남북한 보육정책 비교

양옥승 한국가족학회 1995 家族學 論集 Vol.7 No.-

여자대학의 사명

양옥승 이화여자대학교 한국문화연구원 2000 여성적 가치의 지성공동체 Vol.2000 No.

유아교육 관련산업 현황에 대한 기초조사

양옥승,이영자,신은수,이정욱,신동주,이경옥 덕성여자대학교 사회과학연구소 2004 사회과학연구 Vol.10 No.-

This study was designed to gather overall information on the early childhood education industry. Thirty-two industries were interviewed to investigate the present state of products, human resources, job specifications, university-industry cooperation and employees' retraining programs. The results indicated that most early childhood education industries were simultaneously operating in 2 or 3 fields among the various fields of industry. and trying to make a connection between the fields. In human resources and job specifications, specialists in early childhood education were highly evaluated in their professional contribution to R&D, especially in developing products based on the principles of child development and early childhood education. The survey results indicated that the investigated industries had a slightly lower level of satisfaction in university-industry cooperation and employees' retraining programs, but had higher expectations for future prospects. It Is necessary to strengthen the mutual cooperation between industry and university In R&D and employee retraining programs.

유아교육과정에 대한 관점 탐구

양옥승 덕성여자대학교 고등교육연구소 1999 敎育硏究 Vol.7 No.-

Often curriculum studies in early childhood education fail to recognize the curricular perspectives. For the field of early childhood education to be vital and significant, diverse views on curricula must be nurtured. In this article, 1 present curricular perspectives on early childhood education. By reviewing early childhood education and curriculum literatures according to their core epistemological and ethical assumptions and views on the concept of a curriculum, I identify four schools of thought: 1) idealists, who advocate that the aim of early childhood education is the unfolding of the child's rationality; 2) developmentalists, who assert that a school task is to create the environment which enables a child to encounter and solve ever more complex and demanding problems; 3) empiricists, who view an early childhood curriculum as a series of specific educational content or objective to be attained; and 4) reconceptualists, who regard the curriculum as a tool fer emancipating children, parents, and teachers from unequal and of often unjust social orders.

한국의 유치원 교육 제도 연구

양옥승 덕성여자대학교 사회과학연구소 1995 사회과학연구 Vol.2 No.-

This study is to examine the Korean Kindergarten system with focus on its development, demand-supply, and teacher training policy. The results are that: i) the educational system of kindergarten has evloved in five distinct stages of 1913 to 1949, 1949 to 1968, 1969 to 1981, 1981 to 1991, and 1991 to the present : ii) the enrollement rates of kindergarten are considerably low ; in 1995, for instance, 529,265 children at the ages of three to five and 277,843 children at the age of five attended the kindergartens, which accounted only for 26.74% and 42.21% repectively; iii) the two-year period of educational institutions is regarded as too short to produce qualified teachers. One of the recommendations is, thus, that the kindergarten be established as part of the public education system which tends to achieve the principle of universalism.

남북한의 유아교육 및 보육 제도 비교연구

양옥승 덕성여자대학교 사회과학연구소 1996 사회과학연구 Vol.4 No.-

Comparing the early childhood education and care systems of South Korea with those of North Korea, I have found out that despite of their differentiation in pedagogy, they have similar perspectives on child care. There are some conspicuous differences. First of all, South Korea is characteristic of individualism, but North Korea, of collectivism. In terms of curriculum, the South is based upon romantism while the North, upon behaviorism; the former's organization is child-centered while the latter's is subject-oriented. South Korea takes the early childhood education and care systems as one intergrated system, but North Korea as two separated ones; part of the children in the North also engage in boarding programs. Both Koreas, however, maintain a dual system in administrative organization and teacher education in which the early childhood education system and the child care system have their own manners. They also perceive child care as a substitute.

남북한 유치원과 보육시설 프로그램 비교

양옥승,신현문,신은미,장선혜 덕성여자대학교 사회과학연구소 1996 사회과학연구 Vol.3 No.-

본 연구는 남북한의 유치원과 보육시설의 프로그램을 분석하여 통일에 대비한 유아교육프로그램 통합 방안의 기초자료를 제공하는 것이 목적이다. 두 사회의 유아교육 프로그램은 교육 목적 및 내용, 공간구성, 시간구성, 교육과정 조직, 교수·학습방법, 놀이 시설과 자료, 영양·건강·안전 관리, 집단구성, 기타 운영 형태 등 9가지 요소로 비교·분석하였다. 본 연구의 결과, 남북한의 유치원과 보유시설 프로그램 현황은 각각의 사회적 현실을 반영하듯 이질적인 측면이 많이 나타났다. This study is to aim at providing the basic information for the program unification of children's education: Being prepared for the reunion of two Korea, analyzing kindergarten & child care service. The children's education programs of two parties were analyzed and compared into 9 items as follows: education goals & contents, space structure, daily plans, curriculum organization, teaching-method, equipment & materials, nuturition·health·safe services, grouping, and the other operating system. According to the result of this study, the present situation of both parties showed much more differences that it reflects each social present circumstance.

獨創的 人間形成을 沮害하는 敎育風土 硏究

梁玉承 이화여자대학교 대학원 1976 硏究論叢 Vol.6 No.-

유치원 교사의 양성체제

양옥승,유길근,정윤정 한국교원교육학회 2002 한국교원교육학회 학술대회자료집 Vol.- No.36

유아교육에서의 잠재적 교육과정 탐구

양옥승,김지현 덕성여자대학교 사회과학연구소 2004 사회과학연구 Vol.10 No.-

Despite the ambiguity of its concept, the hidden curriculum is currently discussed as a major education element that cannot be overlooked because of its influence on students in the classroom regardless whether that influence is positive or negative. This study defines the hidden curriculum as the curriculum of a different concept hidden behind the manifest curriculum and analyzes how the hidden curriculum exists in early childhood education. The positive or negative influences experienced by young children according to the various physical, human environments as well as the operation method of the early childhood education institution were considered to be the hidden curriculum. The interactive experiences with teachers or peers that significantly influence individual young children were discussed as the hidden curriculum. The hidden curriculum elements that exit behind such early childhood education curriculum key concepts as child-centric education, play-centric education, individual education and developmental appropriate education are analyzed from a critical perspective. This study indicates that early childhood education presents elements that make young children more susceptible to hidden curriculum because early childhood education encourages the young child to form knowledge and to learn on its own through free play and interaction with diverse and rich environment. The critical analysis of the hidden curriculum in early childhood education also presented a new perspective on the manifest curriculum, which is so often taken for granted. The study emphasizes the need to place greater importance on the hidden curriculum in the early childhood education context.