인천 시민의 지역 정체성 정립을 위한 유치원 교육 실태 조사

고준희(Koh, Joon-Hee) 인천대학교 인천학연구원 2003 인천학연구 Vol.2 No.2

This study, in order to understand actual condition of Incheon’s localization of curriculum in kindergarten, surveyed 195 kindergarten teachers for actual conditions of localization in five regions each, and for their thoughts about curriculum localization. In the result, it appears that localized education at Incheon’s kindergarten is carried out at the frequency of below three times a term in general. And teachers are making too much of activities on‘ talking’and‘ inspection’. Teachers generally thought that localized curriculum is needed, and that localized curriculum will do a positive effect on establishing Regional identity. They also thought that the most difficult one in doing localized curriculum is "insufficient data and informations about Incheon" As a conclusion of these results, it is needed that localized curriculum in Incheon’s kindergartens should be carried out in more active and various way. In order to achieve this, it is suggested that, in advance, more data and informations about Incheon should be supplied to teachers. I expect that localization of curriculum in Incheon’s kindergarten to be carried out actively, and then to do some positive effects in establishing Regional identity of children when they grow up.

TV 프로그램 캐릭터 놀이감이 유아의 가상놀이에 미치는 영향

고준희 ( Joon Hee Koh ),엄정애 ( Jung Ae Ohm ) 한국유아교육학회 2012 유아교육연구 Vol.32 No.4

There is no question that pretend play is vital to the social, intellectual and emotional development of young children and, in early childhood educational settings, pretend play, often stimulated by props, such as found objects or toys, is a necessary part of the curriculum. This research examines the pretend plays that young children create in an effort to evaluate the influence of TV character toys on children`s imagination and creativity. The subjects in this study, 72 children ranging from four to six years of age, all attending D Kindergarten, located in a middle-class residential area of Seoul, Korea, participated in two different play sessions respectively: character toys (media related) and non-character toys (non-media related) and were observed for the frequency and the themes of their pretend play with each type of toy. Analyses of the data reveals 1) that exploration of the toys themselves and negotiations for possession of the toys occurred more often in situations with character toys than with non-character toys 2) however, high-level pretend negotiations, i.e. discussion of roles and development of pretend play scenarios occurred more often in situations with non-character toys than with character toys 3) more themes involving the persona of the character toy were produced with the character toys than with the non-character toys 4) archetypical themes, reality-based themes and fantasy themes were produced most often by non-character toys. These findings imply that the influence of TV character toys on children are limited to possession of the toys, and that children are only attracted to the external appearance of the character toys. In addition, a preponderance of their use as pretend play props may lessen the crucial developmental opportunities in various themes of pretend play.

영유아 대상 TV 캐릭터 놀잇감에 대한 부모의 인식

이성미(Lee, Sung-Mi),고준희(Koh, Joon-Hee) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.19

목적 본 연구는 TV 캐릭터 놀잇감에 대한 전반적인 부모의 인식을 확인하는데 목적이 있다. 방법 편의표집 및 눈덩이 표집방식으로 서울시, 경기도, 강원도 지역에 거주하는 만 1 - 5세 미만의 영유아기 자녀를 양육하고 있는 부모 17명을 대상으로 심층면담을 진행하고, 전사자료를 분석하였다. 결과 TV 캐릭터 놀잇감은 영유아의 요구에 의해 구매하거나 부모가 자발적으로 구매하는 것으로 확인되었다. 부모들은 영유아들이 TV와 유튜브, 유아교육기관 및 놀이터와 같은 또래들과 만나는 장소, 크리에이터를 통해 TV 캐릭터 놀잇감을 알게 되고 소유하고 싶은 마음이 생겨 부모에게 놀잇감 구매를 요청한다고 밝혔다. 그리고 부모들은 어린 시절의 향수와 학습적인 부분에 대한 기대, 맞벌이로 인한 미안한 마음으로 인해 자발적으로 TV 캐릭터 놀잇감을 구매하는 것으로 확인되었다. 한편, 부모는 TV 캐릭터 놀잇감이 자녀의 기본생활습관을 형성하고 언어능력 및 사회성을 향상하는데 도움이 된다는 점에서 긍정적인 인식을 가지고 있었다. 반면, TV 캐릭터 놀잇감의 약한 내구성과 연속적인 시리즈 상품 출시, 선정성, 과대광고 등의 부분에서 부정적인 인식을 가지고 있는 것으로 확인되었다. 또한 부모들은 영유아들이 TV 캐릭터 놀잇감을 수집만 할 뿐 자주 놀이하지 않고 단순한 놀이를 반복한다고 인식하고 있음을 확인할 수 있었다. 결론 본 연구는 질적 연구를 통해 다양한 측면에서 TV 캐릭터 놀잇감에 대한 부모의 인식을 전반적으로 확인하였다는 점에서 의의를 가진다. 그리고 본 연구의 결과는 영유아의 발달에 적합한 TV 캐릭터 놀잇감 개발의 필요성을 시사하고, 부모와 자녀가 TV 캐릭터 놀잇감을 구매하고 놀이를 할 때 필요한 안내 지침 및 교육이 제공되어야 함을 제안하고 있다. 또한 본 연구는 TV 캐릭터 놀잇감에 대한 부모 및 교사 교육의 기초자료를 마련하였다는 점에서 의미가 있다. Objectives The purpose of this study is to confirm the overall parents perception of TV character play materials. Methods In-depth interviews were conducted with 17 parents raising young children at the age of 1-5 who live in Seoul, Gyeonggi-do, and Gangwon-do using convenience sampling and snowball sampling, and then the transcribed data were analyzed. Results It was confirmed that TV character play materials were purchased at the request of young children or voluntarily by parents. Parents said that their young children asked them to purchase play materials after they knew such materials through TV, YouTube, early childhood education institutions, places where young children meet their peers such as playgrounds, or creators, and wanted to own them. In addition, it was confirmed that parents voluntarily purchased TV character play materials due to their childhood nostalgia, expectations for their children’s voluntary learning through such materials, or feeling sorry about their insufficient inattention to their children because of dual income. Parents have positive perceptions of the materials in that TV character play materials help their children form basic lifestyles and improve their language skills and social skills. On the other hand, it was confirmed that they have negative perceptions of the materials in that TV character play materials had poor durability, continuous series product launches, and sensationalism. Meanwhile, it was confirmed that when young children play with TV character play materials, they just collect without often playing with them, but they repeat simple plays. Conclusions This study is meaningful in that it confirmed the overall perception of parents about TV character play materials from various aspects through a qualitative study. And the results of this study suggest the need to develop TV character play materials suitable for the development of young children, and suggest that guidance and education necessary for parents and children to purchase and play TV character play materials be provided. In addition, this study is meaningful in that it prepared basic data for parent and teacher education on TV character play materials.

Q 방법론을 활용한 ‘좋은 수업’에 대한 초임 영유아 교사의 인식 유형 분석

김소영 ( Kim So Young ),고준희 ( Koh Joon Hee ),이은정 ( Yi Eun Jeong ) 한국유아교육학회 2021 유아교육연구 Vol.41 No.4

This study adopts the Q methodology, a research method that investigates human subjectivity, to classify the perceptions of new early childhood teachers regarding ‘good lesson’ by type and examine their characteristics. Existing statements were extracted through a literature review of previous studies, and spontaneous statements were extracted through an open-ended survey. As result, a Q population size of 348 was formed, from which 40 Q-samples were selected through categorization. For classification and development of the Q-sample, 42 new early childhood teachers were selected as the P-set, and factor analysis was conducted on the data collected through the Q-classification process. Results of the study showed that the perceptions of new early childhood teachers were categorized into four types: Type 1, 'Child participation classes that reflect child-centered philosophy', Type 2, 'Play and learn classes that reflect child-centered philosophy', Type 3, 'Classes with active interaction that reflect teacher and child centered philosophy', and Type 4, 'Classes that enhance the teacher's professionalism and reflect teacher-centered philosophy'. This study verified that the perceptions of the new early childhood teachers regarding ‘good lesson’ were placed along the same line as the 'child-centered / play-centered' direction pursued by the 「2019 Revised Nuri Course」. Therefore, various support systems should be established in future so that the perceptions of early childhood teachers regarding 'good lesson' may be actualized in reality in the form of 'child-centered / play-centered' education.

영아의 스마트 기기 사용에 대한 아버지들의 인식

김보림(Bo-Rim Kim),고준희(Joon-Hee Koh),손호순(Ho-Soon Son) 한국디지털콘텐츠학회 2019 한국디지털콘텐츠학회논문지 Vol.20 No.7