유아 교사의 놀이에 대한 교육 신념 연구

신은수 덕성여자대학교 사회과학연구소 1998 사회과학연구 Vol.5 No.-

This study analyzed preschool teachers' beliefs on children's play including pedagogical concerning early childhood education, children's developmental beliefs, beliefs concerning children's play, and beliefs concerning teachers' role on play situation. Subjects were 180 preschool teachers in the Kyungki and Inchon school district. The teacher belief inventory on children's play was used. Data were analyzed frequencies and percentiles. In results, most teachers' beliefs on children's play were interactionistic beliefs. No teacher's beliefs on children's play were behavioristic beliefs. In addition, maturationistic beliefs and eclectic beliefs were showed in teachers' beliefs on children's play. This study suggested the pre-and in-service teacher training for constructing and practicing teachers' beliefs on children's play.

유아의 놀이 형태와 수준에 따른 효과적인 교사의 놀이 개입 유형의 방향 모색

신은수 한국유아교육학회 1991 유아교육연구 Vol.11 No.1

The purpose of this study was to examine the relationship between types of teacher intervention and children's play patterns in preschool settings. An event sampling observation technique was used to examine the relationship between teachers' interventions and children's play, four play areas, and children's gender. Ten preschool teachers were observed during free play time for five consecutive days per classroom. The observations were categorized into nine types of teacher intervention and 12 patterns of children's social and cognitive play. The relationships were analyzed using the Log Linear Model. The results indicated that: (a) teachers' interventions were significantly different for different children's play patterns, (b) teachers' interventions were significantly different for different play areas, (c) there was no significant difference in teachers' interventions in relation to children's gender, and (d) interaction effects were evident between children's play and play areas and types of teacher intervention. The results suggested that teachers' interventions were related to children's play patterns and play areas, though not to children's gender. Practical implications for teacher intervention in relation to different play behaviors and play settings were suggested for preschool teachers.

4년제 유아교사양성 대학의 정규 교육실습이 예비교사의 현장지식과 태도에 미치는 영향에 관한 연구

신은수 德成女子大學校 1996 德成女大論文集 Vol.25 No.-

The purposes of this study were to examine effects of student teaching on four-year teacher education program, and to identify practical knowledge and attitude of early childhood student teachers in student teaching. For these purposes, this study was conductied to examine the differences between before-and after-practical knowledge and attitude in one-month regular student teaching. 38 student teachers in four-year teacher education program were interviewed with the questionaaire of their practical knowledge and attitude. The questionaire included the planning/preparation of teaching, the ongoing teaching practice, the ongoing caring practice, the management of educational environment, and the interacion with staff/parents. The results of this study indicated as followins; first, there were significant improvements of the planning/preparation of teaching and the ongoing teaching practice after student teaching; second, there were no differences of the ongoing caring practice, the management of educational environment, and the interaction of staff/parents. This study suggests that the development of model for the student teaching should be included the maintenance system and the correction system of practical knowledge and sttitude for the follow-up student teaching program.

미국, 캐나다, 영국의 유아교육과정 내용체계 분석 연구

신은수,황은희,김다영 덕성여자대학교 사회과학연구소 2012 사회과학연구 Vol.17 No.-

The purpose of this study is to provide the analysis of the contents and structures of the curriculum of the early childhood education in USA(Pennsylvania, New Mexico, Nevada), Canada, and UK in order to aid establishing effective guiding principles for creating curriculum in Korea. To meet the purpose, this paper argues the following three points: first, the curriculum should suggest specific standards for the learning contents based on the child's age group and developmental stage; secondly, the curriculum needs to contain contents that demonstrate the continuity in educating children from birth to school age to prevent them from going through unnecessary redundancy or exclusion of any part of learning experience; lastly, the curriculum should offer resources that can help teachers and parents to better understand each developmental stage of children.

유아의 또래간 인기도와 갈등상황에서의 대인간 문제해결 수행능력에 관한 연구

신은수 덕성여자대학교 사회과학연구소 1995 사회과학연구 Vol.2 No.-

The purpose of this study examined the relationships between peer status and interpersonal problem solving performance abilities in peer social conflicts of four-year-old children. The subjects were 7 popular children and 7 neglected children selected by 33 four-year-old preschool children. Event sampling observation were conducted during 10 sessions in 80-minutes indoor free-play periods. Data were analyzed the frequencies and chi square test by the check list of interpersonal problem solving performance. Analyses revealed the significant differences between popular children and neglected children in interpersonal problem solving behavior skills and transforming orientation. The interpersonal problem solving behaviors were observed more negotiative and interactive-tranforming-orientation in popular children and more aggressive and other-transforming-orientation in neglected children.

개인 및 기관변인에 따른 보육교사의 과학 교과교육학지식과 과학 교수태도

신은수,김현진 한국보육학회 2013 한국보육학회지 Vol.13 No.1

본 연구는 개인 및 기관변인에 따른 보육교사의 과학 교과교육학지식과 과학 교수태도를 알아보고, 둘 간의 상관관계를 알아보기 위해 서울⋅경기지역 어린이집에 근무하는 3, 4, 5세 보육교사 196명을 대상으로 연구를 실시하였다. 연구결과 첫째, 개인 및 기관변인에 따른 보육교사의 과학 교과교육학지식은 학력, 기관유형, 담당학급에 따라 통계적으로 유의한 차이가 있었으며 둘째, 개인 및 기관변인에 따른 보육교사의 과학 교수태도는 학력, 기관유형에 따라 통계적으로 유의한 차이가 있었다. 셋째, 보육교사의 과학 교과교육학지식과 과학 교수태도는 높은 상관관계를 보였다. This study examines child care center teachers' pedagogical content knowledge and attitudes toward science teaching according to the internal and external background. To achieve the study goals, a survey was carried out for 196 child care center teachers working at child care center in Seoul, Kyeonggi Do. The analysis of data, employing the SPSS WIN statistical program which include ANOVA and Sheffe test. The results of this study reveal that teachers’ pedagogical content knowledge differs according to their an academic background, a type of child care center, a type of class. Teacher' attitudes toward science teaching differs according to their an academic background, a type of child care center. Last, teachers’ pedagogical content knowledge is correlated in teacher' attitudes toward science teaching.

5세 유아의 발달에 유치원 교육 프로그램이 미치는 교육효과의 비교분석에 관한 연구

신은수 德成女子大學校 1996 德成女大論文集 Vol.27 No.-

The purpose of study examined the effects of early childhood education program to revel the continuous developmentally appropriate program from three to five-year-old children. For this purpose, the study is compared effects between two-year-early childhood education program based on interactional theory and two-year-other programs on developments of five-year-old children. The subjects were 56 five-year-old chikdren of two classes enrolled some kindergarten. The one class was educated two-year-education program based on non-interactional theory and the other class was educated two-year-education program based on other program. The research method was the test of 'social adjustment behavior developmtental test'. The research questions were the followings : 1. Are there any differences of communication abilities in class and gender between five-year-old chilren educated in two-year-education program based on interactional theory and five-year-old children educatedin two-year-education program based on non-interactional theory? 2. Are there any differences of socialization abilities in class and gender between five- year-old children educated in two-year-education program based on interactional theory and five-year-old children educated in two-year-education program based on non-interactional theory? 3. Are there any differences of physical-motor abilities in class and gender between five- year-old children theory and five-year-education program based on interactional theory and five-year-old children educated two-year-education program based on non-interactional theory? The results of the study were summarized as followings : first, there were significant improvements of social adjustment behavior based on communication, socialization, and physical-motor abilities in five-year-old children educated in two-year-education program based on interactional theory compared on five-year-old children educated in two-year-education program based on non-interactional theory ; second, there were significant improvements in girls compared with boys on communication and socialization abilities except physical-motor abilities ; third, in communication and socialization abilities, the girls educated two-year-education program based on interactional theory were significantly improved, and in physical-motor abilities, the boys educated two-year-education program based on interactional theory were significantly improved. This study suggests the followings : first, early childhood education program should be conducted the continuous developmentally appropriate program from three to five-year-old children : second, the longitydinal study should be researched the early childhood education program based on interactional theory to reveal the effects of three-year-developmentally appropriate program from three to five-year-old children.

가장놀이에 대한 교사교육이 교사의 놀이교수 효능감 및 놀이 개입 실제와 유아의 가장놀이 사회적 수준에 미치는 영향

신은수,박현경 한국유아교육학회 2006 유아교육연구 Vol.26 No.6

인지적 갈등유도에 의한 과학교수방법이 유아의 과학적 문제해결능력에 미치는 영향

신은수,안경숙 덕성여자대학교 사회과학연구소 1995 사회과학연구 Vol.1 No.-

This study compared the effects of science teaching methods between traditional science teaching method based on teacher's plan and verbal explanation and cognitive conflict inducement science teaching method based on children's interest and play. According to the purpose of the study, the research question was raised as following : Is there a significant difference between two types of science teaching method in children's problem solving abilities? ; Is there a significant difference between two types of science teaching method in participation of scientific process activities? The subjects were 40 kindergarten children in Seoul. Data was collected the scores of children's problem solving abilities and participation of scientific process activities by the checklist based on the observation in children's science activities. The differences between two groups were analized the total scores using ANOVA. The result indicated a significant difference in children's problem solving abilities and participation of scientific process activities. This study suggested that science teaching method based on cognitive conflict inducement should be applied in early childhood science education.

115 전보접수 전용교환기의 안내대 전보접수 software의 구현 ( Telegram Reception S / W Implementation in Special Purpose Electronic Switching System for 115 Telegram )

신은수,최병규 대한전자공학회 1992 대한전자공학회 학술대회 Vol.1992 No.4