의사소통 훈련 부모교육 프로그램이 초등학부모의 양육태도와 부모효능감에 미치는 영향

김미경(Kim, Mikyong),김성현(Kim, Sunghyun) 한국학부모학회 2018 학부모연구 Vol.5 No.1

이 연구에서는 의사소통 훈련 부모교육 프로그램이 초등학부모의 양육태도와 부모효능감에 미치는 영향을 알아보기 위해 연구가 진행되었다. 본 연구에서는 다음과 같이 연구문제를 설정하였다. 첫째, 의사소통 훈련 부모교육 프로그램은 초등 학부모 양육태도에 어떠한 효과가 있는가 둘째, 의사소통훈련 부모교육 프로그램은 초등 학부모의 부모효능감에 어떠한 효과가 있는가 이다. 본 연구에서의 대상은 J시 초등 학부모 22명이었다. 조사도구로는 양육태도 척도와 부모효능감척도를 사용하였고, 분석방법으로는 빈도, t-검증, 공변량분석(ANCOVA)을 실시하였다. 본 연구의 결과를 살펴보면 첫째, 의사소통 훈련 부모교육 프로그램이 초등 학부모의 양육태도에 증진시키는 것으로 나타났다. 둘째, 의사소통 훈련 부모교육 프로그램은 초등 학부모의 부모효능감을 향상시키는 것으로 나타났다. 이 연구를 통해 초등학부모를 위한 의사소통훈련에 시사점을 제공한다고 볼 수 있다. In this study, the research was conducted to investigate the effect of Communication Training Parent Education Program on parenting attitude and parental efficacy of elementary parents. In this study, research problem was set as follows. First, the effect of Communication Training Parents Education program on the parenting attitude of elementary parents. Second, Communication Training Parent Education Program has effects on parental efficacy of elementary parents. The subjects in this study were 22 elementary parents in J city. We used the parenting attitude scale and the parental efficacy scale as the survey instruments. Frequency, t-test, and covariance analysis (ANCOVA) were used as the analysis methods. The results of this study are as follows: First, Communication Training Parent Education program promotes parenting attitude of elementary parents. Second, Communication Training Parents Education program improved parental efficacy of elementary parents. This study provides suggestions for communication training for elementary parents.

만 7세 초등입학 상향에 대한 초등학부모의 견해

신남주 한국지식정보기술학회 2022 한국지식정보기술학회 논문지 Vol.17 No.6

The purpose of this study is to provide basic data for reinvestigating and discussing the appropriate age for elementary school admission in Korea by exploring opinions of raising the elementary school starting age to 7 for parents who have already experienced their children’s admission to elementary school. To this end, five parents with elementary school children were divided into two groups and group in-depth interviews were conducted twice based on semi-structured interview questions. As a result of the study, first, the study participants expected that if they entered elementary school at the age of 7, they would be able to have a happy childhood while playing enough without academic stress until the age of 5. Second, it is expected that private education coasts for five years and one year will be reduced. Third, they thought positively that they would receive one more year of after-school childcare at an early childhood education institution. Forth, it was expected that the learning effect would be greater because all children were more prepared for study. Fifth, they thought positively that the elementary school days would be reduced by one year, so that children would have a less boring elementary school days. In the future, it is suggested that research on the economic cost related to the promotion of elementary school enrollment, the acceptance and utilization of early childhood education institutions and elementary school teachers is continuously needed.

초등학교 영양교육에 대한 학교행정관리자, 학부모 및 영양교사의 인식 비교

김희진 ( Hui Jin Kim ),김현아 ( Hyun Ah Kim ) 대한영양사협회 2012 대한영양사협회 학술지 Vol.18 No.4

The purpose of this study was to compare the perception of nutritional education among school administrators, parents, and school nutrition teachers at an elementary school. Questionnaires were distributed to 450 subjects (150 school nutrition teachers, 150 school administrators, and 150 parents) from June 15 to June 30, 2009, and 309 (84 school nutrition teachers, 104 administrators, and 121 parents) were analyzed. The results of this study were as follows. First, school nutrition teachers`` perceived level (4.54) of importance of nutritional education was significantly (P<0.001) higher compared to school administrators (4.10) and parents (3.97). Second, demand for revitalization of nutritional education as perceived by parents (3.23) was significantly (P<0.001) higher compared to school nutrition teachers (2.61) and school administrators (2.51). Third, parents`` satisfaction level of elementary school nutritional education was 3.23, followed by those of school administrators (2.83) and school nutrition teachers (2.50). There were significant differences in terms of satisfaction of elementary school nutritional education between school administrators, parents, and school nutrition teachers (P<0.001). Fourth, school nutrition teachers` demand for revitalization of nutritional education was significantly (P<0.001) higher at 4.24 compared to both parents (3.76) and school administrators (3.46). Fifth, with regards to bolstering nutritional education in elementary schools, it was deemed necessary for each school to have a school nutrition teacher. In conclusion, perception of nutritional education varied among school administrators, parents, and school nutrition teachers. In conclusion, a communication network between school administrators, parents, and school nutrition teachers should be established for revitalization of nutritional education at elementary schools.

초등학생의 부모와의 대화시간, 스마트폰 의존 및 교사애착 간의 종단적 관계 연구

임신일,김은영 한국아동교육학회 2022 아동교육 Vol.31 No.2

The purpose of this study is to analyze the longitudinal relationship between elementary school students' conversation time with parents, smartphone dependence, and teacher attachment. To this end, in this study, elementary school students using smartphones among the 2018 data of the Korea Children and Youth Panel Survey(KCYPS 2018), from the first year(2018, elementary school grade 4), the second year(2019, elementary school grade 5), and the third year(2020, elementary school grade 6) was the subject of 2,027 students who participated in all the surveys. To verify the longitudinal relationship, an autoregressive cross-delay model was applied and analyzed. The analysis results are summarized as follows. First, it found that elementary school students' conversation time with their parents, smartphone dependence, and teacher attachment were stable over time. Second, conversation time with parents predicted smartphone dependence and teacher attachment in the next year. Third, smartphone dependence did not predict teacher attachment in the next year, but predicted conversation time with parents. Fourth, teacher attachment predicted conversation time with parents and smartphone dependence in the next year. Based on these research results, implications for prevention and alleviation of smartphone dependence in elementary school students were suggested. 본 연구의 목적은 초등학생의 부모와의 대화시간, 스마트폰 의존, 교사애착 간의 종단적 관계를 분석하는 것이다. 이를 위해 본 연구에서는 한국아동․청소년패널조사 2018(KCYPS 2018) 데이터 중 스마트폰을 사용하는 초등학생으로 1차 년도(초등4)부터 2차 년도(초등5), 3차 년도(초등6)까지 모든 조사에 참여한 학생 2,027명을 대상으로 하였다. 종단적 관계를 검증하기 위해서 자기회귀교차지연모형을 적용하여 분석하였다. 분석결과를 정리하면, 다음과 같다. 첫째, 초등학생의 부모와의 대화시간, 스마트폰 의존, 교사애착은 시간의 경과에 따라 안정적인 것으로 나타났다. 둘째, 부모와의 대화시간은 차기년도 스마트폰 의존과, 교사애착을 예측하였다. 셋째, 스마트폰 의존은 차기년도 교사애착을 예측하지 못하지만 부모와의 대화시간을 예측하였다. 넷째, 교사애착은 차기년도 부모와의 대화시간과 스마트폰 의존을 예측하였다. 이러한 연구결과를 바탕으로 초등학생 스마트폰 의존의 예방 및 완화를 위한 시사점을 제안하였다.

학부모를 대상으로 한 초등학생의 의생활 관리행동 필요도와 학습요구도에 관한 조사 연구

이윤정,조윤주 한국실과교육학회 2014 한국실과교육학회지 Vol.27 No.3

This research aimed to examine parents' preference of clothing management, students' needs of clothing management, parents' perception of clothing section and their learning needs, based upon random sampling of 451 parents with elementary school students across country. Following is the results. First of all, a Cluster analysis was conducted to see the needs to study and learning needs of clothing management behavior among elementary school students as well as clothing life preference among parents. As a result, three different groups were classified according to the preference level (high, medium, and low) by the cluster analysis, and the students' need and learning needs were found to have four factors (purchase & usage, organization & storage, disposal and planning) and two factors (clothing management behavior and clothing life culture and functional knowledge) respectively. Second, parents tended to perceive independence level of clothing management behavior among children as average or negative. Also, when it comes to children's needs on clothing management, 'purchases and usages' ranked the first, followed by 'organization and storage', 'disposal' and 'planning'. The average factor scores, over 3.67, show a consistent high demands of clothing management behavior, despite substantial differences across clusters. Third, 'average' was the parents' perception level of clothing education, based upon their own experience in elementary school days, while only 'highly interested' cohort showed rather 'positive'. Fourth, both learning needs and needs to study, although slightly different across cohorts, were very high among children. And learning needs of clothing education appeared high through 'clothing management behavior', and 'clothing culture and functional knowledge', while 'how to store clothing in an appropriate way' appeared highly necessary compared to 'making a simple clothing item'. As the latter may grow needs of 'activity to practice of sharing and services', nevertheless, the making activity may be designed to focus on humanity development rather than functional knowledge. Those research outcomes imply that parents with elementary school students have a strong needs and demands for clothing management behavior, that is clothing education itself too. Future research may include survey on teachers and children in elementary school, which were not covered in this research focusing on parents. 이 연구는 초등학생의 의생활 관리행동 필요도와 실과 의생활 교육에서의 학습요구도를 알아보기 위해, 전국 초등학생 학부모 총 451명을 대상으로 설문조사 분석하였으며 그 결과는 다음과 같다. 첫째, 학부모의 의생활 관리행동 관심도에 대해 군집분석을 실시한 결과 ‘낮은 관심집단’, ‘보통 관심집단’, ‘높은 관심집단’의 3개의 집단으로 분류하였다. 또한, 초등학생의 의생활 관리행동에 대한 필요도는 ‘구입과 사용’, ‘정리와 보관’, ‘처분’, ‘계획’의 4개의 요인으로, 의생활교육에 대한 학습요구도는 ‘의생활 관리행동 학습’과 ‘의생활문화와 기능습득 학습’의 2개의 요인으로 추출되었다. 둘째, 학부모들은 '초등학생 자녀의 의생활 관리행동인식과 자립도’에 대해서는 보통, 혹은 부정적으로 인식하는 경향을 보였다. 또한, 초등학생 의생활 관리행동의 필요도에 대해 요인별로 비교한 결과 ‘구입과 사용’이 가장 높고 ‘정리와 보관’, ‘처분’, ‘계획’의 순서로 나타났으며 모든 요인에서 의생활 관리행동에 대해 필요도가 높다고 인식하였다. 셋째, 학부모들이 초등학교 재학당시 ‘실과의생활 교육에 대한 인식’은 ‘보통이다’로 다소 부정적인 응답을 보였으며, 군집별로 보면 ‘높은 관심집단’만이 다소 긍정적인 결과를 나타냈다. 넷째, 자녀들의 실과의생활교육에 대한 학습필요도(3.81)와 요구도(3.84)는 집단 간 차이는 있었으나 모두 높게 나타났다. 또한, 실과 의생활교육의 학습요구도는 ‘의생활 관리행동 학습’(3.94), ‘의생활문화와 기능습득 학습’(3.82)의 두 영역 모두 요구도가 높았다. 특히, ‘간단한 의생활소품 만들기’의 학습요구도에 비해 '나눔과 봉사를 실천할 수 있는 만들기' 활동에서 학습요구도가 높게 나타나 만들기 활동을 기능중심이 아닌 인성을 함양할 수 있는 방향으로 전환할 필요가 있음을 알 수 있었다. 이상의 연구결과로 볼 때 초등학생 학부모들은 자녀의 의생활 관리행동에 대한 필요도와 학습요구도가 모두 높게 나타났으며, 자신의 자녀들이 학교 교육을 통해 의생활 관리행동에 대한 전반적인 학습이 이루어지기를 요구하고 있음을 알 수 있었다.

혁신초등학교 학부모가 경험한 의사소통 특성 연구

김양자 학습자중심교과교육학회 2022 학습자중심교과교육연구 Vol.22 No.12

목적 본 연구의 목적은 혁신초등학교의 합리적 의사소통 가능성을 모색하기 위해 학부모가 경험한 의사소통의 특성을 탐구하는데있다. 방법 본 연구의 방법은 사례연구를 통해 혁신+학교인 들꽃초등학교 학부모가 교사와의 관계에서 어떤 의사소통을 경험하였는가를분석하였다. 학부모 7명을 대상으로 혁신학교에 대한 경험, 담임교사와의 소통 경험, 학교운영에 관한 소통경험, 일반적인 대화 경험, 학교참여 의식에 대한 반구조화된 질문지로 심층면담을 하였다. 수집된 자료는 Merriam(2009)의 순차적이고 순환적 방법을적용하여 3개 주제, 6개 범주를 도출하였다. 결과 첫째, 들꽃초등학교는 온 & 오프라인을 통한 정보개방과 공유, 대등한 관계에서의 참여, bottom-up 소통방식으로 교사와학부모 간의 합리적인 의사소통을 위해 노력하고 있었다. 둘째, 교사는 비권위적인 태도, 배려와 존중하는 마음, 합리적인 설명으로학부모와 진정성으로 소통하고 있었다. 셋째, 학부모는 학교에 대한 기대감과 학교에 대한 이해, 학부모간 상호교류 활동으로 학교와교사를 적극적으로 지원하고 있었다. 합리적 의사소통에서 드러난 한계에는 학부모들이 일부 교사로부터 느끼는 불편과 실망, 그리고 학부모 상호관계에서의 내적인 대립과 불만이 있었다. 결론 혁신학교에서 합리적 의사소통으로 민주적인 자치공동체를 실현하기 위해서는 소통 가능한 적정 학교 규모, 교사들의 진정성있는 태도, 학부모 연수를 통한 학부모의 의사소통 역량 향상, 졸업생 학부모의 학교 참여 등이 필요하다. Objectives The purpose of this study is to explore the characteristics of communication experienced by parents in order to find the possibility of rational communication in innovation elementary schools. Methods This study used a case study method and analyzed how parents of Deulkkot Elementary School, an innovation plus school, experienced communication with teachers. Seven parents were interviewed in-depth with semi-structured questionnaires on experience in innovative schools, communication experience with homeroom teachers, communication experience in school management, general conversation, and school participation consciousness. The collected data were derived from three topics and six categories by applying sequential and cyclical method of Merriam(2009). Results First, Deulkkot Elementary School strived for reasonable communication between teachers and parents through online and offline information opening and sharing, participation in equal relationships, and bottom-up communication. Second, the teacher tried to communicate with parents with truthfulness through an unauthorized attitude, a mind of consideration and respect, and a reasonable explanation. Third, parents actively supported schools and teachers through expectations for schools, understanding of schools, and mutual exchange activities between parents. The limitations revealed in rational communication were the inconvenience and disappointment that parents felt from some teachers, and internal confrontation and dissatisfaction in parent interaction. Conclusions In order to realize a democratic autonomous community through rational communication in innovative schools, efforts such as the appropriate size of schools that can communicate, sincere attitudes of teacher, parents' communication skills through parent training, and participation of graduated parents in schools are necessary

초등학생 자녀를 둔 기독 학부모의 갈등 경험과 대응 전략

임고운,이은혜 한국기독교교육학회 2019 기독교교육논총 Vol.0 No.59

The purpose of this study was to understand in depth the conflicts experienced by Christian parents with elementary school aged children and the strategies used to cope with them, and to explore practical education support ways for Christian parents. Eleven Christian parents residing in the Seoul metropolitan area were participated in this study, and each conflict experience was carried out as a qualitative case study method. The data were collected mainly through semi-structured individual interviews, and the main findings are as follows. First, Study participants were experiencing various conflicts within individuals and their homes, churches and school parents communities due to cultural challenges contradicting Christian values that they believe. But they were using the conflicts as an opportunity for better change on a personal level, rather than exposing it to others to seek a community solution. Second, Study participants used four strategies: 'Dialogue', 'Delegation', 'Participation' and 'Transformation' to resolve conflicts. The church's parents education and seminars, which are implemented as a "participatory strategy," reminded the role of Christian parents and provided parents encouragement, but they usually lasted for only short period of time. Also as a 'transformation strategy,' changing the subject of conflict based on a Christian world-view was being done primarily on a self-transformation level. Based on these findings, this study discussed ways to emphasize their identity as Christian parents and their role as cultural innovators so that the responsibilities of Christian parents could be extended to public responsibility. 본 연구는 초등학생 자녀를 둔 기독학부모들이 경험하는 갈등과 그에 대응하기 위하여 사용하는 전략은 무엇인지 심층적으로 이해함으로서 기독학부모들을 위한 실질적 교육지원방안을 모색해보고자 하는 목적에서 수행되었다. 이를 위하여 연구 참여자로 수도권 지역에 거주하는 11명의 기독학부모들을 눈덩이표집 방법으로 선정하였으며 질적 사례연구방법으로 수행하였다. 자료 수집은 주로 반 구조화된 개별심층면담을 통해 이루어졌으며, 주된 연구 결과는 다음과 같다. 첫째, 연구 참여자들은 기독교적 가치와 모순되는 문화적 도전들로 인해 개인 내적 갈등과 가정, 교회, 사회에서 다양한 갈등을 경험하고 있었으며, 이를 외부에 드러내어 공동체적 해결방안을 모색하기보다 개인적인 수준에서 보다 나은 변화를 위한 계기로 삼고 있었다. 둘째, 연구 참여자들은 갈등 해결을 위해 ‘대화’, ‘위임’, ‘참여’, ‘변혁’크게 4가지 전략을 취하는 것으로 나타났다. 그 중‘참여 전략’으로 교회의 부모교육이나 세미나 등에 참석하는 것은 기독학부모로서의 역할을 상기시키며 도전과 격려를 제공하였지만 단기간에 그치는 한계가 있었고, ‘변혁 전략’으로서 기독교적 세계관에 근거하여 변혁을 시도하는 것은 주로 자기 변혁의 차원에 머무르는 한계가 있었다. 이러한 결과를 바탕으로 본 연구에서는 기독학부모들의 책임이 공적 책임으로 확대될 수 있도록 기독학부모로서의 정체성과 문화변혁자로서의 역할을 강조하기 위한 교육 방안을 논의하였다.

문식 활동 지원자로서 부모와 교사에 대한 초등학생의 인식에 관한 조사 연구

정현선 한국어교육학회 2014 국어교육 Vol.0 No.146

This study aimed to explore how elementary school students perceive support by their parents and teachers about their own literacy practices. For this purpose, a survey was undertaken to measure the following items: what elementary school students (from the 3rd to 6th grade) perceive their parents as readers; how they perceive their parents’ responses to their individual reading and writing practices; what they think about the fre quency, content and usefulness of conversations with their parents about their reading and writing; how they perceive their teachers as readers and writers; and what they think about the support from their teachers in terms of receiving praise and having the opportunity to present their writings to peers in the classroom. The results are as follows: first, the students recognized that their mothers enjoy reading more than their fathers. Second, the girls felt that they received positive responses from their parents to their reading and writing more than the boys. Third, those in medium grades (3rd and 4th graders) felt that they have more talks with their parents about reading and writing than those in the upper grades (5th and 6th graders). Fourth, the students felt that their parents emphasized the importance of reading itself or praised the activity of reading rather than having conversations on the content of the book. Fifth, the students thought that they had conversations about reading more frequently than about writing. Sixth, the biggest reason reported by students for not talking with their parents about book-reading is that the books that their parents recommend are different from the ones that they want to read. There was also a difference between girls and boys in terms of their perceptions of the conversations with their parents on reading and writing: the girls had higher preferences for conversation, and recognized the usefulness more positively. Seventh, the upper graders felt more reluctant to show their writing to their parents because they felt less confident than those in the middle grades. Finally, students felt that they had fewer conversations about writings with their parents the higher their grade became. In addition, while there was no statistical difference in the perceptions between the boys and the girls on the frequency of conversations with their parents about reading, there was a statistical difference in the perceptions on the frequency of the conversations about writing according to their sex.

일반논문 : 문식 활동 지원자로서 부모와 교사에 대한 초등학생의 인식에 관한 조사 연구

정현선 ( Hyeon Seon Jeong ) 한국어교육학회(구 한국국어교육연구학회) 2014 국어교육 Vol.0 No.146

This study aimed to explore how elementary school students perceive support by their parents and teachers about their own literacy practices. For this purpose, a survey was undertaken to measure the following items: what elementary school students (from the 3rd to 6th grade) perceive their parents as readers; how they perceive their parents’ responses to their individual reading and writing practices; what they think about the fre quency, content and usefulness of conversations with their parentsabout their reading and writing; how they perceive their teachers asreaders and writers; and what they think about the support from theirteachers in terms of receiving praise and having the opportunity to presenttheir writings to peers in the classroom.The results are as follows: first, the students recognized that theirmothers enjoy reading more than their fathers. Second, the girls felt thatthey received positive responses from their parents to their reading andwriting more than the boys. Third, those in medium grades (3rd and 4thgraders) felt that they have more talks with their parents about reading and writing than those in the upper grades (5th and 6th graders). Fourth, the students felt that their parents emphasized the importance of reading itself or praised the activity of reading rather than having conversations on the content of the book. Fifth, the students thought that they hadconversations about reading more frequently than about writing. Sixth, the biggest reason reported by students for not talking with their parents about book-reading is that the books that their parents recommend are different from the ones that they want to read. There was also a difference between girls and boys in terms of their perceptions of the conversations with their parents on reading and writing: the girls had higher preferences for conversation, and recognized the usefulness more positively. Seventh, the upper graders felt more reluctant to show their writing to their parents because they felt less confident than those in the middle grades. Finally, students felt that they had fewer conversations about writings with their parents the higher their grade became. In addition, while there was no statistical difference in the perceptions between the boys and the girls on the frequency of conversations with their parents about reading, there was a statistical difference in the perceptions on the frequency of the conversations about writing according to their sex.

초등학교 학부모의 사회,경제적 배경이 교육적 관여에 미치는 영향: 부모 사회관계망의 매개효과 검증

신혜진 ( Hae Jin Shin ),한인영 ( In Young Han ) 한국초등교육학회 2011 초등교육연구 Vol.24 No.3

The present study examined the mediating effects of parents` social networks on the relationship between parents` socioeconomic status and parent involvement. Parent involvement in this study was composed of three factors: 1) providing educational environment at home, 2) guiding child`s study habits, and 3) providing educational and financial support. The subjects were 201 parents whose children are fifth and sixth graders at three elementary schools in Seoul and Incheon. Structural Equational Modeling was used for the analysis by adopting SPSS 18.0 and AMOS 18.0. The results showed that parent`s socioeconomic status was directly related to parent home-based involvement, as well as to functional and structural aspects of parents` social networks. The relationship between parent`s socioeconomic status and parent involvement was mediated not by structural aspects of parents` social networks but by functional aspects of parents` social networks. The results suggest that parent counseling and parent education programs might be more effective if they encouraged parents to exchange resources through their social networks in order to promote parent involvement in elementary schools.