보육의 전문성을 위한 보육프로그램에 관한 연구 : 민간보육시설 보육교사의 전문성과 관련하여

다국어 초록 (Multilingual Abstract)

The industrialization and the urbanization after the 1960s brought a big change into our family structure and our thinking method, and was expected the participation of women in society. Increased urbanization, industrialization have caused greater number of women to seek income-generating work away from home. Modern rapid change of society has also changed the status of women, which made the problem of raising, caring and educating her children a practical task to be solved urgently. To cope positively with the problem Korean administration has extended its support to develop educare area by unifying diverse businesses related to childcare into the Ministry of Health and Welfare, investing fund immensely, and and reforming various laws. As the law for protection and aducation of little children was established and put inforce in 1991, our nursing policy met a turning point. As a result, the quality of childcaring facility has augmented considerably, but it seems that it is time to rethink the qualitative problem of childcare. The social change and economic development came to pursue the good quality of education for little children. The good quality of daycare service is indispensable to the development of nursing service and the children who are our hope of the future. Educare teachers play the most important part for the child's good upbringing, because a teacher makes a great contribution to the improvement, the learning and the growth of the sentiments of a child.
The purpose of this study is to find out the program quality of day-care services and the professional quality of children's daycare teachers. After that, it is to find the relatonship between the professional quality of children's daycare teachers and the program quality of daycare services.
In order to achieve this goal, a framework is established based on the following four questions.
(1) What is the quality of children's services assessed by day-care teachers?
(2) What is the professional quality of daycare teachers?
(3) Is there any differences between the quality of a daycare program and the professional quality according to the teacher's level of age, educational background, career, major, pay and in-service educational training?
(4) Which factors of the professional quality most affect to the quality of a daycare program?
In this thesis, the quality of a daycare program and a teacher's professionalism is assessed by six parameters; age, educational background, daycare career, major, pay, and in-service educational training, The quality of program is evaluated in five categories: everyday planning and relationship between teachers and children; educational process; nutrition, health, and safety; relationship between homes and institute, And the quality of a daycare teacher is evaluated in six categories: teaching ability and knowlege of practices; social necessity; altruism; autonomy; impartiality;prolonged training experiences. statistical analysis of their replies is arried out. From the analysis, the following observations are made. Questionnaire is provided to daycare teachers.
(1) The quality of the daycare program is a little higher than average. That is, it can be stated that the program is managed with a least qualified manner with some excellence.
(2) The Professional quality of the day-care teachers is the same level of the program quality as stated above.
(3) All of the parameters of daycare career, major, pay and in-service training affect to the program quality as well as the professional quality.
(4) Significant positive correlations are obtained between the program quality and professional quality.
Finally, it can be concluded that quality of a children daycare program becomes higher as the professional quality of teachers is higher. From this study, it is suggested that, for better-quality of daycare program. The physical environment of day-care centers and the professional quality of day-care teachers be improved.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구 목적 = 7
• Ⅱ. 이론적 배경 = 9
• 1. 보육의 전문성 = 9
• 1) 전문성의 개념과 특성 = 9
• 2) 보육교사의 전문성 = 12
• 3) 보육교사의 전문성 기준과 분석틀 = 17
• 4) 보육교사의 자질과 역할 = 21
• 2. 영유아 보육프로그램 = 25
• 1) 보육프로그램의 필요성 = 25
• 2) 보육프로그램의 목적과 목표 =2 8
• 3) 보육프로그램의 구성요소 = 30
• 4) 보육프로그램의 평가도구 = 33
• Ⅲ. 연구 방법 = 39
• 1. 연구대상 및 절차 = 39
• 2. 연구도구 = 39
• 1) 보육교사의 일반적 특성에 대한 평가 = 39
• 2) 보육교사의 전문성에 대한 평가척도= 40
• 3) 보육프로그램에 대한 평가척도= 40
• 3. 자료분석 방법 = 41
• Ⅳ. 연구결과 및 분석 = 42
• 1. 보육교사의 일반적 배경 = 42
• 2. 보육교사의 전문성 수준 = 43
• 3. 보육프로그램의 수준 = 55
• 4. 보육교사의 전문성과 보육프로그램과의 관계 = 66
• 5. 요약 및 논의 = 68
• Ⅴ. 결 론 = 72
• 참고문헌 = 76
• ABSTRACT = 83
• 설문지 = 87