뇌발달과 아동의 인지발달

우남희 동덕여자대학교 2004 생활과학연구 Vol.9 No.-

This study investigated the relationship between the brain development and children`s cognitive development. To find out the relationship, early development of neurons and synapses, glucose consumption in the brain, development of myelination, changes of EEG in the developing brain and the development of localization of brain functions had been analyzed in relation to cognitive development. The results showed that various aspects of brain had relations with cognitive development. First, if the brain cell arrived at an unexpected place and grow there, normal cognitive development cannot be expected. Second, over blooming and pruning of synapses had relationship with cognitive development. Over blooming show the plasticity of cognitive development and pruning showed that the experience and the environment of the children affect children`s cognitive development. Third, more use of glucose in children`s brain than in adults` brain suggested that the high plateau of glucose consumption indicated the sensitive period of cognitive development in the children. Fourth, if the brain is more myelinated, the more efficient the brain functions are. Fifth, the EEG changes showed the similar patterns of cognitive developmental stages. Sixth, higher functions are hard to localize to some specific areas of the brain. Seventh, if we explain language as more integrated system, language cannot be controlled only by left hemisphere.

지적장애 아동의 인지능력 및 적응행동 발달에 따른 대근운동숙련도와 대근운동발달의 관계

최범권 ( Bum Kwon Choi ),노형규 ( Hyoung Kyu Roh ) 한국특수체육학회 2011 한국특수체육학회지 Vol.19 No.1

본 연구는 지적장애의 장애 판별 준거인 인지능력 및 적응행동 발달에 따른 대근운동숙련도 및 대근운동발달과의 관계를 규명하기 위한 목적으로 수행되었다. 연구대상은 서울 및 경기지역에 거주하는 만 7세~10세의 지적장애 남자아동 113명으로 연령대별 분포를 고려하여 유목적적 표집방법을 통해 선정하였다. 이어 각각의 대상자들에게 국립특수교육원 한국형 개인 지능검사(Korea Intelligence Test for Children Kit; KISE-KIT), 국립특수교육원 적응행동발달검사(Korea Institute for Special Education-Scales of Adaptive Behavior; KISE-SAB), 대근운동숙련도검사(Bruininks-Oseretsky Test of Motor Proficiency; BOTMP) 및 대근운동발달검사(Test of Gross Motor Development-Second Edition; TGMD-2)를 실시하였으며, 각 변인에 대한 계량적 자료를 확보하였다. 각각의 검사를 통하여 수집된 자료는 분석목적에 따라 사례별로 분리하여 입력하였으며, 본 연구의 핵심 연구문제인 인지능력 및 적응행동 발달에 따른 대근운동숙련도와 대근운동발달과의 관계를 검증하고자 중다회귀분석(multiple regression analysis)을 실시한 후 다음과 같은 결과를 도출하였다. 첫째, 동작성 인지능력은 대근운동숙련도의 하위요인인 균형능력을 제외한 속도, 협응, 힘능력과 대근운동발달에 해당하는 조작 및 이동운동기술에 통계적으로 유의한 설명력이 있는 것으로 나타났다. 둘째, 언어성 인지능력은 대근운동숙련도의 속도 및 균형능력에 통계적으로 유의한 설명력이 있는 것으로 나타났다. 셋째, 개념적, 사회적 적응행동은 대근운동발달의 조작 및 이동운동기술에 통계적으로 유의한 설명력이 있는 것으로 나타났다. 넷째, 실제적 적응행동은 대근운동숙련도와 대근운동발달의 모든 하위요인에 통계적으로 유의한 설명력이 있는 것으로 나타났다. 마지막으로, 인지능력은 대근운동숙련도에, 적응행동은 대근운동발달에 미치는 상대적 설명력이 더 높은 것으로 나타났다. 결론적으로, 본 연구의 결과를 통해 지적장애 아동들의 인지능력 및 적응행동 발달이 대근운동숙련도 및 대근운동발달과 밀접한 관련을 맺고 있으며, 통계적으로 유의한 설명력이 있는 것으로 분석되었다. The study was conducted to investigate the relationships among the cognitive ability and adaptive behavior development on the gross motor proficiency and gross motor development in children with intellectual disabilities(ID). For this purpose, the data collected from the 137 children(age from 7 to 10) with ID, in the Seoul and Kyung-gi province. Several different instruments included the korea institute for special education-korea intelligence test for children(KISE-KIT) for cognitive ability, the korea institute for special education-scale of adaptive behavior(KISE-SAB) for adaptive behavior, bruininks-oseresky test of motor proficiency(BOTMP) for gross motor proficiency, and test of gross motor development-second edition(TGMD-2) for gross motor development were utilized. With the collected data, multiple regression analysis was performed by SPSS ver 15.0. The results of analysis were summarized as follows; First, performance cognitive ability had a statistically significant influence on speed, coordination, and power ability. Second, verbal cognitive ability had a statistically significant influence on speed and balance ability. Third, conceptual and social adaptive behavior ability had a statistically significant influence on object control skill and locomotor skill. Fourth, practical adaptive behavior ability had a statistically significant influence on all factors sub-scale of gross motor development. Finally, cognitive ability more influence on gross motor proficiency than to adaptive behavior ability, however, adaptive behavior ability more influence on gross motor development than to cognitive ability. In conclusion, the results of this study, the cognitive abilities and adaptive behavior ability of children with intellectual disabilities closely related gross motor proficiency and gross motor development. Also statistically significant main effect was shown.

영아의 어린이집 적응과 영아발달 변인들 간의 관계 구조분석

임영심(Lim, Young-Sim),박은주(Park, Eun-Ju),문수백(Moon, Soo-Back) 한국열린유아교육학회 2012 열린유아교육연구 Vol.17 No.4

본 연구의 목적은 구조회귀모델을 적용하여 영아의 사회-정서발달, 인지발달, 의사소통 발달과 어린이집 적응간의 관계를 분석하여 영아의 어린이집 적응에 직ㆍ간접적인 영향을 미치는 변인을 알아보고자 하는데 있다. 경북 소재의 어린이집에 재원하는 128명의 만 1~2세 영아를 담당하고 있는 교사를 연구대상으로 하였고,「교사용 1, 2세 영아발달평가도구」와「영유아교육기관 적응질문지」를 연구도구로 사용하여 SPSS 19.0과 AMOS 19.0 통계프로그램을 이용하여 자료를 분석하였다. 분석 결과, 첫째, 사회정서발달, 인지발달, 의사소통발달은 영아의 적응능력에 통계적으로 유의하게 직접 영향을 미치는 것으로 나타났다. 둘째, 사회정서발달과 인지발달은 모두 의사소통능력의 발달에 직접적인 영향을 미치는 것으로 나타났다. 셋째, 사회정서발달과 인지발달은 의사소통능력의 발달을 통해서 적응에 간접적인 영향을 미칠 수 있는 것으로 나타났다. The purpose of this study was to investigate the structural relationships among different variables related to Infant"s adjustment in child-care center and Infant’s social-emotional development, cognitive development, communication development. The subjects for this study were 128 one and two-year-olds residing in GyeongBuk. This study used assessment instrument of The Preschool Adjustment Questionnaire, The Development of Infants and Toddlers: a rating scale for teachers. A variancecovariance matrix of this sample was analyzed using SPSS 19.0 and AMOS 19.0. The results were as follows: First, social-emotional development, cognitive development communication development were all found to have a significant direct effect on Infant’s adjustment. Second, socialemotional development, cognitive development had a direct effect on infant’s communication development. Third, social-emotional development, cognitive development had a indirect effect on infant’s adjustment mediated by communication development.

The Relationship between Language and Cognitive Development and Its Relevance for Infants’ Mental Ability: Longitudinal Mediation Effects of Fine Motor Development

정미라(Mi Ra Chung),이순행(Soon Hang Lee),김종훈(Jong Hoon Kim) 한국언어청각임상학회 2017 Communication Sciences and Disorders Vol.22 No.4

배경 및 목적: 본 연구는 영아기의 언어발달을 인지발달 및 소근육운동발달과의 관계에서 종단적으로 살펴보고, 이들 발달영역 간 관련성이 12개월의 영아기 지능(MDI)에 미치는 구조적 관계를 살펴보고자 하였다. 방법: 본 연구는 114명의 영아를 대상으로, 6개월과 9개월에는 K-ASQ를 통해 영아의 언어, 인지, 소근육운동발달을 각각 측정하였으며, 12개월에는 한국형베일리영유아발달검사 제2판(K-BSID-II)을 통해 영아기 지능(MDI)을 측정하였다. 6개월과 9개월의 측정치들 간의 자기회귀와 교차지연 관련성을 살펴보았고, 이들 측정치로 12개월의 영아기 지능을 예측하는지 살펴보기 위하여 경로분석을 통해 자기회귀교차지연모형을 검증하였다. 결과: 6개월의 언어와 인지발달은 각각 9개월의 언어와 인지발달에 유의미하게 영향을 미치며 시간 경과에 따라 안정적인 특성을 보였다. 6개월의 인지발달은 9개월의 소근육운동발달을 매개로 하여 12개월의 영아기 지능을 유의미하게 예측하는 것으로 나타났으며, 완전매개모형을 지지하였다. 6개월의 언어발달은 9개월의 소근육운동발달을 매개로 하여 12개월의 영아기 지능을 유의미하게 예측하는 것으로 나타났으며, 부분매개모형을 지지하였다. 또한, 언어발달이 모형에 투입되자 9개월의 인지기술과 12개월의 영아기 지능 간의 관련성은 더 이상 유의미하지 않았다. 논의 및 결론: 본 연구의 결과를 토대로 12개월의 영아기 지능에 영향을 미치는 영아기 언어의 역할을 논의하였으며, 특별히 소근육운동의 매개효과에 초점을 두어 체화된 인지 관점에서 언어와 소근육운동발달 간의 관련성에 대해 살펴보았다. Objectives: Based on both prior theoretical and empirical research, this paper tested the proposition that fine motor development longitudinally mediates the effect of infants’ language and cognitive development on later mental ability. Methods: Three data sets from 6 months to 12 months of 114 infants were analyzed with the cross-lagged panel model. The participants’ language and cognitive development were assessed through K-ASQ at 6 months and 9 months, and their mental ability (MDI) was assessed by K-BSID-II at 12 months. Results: The cross-lagged panel model using PATH analysis indicated the development of language and cognitive ability was stable over 6 months. Fine motor development at 9 months had a full mediating effect on cognitive development at 6 months on MDI at 12 months. Fine motor development at 9 months had a partially mediated effect on language development at 6 months on MDI at 12 months. When language development was included in the predictor of MDI, cognition was no longer significantly associated with later MDI, suggesting that language plays an important role in the cognition-MDI link. Conclusion: Because fine motor development partially mediated the effect of language development on MDI, early intervention efforts should target both language and fine motor development.

Vygotsky의 인지 발달 이론의 초등 국어 교육에의 시사

김재건(Kim Jae Geon) 글로벌경영학회 2007 글로벌경영학회지 Vol.4 No.1

본 연구는 초등국어교육에서 활용할 수 있는 시사점을 Vygotsky의 인지발달 이론에서 찾아보고자 하는 것으로, 비고츠키는 아동을 타인과의 관계에서 영향을 받으면서 성장하는 역사사회적 존재(historico-societal being)로 보고, 인지발달은 사회학습의 결과로서 사회의 보다 성숙한 구성원들과 상호 작용하는 동안 자신의 문화에 적합한 인지과정이 아동에게 전이된다는 것이다. 언어발달은 인지발달을 위한 상호작용에 가장 중요한 변인으로 보면서, 특히 인지발달과정에는 아동이 혼자서는 해결할 수없지만 타인의 도움을 받으면 해결할 수 있는 근접발달영역(zone of proximal development)이 있다고 한다. 그리고 이 개념이 아동의 인지발달과 교육 및 학습에 중요한 요소임을 역설하고 있다. 이렇게 볼 때 초등국어교육에 있어서는, 교사에 의하여 주도되는 직접교수법이 활용되면서 부모, 교사, 혹은 유능한 또래 등이 협동하는 중재 학습 경험이 중시되는 사회적 상호작용의 언어학습이 효과적인 것으로 확인된다. 이는 언어 및 사고 발달을 개별적 개체 수준이 아닌 사회-문화적 맥락에 관련지어 이루어지도록 하는 것으로, 더 넓은 의미에서 교육의 가치가 중시됨을 뜻한다. This paper aims to study how Vygotsky s cognitive development theory is applied in elementary school Korean language education. Vygotsky thinks of children as historico-societal beings growing through the relation with others. Thus he claims that children s cognitive development results from social learning and that cognitive process suitable for their culture is transferred to them while they interact with more mature members of the society. According to him, linguistic development is the most crucial variable in interaction for cognitive development and there is a zone of proximal development in cognitive development process in which children cannot solve for themselves but they can with the help of others. He claims this concept is the important factor in teaching and learning as well as in cognitive development. In this view, linguistic learning of social interaction is effective in elementary school Korean language education in which direct instruction method mainly conducted by teachers and collaborative mediation learning experience between parents, teachers and competent peers have a top priority. This view implies that the development of language and thought should be made in the social-cultural context, not at the individual level, and moreover, value of education should be considered in a broad sense.

대학생의 인지발달과 예술교육에 대한 연구

김홍진 한국기초조형학회 2008 기초조형학연구 Vol.9 No.2

Art education in university have various goals, and it is very clear that the first aim is the growth of university student. Then cognitive development of university student is very important because they learned methodology of knowledge in university, so they formed their frame of thinking and affected their knowledge and thinking and activity in future. Perry's scheme is very useful model for the cognitive development of university student. It consists of three parts and each part has three positions. Perry's hypothesis is that cognitive development proceed from dualism to multiplicity and to relativism, and this process along with passive commitment and active Commitment. In any of the positions in the main line of development, variants of temporizing and retreat and escape will be happened, but these deflections are the turning point-transitions in the cognitive development. Cognitive development does not occur in a linear fashion, and development of art education does not occur in a linear structure.This study suggest to applying Perry's cognitive development of university student scheme in art education and we preparing the suitable stages with professional persuasive power of art education in today's multi-cultural and global world. As the mesuare of growth of university student, Perry's scheme is appropriate standard form of designing and schooling lesson level for art education.

Piaget와 Vygotsky의 인지와 언어발달 비교

문혜리 동의공업대학 2000 論文集 Vol.26 No.1

The curriculum for language and cognitive development is based on our understanding of how children acquire concepts and language. Although educators used to believe that acquisition of literacy was based on the ability to master a sequence of readiness skills leading to beginning reading, the current understanding is that it is based on a cognitive developmental process. There are contrasting theories between cognitive development and language acquisition. Piaget(1955) believed that language is an ordinary cognitive process, dependent upon the cognitive processes for the course of its development. It therefore clearly has cognitive precursors and prerequisites. It should follow the cognitive stages of development. Vygotsky proposed that speech and thought have different roots, speech has a pre-intellectual stage, whereas thought has a pre-linguistic stage. Up to some point in development, speech and language are independent. According to Vygotsky, when language and speech are connected: language and thought become interdependent, thought becomes verbal, speech becomes rational, children's monologues becomes internalized to become inner speech. In comparison with two theories about cognition and language, Vygotsky believed that language and cognition originate independently but become interdependent, whereas Piaget believed that cognition determines language. It does not matter whether one advocates a single view or a combination of two views of cognitive and language development. These views have a role of our understanding of ability to learn language.

경도인지장애 노인을 위한 인지자극 통합여가프로그램 개발

서정은,박수정 한국여성체육학회 2018 한국여성체육학회지 Vol.32 No.4

The purpose of this study is to develop a cognitive stimulation physical and emotional integrated leisure program for the elderly with mild cognitive impairment. The results of this study are as follows. First, the results of the study are as follows. First, the Delphi survey method was applied to 12 expert advisors. As an integrated leisure program for the elderly with mild cognitive impairment, 10 exercise programs for cognitive stimulation and 3 cognitive stimulation programs were developed. The cognitive stimulation exercise program includes flexibility, strength and crossover motion as whole body movements from the peripheral joints, and the cognitive stimulation emotion program consists of reading, singing, and art activities. If the program developed by this study is applied to the elderly with mild cognitive impairment, it will be the basis for the development of various programs on cognitive function. 본 연구는 경도인지장애 노인을 위한 인지자극 신체적, 정서적 통합여가프로그램을 개발하는데 그 목적이있다. 연구방법은 문헌고찰과 전문가 협의 및 관련분야 12명의 자문위원을 통한 델파이 조사 방법을 활용하였으며, 결과 분석은 기술통계치 분석, 집중경향치, 긍정률 등을 실시하여 다음과 같은 연구의 결과가 나왔다. 경도인지장애 노인을 위한 통합여가프로그램으로 인지자극을 위한 운동프로그램 10개와 인지자극을 위한 정서프로그램 3개가 개발되었다. 인지자극 운동프로그램은 말초관절로부터 전신운동으로 유연성, 근력, 교차운동이 포함되어 있고, 인지자극 정서프로그램은 책읽기, 노래 부르기, 미술활동이 각 회기별로 나누어구성되었다. 본 연구에 의하여 개발된 프로그램이 경도인지장애 노인에게 적용된다면 인지기능에 미치는 다양한 프로그램의 개발 연구에 토대가 되어 질 수 있을 것으로 판단된다.

만 3세 유아의 인지발달에 대한 부모-교사 협력관계의 영향력: 가정환경의 질, 부모의 수학적 상호작용의 매개효과를 중심으로

배진희,김지현 한국보육지원학회 2017 한국보육지원학회지 Vol.13 No.6

Objective: The purpose is to verify that whether there are significant correlation between parent-teacher cooperation, quality of home environment, and mathematical interaction of parents and cognitive development of 3-year-olds, and the quality of home environment and mathematical interaction mediate the relationship between the parent-teacher cooperation and the cognitive development. Methods: A test was performed on 110 3-year-olds enrolledin a daycare center located in city S, and a questionnaire survey was conducted on their parents. We analyzed our data using SPSS WIN 21.0 and pearson’s correlation, tested the mediating effect using regression, and used the Sobel test to check significance of the mediating effect. Results: Cognitive development of 3-year-olds was correlated with the parent- teach er cooperation, the quality of home environment, and mathematical interaction of parents. The quality of home environment showed complete mediating effect on the relationship between the parent-teacher cooperation and the cognitive development, and the mathematical interaction showed complete mediating effect on the relationsh ip between the parent-teacher cooperation and the cognitive development. Conclusion/Implications: The parent-teacher cooperation indirectly predicts the cogni tive development through the quality of home environment and the mathematical interaction. This research can contribute to the development of the family- institution connection program to facilitate the parent-teacher cooperation.

Physical, Cognitive, and Emotional Effects of Creative Movement in Developing Children

유은혜 한국전시산업융합연구원 2015 한국과학예술융합학회 Vol.21 No.-

The purpose of this study is to investigate the effect of creative movement on the physical, cognitive, and emotional development in children. This study addresses the following questions: 1. Why is creativity so important to children? 2. Why should children learn creative movement? 3. Wow does creative movement affect physical, cognitive and emotional development in children? 4. What is the convergent effect of their collective development? It is known that, in terms of physical development, creative movement helps to understand the body and encourage physical movement, in cognitive development, concentration, problem-solving, and linguistic abilities, and in emotional development, limitless self-expression and awareness of self-concept. The significance of convergent validity of physical, cognitive and emotional developments can be established when these three constructs correspond with one another through creative movement. Taken together, the results suggest that participating in creative various movement programs can contribute to physical, cognitive, and emotional development for children. The ultimate goal of creative movement is to grow up to be healthier adults.