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- 저자 : 윤갑정(Yun Gap Jung) (검색결과 4 건)
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요리활동 중심의 사회적 유능성 중재 프로그램을 통한 아동의 자기조절 향상과 효과 연구
정계숙(Chung Kai Sook),윤갑정(Yun Gap Jung),구정희(Gu Jung Hee) 한국열린유아교육학회 2005 열린유아교육연구 Vol.10 No.3
본 연구는 사회적 유능성이 낮은 아동 3명을 대상으로 요리활동 중심의 사회적 유능성 중재 프로그램을 개발, 실시하여 이들의 자기조절의 증진을 알아보고자 하였다. 이를 위해 자기조절 능력 검사, 자기조절 관련 중재 목표행동 상의 변화, 가정과 학교에서의 아동의 자기조절 관련 부적응 행동의 변화를 살펴보았다. 연구 결과 대상아동들 모두 자기조절력 검사와 중재 목표행동 및 부적응 행동에서 긍정적인 변화를 보여 본 사회적 유능성 중재 프로그램은 대상아동들의 자기조절 증진에 효과가 있다는 결론을 얻었다. 프로그램 특징 및 상담교사와 현장의 교사들을 위한 아동의 자기조절에 대한 중재나 지도시의 시사점을 논의하였다. The purpose of this study was to find the effect of cooking activity based social competence program could enhance children's self-regulation, which is one of main factors of social competence. The subjects of this study were three 6-7 years old boys with low social competence problems. The program administered for one and half hour once a week over 16 weeks. Each of sessions consisted of 3 related activities including cooking activities according to a activity theme of week based on parent interviews and observations during early 3 sessions of the program. The target behaviors related to self-regulation for each subject were selected. The quantitative changes of social competence test scores, frequency and duration time of the target behaviors, and qualitative changes of the behaviors were analyzed. It concluded the social competence program enhanced self-regulation of children with low social competence caused by poor self-regulation.
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교육연극을 적용한 또래관계 프로그램의 아동 간 상호작용 증진 효과
정계숙 ( Kai Soo Chung ),윤갑정 ( Gap Jung Yun ) 한국특수아동학회 2006 특수아동교육연구 Vol.8 No.2
본 연구는 또래관계 형성의 어려움을 주호소 문제로 아동상담센터에 의뢰된 아동을 대상으로 교육연극을 적용한 또래관계 프로그램을 실시하고 또래 상호작용 증진 효과를 알아보고자 하였다. 이를 위해 또래와의 자발적이며 적절한 상호작용 시도하기와 반응하기 행동을 중재 목표행동으로 설정하고 양적, 질적 변화를 살펴보았으며 가정과 학교에서의 또래관계의 변화를 살펴봄으로써 프로그램의 일반화 효과를 알아보았다. 연구 결과, 대상아동들은 또래와의 적절한 상호작용 행동이 회기가 갈수록 대체로 증가하는 경향을 보였으며 가정과 학교에서도 긍정적인 변화를 보여 교육연극을 적용한 또래관계 프로그램은 대상아동들의 또래간 상호작용을 증진시키는 것으로 나타났다. 프로그램의 특징 및 대상아동들의 특성을 중심으로 본 프로그램의 효과에 대하여 논의하고 제언하였다. The purpose of this study was to find if a program applied Drama in Education to improve peer relations could enhance children`s peer interaction behaviors. The subjects were five 6-8 year old children with peer relation difficulties. The program administered for one and half hour once a week over 16 weeks. Each of sessions consisted of 3 related activities contrived by a biweekly changed activity theme. The target behaviors were voluntary and appropriate peer interaction initiation and reaction behaviors. It found that frequencies and quality of peer interaction behaviors were changed positively and the changes were generalized to the behaviors at home and other institutes like school, kindergarten and private academy.
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어머니의 발달지체유아에 대한 유관적 상호작용 행동 중재 효과 연구
정계숙,윤갑정 부산대학교 영유아보육연구소 2001 영유아보육연구 Vol.7 No.-
The purpose of this study was to investigate changes in contingent interaction behaviors of mothers with developmentally delayed young children through the intervention program for better mother-child interactions. The subjects were four children with developmental delays and their mothers who not received parent education program ever. The intervention program was consisted of 16 sessions and each session had intervention activities which were selected to improve negative and non-contingent interaction behaviors between mothers and their young children with developmental delays. The effects of the mother-child interaction program were presented by analyzing the changes in the frequencies of contingent interaction behaviors, each of attempts and responses behaviors, between children and their mothers and describing the characteristic behaviors which explained the changes of their contingent interaction behaviors through the analysis of the play behavior episodes between each dyads. The effects of the program were as follows. First, the frequencies of contingent attempt and response behaviors of the mothers increased through the mother-child interaction intervention program. Second, the contingent attempt and response behaviors of the mothers were improved qualitatively through the mother-child interaction intervention program. The results were discussed on the point of developing the better intervention program practices for mothers with young children with developmental delays and suggested some implications for it.
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찰흙놀이를 적용한 사회적 유능성 증진 프로그램의 발달지체유아의 사회적 유능성 향상 효과 : An Application of Clay Activities
정계숙,윤갑정 부산대학교 영유아보육연구소 2003 영유아보육연구 Vol.9 No.-
This study purposed to examine the effects of the social competence program applied clay activities for improving the social competence of developmentally delayed young children referred to the Child Intervention and Counseling Center, Pusan National University. The subiects were four 5-year-old boys. Three of them were diagnosed as developmental delays by child psychiatric doctors. One boy was identified as developmental delays which may be caused from autistic behavioral characteristics in process of the diagnostic assessment by the researchers, not by the doctor. The social competence program applied clay activities was composed of 16 sessions which included some structured and unstructured play activities related intervention programs for young children with social-emotional difficulties. The length of the program was one and half hours and the ratio of child vs adult was 2:1. At every after-session meetings for on-going monitoring to the children's behaviors, the intervention team members consisted of the researcher, intervention teachers, observers and parent meeting leaders exchanged the informations about the children each other and discussed about the better intervention practices of the next session. To analysis the effects of the program observation data obtained by 4 trained observers at every sessions and the informations about the changes of child's behaviors in home and other life settings were analyzed qualitatively in terms of each child's objective behaviors. In spite of some individual differences, the young children with developmental delays showed more positive and active peer interaction behaviors and group activity participation. It was suggested some implications for improving the practices of the social competence program applied clay activities for developmentally delayed young children with socal and emotional difficulties.
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