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- 저자 : 김희정 ( Kim Heuijeong ) (검색결과 3 건)
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김희정(Heuijeong Kim),이순형(Soonhyung Yi) 한국아동학회 2016 아동학회지 Vol.37 No.1
Objective: Taking note of the fact that North Korean refugee children experience frequent separation from their mothers and long-term maternal deprivation during their childhood, this study examined the relationship between children’s separation experiences and attachment. Methods: A total of 37 children aged from 5 to 9 were assessed on their attachment using the Separation Anxiety Test, and their mothers reported on their child’s separation experiences. Results and Conclusion: The major findings of this study were as follows: first, the result of evaluating their attachment pattern showed North Korean refugee children had a high level of insecure attachment with a high tendency for avoidant attachment. This avoidant attachment tendency is probably due to growing up in a repressed emotional environment by frequently experiencing maternal separation in North Korea, China, and even after settling down in South Korea. Second, children’s secure attachment level was higher if they did not experience separation from their mother, if their mother had a high level of education in South Korea, or if they lived with a big family.
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2013 개정 북한 유치원 교육과정의 성격 및 실행 분석
김희정 ( Kim Heuijeong ),김지수 ( Kim Jisoo ) 한국유아교육학회 2020 유아교육연구 Vol.40 No.4
The purpose of this study is to analyze the characteristics and implementation of the 2013 revised curriculum for kindergartens in North Korea since the inauguration of the Kim Jong Un regime. To this end, this study conducted an analysis of the North Korean literature and interviewed three North Korean defectors who had experience as kindergarten teachers. The results of the study are as follows. First, North Korea changed nine kindergarten subjects, including the political ideology subjects, to one integrated curriculum in the 2013 revised kindergarten curriculum. Second, there have been changes to follow the trend of child-centered curriculum, such as the implementation of comprehensive play-based education and improvement of the educational environment for kindergartens. Third, although the political ideology subjects in kindergarten were abolished on the surface, the political ideology education through the integrated curriculum was nonetheless continued and fortified on the other side. Fourth, there were some gaps in the actual application of the revised curriculum to the field due to difficulties in terms of supply, demand, and treatment of teachers, as well as qualification management. In conclusion, the revised kindergarten curriculum in North Korea can be evaluated as following the global trend of child-centeredness, but there exist conflicting points due to the continuous reinforcement of political ideology education, and also because the regional gap in the implementation process and the qualitative management of early childhood education prevails. This study is expected to improve understanding of the North Korean kindergarten curriculum and to be used as basic data in the field of early childhood education for inter-Korean exchanges and unification in the future.
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