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고영인 부산대학교 영유아보육연구소 1997 영유아보육연구 Vol.3 No.-
Children's anger event can be observed in any child care centers frequently and easily. Anger is a very nomal emotion. However, it can affect children's psychosocial development and physical security The Purpose of this study is to examine children's anger in child care centers. For this purpose, some of concrete study problems was established as follows and answered. First, which stimulus children get angry by, which expression modes children express their anger through, and which methods educare teachers cope on children's anger with? Second, are there any differences in the anger evoke stimulus or the explosion modes according to sex or age? Third, are there any differences in opposites' response according to the expression modes of anger children? To solve these study ploblems, first place, 95 cases of children's anger event in 67 educare centers were recorded by process of the descriptive event sampling observation method. And then, these recorded materials were measured through the content classification system on subcategories respectively which developed in this study. At last, the measures of anger cases were analyzed by appropriate statistical methods according to the study ploblems. For example, frequencies and percentages of the measures of subcategories were coumpted respectively for the study ploblem Ⅰ. The X^2 -test were executed on the frequencies of measures for the study ploblem Ⅱ and Ⅲ. The results of above analyses can be summarized as followes ; First, children's anger event occured most frequently at the nurse room or the class room when teacher didn't watch children's activity. Second, children's anger event occured most frequently when they were frustrated or inhibited aganst their need. Third, when children got angry they expressed their anger through physical aggression most frequently. Fourth, when any child expressed one's anger the most frequent response of opposite was the passive one. Fifth, when children's anger event occured the most frequent response of teacher was the soft admonition Sixth, there were no differences in the anger evoke stimulus or the expression modes according to sex or age. Finally, there were some differences in opposites' response according to the expression modes of anger child
Task Types and Children’s Participation in the Chat Room
고영인 한국영어교육학회 2008 ENGLISH TEACHING(영어교육) Vol.63 No.4
This paper examined how L2 learners responded to different types of tasks when engaged in synchronous computer-mediated communication (CMC) discussions. The study consisted of two individual case studies with nine elementary children, each of whom participated in 10 chat sessions, producing 20 CMC sessions in total. Each session involved three types of tasks, including a general topic discussion task, a story completion task, and a scenario discussion task. The children’s participation was described by counting the number of messages, words, as well as length of comments. Their thoughts and reactions to tasks were supported by interview data, questionnaires, essay, and my field notes. The findings suggested that children in Case Study 1 were most active when they were engaged in the topic discussion task and least active in story completion task. On the other hand, story completion task was most intriguing to children in Case Study 2. For both groups of children, the scenario discussion activity was generally agreed upon as the most challenging task though possibly as the most helpful task to potentially enhance their English.
Listening to their stories: Children's reaction to electronic conversations
고영인 한국멀티미디어언어교육학회 2008 멀티미디어 언어교육 Vol.11 No.2
This study reports on young second language (L2) learners' reactions and impressions of online chat based on two case studies. A total of nine children participated in ten synchronous computer-mediated communication (CMC) sessions on Blackboard. Main data sources included the children's electronic texts from the chat room, questionnaires, interview transcripts, essays, and the researcher's field notes. The results showed that the children thought of electronic conversation as fun and interesting because they could freely express and discuss their ideas in the chat room. Among many advantages identified by the participants, it was interesting to note that the children had positive beliefs about CMC's potential in helping them enhance their English skills. Whereas to some the fun of getting to chat online with other friends was an attractive feature, others mentioned social distance caused by online conversation. Seven out of the nine children indicated that they would like to try online chat again if they were given another chance in the future.