First Graders' Awareness of Home Environment and Elementary School

Lee, Jae-Hee,Park, Ji-Hee The International Promotion Agency of Culture Tech 2020 International Journal of Advanced Culture Technolo Vol.8 No.3

The purpose of this study is to consider the home environment and awareness of elementary school students in the first grade of elementary school, and to find ways to support them. Participants were 31 1st graders in elementary schools nationwide. Data collection was conducted from June 6, 2017 to July 7, 2017. The focus group interview was used as a data collection method for this study. Results were analyzed as 'The Changing family environment that first graders think' and 'First graders' awareness of elementary school'. 'The Changing family environment that first graders think' include 'Changes in language used by parents', 'Changes in how parents and families live', and 'What to do after school'. 'First graders' awareness of elementary school' was analyzed as 'Awareness of Elementary school life', 'Awareness of peers', 'Awareness of homeroom teacher', and 'Awareness of learning'. As the conclusion of this study, we suggest that because the children have more free time than attending kindergarten, they need quality programs and support plans to support their first grade primary adjustment. Also, we propose a common problem facing first-year students: the difficulty of adjusting to study and support for how to study in an easier way.

2007년 개정 ‘우리들은 1학년’ 교과에 대한 교사들의 인식

최일선,이경민 한국유아교육학회 2009 유아교육연구 Vol.29 No.5

This study surveyed teachers’ perceptions of the 2007 revised ‘We are the first graders’ regarding its functions, management and needs. Data was collected through individual and small group interviews with 14 elementary teachers and was analyzed according to the qualitative method. The major findings of the study are as follows; First, teachers understood that the subject ‘we are the first graders’ has the functions of helping youngsters in adapting to and exploring school life, and connecting their learning experiences. The problems they saw concerned overlapping content strands, a mismatch between development and content, and vague, weak localization Second, when teachers managed ‘we are the first graders’ class, they received their know-how from discussions with their senior teachers who was leading the same grade and depended on various teaching materials. Teachers managed the subject with discretion. The majority of teachers suggested they had difficulties in management because of differences in educational circumstance, employing teacher discretion and the like. Lastly, to achieve effective management, teachers cited a need for diversification of the subject’s content, abundant teaching aids, construction of a more suitable learning environment, and knowledge and information about first graders’ developmental characteristics and kindergarten curriculum. 본 연구는 현장 교사들의 2007년 개정된 ‘우리들은 1학년’ 교과에 대한 인식을 통해 개정 교육과정에서 중점사항으로 다루었거나 강조한 내용들을 교육과정 시행과정에서 교사들은 어떻게 인식하고 있는지를 교과내용의 특징과 문제점, 운영과 요구 면에서 알아보고자 하였다. 이를 위해, 2007년 개정 ‘우리들은 1학년’ 교과 수업을 한 14명의 초등학교 1학년 교사를 대상으로 개별면담과 소집단면담을 시행하였고 수집된 자료는 질적 분석을 하였다. 연구 결과는 다음과 같다. 첫째, 교사들은 ‘우리들은 1학년’ 교과내용의 주요 특징은 학교생활 적응과 기초학습태도의 기초를 마련하는 것으로 보았다. 교과내용의 문제점으로는 중복된 학습내용, 발달 수준을 고려하지 못한 내용, 특성 없는 지역화 내용 등을 제시하였다. 둘째, ‘우리들은 1학년’ 교과 수업은 동 학년 협의를 통한 선배 교사의 실천적 경험 공유, 다양한 교수자료 활용, 교사재량에 따른 교육과정 재구성에 의해 운영되는 것으로 나타났다. 운영상의 문제점으로는 교육환경의 차이, 교사 재량의 차이, 아동에 대한 이해 부족 및 체계적인 계획이 부족한 통합적 지도 등을 제시하였다. 마지막으로 ‘우리들은 1학년’ 교과 지원 요구와 관련하여 교사들은 교과내용 및 수준의 다양화, 풍부한 수업지원 자료, 학습에 적합한 환경구성과 아동 발달 및 유치원 교육과정에 대한 지식을 요구하는 것으로 나타났다.

초등학교 입문기 학생들의 수학 학습 능력 실태 조사

권정례 ( Jeom Rae Kwon ) 한국수학교육학회 2013 수학교육 Vol.52 No.4

The purpose of this study is to identify the first graders` mathematics learning abilities in elementary school. To do this, I examined the first graders on their mathematics learning abilities, and analyzed the test results. Although all of the evaluation factors are composed the mathematical contents which are taught in elementary school, the correct answer rate of them were very high. The results of this study will be used as the basis. for developing the mathematics curriculum and textbook in elementary school. Also first grade teachers can use the results of this study as a basis when they plan a instruction for the first graders.

잠재프로파일분석과 머신러닝을 활용한 한국 초등학교 1학년 아동의 학교적응 예측

고은경(Eun Kyoung Goh),전효정(Hyo Jeong Jeon) 한국아동학회 2020 아동학회지 Vol.41 No.4

Objectives: The purpose of this study is to evaluate the factors of first graders’ school adjustment in Korean elementary school by using latent profile analysis and machine learning to predict and classify among the first-graders who have difficulty in school adjustment. Methods: Data from 1,010 children in the first grade of elementary school were used in the seventh to eighth surveys of the 2014-2015 Korean Childrens Panel. The output variable of machine learning is the school adjustment type of the eighth survey data, and the type and number of each school adjustment were determined by latent profile analysis of its sub-variables. The input variables for machine learning were the children’s gender and school readiness of the seventh data. In addition, the childrens difficulty in executive function, school preference, parents interest in school life, teachers teaching efficacy, and work stress included in the eighth data were selected as input variables. As a model for predicting childrens school adjustment type, four machine learning algorithms are used. Results: Three types of school adjustment were identified through latent profile analysis, with the lowest level of school adjustment being 13.1% of all children. “Difficulty in executive function” was the predictor of the lowest level of school adjustment in all machine learning models. The model that best classifies children at the lowest level of school adjustment was the gradient-boosted decision tree model, with an accuracy of 94%, a sensitivity of 70%, a specificity of 97%, and an AUC of .89. Conclusion: When using latent profile analysis and machine learning model, the difficulty in adjusting to school in the first graders of elementary school was most predicted by difficulty of the executive function; however, school readiness was not. This study suggested that cooperation between early childhood education and primary education based on empirical analysis is necessary for successful primary connection.

취학 첫 학기 초등학교 학생들의 이야기글 쓰기 연구

유승아 ( Seung-a Yoo ) 청람어문교육학회(구 청람어문학회) 2016 청람어문교육 Vol.58 No.-

본 연구의 목적은 취학 첫 학기 초등학생들의 쓰기 능력을 분석하는 것이다. 이를 위해 서울과 전주의 초등학생 265명이 20분 동안 이야기글을 작성하였고, 이러한 ‘쓰기 수행 검사’의 결과는 양적 측면(글자, 어절, 의미 단위, 문장, 철자 오류의 수), 질적 측면(인물, 사건, 배경, 표현)에서 분석하였다. 이 외에도 학생들의 초기 문식성 발달 수준을 확인하고, 이야기글 쓰기 능력과의 관계를 분석하였다. 연구 결과, 취학 첫 학기 학생들은 평균 ‘약 93글자, 약 6문장’의 이야기글을 작성하였다. 학생들은 철자 학습 수준에 비해 이야기글을 생성하는 능력은 미숙하였다. 이야기글의 양적, 질적 요인 간에 뚜렷한 상관이 있었고, 초기 문식성 요인과 이야기글의 양적, 질적 요인 간에는 상관이 낮았다. 회귀 분석 결과, 초기 문식성 요인은 이야기글 쓰기 능력에 대해 약 21%의 설명력이 있었다. 학생들이 작성한 이야기글의 특성을 분석한 결과 이야기글 구조 발달에 따라 이야기글의 양적 요인이 증가하였다. 또한 이야기 구성 요소가 잘 드러난 글일수록 글의 완성도가 높았다. 이외에도 학생들은 이야기의 특성을 반영한 글을 작성하기 위한 노력을 기울이고 있었다. This study aimed to analyzed elementary students’ writing ability and 256 first graders in Seoul and Jeonju wrote story texts for 20 minutes in their first semester. The texts were analyzed quantitatively(numbers of syllables, syntactic words, t-units, and sentences) and qualitatively (characters, events, settings, and expressions). Results from a standardized test for reading ability and reading attitude(NRI), and a dictation exam were also analyzed to identify developmental levels of early literacy and the relations between the ability for story texts and the levels of early literacy. The average text length of a story text was 93 syllables and 6 sentences. Students showed relatively low levels of composing ability in comparison with their learning to read and spell. Story texts with a developed structure usually showed high levels in quantitative factors. Various characteristics, including writing styles and opening-ending words, were also identified and discussed to expand understanding about first graders as writers and their story writing.

전래놀이 및 보드게임을 통한 초등학교 1학년 아동의 학교적응, 사회성, 자기조절능력에서의 변화 탐색

최혜선 ( Hye Sun Choi ),박용한 ( Yong Han Park ) 한국아동교육학회 2015 아동교육 Vol.24 No.3

본 연구는 전래놀이 및 보드게임을 통한 초등학교 1학년 아동의 학교적응, 사회성, 자기조절능력에서의 변화를 탐색하고자 하였다. 연구대상은 대전광역시에 소재한 A초등학교 1학년 2개 반 아동 33명이었으며, 이 중에서 16명은 전래놀이 집단에 나머지 17명은 보드게임 집단에 무선 배치하였다. 각 집단의 아동들은 8주 동안 총 15회에 걸쳐 집단별로 전래놀이 혹은 보드게임 활동에 참여하였다. 또한, 아동들의 학교적응, 사회성, 자기조절능력에 대한 사전 및 사후 검사가 실시되었으며, 수집된 자료는 혼합변량분석(Mixed-ANOVA)의 방법을 통해 분석되었다. 본 연구의 결과 전래놀이 및 보드게임을 통해 초등학교 1학년 아동의 학교적응과 자기조절능력은 유의미하게 향상되었으나 사회성에서는 유의미한 변화가 나타나지 않았다. 이러한 결과는 전래놀이와 보드게임 등 두 가지 형태의 놀이 모두가 초등학교에서 아동의 초기 적응에 효과적으로 활용될 수 있음을 제안해 주었다. The purpose of this study was to explore the changes on the first-grade children’s school adjustment, sociality and self-regulation through traditional play and board game. The subjects in this study were 33 pupils in two different first-grade classes in an elementary school located in D city. Among them, 16 pupils were randomly assigned to the traditional play group, and the other 17 pupils were assigned to the board game group. Each group took part in either traditional play or board game respectively a total of 15 times during 8 weeks. Pre- and posttest were administered about school adjustment, sociality, and self-regulation. The data were analyzed using the Mixed-ANOVA. The results of this study are as follows. Frist, both traditional play group and board game group showed meaningful improvement in total scores on the school adjustment and sub factors. Second, neither traditional play group or board game group showed meaningful improvement in total scores on the sociality. Third, both traditional play group and board game group showed meaningful improvement in total scores on the self-regulation ability. In short, first graders` school adjustment and self-regulation ability were improved by either traditional play or board game in the elementary schools. These results suggest the usefulness of traditional play and board game for early adjustment in elementary schools.

어머니의 교육참여가 초등학교 1학년의 학교적응에 미치는 영향: 교사-학부모 관계의 상호작용효과

김지영 ( Kim Ji Young ),이강이 ( Lee Kangyi ) 열린부모교육학회 2020 열린부모교육연구 Vol.12 No.1

본 연구는 어머니의 교육참여와 교사가 인식하는 교사-학부모 관계가 초등학교 1학년 아동의 학교적응에 미치는 영향을 알아보고, 아동의 학교적응에 대해 어머니의 교육참여와 교사-학부모 관계가 상효작용효과를 가지는 지 살펴보고자 하였다. 연구대상은 서울대학교 학부모정책연구센터에서 실시한 학부모교육참여패널연구 1차년도 2차(2017) 자료에서 주요변인 및 통제변인에 모두 응답한 어머니, 교사 총 144쌍으로 하였다. 주요변인으로 아동의 학교적응(교사응답)과 6개 유형의 어머니의 교육참여(어머니 응답), 교사-학부모 관계(교사응답)가 분석에 사용되었으며, 위계적 회귀분석을 통해 주요변인들의 주효과와 상호작용효과를 분석하였다. 본 연구의 결과는 다음과 같다. 첫째, 어머니의 교육참여와 교사-학부모 관계의 주효과를 살펴본 결과, 부모교육 참여와 교사-학부모 관계만이 아동의 학교적응에 정적 영향을 미치는 것으로 나타났다. 둘째, 어머니의 교육참여와 교사-학부모 관계의 상호작용효과를 살펴본 결과, 교사-학부모 관계에 따라 아동의 학교적응에 대한 부모교육 참여와 비대면 상담, 가정 내 교육지원의 영향에 차이가 있는 것으로 나타났다. 교사-학부모 관계가 높을수록 어머니의 부모교육 참여빈도의 높고 낮음에 따른 영향 차이가 적은 것으로 나타났고, 교사-학부모 관계가 낮을수록 어머니의 비대면 상담빈도의 높고 낮음에 따른 영향 차이가 적은 것으로 나타났다. 또한 아동의 학교적응에 대한 가정 내 교육지원의 영향은 교사-학부모 관계의 높고 낮음에 따라 상반된 양상을 보였다. 본 연구는 아동의 학교적응에 대한 어머니의 교육참여와 인식적 차원의 교사-학부모 관계의 영향을 밝혀냄으로써 교사-학부모 관계 증진과 효과적인 학부모 교육참여 도모를 위한 기초자료로서 의의가 있다. The purpose of this study was to investigate the relationship among the first-grader’s school adjustment, mother's educational involvement and teacher-parents relationship. Data came from 144 mother-teacher pairs who participated in the first-grade waves of the Panel Study of Korean Parental Educational Involvement. The mothers completed the parental educational involvement questionnaires and teachers were required to respond to the questionnaires about the first-grader’s school adjustment and the perceived teacher-parents relationship. The hierarchical multiple regression analysis was used for analyzing main effects and interactive effects of these variables. The results of our study were as follows: (a) Only mother’s participation in parent education (parenting type) and teacher’s perceived teacher-parents relationship had positive effect on children’s school adjustment; (b) Teacher-parents relationship had the interactive effects with mother’s participation in parent education (parenting type) and non-face counseling with the teacher (communicating type) and educational supporting activities for their children at home (learning at home type). The higher the teacher-parents relationship, the lower the impact difference due to the higher and lower the mother's frequency of participation in parent education, and the lower the teacher-parents relationship, the lower the impact difference due to the higher and lower the mother's non-face counseling frequency. In addition, the impact of educational supporting activities on children's school adaptations was crossed with the levels of teacher-parents relationships. Our results suggest that the positive teacher-parents relationship is important for children’s school adjustment and proper parental educational involvement would have positive effects on their children’s school adjustment. This study provides useful information for making programs and establishing systems that improve teacher-parent relationships and aim at effective mother's educational involvement.

The Impact of Using the Interactive Whiteboard on Phonemic Awareness Instruction among EFL First Graders

Mohammad Husam Alhumsi 아시아영어교육학회 2021 The Journal of Asia TEFL Vol.18 No.2

The aim of this paper is to investigate the influence of using the Interactive Whiteboard on phonemic awareness instruction among EFL first graders. For this study, a word recognition test was used as the research instrument. Pre-test, post-test, and delayed-word recognition were administered to 48 first graders, aged 7 on average, to both the experimental and control groups. The experimental group received the treatment for four weeks using IWB, whereas the control group was taught using the chalkboard. Paired sample t-test, independent sample t-test and one-way ANOVA were employed to analyse the data. The findings showed a significant difference in word recognition test scores in favor of the experimental group test (t = 2.50, p < .05). The mean score of the experimental group was better than that of the control group. The current study proposes some pedagogical implications for curriculum designers and concludes with recommendations and further studies on intervention programs.

초기학교생활 적응을 돕는 초등학교 1학년 학생의 특징에 대한 개념도 연구

오인수 ( Oh Insoo ),김현수 ( Kim Hyeonsu ),반지윤 ( Ban Jiyoon ) 인하대학교 교육연구소 2023 교육문화연구 Vol.29 No.4

본 연구의 목적은 초기학교생활 적응을 돕는 초등학교 1학년 학생의 특징을 탐색하는 데 있다. 이를 위해 연구에서 활용한 방법은 개념도 방법이다. 연구절차는 다음과 같다. 첫째, 아이디어 생성을 위해 초점질문을 개발하고 면담을 진행하였다. 면담 연구참여자는 초등학교 현장 경험이 풍부한 1학년 담임교사 11명으로, 초점질문을 바탕으로 반구조화된 면담을 실시하였다. 둘째, 아이디어 진술문을 추출하였다. 최초 59개의 진술문은 연구자 3인의 합의를 거쳐 총 44개의 진술문으로 확정하였다. 셋째, 유사성 분류 및 중요도-수행도 평정을 실시하였다. 이 과정에 참여한 연구참여자는 총 26명으로, 모두 초등학교 1학년 담임경력을 가진 초등학교 교사였다. 넷째, 결과분석 및 해석을 실시하였다. 연구참여자의 유사성 분류 결과를 바탕으로 유사성 행렬을 작성하고 다차원척도분석 및 위계적군집분석을 실시하여 개념도를 완성하였다. 또한 중요도 및 수행도 평균을 분석하였다. 최종적으로 총 6개 군집을 포함하는 2차원(가정환경특징-학생개인특성, 사회정서역량-적응촉진환경)의 개념도를 작성하였다. 각 군집을 기준으로 개념도 및 중요도와 수행도 분석결과의 시사점을 1) 유아교육기관과 초등학교 간 연계, 2) 과도한 사교육 참여의 지양, 3) 집행기능의 향상, 4) 사회적 유능감의 향상, 5) 교사에 대한 아동의 긍정적 인식 제고, 6) 부모와 협력적 관계 형성의 6가지 주제를 중심으로 논의하였다. The purpose of this study is to explore the elementary school first graders’ characteristics that help them adjust to early school life. The concept mapping method was used in this study. The research procedure is as follows. First, focusing questions were developed and interviews were conducted to generate ideas. Semi-structured interviews were conducted with 11 first grade homeroom teachers who had extensive field experience. Second, idea statements were extracted. Initially, there were 59 statements, but through consensus among 3 researchers, a total of 44 statements were confirmed. Third, similarity classification and importance-performance rating were conducted. Notably, 26 research participants participated in this process, and all of them were elementary school teachers who had experience as a first grade homeroom teacher. Fourth, analysis and interpretation of results were implemented. Based on the similarity classification results, a similarity matrix was created, and multidimensional scaling analysis and hierarchical clustering analysis were performed so that a concept map was completed. In addition, importance and performance averages were analyzed. Finally, a two-dimensional concept map (home environment characteristics-student individual characteristics, social vs. emotional competency vs. adjustment-promoting environment) including a total of 6 clusters was drawn up. Based on each cluster, 6 themes were derived: 1) linkage between early childhood education institutions and elementary schools, 2) avoidance of excessive participation in private education, 3) improvement of executive function, 4) advancement of social competence, 5) enhancement of children's positive perception of teachers, and 6) formation of a cooperative relationship with parents. According to these themes, implications of the analysis results of the concept map, importance, and performance were discussed.

초등학교 1학년의 영어 이야기책과 정보책의 선호도 및 선호 요소

안소영 ( An So Young ),김태은 ( Kim Tae-eun ) 글로벌영어교육학회(구 호남영어교육학회) 2020 Studies in English education Vol.25 No.3

The purpose of this study is to identify first graders’ preferences for storybooks and informational books and to analyze the factors that determine their preferences. For this study, 25 students in Seoul G elementary school participated in the preference survey. The preference survey consisted of multiple choice and descriptive questions and was conducted before and after English book reading classes. According to the results, students preferred storybooks over informational books, and their preference for storybooks became stronger after the English book reading class. The analysis of factors that determine their preferences revealed that key determinants were related to content, aesthetic, form, and learning. When the determinants are carefully considered in book selection, both storybooks and information books can be an effective and interesting reading material for students to learn English. This study has significance in that it provides valuable insights into understanding book preference determinants when we need to consider the selection of storybooks and informational books.