부모교육 프로그램 실시를 위한 기초연구

Abstract

It can be said that since the parent-child relationship occurs mostly during the early childhood, the parent's quality and ability play a critical role in their children's education. It is because of this rationale that the promotion of parent education program to strengthen their ability and understanding is necessary and important. The purpose of this study is first to set up a theory of parent education and their participation and thereby to analyze the mother's view of early childhood education and their attitude towards its participation in order to collect the basic data in implementing the parent education programs. To achieve this purpose, this Author has used the related bibliographies to draft questionnarle which were distributed to 200 mothers. Whose children attended the saemaeul nursery schools in a low income group with Seoul, thereafter this Author has inferred from it the total tendency and also comparatively analyzed the variables of age, academic career, income, accupation. The results are as follows; 1. The Majority of the mothers who participated realized the necessity for an institute for child education. The reason why they emphasized was the need for a whole man education which accounted for 37.80%, however many mothers had mistakenly understand such institutes to be only a place to receive special education and readiness prior to the elementary school. 2. Most of the mothers showed few preference for th male children to attend such institues. 3. The opinion that the child education should done by both the parents and teachers was dominant. Father, more than half (58%) of the mothers believed that mothers with occupation had a drawback in their child education while many of the rest believed that there were no such satbacks. 4. The majority of the mothers showed positive attitude in participating in the parent education program which accounted for 71.5% but were passive towards having the fathers participate. The major reason why they showed intersts in receiving the parent education was that they wished to learn for the purpose of their children education. Most of mothers also hoped to receive parent education at the institues and their preference in time was 1-3 in the afternoon, at least five times in a month and two to three hours at a time was perceived to be favorable. They also showed strong interest in aiding the teachers which accounted for 63.00% and were willing to take part in, 5. The problems of their children which the parents perceived to be of serious concerns were as follows ; (1) disobeidence and bad habits (25.62%), (2) Illiness of children (19.09%), (3) bad surroundings (16.58%), (4) personality problems (11.06%0, (6) others (16.08%), Of the more particular concern was the economical and physical environment to the children. 6. Most of mothers (70.00%) used the aggressive discipline methods including physical purnishment. 7. The majority of the educational environment surrounding children, for example play ground, toys, books are not sufficient enough to stimulate and promote the development of their whole man education. According to the summary of the above-mentioned research results, some conclusions can be derived as follows; 1. Not a few mothers mistakenly regard the early childhood education institutes just as the education for arts and special skills or as the readiness course previous to the primary schools. Futhermore, they fail to recognize the importance of the education performed in the fetal period and the significance of the education prior to the early childhood education institutes since they take the concept of early education in a limited sense of the term. Therefore, it is firstly needed to improve mother's understanding and concept recognition of the early childhood education and early education. 2. While mothers affirmatively answered about the parent education programs and the role played as teacher's aides, they didn't feel kneenly the necessity of the father's participation in the parent education and the responsibilities of the fathers in their children education. In addition to this, it turned out that many of the mothers underestimate their role in the child education, thus making hight the responsibilities as teacher's adies. So for the successful early child education it is necessary to have fathers positively participate in child education through to recognize that early childhood education should be performed by both father and mother. Moreover some foregoing studies have proved that parent's educational role and nursing attitude have deep influence upon their children, Accordingly we have to spare no efforts in order to help mothers have right self-knowledge, self-respect and self-assurance through parent education, thus improving their educational roles towards child education. 3. The fact that most of mothers answered they cannot educate their children at the private early childhood education institutes due to the economic condition can be interpreted as that the education expense of the institues of this country is a serious burden yet. Therefore, for many children to enjoy the benefit of the early childhood education, early childhood education should be compulsory and public as well. 4. According to the above-mentioned results derived by this research, mother's attitude towards living and thoughts on the education for their children and parents are deeply influenced by their place of residence and massive traits. So, for the successful and effective maintenance of the education programs for the parents and children, it is firstly necessary to take into consideration the cultural back ground (social hierachy, way of living consciousness structure) who are the target of the program before the parent education programs are implemented.;부모-자녀 관계가 가장 많이 이루어 지는 유아기에 있어 부모의 역할은 거의 절대적이며, 이때 부모의 자질은 유아기 자녀 교육에 중요한 요인이 된다고 할 수 있다. 그러므로 부모의 자질을 향상시키기 위해서는 부모교육이 필요하며 중요한 것이다. 본 연구의 목적은 문헌 연구를 통해서 부모교육 및 부모교육 참여 프로그램에 대한 이론을 정립하고, 새마을 유아원의 어머니들의 유아교육관 및 부모교육, 참여에 대한 인식을 조사, 분석하여 새마을 유아원의 부모교육 프로그램 실시를 위한 기초자료를 얻는데 있다. 이러한 목적을 달성하기 위해서 관계문헌을 참고로 하여 본 연구자가 작성한 20문항의 면접지로 서울 시내 저소층 지역내에 있는 새마을 유아원의 어머니들 200명을 대상으로 조사하여, 전체적인 경향과 연령별, 학력별, 수입별 직업유무별등 각 변인별로 비교 분석 하였다. 연구의 결과는 다음과 같다. 1. 대부분의 어머니들은 유아교육기관의 필요성을 느끼고 있었으며 유아교육이 필요한 이유는 전인교육을 위해서 (67.80%)가 가장 많았다. 그러나 유아교육기관을 예능 및 특기교육과, 국민학교 전 준비교육의 장소로 잘못 인식하고 있는 어머니들도 상당수 있었다. 2. 유아교육에 있어 대부분의 어머니(77.50%)들은 남아선호사상을 갖고 있지 않았다. 3. 유아기교육의 주담당자는 「부모와 교사」 공동담당이 있어야 한다는 견해가 지배적이며, 어머니의 취업이 자녀교육에 지장이 있다는 어머니들이 과반수 이상(58.00%)을 차지하고 있긴 했으나, 지장이 없다는 어머니들도 상당수 있었다. 4. 부모교육에 대한 참여의사는 대부분 찬성(71.50%)을 하고 있었으나, 아버지 참여에 대해서는 많은 어머니들이 소극적인 태도를 갖고 있었다. 부모교육을 받으려는 이유는 자녀교육을 위해서 배우겠다는 의견이 지배적 이었다. 부모교육의 방법으로는 유아교육기관에서 하는 방법을 가장 원하고 있었으며, 부모교육의 시기, 횟수, 시간은 각각 오후 1∼3시, 월5회 이상, 한번엔 2∼3시간을 적당하다고 인식하고 있었다. 보조교사역할에 대해서는 많은 어머니들이 (63%) 찬성하였으나, 부모교육에 대한 참여도(71.50%) 보다는 적은 것으로 나타났다. 5. 어머니들이 인식하고 있는 심각한 자녀문제들은 「부모의사 거역 및 나쁜버릇」(25.62%), 「아프거나 병에 걸릴때」(18.09%), 「나쁜주위 환경」(16.58%), 「불충분한 경제적지원」 (12.56%), 「성격상의 문제」(11.06%), 「기타」(16.08%)의 순으로 높게 나타났는데 특히 아동의 경제적 물리적 환경에 대한 문제가 심각한 것으로 나타났다. 6. 대부분의 어머니들은(70.00%), 채벌, 질책 등의 공격적이고 부정적인 훈육방법을 사용하고 있었다. 7. 아동의 교육적 환경은(놀이장소, 장난감, 책 등) 아동의 전인적 발달을 자극하고 촉진하기에는 대부분 충분치 않았다. 및 공교육화가 이루어져야 할 것이다. 4. 본 연구 결과 새마을 유아원의 어머니들의 의식 및 생활태도등은 그들이 속해 있는 사회계층 및 지역적 특징에 의해 큰 영향을 받고 있는 것으로 해석된다. 이에 프로그램의 목표 대상자인 부모들의 사회, 문화적인 배경을 고려하는 부모교육, 참여 프로그램에 대한 연구와 개발이 있어야 할 것이다.