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소집단 부모교육에 참여한 베트남 이민자가정 아버지들의영유아기 자녀양육 어려움 및 변화과정
방혜경 ( Hye Kyung Bang ),배지희 ( Ji Hi Bae ) 한국유아교육학회 2014 유아교육연구 Vol.34 No.4
This study examines difficulties of fathers of Korean-Vietnamese multicultural families raising young children and notes the changes they experienced after participating in small-group parent education. Seven fathers of Korean-Vietnamese multicultural families participated in small-group parent education sessions focusing on parenting knowledge and information. The results from this study indicate that fathers began the sessions feeling overloaded with responsibilities and had low self-esteem, financial distress, all of which they felt were compounded by their wives`` lack of knowledge about child rearing. These fathers changed to play a more active role in the child rearing process after participating in the parent education programs. They reported that they learned parenting skills, conflict resolution skills, and communication skills from the parent education classes. They also felt that they understood more about their wives`` homeland cultural values and learned how to be supportive of their Vietnamese wives`` adjustment to Korean culture. As a result, conflicts within the family were resolved to a great extent. As their self-esteem went up, the fathers felt that they could do a better job as fathers. In addition, they also credited attending the parent education classes with helping them learn more about how to find and utilize governmental support for multicultural families.
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그림책 읽기 활동의 참여과정에서 나타난 베트남 다문화가정 부부들의 교육경험 분석
방혜경 ( Bang Hye-kyung ) 열린부모교육학회 2016 열린부모교육연구 Vol.8 No.3
This study aims to conduct young children picturebook reading activities for Vietnamese Multicultural couples of young children and analyze what they educational experienced in the course of education implemented and applied. For this goal, in total, 10 sessions of picturebook reading activities education for young children were implemented for 8 Vietnamese Multicultural couples. As a result, firstly, for the educational effects of Vietnamese Multicultural couples, it appeared that mothers supported linguistically and fathers made an effort for their family`s vocabulary improvement. Also it seemed that their literary strategy skills were improved through activities with their children, they actively adopted their children`s needs related to literature and attempted various literary expressions in daily lives. Secondly, emotional effects of Vietnamese Multicultural couples make them worry as well as anticipate about young children picturebook reading activities and subsequently they established their subjectivity about the education of their children by having confidence through repetitive reading books. Finally, it appeared that enthusiasm for learning was improved and subsequently it gave an opportunity for families to bring together. Therefore, this study has implication in supplying fundamental materials to organize multi-cultural families` program for Vietnamese Multicultural couples education through young children picturebook reading activities.
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감각을 활용한 미술교육이 만 2세 영아의 정서지능에 미치는 효과
권미혜(Kwon, Mi-hye),방혜경(Bang, Hye-kyung),이숙재(Lee, Sook-jae) 한국어린이미디어학회 2012 어린이미디어연구 Vol.11 No.1
본 연구는 감각을 활용한 미술교육이 만2세 영아의 정서지능에 미치는 효과를 알아보기 위하여 어린이집을 다니는 24개월에서 32개월 영아를 대상으로 13명의 실험집단과 13명의 통제집단을 선정하여 실험집단에게 주2회 8주 총 16회 실시하였다. Mayer와 Salovey (1996)의 정서지능모형을 김효진 (2005) 이 수정 제작한 “교사용 관찰 검사지” 평정척도를 사용하여 사전-사후 검사를 실시한 후 공변량 분석과 매회기마다 녹화를 통해 관찰분석을 하였으며 그 결과는 다음과 같다. 감각을 활용한 미술교육이 만2세 영아의 정서지능 향상에 효과가 있는 것으로 나타났고 하위영역별로는 자기 정서의 인식ㆍ표현능력, 감정조절 및 충동억제, 자기정서이용, 타인 정서의 인식 및 배려, 교사와의 관계, 또래와의 관계에는 통계적으로 유의미한 차이가 있었으며 감각을 활용한 미술교육이 영아의 정서지능 증진에 효과적인 자료가 될 수 있음을 알 수 있다. purpose of this study is to examine the effects of art education using sensory experiences on emotional intelligence of infants who reached the age of two. The research participants of this study consist of 13 infants in an experimental group and 13 infants in a control group. Each infant from 24 to 32 months of age has attended a child care center. Experiments were conducted sixteen times for eight weeks, twice a week. To accomplish the purpose of this study, the data were collected by the rating scale of “Observation Instrument for Teachers“ modified by Hyojin Kim (2005) from the emotional intelligence model of Mayer and Salovey (1996). The collected data were treated through videotaped footage at each session by using the pre-post tests, analysis of covariance, and observation analysis. The results of this study are as follows: Art activities using sensory experiences have the effects on the improvement of the emotional intelligence of infants who reached the age of two. Especially the researchers have found a statistically significant difference on the awareness and expression of self-emotion, emotion control and restraint of impulse, use of self-emotion, recognition and consideration of others’ emotion, relationship with teachers, and relationship with peers. Therefore, the result of this study implies that art activities using sensory experiences can be effective materials for the improvement of the infants’ emotional intelligence.
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배지희 ( Ji Hi Bae ),방혜경 ( Hye Kyung Bang ),권미혜 ( Mi Hye Kwon ) 한국아동교육학회 2012 아동교육 Vol.21 No.3
The purpose of this study was to find out difficulties experienced by novice kindergarten teachers in relation to parent involvement activities and their perceptions on pre-service teacher education programs regarding parent involvement. In-depth interviews with 10 novice kindergarten teachers were implemented to address these issues. The findings of the study indicated that novice kindergarten teachers experienced disappointment when they had to take part only as assistants in parent involvement activities instead of taking active roles. They also expressed concerns about unexpected responses of children and evaluations of parents about their unskilled implementation of parent involvement activities. The novice teachers mentioned that experienced teachers` advice and help while they prepared for parent involvement activities were greatly appreciated, but they did not want experienced teachers` direct intervention in the middle of parent involvement activities. Lack of time and finding ways for effective communication with parents were also counted as difficulties. The novice teachers suggested that parent involvement courses offered in the pre-service teacher education program should focus more on actual practices of parent involvement in kindergarten instead of overemphasizing theories. They also expressed the need for courses that strengthen pre-service teachers` ability for leading effective parent-teacher conferences which is an important part of parent involvement practices in kindergarten.
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