창의성기법을 활용한 유아과학교육 프로그램 개발 및 효과

임귀자,김영옥 한국영유아교원교육학회 2012 유아교육학논집 Vol.16 No.1

This study begins to verify that the development and adaption of Early Childhood Science Education Program with Creativity Techniques have effects on developing scientific attitude, self-esteem, and representational ability. At the object of this study, it was categorized into [Hypothesis I] and [Hypothesis II]. The specifics are as follows:The following are the study results. After conducting the program to prove the effect of the early childhood science educational program with creativity techniques of hypothesis II to 40 young children under the age of five, young children’s scientific attitude, self-esteem, and representational skills were tested. At the pre-test, the two groups showed no statistically significant differences in terms of scientific attitude, self-esteem, and representational skills. However, at the post-test, the treatment group showed higher overall scientific attitude and the sub-factors of curiosity, candidness, subjectivity, openness, criticism, delay of judgment, corporation, and patience than the control group. In terms of self-esteem, the treatment group showed significantly higher in the overall self-esteem and the sub-factors, cognitive skills, peer acceptance, physical skills, and self-acceptance than control group. In terms of representational skills, the treatment group showed significantly higher in the overall representational skills and the sub-factors, basic shapes and line consolidation, various colors, harmonious constitution, various forms, theme-related representational degree, the creativity of representation, picture completion of representation, and the relationship between the representation and the language. In conclusion, the early childhood science education program with creativity techniques was effective in improving young children’s scientific attitude, self-esteem, and representational skills. In addition, it is expected that this program can be introduced to the field to improve young children’s scientific minds and skills. 본 연구는 창의성기법을 활용하여 유아과학교육 프로그램을 개발하고 그 효과를 검증하였다. 따라서 유아과학교육 프로그램의 목적 및 목표와 내용, 교수-학습방법, 평가를 구성하고, 그 효과를 알아보기 위하여 유아의 과학적 태도, 자아존중감, 표상능력을 검사하였다. 연구결과 사전검사에서는 실험집단과 통제집단 간에 통계적으로 유의한 차이가 나타나지 않았으나 사후 검사에서는 전체 과학적 태도 및 하위영역인 호기심, 솔직성, 객관성, 개방성, 비판성, 판단유보, 협동성, 끈기성에서 실험집단이 통제집단보다 유의미하게 높은 것으로 나타났다. 자아존중감에서는 전체 자아존중감과 하위영역인 인지적 능력, 동료수용, 신체적 능력, 자기 수용에서 실험집단이 통제집단보다 유의미하게 높은 것으로 나타났다. 그리기 표상능력에서는 전체 그리기 표상능력과 하위영역인 기본도형과 선 병합, 다양한 색채, 조화로운 구성, 다양한 형체, 주제관련 표상정도, 표상의 창의성, 표상의 그림완성, 표상과 언어와의 관계에서 실험집단이 통제집단보다 유의미하게 높은 것으로 나타났다. 이에 창의성 기법을 활용한 유아과학교육프로그램의 현장적용에 관한 시사점을 논하였다.

그림책을 활용한 의미지도 그리기(Sematic Mapping ) 언어활동이 유아의 읽기능력과 그리기 표상능력에 미치는 영향

임귀자,김영옥 한국유아교육학회 2011 한국유아교육학회 학술대회자료집 Vol.2011 No.1

영유아 학부모의 통합돌봄에 대한 인식 및 요구도 조사: 광주광역시를 중심으로

임귀자 학습자중심교과교육학회 2025 학습자중심교과교육연구 Vol.25 No.7

Lim kyu ja Objectives The purpose of this study is to investigate the perception and needs of parents of infants and toddlers on integrated care. Methods A survey was conducted on 650 parents who live in Gwangju Metropolitan City and raise infants and tod dlers, and 310 questionnaires were selected except for insincere questionnaires.,The collected questionnaires were analyzed using SPSS 24.0 program, and frequency, percentage, Cronbach ⁇ s ⁇ coefficient, mean, standard deviation, skewness and kurtosis were calculated.,In addition, data were processed through t-test, one-way ANOVA, and post-test. Results The results of the study are as follows: First, as a result of investigating the perception of integrated care of parents of infants and toddlers, the percentage of respondents who perceived integrated care service was high er than that of households with two or more infants and toddlers, and the percentage of respondents who per ceived integrated care service was the lowest.,Second, the need for integrated care of parents of infants and young children was the highest at 77.18 points in securing and expanding safe indoor and outdoor play space near the residence of infants and young children.,Next, efforts to prevent child abuse, efforts to improve working con ditions of childcare staff, efforts to respect the rights of childcare staff, efforts to secure and expand eco-friendly play environment, efforts to respect the rights of infants and young children, dissemination and support of in fectious disease disaster response manuals, activation of operation of comprehensive childcare support centers, prevention of infant safety accidents and strengthening of safety management, expansion of emergency childcare facilities and services, and establishment of childcare cooperation systems such as related organizations. Conclusions The results of this study suggest that it is necessary to provide support for the establishment of safe indoor and outdoor play areas near the residential area and efforts to prevent child abuse when establishing a poli cy basis for integrated care for parents of infants and young children. In addition, it is meaningful that it provided basic data for establishing various policy bases and establishing integrated care policies for qualitative integrated care support by understanding the needs of parents of infants and young children.

그림책을 활용한 의미지도 그리기(Semantic Mapping) 언어활동이 유아의 읽기능력과 그리기 표상능력에 미치는 영향

임귀자,김영옥 한국유아교육학회 2012 유아교육연구 Vol.32 No.1

본 연구는 그림책을 활용한 의미지도 그리기 언어활동이 유아의 읽기능력과 그리기 표상 능력에 미치는 영향을 분석하기 위해 그림책을 활용한 의미지도 그리기 언어활동을 구성하여 유아에게 실시하고 그 효과를 검증하였다. 연구대상으로는 J시의 M유치원과 O유치원 유아를 선정하였고 수집된 자료는 SPSS 통계프로그램을 이용하여 ANCOVA를 하였다. 연구결과 첫째, 그림책을 활용한 의미지도 그리기 언어활동이 유아의 읽기능력에 긍정적인 영향을 주었고 하위요인인 시각변별, 문자지각, 의미이해, 문장이해 모두 의미 있게 향상되었다. 둘째, 그림책을 활용한 의미지도 그리기 언어활동 활동이 유아의 그리기 표상능력에 긍정적인 영향 주었고, 의미 있게 향상되었다. 결과적으로, 본 연구 결과는 그림책을 활용한 의미지도 그리기 언어활동이 유아의 읽기능력과 그리기 표상능력 증진에 효과적임을 나타냈다. This study illuminates how a public kindergarten teacher perceived and experienced early childhood assessment, explored and implemented new ideas, and gained professional growth through action research, aimed at making meanings out of early childhood assessment for over a year. With a keen recognition of both limited and limiting childhood assessment practices which were often given a low priority and done superficially, the teacher, nevertheless, participated in this research because she desired to improve her assessment practices. Despite numerous intrinsic and situational difficulties encountered in the process of understanding and implementing good assessment practices, both the researcher and the participating teacher persisted as change agents and worked together to develop assessment practices appropriate for "here and now" that involve and empower parents and children. The teacher moved beyond technically improving assessment skills to questioning why we do what we do, and made professional growth as a constructivist agent who practices, reflects, and creates her own counter-narratives, not as a passive recipient of authoritative narratives. These results suggest the importance of a cyclic process in which local, context-specific assessment practices are developed, implemented, evaluated and revised by stakeholders in shared meaning-making, rather than the modernistic conceptualization of one right way of understanding and assisting young children through assessment practices.

보육교사의 놀이신념이 교사역량에 미치는 영향: 그릿의 매개효과

임귀자 인문사회 21 2022 인문사회 21 Vol.13 No.6

The Effect of Childcare Teachers’ Play Beliefs on TeacherCompetency: The Mediating Effect of GritKyuja Lim Abstract: The purpose of this study is to confirm the effect of childcare teachers’ play beliefs on childcare teachers’ competency, and to find out whether childcare teachers' grit mediates this relationship. The subjects of this study were 154 childcare teachers working at a daycare center located in G city. A survey was conducted for this study, and the Sobel test was performed on the collected data after correlation analysis and multiple regression analysis using SPSS 24.0. The effects of play belief and grit on teacher competency and the mediating effect of grit in the relationship between play belief and teacher competency are investigated. Childcare teachers’ play beliefs and grit have a positive effect on teacher competency, and grit acts as a significant parameter in the relationship between play belief and teacher competency. The results of this study suggest that it is necessary to expand various teacher education methods to improve grit in order to increase teacher competency. Key Words: Infant Teacher, Play, Play Beliefs, Teacher Competency, Grit 보육교사의 놀이신념이 교사역량에 미치는 영향: 그릿의 매개효과임 귀 자** 연구 목적: 본 연구는 보육교사의 놀이신념이 보육교사의 역량에 미치는 영향을 확인하고, 이 관계를 보육교사의 그릿이 매개하는가를 알아보기 위한 것이다. 연구 방법: 연구대상은 G시에 위치한 어린이집에서 근무하는 보육교사 154명이다. 본 연구를 위해 설문조사를 실시하였으며, 수집된 자료는 SPSS 24.0을 사용하여 상관분석과 중다회귀분석 후 Sobel test를 실시하였다. 연구 내용: 놀이신념과 그릿이 교사역량에 미치는 영향과 놀이신념과 교사역량 관계에서 그릿의 매개효과를 알아본다. 결론 및 제언: 보육교사의 놀이신념과 그릿은 교사역량에 긍정적인 영향을 미치며, 놀이신념과 교사역량 관계에서 그릿은 유의미한 매개변수로 작용하고 있었다. 본 연구결과는 교사역량을 높이기 위하여 그릿을 향상시키는 다양한 교사교육 방안의 확대가 필요함을 시사한다. 핵심어: 보육교사, 놀이, 놀이신념, 교사역량, 그릿 □ 접수일: 2022년 10월 17일, 수정일: 2022년 11월 26일, 게재확정일: 2022년 12월 20일* 이 논문은 2022년 광주여자대학교의 지원(KWUI22-043)을 받아 수행된 연구임. ** 광주여자대학교 유아교육과 교수(Professor, Kwangju National Univ., Email: winspace@kwu.ac.kr)

老齡化社會의 老人福祉政策

林貴子 慶尙大學校 經營行政大學院 1997 最高管理者課程論文集 Vol.11 No.-

여성의 평생학습에 대한 요구도 분석: 광주광역시를 중심으로

임귀자 ( Lim Kyu Ja ) 인문사회 21 2018 인문사회 21 Vol.9 No.1

This study analyzed the perceptions and needs of female lifelong education according to age, education, occupation, and monthly income of women in Gwangju area. To this end, we searched for lifelong education awareness participation experience and activation plan through structured questionnaires. Through the interpretation of the data of 400 structured questionnaires, I have searched for the experience of women’s participation in lifelong learning and the activation plan. The results of the study showed that 40s were ‘very important’ in the difference of perception of lifelong learning, and the response was ‘most important’ in 20s. According to monthly average income, the group more than 4 million won tend to think ‘important.’ The reasons why women’s lifelong learning is important are statistically significant according to age, final education, and occupation. Therefore, for women’s lifelong learning, we proposed expansion of contents composition, development of family - friendly program, flexibility of operating time, space reconstruction and differentiation of programs by age.

글 없는 그림책을 활용한 의미지도 그리기 언어활동이 유아의 읽기능력과 창의성에 미치는 효과

임귀자 ( Lim Kyu Ja ),서영임 ( Seo Young Im ) 인문사회 21 2017 인문사회 21 Vol.8 No.1

This study has been performed to analyze how speech function of semantic mapping impacts on reading abilities and creativity of children. Wordless picture books were employed for the proof of effects on speech function of semantic mapping. The objects of this study are children from S and T kindergartens located in G-city. t-test processed by SPSS statistical program was used to analyze collected study materials. First, the result indicates that speech function of semantic mapping utilized with wordless pictures books provides positive impact on children`s reading abilities. The ability to distinct efficiently at sight, to percept and to comprehend meanings of language has been improved positively. Second, it also shows positive impacts and meaningful improvement on creativity of the children. As a result, the study indicates that speech function of semantic mapping utilized with wordless pictures books is an effective method to improve both reading ability and creativity of children.

표상중심 유아마음교육 활동이 유아의 자아존중감과 창의성에 미치는 영향

임귀자 ( Kyuja Lim ) 인문사회 21 2021 인문사회 21 Vol.12 No.3

In this study, the purpose of was to investigate the effect of representation-centered infant mind education activities on infants’ self-esteem and creativity. To this end, 20 children from the experimental group and the comparison group each were selected for 5-year-old children who are enrolled in the J kindergarten in K city, and the experimental group conducted a representation-centered infant mind education activity 16 times for 8 weeks. After carrying out the activities, the effect on children's self-esteem and creativity was verified. The collected data were analyzed for covariance using the SPSS 21.0 program. As a result of the study, it was found that the infants in the experimental group who treated the representation-centered infant mind education activity had a significant positive effect on self-esteem and creativity compared to the infants in the comparative group who performed the general representation activity. The results of this study could be the basic data for the application of the representation-centered mind education program in the kindergarten field.

보육교사의 교직선택동기가 보육헌신도에 미치는 자아탄력성의 매개효과

임귀자(Lim Kyu Ja) 학습자중심교과교육학회 2018 학습자중심교과교육연구 Vol.18 No.24

This study examined the relationship between teacher s choice motivation, childcare commitment, and ego–resilience. The purpose of this study is to investigate the mediating effects of ego-resilience in the relationship between teacher choice motivation and childcare commitment. The subjects of this study were 300 teachers who were working in early childhood education institutions in G city and J city. The research tool used teacher commitment, job satisfaction, and teacher efficacy questionnaire. Data collection was conducted from June 25, 2018 to July 27, 2018, and the questionnaire was collected on August 10, 2018, with the participation of early childhood teachers in the study. Data were analyzed using hierarchical multiple regression analysis using the SPSS 22.0 program. Sobel test was performed for statistical verification. The results of this study are as follows. First, the ego-resilience of childcare teachers has an important influence on the motivation of teacher selection and the commitment of child care. Second, higher ego-resilience was found to have higher motivation for teacher selection, and higher degree of commitment to childcare than higher motivation and ego-resilience. In conclusion, this study reveals the mediating effect of ego-resilience in the relationship between teacher choice motivation and childcare commitment. It is meaningful that ego-resilience is an important factor in affecting job satisfaction of childcare teachers. It is suggested that childcare teachers commitment to childcare should seek various support measures to enhance ego-resilience.