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위영희 서원대학교 2004 敎育發展 Vol.23 No.1
This study investigated relationship emotional competence and Peer competence of young children. Data were analyzed separately for boys and girls. A total of 106 children(50 boys, 56 girls: aged 4-5) were studied. Emotional competence were significantly related to their peer competence. The sub-factors of emotional competence were significantly related to the sub-factors of peer competence by age and sex. Results were discussed in terms of how emotional competence and emotion socialization contribute to children's social competence and the importance of implementing teacher education for young children.
魏永姬 西原大學校 1988 西原大學 論文集 Vol.21 No.-
The Purpose of this study is to discuss the qualities and roles of teachers including qualification and in serrice training of teachers in grou[ care for infants and toddlers. The conclusions are as follows; 1. the qualities of teachers are warm and affectionate as mother, sensitive to needs of infants and toddlers, creative with expert knowledges and skills. 2. The role of teachers are to encourage abilities and achievment of infants and toddlers, to guide vasic habits, to construct educational program, to play the role of assessor and observer, to obtain information on a child to introduce educational program to community. 3. The qualification of teachers is estavlished strictly, and is required practical experiences of child care. 4.In servic training of teachers is imcluded instructional techniques, information establishment, conversation skills, ecology of the child to improve qualities of teachers.
위영희 서원대학교 교육연구소 1998 敎育發展 Vol.17 No.1
The purpose of this study were to investigate development of emotional communiation and to analyze problems of the research on infants' social referencing. Social regulatory functions of emotions were revealed in infant-mother interactional communication process at early days of birth. This communication systems were embodied by joint attentions of infant-mother and reciprocal responsiveness of emotion, then contributed to development of emotion. We must examine closely emotion specificity and referent specificity in terms of emotional communication about research on social referencing. The results of the research on social referencing were different in accordance with experimental procedures such as a kind of stimulus (emotional expression and toys etc.), the condition of context and it was very difficult to certify emotion specificity and referent specificity. Therefore, it was needed methological improvement of the research in future study.
위영희,조경희,최예식 서원대학교 교육연구소 2002 敎育發展 Vol.21 No.2
The purpose of this study was to find instruction-learning plan for young children's computer education using cooperative activities. At this study first, educational significances and the effects of cooperative activities on young children's development were discussed. Second, models of cooperative learning and elements of peer interaction were investigated. Third, instruction-learning plan using LT model of cooperative activities was discussed. And further researches were also suggested.
아동의 정서이해 : 실제의 정서와 표현된 정서의 변별 The Distinction between Real and Apparent Emotion
위영희 서원대학교 학생생활연구소 1991 학생생활연구 Vol.9 No.-
The purpose of this study was to examine children`s understanding of the distinction between real and apparent emotion. The conclusion was as follows; 1. 9-, 10-11--year-olds could distinguish more accurately between real and apparent emotion than 4-,5-,6-year-olds, however 4-,5-,6-year-olds also could distinguish. 2. Children`s choice of emotion was differed by story valence and choice of emotion in negative stories was more accurate than positive stories. 3. 9-, 10-11--year-olds produced more correct justification in choice of emotion than 4-,5-,6-year-olds, however 4-,5-,6-year-olds did not produce inappropriate or uninformative replies either. Justifications in response to apparent questions were more affluent than justifications in response to reality questions.
위영희 서원대학교 교육연구소 2000 敎育發展 Vol.19 No.1
The purpose of this study was to find the relations of children's stress and the child rearing related variables of parent, which was child rearing behaviors, social supports and child rearing involvement of father. These were found to be important variables in predicting children's adjustment. Especially parent's child rearing behaviors were important to relieve the children's stress. Parents must have taught various coping strategies. Social supports have indirect effects on children's stress and coping. The child rearing involvement of the father was the key to teach children's coping strategies. It should be increased to study the reciprocal relationships of children's stress and the child rearing related variables.