가부장제 문화의 사회화 과정과 여성의 인지적 능력

박충일 진주산업대학교 1995 論文集 Vol.34 No.-

This paper is focus on the process of women's socialization in partriarchy. This process is reflected by the culture of patriarchy that men is consider to be a core-roler, important people for socity and has power of control women's life. Parent's breeding style, play patterns, educational experiences, masscommunication and adjustment styles do important role in this socializational process. The result of studies on gender difference in cognitive ability explained that this is not difference of inborn but difference of socialization of gender role that expected custom, value and gender-role stereotype in the culture. Therefore women's cognitive ability in patriarchy is inferior to men because this culture has symbolic control mechanism for men socity and is not consider the value of women's cognitive ability. Specially, this study described the many contents and effects of socialization in patriarchy against development of women's cognitive ability. For it, we pay attention to process of socialization which prevent women's hidden ability from culture of partriarchy. Second, we need remeined women's life which a differ important part between human being's life. Third, we must give same educational experinence for two gender because educational goal, teacher's value, expectency of gender of student and text contents formed their future's self-image and cognitive ability. Fourth, we recognized that masscommunication and various social environment have a strong power for getting a stereotype of women's cognitive ability.

유아의 문제행동과 인지처리능력, 자아존중감, 정서실행능력, 친사회성, 자기조절력 간의 관계성 분석

지성애(Chi, Sung-Ae) 한국영유아교원교육학회 2018 유아교육학논집 Vol.22 No.3

본 연구는 유아 문제행동과 인지처리능력, 자아존중감, 정서실행능력, 친사회성 그리고 자기조절력 간의 관계성을 분석하는데 목적이 있다. 연구대상은 유치원에 재원중인 유아 200명이었으며, K-BASC-II, KABC-Ⅱ, 자아존중감검사, 친사회성검사, 정서실행능력검사 그리고 자기조절력검사를 사용하여 연구자료를 수집하였고, 수집한 연구자료는 Pearson 상관과 Stepwise 중다회귀분석을 통해 분석하였다. 연구 결과, 유아의 외현화문제행동과 인지처리능력, 자아존중감, 친사회성과 자기조절력 간에는 부적상관이 있었으며, 내재화문제행동과 인지처리능력, 자아존중감, 친사회성과 자기조절력 간에도 부적상관이 있는 것으로 밝혀졌다. 유아의 적응기술과 인지처리능력, 정서실행능력, 친사회성과 자기조절력 간에는 정적상관이 있는 것으로 나타났다. 유아의 인지처리능력, 자아존중감, 정서실행능력, 친사회성과 자기조절력이 외현화문제행동에 미치는 영향력을 분석한 결과, 자기조절력이 외현화문제행동을 가장 강력하게 설명하는 예측변인으로 나타났으며, 친사회성이 외현화문제행동을 예측하는 추가변인으로 밝혀졌다. 내재화문제행동에 미치는 영향력을 분석한 결과, 자기조절력이 내재화문제행동을 가장 강력하게 예측하는 변인으로 나타났으며, 인지처리능력이 내재화문제행동을 추가적으로 설명하는 예측변인으로 밝혀졌다. 유아의 적응기술에 미치는 영향력을 분석한 결과, 자기조절력이 적응기술을 가장 강력하게 설명하는 정적 예측변인으로 나타났으며, 이어서 인지처리능력이 적응기술을 예측하는 추가적인 변인으로 밝혀졌다. The purpose of this study was to analyze the relationships among young children’s problem behavior and cognitive processes ability, self-esteem, hot-executive function, pro-social behavior, and self regulation ability. The subjects of this study were 200 children (69.73 months old on average, SD=10.51) who were attending kindergarten in K state. The research data were collected by Korean Behavior Assessment System for Children (K-BASC-II), Kaufman Assessment Battery for Children (K-ABC-II), Child’s Self-esteem’ task, Hot-executive function (Less is More Task, Sticker Search Task) task, Pro-social behavior task, and child’s self regulation task. The collected data were analyzed by Pearson correlation and Step-wise multi regression using SPSS 20.0 program. The results of this study showed a negative correlation among externalizing problem behavior, cognitive processes ability, self-esteem, pro-social behavior, and self regulation. Results also showed a negative correlation among internalizing problem behavior, cognitive process ability, self-esteem, pro-social behavior, and self regulation. Further, results revealed a positive correlation among adjustment skill, cognitive processes ability, hot-executive function, pro-social behavior, and self regulation. Moreover, when analyzing the effect of cognitive process ability, self-esteem, hot-executive function, pro-social behavior, and self regulation on young children’s externalizing problem behavior, it was found that self regulation predicted children’s externalizing problem behavior the most, and pro-social behavior was the additional variable. When analyzing the effect of those variables on young children’s internalizing problem behavior, it was found that self regulation predicted young children’s internalizing problem behavior the most, and cognitive process ability was the additional variable. When analyzing the effect of those variables on young children’s adjustment skills, it was found that self regulation predicted young children’s adjustment skills the most, and cognitive process ability was the additional variable.

인지놀이에 기반한 유아 정서ㆍ사회적 유능감 프로그램 개발 및 효과

김성현,지성애 한국영유아교원교육학회 2015 유아교육학논집 Vol.19 No.2

The purpose of this study is to develop an emotionalㆍsocial competence program for young children based on cognitive play and to analyze the effects of that program on self-esteem, emotional executive-function ability, social ability, theory of mind and cognitive process ability. The emotionalㆍsocial competence program for young children based on cognitive play maintains goalㆍobject, education content, teaching-learning method, teacher’s role, and evaluation system. The contents of the program wes composed of seven categories (‘understand self and emotions’, ‘focus on self and others’, ‘form positive peer relationships’, ‘create alternative thinking’, ‘solve conflicts’, ‘decide intentions clearly’ and ‘application’) and twenty play activities. The teaching-learning method was four stages : previous experience·recall, inquiry, cognitive play, and evaluation. The subjects used in this study were 52 young children whose mean age is 73.81 months from two classes in a day-care center to prove validity of early childhood practice application of emotionalㆍsocial competence program for young children based on cognitive play. In conclusion, it was revealed that the emotionalㆍsocial competence program for young children based on cognitive play is effective for promoting children’s self-esteem, emotional function ability, social ability, theory of mind, and cognitive process ability. Its successful implementation was desirable in the field of early childhood education to improve children’s emotional and social competence. 본 연구는 인지놀이에 기반한 유아 정서ㆍ사회적 유능감 프로그램을 개발하고, 개발한 프로그램이 유아의 자아존중감, 정서실행능력, 사회성, 마음이론 그리고 인지처리능력에 미치는 영향을 분석하여 유아교육 현장 적용 타당성을 검증하는데 목적이 있다. 인지놀이에 기반한 유아 정서ㆍ사회적 유능감 프로그램의 체계는 목표, 교육내용, 교수-학습 방법 및 평가로 구성하였으며, ‘자아·정서 이해’, ‘자아·또래 집중/관심’. ‘긍정적 또래관계’, ‘대안적 사고하기’, ‘갈등해결’, ‘정확한 의도 판별’, ‘적용하기’로 내용범주를 구분하였다. 개발한 프로그램의 효과 분석 결과, 인지놀이에 기반한 유아 정서ㆍ사회적 유능감 프로그램은 유아의 자아존중감, 정서실행능력, 사회성, 마음이론 그리고 인지처리능력 증진에 효과가 있는 것으로 밝혀졌다.

사회과 교육의 목표에 대한 새로운 접근: 행위와 사고의 통합

박상준 ( Sang Joon Park ) 한국사회과교육학회 2002 시민교육연구 Vol.34 No.2

The major models in the social studies education have defined that the social studies aim to develop cognitive ability like reflective inquiry, scientific thinking, and rational decision-making. This cognitive models presuppose consistency between rational thinking with social action. And they presume that free individuals choose autonomously social action through rational thinking. In this presuppositions they emphasize development of cognitive ability and curriculum centered on social science. But the individual rational thinking is not straightly linked to social action in actual contexts, and social science separated from everyday life-world does not directly indicate social action. Consequently this cognitive models fails to bring up good citizens who perform appropriately social in actual contexts. Considering this facts, the social studies education must purpose to cultivate action-disposition rather than cognitive ability. The social studies education based on action-disposition(SSEAD) sets the goal at cultivating disposition to follow pubic rules on the one hand and developing a reflective thinking about present social actions and rules in the other hand. SSEAD aims for students to acquire disposition to public rules by training or practices, and then improves reflective thinking by discussing their social action and pubic rules. SSEAD has advantage in integrating individual thinking into social action.

신체놀이와 쌓기놀이가 유아의 운동능력, 인지능력, 사회성, 공간능력에 미치는 효과 비교

정진화,민가혜 학습자중심교과교육학회 2022 학습자중심교과교육연구 Vol.22 No.19

Objectives The purpose of this study was to compare the effects between physical play and block play on young children’s motor ability, cognitive ability, sociality, and spatial ability. Methods Thirty young children were included in this study as the subjects, and their average age was 57.76 (SD=3.31) months. Experimental group1 and experimental group2 were selected randomly. Experimental group1 was applied in physical play and Experimental group2 was applied in block play for 4weeks. ‘Motor Proficiency Test for Young Children,’ ‘K-WIPPSI-Ⅳ’, ‘The Bronson Social and Task Skill Profile’, ‘Children’s mathematical ability test(spatial ability)’ were used in collection of data, and t-test for analyzing them. Results As the results, the scores of the physical play group's motor activity and sociality were significantly higher than the scores of the block play group. On the other hand, there was no significant difference between the two groups in overall cognitive ability, but it was found that the physical play group significantly improved than the block play group in verbal comprehension, fluid reasoning, and working memory, which are sub-area of cognitive ability. There was no significant difference between the two groups in the overall spatial ability, but it was found that the block play group significantly improved than the physical play group in the figure comprehension, a sub-area of the spatial ability. Conclusions The results of this study showed that physical play was more effective than block play in enhancing motor ability, sociality, and cognitive ability. It was found that block play enhances children's spatial ability more effectively than physical play. This reveals that children's physical play and building play were positive for children's development, and suggests that there is more effective play in a specific developmental area. 목적 본 연구의 목적은 신체놀이와 쌓기놀이가 유아의 운동능력, 인지능력, 사회성, 공간능력에 미치는 효과를 비교 분석하는데 있다. 방법 본 연구대상은 만 4세 반에 재원중인 유아 총 30명이었으며 평균월령은 57.76개월(SD=3.31)이었다. 실험집단1과 실험집단2를 무선으로 선정한 후 실험집단1에는 신체놀이를 실험집단2에는 쌓기놀이를 4주간 처치하였다. ‘운동능력척도(MPTYC)’, ‘K-WIPPSI-Ⅳ’, ‘Bronson의 사회과업 기술척도’, ‘유아그림수학능력 검사(공간능력)’ 검사 도구로 자료를 수집하였다. 수집된 자료는 t-검증으로 효과를 분석하였다. 결과 신체놀이 집단이 쌓기놀이 집단보다 운동능력, 사회성에서 유의미하게 증진된 것으로 밝혀졌다. 한편, 전체 인지능력에서 두집단 간의 유의미한 차이는 없는 것으로 나타났으나, 인지능력의 하위영역인 언어이해, 유동추론, 작업기억에서 신체놀이 집단이쌓기놀이 집단보다 유의미하게 증진된 것으로 나타났다. 전체 공간능력에서 두 집단 간의 유의미한 차이는 없는 것으로 나타났으나공간능력의 하위영역인 도형에서 쌓기놀이 집단이 신체놀이 집단보다 유의미하게 증진된 것으로 나타났다. 결론 본 연구의 결과는 신체놀이가 쌓기놀이보다 운동능력, 사회성, 인지능력을 증진시키는데 더욱 효과적인 것으로 나타났다. 유아의 공간능력은 쌓기놀이가 신체놀이보다 더욱 효과적으로 증진시키는 것으로 나타났다. 이는 유아의 신체놀이와 쌓기놀이가 유아의발달에 긍정적임을 밝히고, 특정 발달영역에 더욱 효과적인 놀이가 있음을 시사한다.

예비유아교사의 공감하기-체계화하기 능력과 사회적 성숙도와의 관계

문태형 한국아동교육학회 2018 아동교육 Vol.27 No.1

The purpose of this study was to investigate the relationship among empathizing abilities, systemizing abilities and social maturity. A total of 323 pre-service early childhood teachers in the department of early childhood education were given self-reported questionnaires assessing the empathizing and systemizing tendencies and social maturity. Descriptive statistics, F-test and χ2-test were used for data analysis. The levels of pre-service early childhood teacher’s emphasizing ability and social maturity were relatively high, but the level of systemizing ability was relatively low. There were statistically significant major differences on the levels of empathizing quotient and social maturity among grades. The relationship between grade and cognitive styles was analyzed using χ2 test. The results showed that the distribution of five cognitive styles(Strong E, E, B, S, Strong S) was very similar among grades. The correlation between empathizing and systemizing abilities was significant. The correlations between empathizing abilities and social maturity and the correlations between systemizing abilities and social maturity were statistically significant. The influence of the pre-service early childhood teacher's empathizing abilities and systemizing abilities on the sub-factors of the social maturity was significant. Especially, empathizing abilities has significant influences on all sub-factors of the social maturity. The explanatory power of empathizing abilities on the sub-factors of the social maturity is relatively larger than that of systemizing abilities. 본 연구의 목적은 예비유아교사 323명을 대상으로 하여 공감하기-체계화하기 능력과 사회적 성숙도에 대한 일반적 경향성과 이들간의 관계를 알아보는 것이다. 연구도구로는 공감하기(EQ) 척도, 체계화하기(SQ) 척도 및 사회적 성숙도 척도를 사용하였으며, 자료분석을 위해서는 기술통계, F-검증 및 χ2 검증을 실시하였다. 분석결과, 예비유아교사들의 공감하기 능력과 사회적 성숙도는 높은 수준으로 나타났으나 체계화하기 능력은 상대적으로 낮은 수준을 보였다. 공감하기 능력과 일부 사회적 성숙도 하위요인에서 학년간 차이가 나타났다. 학년과 5개 인지유형간의 관련성에 대해 χ2 검증을 실시한 결과, 학년간에는 인지유형의 분류형태가 거의 동일하였다. 예비유아교사들의 사회적 성숙도와 공감하기 능력 및 체계화하기 능력간에는 높은 상관이 있으며, 공감하기 능력과 체계화하기 능력은 사회적 성숙도에 유의미한 영향력을 보였다. 특히 공감하기 능력은 사회적 성숙도의 5개 하위요인 모두에서 영향력을 보였으며 체계화하기 능력보다 상대적 영향력이 높게 나타났다.

Structural Relationship between Chinese Family Background and Cognitive ability -Focusing on Social Capital, Self-efficacy, and Interpersonal Variables at Home-

Yu Wenya 사단법인 미래융합기술연구학회 2021 아시아태평양융합연구교류논문지 Vol.7 No.10

This study is aimed at analyzing the structural relationship between Chinese family background and cognitive ability through the analysis of Chinese Education Panel Survey (CEPS) data. The subjects of analysis were a total of 19,487 students in the first(10,279 students) and third grades(9,208 students) of Chinese middle schools, but 18990 people were included in the analysis through frequency analysis. Among them, 18,691 data was actually used when the analysis model was turned around, due to the Missing value. For the analysis, SPSS 24.0 and AMOS 24.0 programs were used, and the descriptive statistics and correlations for each variable were analyzed through SPSS24.0. Mean and standard deviation, kurtosis and skewness were confirmed through descriptive statistics. Next, the structural equation model was applied through AMOS24.0. In analyzing CEPS data, the study uses not only the students' academic achievement in language, mathematics, and English, but also their cognitive ability test scores. In addition, except for family background, the study considers variables at home such as social capital, personal variables such as self-efficacy levels, and school background variables such as interpersonal relationships. The result showed that first, family background had a distinct relationship with social capital, self-efficacy level, and cognitive ability. Among them, it was observed that one’s family background had the most significant impact on cognitive ability, while it did not have a significant direct effect on interpersonal relationship ability. Second, it was observed that a family’s social capital exerts a significant impact on self-efficacy level and peer relationship skills, but it was observed not to have a significant impact on one’s cognitive abilities. Third, it was observed that one’s self-efficacy level significantly impacts interpersonal relationship and cognitive abilities. Thus, the higher one’s self-efficacy level, the higher the academic achievement. Finally, it was observed that peer relations do have a significant impact on one’s cognitive ability. It promotes fairness of education and society in China by breaking down the phenomenon of intergenerational transmission caused by the family background, and provide intervention policies to narrow the gap between acquired educational resources and opportunities for students with different family backgrounds.

유아의 인지수준과 사회적 유능성이 대인문제해결력에 미치는 영향력

최미숙 한국유아교육학회 2011 유아교육연구 Vol.31 No.6

본 연구는 유아의 인지수준 및 사회적 유능성이 대인문제해결력에 미치는 영향력을 탐색해 보고자 하였다. 연구대상은 A시 B, C 유치원 3, 4, 5세 유아 190명을 대상으로 하여 대인문제해결력, 인지수준, 사회적 유능성 검사를 실시하였다. 수집된 자료를 분석한 결과, 첫째, 유아의 대인문제해결력에 대한 인지수준의 영향력을 성에 따라 살펴 본 결과, 인지수준이 남아와 여아의 부정적 대인문제해결능력을 예측하는 중요한 변인임을 알 수 있었다. 연령에 따라서는 인지수준이 3, 4, 5세 유아 모두의 긍정적, 부정적 대인문제해결능력을 예측하는 중요한 변인임을 알 수 있었다. 둘째, 사회적 유능성이 남아와 여아의 긍정적, 부정적 대인문제해결력 모두를 예측하는 중요한 변인임을 알 수 있었다. 연령에 따라서도, 사회적 유능감이 3, 4, 5세 유아의 긍정적, 부정적 대인문제해결능력 모두를 예측하는 중요한 변인임을 알 수 있었다. This study investigates how interpersonal problem solving ability relates to young children's cognitive levels and social competence. Subjects were one hundred and ninety 3, 4,and 5-year old young children at two kindergartens in A city. Data was collected through three different kinds of interviews and questionnaires for young children. The collected data were analyzed by Pearson's correlation analysis and simple regression analysis using the computer program, SPSS/PC 18.0. The results of this study are as follows. First, there was a significant relationship between interpersonal problem solving ability and cognitive levels. Also, cognitive levels were found to be important factors in predicting young children's interpersonal problem solving abilities. Second, there was a significant relationship between interpersonal problem solving ability and social competence. Social competence was an important factor to predict the interpersonal problem solving ability of young children. In sum, the results of this study reveal that interpersonal problem solving ability is related to young children's cognitive levels and social competence.

서비스 제공자 공감능력의 영향요인과 결과요인에 관한 연구

김유경 대한경영정보학회 2015 경영과 정보연구 Vol.34 No.1

본 연구는 서비스종업원의 공감능력에 영향을 미치는 영향요인과 결과요인에 대한 연구로서 서비스 기업의 입장에서 서비스 제공자의 공감능력을 강화시킴으로써 조직에 미치는 긍정적인 효과를 높이고, 부정적인효과 는 감소시키는데 초점을 두고 있다. 구체적인 연구의 목적을 제시하면, 첫째 서비스 종업원의 공감능력즉, 인 지적 공감과 정서적 공감의 영향요인으로 사회적 지원인 상사지원과 동료지원, 그리고 자기 위로능력의 요인 을 제시하고자 한다. 즉, 사회적 지원과 자기위로 능력이 서비스 종업원의 공감능력에 어떠한 영향을미치는지 를 규명하고자 한다. 둘째, 서비스 종업원의 공감능력인 인지적 공감과 감정적 공감이 그들이 지각하는 직무 스트레스에 어떠한 영향을 미치는지를 살펴보고자 한다. 연구가설을 검증한 결과, 첫째, 사회적 지원은 상사지원과 동료지원으로 구분하였고, 공감능력은 인지적공감 과 감정적 공감으로 분류하였다. 사회적 지원과 공감능력간의 관계를 규명한 결과, 상사지원은 인지적공감에 긍정적인 영향을 미치고 있지 않았고, 반면, 동료 지원은 인지적 공감에 긍정적인 영향을 미치고 있었다. 또한 상사지원은 감정적 공감에 긍정적인 영향을 미치고 있었으며, 동료지원은 감정적 공감에 긍정적인 영향을 미 치고 있었다. 둘째, 서비스 종업원의 자기위로능력은 공감능력에 즉, 자기 위로능력은 인지적공감과 감정적 공감 모두에 긍정적인 영향을 미치고 있었다. 마지막으로 서비스 종업원의 공감능력(인지적공감, 감정적 공감 )은 서비스 종업원의 직무스트레스에 부정적인 영향을 미치는 것으로 나타났다. 이러한 연구결과를 토대로 본 연구는 서비스 종업원의 공감능력이 그들의 직무스트레스를 감소시키는 요인으 로써 중요한 전략적 수단이 될 뿐만 아니라 서비스기업이 제공하는 사회적 지원과 서비스 종업원의 자기 위로 능력이 종업원의 공감능력을 이끌어내는 의미있는 변수로써 작용할 것이다. This study focused on finding how to raise the positive effect of a service employee on the organization by strengthening his sympathetic feeling at the position of business, not the position of customer and how to reduce the negative effect. The specific objectives of the study are: First, the effect factors of the empathy abilities (cognitive empathy, emotional empathy) of a service employee are largely classified as the social support (supervisor support, co-worker support) to the service employee and the self-soothing ability. Therefore, this study tries to verify the relationship between the self-soothing ability, and social support and empathy which are preceding factors of the empathy of a service employee. Second, it also tries to verify the relationship between jobstress and empathy ability(cognitive empathy, emotional empathy) of a service employee. As a result of the verification of the study hypothesis, first, the social support was distinguished as supervisor support and co-worker support, and the empathy ability was distinguished as cognitive empathy and emotional empathy. As a result of verifying the relationship between social support and empathy ability, the supervisor support did not have a positive effect on cognitive empathy while the co-worker support did have a positive effect of cognitive empathy. The supervisor support had a positive effect on emotional empathy and the co- worker support had a positive effect on emotional empathy. Second, the self-soothing ability of a service employee had a positive effect on empathy ability and a positive effect on both cognitive empathy and emotional empathy. Finally, the empathy ability(cognitive empathy, emotional empathy) of a service employee was shown to have a negative effect on the job stress of a service employee.

유아의 또래인기도 관련 변인 연구-유아의 사회적 지식, 사회인지능력, 친사회적 행동, 언어표현능력을 중심으로-

고현 한국유아교육학회 2009 유아교육연구 Vol.29 No.5

The purpose of this study is to establish basic materials necessary to educational activities designed to augment children’s popularity with their peers. Subjects were 176 five year old children. Degree of 1) social knowledge, 2) social cognition ability, 3) prosocial behavior and 4) language expression ability were correlated with popularity among peers. Then the subjects were divided into two groups. One group scored above the mean in peer personality and the other below the mean. Results of the research reveal that the difference between the mean scores of those who ranked high in popularity and those who ranked low is statistically significant for all five of the above categories. Thus it may be inferred that a child’s popularity with his or her peers is directly related to his/her level of social knowledge, social cognition ability, prosocial behavior and language expression ability. 본 연구는 만 5세 유아의 또래인기도와 사회적 지식, 사회인지능력, 친사회적 행동 및 언어표현능력 간의 관계와 이들 변인이 또래인기도에 미치는 영향을 경험적으로 규명한 실증적 연구이다. 그 결과, 첫째, 유아의 또래인기도 수준이 높을수록 유아의 사회직 지식, 사회인지능력, 친사회적 행동 및 언어표현능력이 높게 나타났다. 둘째, 유아의 또래인기도와 사회적 지식, 사회인지능력, 친사회적 행동 및 언어표현능력 간의 유의한 정적 상관관계가 나타났으며, 언어표현능력, 친사회적 행동, 사회인지능력, 사회적 지식 순으로 유아의 또래인기도에 긍정적인 영향을 미치는 것으로 나타났다. 본 연구결과는 유아교육기관이나 가정에서 유아의 또래 간 원만한 관계형성을 위해서는 효율적 언어표현방법, 유아 간 친사회적 행동, 타인을 바르게 인지하는 능력, 일상생활과 집단활동 속에서 지켜야 할 지식에 대한 교육이 필요함을 시사하고 있다고 본다.