아동의 친구관계에 관한 연구

이윤옥 중앙대학교 1991 硏究論集 Vol.10 No.1

3세~6세 아동의 지각조망, 개념조망, 감정조망에 관한 실험연구

李潤玉 亞成出版社 1985 釜山女子大學 論文集 Vol.7 No.-

According ot piagetian, chilren show progressive changes in the ability to coordinate perspective-taking. Whereas preschool children often donot distinguish between their own and another's viewpoint, most children in the early school age years understand the relative nature of perspectives but still have some difficulty coordinating specific points of view. It is not until 9 or 10 years of age that a consolidated system of perspectives based on logical operations is developed. This study is aimed to determine the level of development and relationship among perceptual, conceptual and affective perspective-taking of preschool children. The hypotheses of this study were; 1. Among the four expermental groups (3age, 4age, 5age, 6age), the perceptual perspective taking ability of the older group would be higher than that of the younger group. 2 . The conceptual perspective taking ability of the older group would be higher than that of the younger group. 3 . The Affective perspective taking ability of the older group would be higher than that of the younger group. 4 . There wouldn’t be sex differences in the perceptual. conceptual, affective perspective taking. 5 . There would be positive correlaationship Among perceptual, conceptual, affective perspective taking. A total of 160 upper-middle-class children initially served as a subject: In order, the mean age for the three age through six age subject were 42.8 ; 53.1 ; 62.9 ; 71.9. Subjects were administered perspective-taking tasks developed by waxler et al (1977) and kurdek & Rod-gon. Of the perspective-taking tasks, three were perceptual task: photo of man' s face, Table Setting, photo cubues, six were conceptual task; Birthdat gifts, chair choice, game preference, taste preference, cat in bush, picture story. Another was the affective perspective-taking task. Those tools were presented with a random order. The expermental design for variance analysisis based of age and sex that rated perspective-taking as a success or a failure and pearson product-moment correlations were calculated among pereptual, conceptual, affective perspective taking responses. The major findings of research were as following. First, children's perceptual perspective-taking responses were increased depending on the agεincreasement and there were main effects of age variable[F(3,156) =6, P<.01)]. Second, Children' s conceptual perspective-taking responses were increased depending on the age increasement and there were main effects of age variable [F3.156) = 13.45, P<.01]. Third, Children’s affective perspective-taking responses were increased depending on the age increasement but the 4 age is higher than the 5 age. Fourth, all perspective-taking responses, there were no significant difference of sex variable. Fifth, all intercorrelations among the three perspective-taking responses were low and nonsignificant with the exception that perceptual and conceptual perspective-taking were positively correlated at the three age (r=.48, P<.01), for age (r=.31, P<.01)..

유아를 위한 통합적 창의성 개념 모형 탐색

이윤옥 서원대학교 교육대학원 2003 교육논총 Vol.7 No.-

The purpose of this research was to build up a comprehensive model of the concept of creativity synthesizing various theories and to investigate the relations among the composing factors of the model. The conceptual model includes an idea of what creative components was and a vision of what it ought to be in preschool curriculum for young children. The confluent creativity was conceptualized as an active process of producing new solutions of problems. Three components of creativity was conceptualized. The cognitive aspects which involved with creativity are ; convergent thinking and behaviors, general knowledge and skills, specific knowledge and skills. The affective aspects which involved with creativity are ; motivation and motives, problem focusing and task commitment, openness and patience with ambiguity. The environmental system is comprised of direct contextual data and macro environment, micro environment, and social environment. Creativity is a dynamic system which cooperates many contrasting and dialectic components in personal and cognitive aspects. The model implies creative test can be used to provide additional information in evaluating creativity of and used as an instrument for identification of children. The model also implies that education which strives for the development of creativity of children should employ holistic approach. The programs to foster creativity developed on the basis of the composing factors will grow as young children increase the experience of creative problem solving.

미국 공립유아원 Head Start 프로그램의 개별화교육방안에 대한 고찰

이윤옥 서원대학교 교육연구소 2000 敎育發展 Vol.19 No.1

This study explores the Individualized Education program(IEP), based on the Head start program's curriculum of the Montgomery public schools(MCPS). The purpose of this study is to provide information on the Instructional philosophy/conceptual Framework about the individualizing in Head Start program in terms of the assumption, performance principle, process, guideline. Individualizing is basic to the philosophy of Head Start. It is an ongoing process that continues throughout a child and family's participation in Head Start. The Individualizing Cycle in Head Start consists of the interrelated four steps; Screening, Evaluation, Planning for Individual Children, Ongoing Assessment. It is designed to further develop the skills of the education staff. It contains the following modules; Learning about each child, Creating essential partnership-families and staff working together, An ongoing continues. The benefits of an individualized approach are easy to get fully involved in activities, actively explore their environments, feel proud when they can do things for themselves, and enjoy playing and learning with others. This study contributes to the teacher to use a variety of strategies to get to know and plan for children, build partnership with families and asses children's progress in Korean early childhood education settings.

이청준 약전(略傳)

이윤옥 본질과 현상사 2008 본질과 현상 Vol.14 No.-

유아의 인성 함양을 위한 협력학습 활동 프로그램의 평가 연구

이윤옥 서원대학교 교육연구소 1998 敎育發展 Vol.17 No.1

The purpose of this study was to examine the effects of the cooperative learning activity (CLA) program for children. This CLA program for children were developed by Lee Yeun-Ok for the purpose of the encouragement the children's positive personality traits. The subjects of the experimental group were 28 children and the subjects of the control group were 24 children. CLA program was carried out as a whole class activity for one mixed age (3, 4, 5 year old) preschool class for 20 weeks as a experimental group. In this study, four hypothesis were proposed as follows. hypothesis 1 : CLA program group will show higher popularity scores than control group. hypothesis 2 : CLA program group will show higher degree of the number of friend than control group. hypothesis 3 : CLA program group will show higher prosocial behavior scores than control group. hypothesis 4 : CLA program group will show higher school adjustment scores than control group. The outcome of this study were as follows : 1) The hypothesis 1 was rejected. 2) The hypotheses 2, 3, 4 were accepted. These outcome of this study suggest that the CLA Program was effective for the developing the children's positive personaliting traits.

협력학습을 통한 인성교육 프로그램 개발

이윤옥,박신용 서원대학교 교육연구소 1998 敎育發展 Vol.1998 No.17

The purpose of this study was to develop the effective personality education program with cooperative learning strategies. This program was based on the socio-moral development theories and was connected with the attempt to combine two traditions of representation study : Piagetian symbolic representation approach and Vygotskian Semiotic mediantion approach. The objectives of this program was the improve the children's personality traitis as follows : altruistic behavior, the ability of emotional-awarness and problem-solving ability. The contents of the program was compose by 4 sub-areas as follows : Responsibility, Interpersonal problem solving skills (friendship skills, cooperation skills, compassion skills, compassion skills,) Self-esteem, Empathy. The effect of the program will be tested empirically.

유아의 또래수용도와 또래집단 가입행동 유형간의 관계성

이윤옥 서원대학교 교육연구소 1995 敎育發展 Vol.1995 No.14

The goals of this research were to identify specific behavioral patterns that lead to successful outcomes and that differentiate popular and unpopular children in a specific situation, that of peer group entry. Popular, rejected, and neglected Kindergarten boys and girls(N=90) were asked to initiate play with a dyad of average peers in a structured laboratory setting. Observations of video records of the entry behaviors were conceptualized and coded as tactics used by children to complete the task of entry. Results were as follows. First, Observations of video records of the entry behaviors revealed that the status groups differed in the frequency of their attempts at peer group entry and the behaviors that they used during entry. The status group means revealed that the popular group was more likely to engage in group-oriented statements than other groups, F(2.51) = 8,098, P<.001, the rejected group engaged in disruptive entry tactics than other groups, F(2.51) = 4,139, P<.05. Second, popular group and neglected group were more likely to receive a neutral peer response than rejected group F(2,51) = 4.30, P<.05. Third, entry acceptance degree to entry attempts revealed that the popular group were more likely to receive high rates than other groups F(2,51)= 3.28, P<.05. Fourth, Positive response was positively related to the frame of reference of the group such as self-feferent statements in the popular and neglected group, while negative response was positively related to the disruptive behavior in the rejected group. The findings reported in this study would provide an important components of children's interpersonal skill program development in order to enhace to initial interactions with peers in children's peer group entry situations.

유아의 사회적 행동 척도 타당화 연구

이윤옥,김병선,김정현 서원대학교 교육대학원 2001 목적과제연구보고서 Vol.1 No.-

The purpose of this study was to validate the Child Behavior Scale(CBS) with a population of Korean children. Subjects were 374 mothers and childrens of five years old(male; 191, female; 183) and their teachers selected from 15 Kindergraten classes in Seoul, Daejon. Choungu, Chung-Buk. The K-CBCL(오경자외 3인, 1996) and the Peer Nominations of Aggressio Sociometric indexes were used as a methodlogical insutrument. Statistics used for data analysis were %, Cramer's V, factor analysis, Pearson's r, and Crobach's α. The major findings were that 35 items of the 63-items scale were found acceptable through the item discriminant method. Six factors (Aggressive with Peers, Asocial with Peers, Excluded by Peers, anxious-fearful behavior, Prosocial with Peers, Hyperactive-Distractible) were extracted by factor analysis. The correlation between the K-CBCL and the Peer Nominations of Aggression, Sociometric indexes were examined to test cirterion- related validity, and the correlations between 3 factors of the CBS was significant (r=.17∼.60 p<.001). Finally, the internal consistency of the CBS appeared to be at an acceptable level (Cronbach's 'α=.68∼.91).

유아의 자아존중감 향상을 위한 교육 프로그램 개발

이윤옥 서원대학교 학생생활연구소 1998 학생생활연구 Vol.16 No.-

The purpose of this study was to develop the early childhood educational program for enhancing Self-esteem. The theoretical and empirical literature on self-concept were reviewed and developed by applicable model of program included the objectives of the program, the contents of the program, teaching method, evaluation. The contents of the program for enhancing children's Self-esteem were consisted of (1)self-awarness, (2)self-control, (3) competence (4)power (5)trust According to the contents, the applicable 73 practical activities were developed.