) 80-90% of kindergarteners showed mastery levels in most of letter perception skills and reading words and basic number skills. Children showed considerable, although lower, level of mastery in the advanced skills such as sentence reading and substraction. 2) There were differences in the relatively higher area (sentence reading, substraction) between two age groups (divided by median age of the subject 67months). 3) Whether children attended a kindergartem program for 4-year-olds made significant difffemces 떠.1 the area of reading and number skill except letter recognition, letter diffferentiation, and the cardinal number knowledges, in which more than 90% of children showed mastery level. 4) But, the educational experiences in an academic preparation institution, where children were known to learn the letter knowledge and number skill through simple repetitive drills and memorization, did not show any significant differences in 머.1 the area of the letter and the number skills. 5) More than 50% of parents of the subjects reported that they started home lessions for their children in the reading and number skills more than one year before the children registered the 5-year-olds kindergarten program. And whether parent purposefully had taught their children at home made differences in the mastery level of children’'s skill and knowledge in the advanced area of reading and number skills. 6) Parents were divided equally between informal methods and formal methods they reported as ways of teaching their children. The reporeted parents' approaches did not make any differences in the children’'s mastery levels of the concerned skills. The findings indicated that young children started to master basic reading and number skills from very young ages, and the educational experieces improve children’'s learning more effectively by active uses and attending in the meaningful context of daily activities of children. Also the findigns indicated the need for proper curriculums for letter and number learning in the kindergarten classrooms with considerations of children' s entering level of the knowledge and skills. However this did not mean the adoption of formal teaching approach of the first grade lessons currently practiced in the elementary school. For better diagnosis of kindergarteners’levels of skills in reading and numbers, there is a need to use another test with more items and higher levels such as reading comprehension, complex number concepts.

유치원 아동들의 규율 해석과 규율 따르기와의 관계

김판희 啓明大學校 행동과학연구소 1994 啓明行動科學 Vol.7 No.1

The purpose of the present study is to investigate young children’'s interpretation of classroom rules in kindergarten in comparison with teacher’'s interpretation. Also the relations between the level of the interpreation and the actual conformity level in the classroom rated by children’'s own teachers were examined. The subjects of this study are 160 kindergarteners, with ages between 58 months and 70 months, from 6 kindergartens in a large city in the southern part of Korea. Three of the six kindergartens were the traditional regular 、kindergarten program which are oriented free play in group, social setting and the other three were more or less individual activity oriented programs. A Request for Compliance Picture Story Task was developed and validated by the investigator beforehand, through analyzing kindergarten teachers responses to the tasks. The Task consists of four hypothetical situations in which a teacher request a child to conform (e.g., “It’s cleanup time. Let’s bring the blocks back to the shelves"). Each story has five alternate child behavior pictures, presumably occured in response to the stated request. One of the child picture behaviors clearly conforms to the request and one clearly does not conform, and the remaining three pictures are ambiguous in the degree to which they conform to the request. The five picture behaviors were ordered in the degree of compliance perceived by kindergarten teachers. Each subject was asked to indicate whether each child behavior was acceptable in relation to the request. The number of acceptable responses was regarded as the index of the interpretaion of the request by children and teachers. The results showed that children and teachers both responded differentially to each behavior in regards to degree of the conformity. Both groups accurately identified the clearly conforming behavior and the clearly unconforming behavior. To the ambiguous pictures, they indicated as intermidiate in the degree they conform to the requests. However, children were less likely to judge the ambuguous behaviors as acceptable than were teachers. That is, children were restrictive in their interpretation and application of the rule to the new, especially ambuguous situation. There was no significant differences between boys and girls and between 4-year-olds and 5-year-olds in such a pattern of the rule interpretation. There was a marginally significant difference between children from two programs. There was no significant overall reltionship between children’is rule interpretation and teachers rating of the children’s rule conformity in the classroom. Teachers from the two programs rated the girls and boys in conformity of the rule in their classroom, indicating in one program they rated girls higher than boys while in the other program there was no difference between girls and boys. The study concluded that children applied the rule to judge the appropriate behavior, that is, they processed social information in rule compliance situation in accordance with information processing theory. However, children were more cautious, compared to the teachers, in interpreting the rules restricting the responses to the clearly conforming behaviors. This had some implications how to impose and deliever rules in the kindergarten classrooms.

유아들의 프로젝트 수행에 있어서 교사의 역할

김판희 한국아동교육학회 2000 아동교육 Vol.9 No.1

유아 문제해결 과정에서의 Scaffolder 역할에 대한 연구

김판희,김덕건 한국유아교육학회 1996 유아교육연구 Vol.16 No.1

본 연구는 4∼5세 유아들의 문제해결과정에 제공되는 성인의 보조유형을 조사하여, 유아의 과제수행 수준, 성인(교사, 어머니)의 연령, 경력에 따라 유형의 차이가 있는지 알아보았다. 130쌍의 어머니와 유아, 198쌍의 교사와 유아가 탱그램 퍼즐 과제수행시 보이는 행동을 과제완성-과제지향-방향유지의 유형으로 분류하였다. 그 결과, 4∼5세와의 활동에서 성인들은 이들 3가지 유형에 골고루 분포를 보였는데, 어머니는 교사에 비해 과제완성 유형이 높은 반면, 방향유지에 낮게 나타났다. 이것은 성인의 연령, 경력에 따른 차이는 없었으나, 유아의 과제수행 수준이 높은 경우에 방향유지가 높게, 낮은 경우는 과제완성이 높게 나타났다. The purpose of this study was to examine patterns of assistance employed by adults with 4-5 year old children doing problem solving tasks. The subjects were 130 pairs of mothers and their children and 198 pairs of teachers and children who were registered in the kindergartens of a large city in Korea. The tasks were to put together 10 Tangram puzzles. The adults were instructed to get their children to solve the problems. They were told to interact if they wished. Their verbal interactions during the task were recorded and classified later into three categories of scaffolding. The categories were 1) direction maintenance, 2) task orientation, and 3) task completion. These patterns were them statistically analyzed in relation to the children's level of ability for the task as perceived by the adults, and the adults' role(mother vs teacher), ages and educational levels. The results indicate that patterns of scaffolding were different between mothers and teachers: mother's being inclined to task completion and teachers' being comparatively more inclined toward direction maintenance. There were no differences in the patterns of interaction as a function of the adults' ages and educational experiences. However, both mothers and teachers demonstrated direction maintenance more and task completion less with older children than with younger. Also, both mothers and teachers were more likely to show task completion patterns when they perceived the children's performance levels. Findings suggest that adults are likely to adjust their assistance behaviors to children's ability to solve problems independently, which confirms Vygotsky's theory of cognitive developmental processes.

프로젝트수행방법과 연령에 따른 유아의 프로젝트 효과

김판희(Kim Panhee),임상도(Im Sang Do) 한국열린유아교육학회 2001 열린유아교육연구 Vol.6 No.1

본 연구는 유치원에서의 프로젝트 활동이 4-5세 유아들의 창의성, 인지력 및 사회적 능력에 미치는 효과를 프로젝트수행방법과 연령에 따라 어떻게 다른가 조사하였다. 프로젝트수행방법은 다상징적 표상 접근과 주제망 접근으로 구분하고. 4세와 5세 연령별 10명 집단이 6주간 프로젝트를 하였다. 각 종속변인의 사전-사후검사의 차이를 효과점수로 하여 변량분석 한 결과, 프로젝트 활동은 유아들의 창의성과 인지능력, 사회적 능력향상에 긍정적인 효과를 보였다. 두 방법간에 인지능력에 대한 효과의 차이가 없었으나, 창의성에는 다상징적 표상이 주제망 접근에 비해 보다 효과적이었으며, 사회적 능력에는 주제망 접근이 효과적인 것으로 나타났다. 한편, 4세는 두 접근간에 효과의 차이를 보이지 않는 반면. 5세의 경우 창의성에는 다상징적 표상이. 인지능력에는 주제망 접근이 보다 효과적인 경향을 보였다. The purpose of this study is to investigate effects of projects by 4-5 yeats old kinder-garteners on their creativity, cognitive ability and social ability. The differential effects of methods of projects and ages of children were also examined. For the experimental sessions, four groups of 10 same age children participated in projects with the theme of "cow" over 6 weeks. The projects were proceeded according to the guidelines of the Project approach or the Reggio Emilia approach. Two control groups had participated only in pre-test and post-test of dependent variables. The research hypotheses on the differences were tested on the difference scores of the pretest and the post-test. The results showed that there were positive effects of projects in the kindergarten education on creativity, cognitive ability, and social ability scores. However, it seemed Reggio approach was more effective than the Project approach in improving creativity score, and Project approach was effective for social ability of 4-5 years olds. There was no differece between two approaches in congitive score improvement.