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김근규 한국유아교육학회 2016 INTERNATIONAL JOURNAL OF EARLY CHILDHOOD EDUCATION Vol.22 No.2
The purpose of this research was to study the role of peer interactions on the children’s temperament and language development. Participants of this research were 1,582 three-year old children and their mothers. The data was from the Panel Study on Korean Children completed between 2008 and 2011 by the Korea Institute of Child Care and Education (KICCE). To assess the mediation model effect on interactions with peers, pathway analysis and mediation effect analysis were conducted. The results of this research are as follows: First, there is no correlation between children’s temperament and language development. Second, of the children’s temperaments, sociality had a significant but weak relationship on effects of peer interaction. Third, peer interaction had a significant but weak relationship with children’s language development. Lastly, peer interactions had mediating effect on children’s temperament and language development.
김근규,이일랑,라종민 한국유아교육학회 2013 INTERNATIONAL JOURNAL OF EARLY CHILDHOOD EDUCATION Vol.19 No.1
The reading achievement during early childhood has been a persistent source of debate for many areas of early education. This study aims to examine young childrens reading achievement in early years in the United States and also complement previous research on childrens reading achievement in the early years by using the latent growth modeling (LGM). The LGM is flexible to assess different degrees of reading growth trajectories across kindergarten through the first grade with explanatory variables inherent to children (e.g., gender and parents education) and schools (e.g., private and/or public schools). Results from the study show substantial variation in the initial status of and rates of change of reading achievement across kindergarten to the first grade due to explanatory variables. The children and school characteristics selected for this study explained a moderate to large percentage of variance in growth trajectories.
Appreciating diversity and interculturalism in early childhood education in the US
Kim, Keun-Kyu(김근규) 한국열린유아교육학회 2017 열린유아교육연구 Vol.22 No.5
본 논문은 미국의 다양성과 문화상호주의의 개념이 발생하고 정착하기까지의 과정과 쟁점이 되었던 주요 사안들에 대해 살펴보고, 유아교육과 관련된 이슈들을 조명하며, 한국의 유아교육전문가들에게 다양성과 문화상호주의와 관련된 시사점을 제공하는데 목적이 있다. 선행연구를 바탕으로 제시한 시사점의 내용은 다음과 같다. 첫째, 한국의 유아교육전문가들은 한국내의 소수그룹의 유아들과 다문화가정이 직면하는 불평등과 차별의 문제에 관심을 가지고 면밀한 조사를 실시할 필요가 있다, 둘째, 다문화가정의 유아들의 성장과 발달에 관한 실태조사와 다문화가정 부모들의 의견을 적극적으로 수렴할 수 있는 효율적인 의사소통 체계를 마련하고 세부적으로 점검할 필요가 있다. 셋째, 이외에도 한국에서 소외받는 유아들을 위해 효과적인 다문화교육 혹은 문화상호주의 교육프로그램과 모델을 개발하고 실행하여야 한다. 마지막으로, 한국의 유아교육전문가들은 유아들이 다양성의 문제에 대해 올바르게 이해하고 타문화에 대해 거부감 없는 균형 잡힌 시각을 가질 수 있도록 교육함은 물론 어떻게 한국문화와 접목시켜갈지에 대해 방향성을 제시하는 등의 논의를 이어가야할 것이다. Early childhood educators’ abilities to support children’s development by teaching them concepts of diversity, intercultural perspectives, multiculturalism and equality issues are critical as many countries become increasingly heterogeneous in race, language, and cultures. The purpose of this paper is to highlight the importance of putting greater emphasis on diversity and interculturalism issues and making them key components in early childhood education (ECE). By looking at multiculturalism and equality issues, as well as how these issues are being addressed through deeper engagement with intercultural education in the U.S, the following critical implications for Korean early childhood education are proposed: 1) Korean ECE professionals should investigate inequality and discrimination children from minority groups experience in Korea, 2) ECE teachers should provide an open communication channel between school and families, 3) effective multicultural and/or intercultural education programs and models should be developed for young children. Finally, early childhood educators in Korea should begin discussions regarding how the presence of children representing diverse cultures enrich and broaden various views about their own and other cultural perspectives.
미국 예비유아교사의 사전실습에 대한 연구: 현장참여 (Early Field Experience)와 현장실습(Practicums)을 중심으로
김창복,김근규,이일랑 한국영유아교원교육학회 2013 유아교육학논집 Vol.17 No.1
Early childhood teacher candidate programs play an important role in the development of the quality of early childhood education. The purpose of the study was to examine the system of pre-internship programs and analyze early childhood teacher candidates’ perception regarding the pre-internship in an early childhood education program in the United States higher education. Some of the major findings of this study were: 1) the pre-internship program that was underpinned and systemically operated by the NCATE and NAEYC’s standard and guidelines, 2) the pre-internship program that was supported by EFE coordinator, ECE instructors, directors of pre-internship sites, and mentor teachers. Partnership among the staff of the pre-internship program, directors, mentor teachers, and parents also was one of the significant mediators for achieving teacher candidates’ learning goals during their pre-internship, and 3) early childhood teacher candidates were overall satisfied with the time of pre-internship, supported by the pre-internship program. Also, teacher candidates’ feedback and motivation were derived from given the opportunities of teaching. The successful performance of assignments, and peer debriefing with instructors in class had significant implication. Finally, those implications of the study suggested being relevant factors for improving teacher candidates’ practical experiences in early childhood teacher education programs in Korea. 본 연구의 목적은 미국 북동부에 위치한 한 주립대학의 예비유아교사 교육을 위한 사전실습의 전반적인 과정과 내용을 소개하고, 이에 참여하는 예비유아교사들의 사전실습에 관한 만족도와 인식을 알아보는데 있다. 연구 결과, 이 대학에서는 미국 교사교육과정 인증심의회(The National Council for Accreditation of Teacher Education: NCATE)와 미국유아교육협회(The National Association for the Education of Young Children: NAEYC)의 교사양성프로그램 인증 기준 및 지침에 기초하여 현장참여(Early Field Experience: EFE)와 현장실습(Practicums)을 대학의 유아교사교육과정에서 체계적으로 편성하여 실시하고 있었다. 이러한 사전실습(EFE & Practicums)의 지도는 대학의 전공교과목을 담당하는 교수들과 현장실습을 지도하는 교수들, 사전실습의 전체 실무를 관장하는 사전실습 담당 코디네이터의 전담인력을 활용하고 있었고, 실습대상 유아교육기관의 기관장과 실습지도교사와의 협력 하에 이루어지고 있었다. 예비유아교사들의 사전실습에 관한 만족도와 인식을 조사한 결과, 대학에서 배우는 유아교육의 전공이론과 현장 교육의 실제를 접목시키는 데에 도움이 된다는 긍정적인 반응을 비롯하여, 아동과의 상호작용이나 가르쳐 보는 기회, 사전실습 후 강의 중 이루어지는 심층 논의 등에 대한 만족도가 높은 것으로 나타났다. 본 연구에서 밝혀진 사실을 토대로 우리나라의 예비유아교사를 위한 전반적인 실습 제도나 운영 측면과 관련하여 시사점을 논의해 보았다.
라종민,김근규 한국유아교육학회 2015 INTERNATIONAL JOURNAL OF EARLY CHILDHOOD EDUCATION Vol.21 No.1
Various interactional and contextual models have been proposed to conceptually understand direct and indirect parental influences on children. The Parenting Style and Dimension Questionnaire (PSDQ) has shown promise as an instrument to identify psychometric features of parenting style. Since the PSDQ assesses the parenting styles of both mothers and fathers and allows each parent to rate their own as well their spouse’s parenting style, it is important to confirm the psychometric properties of the PSDQ. Therefore the current study aims to explore the validity of the domains specified in the PSDQ. The purpose of this study was to examine the construct, convergent, and discriminant validity of the PSDQ using the multitraitmultimethod (MTMM) approach under a confirmatory factor analysis (CFA) framework. Results provide support for good convergent and discriminant validity for each of the constructs. Implications of the findings are discussed in relation to future research.