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學令前兒童의 行動에 대한 父母敎師兒童專門家의 知覺의 差異

Title
學令前兒童의 行動에 대한 父母敎師兒童專門家의 知覺의 差異
Other Titles
Differences in Perception of Child Experts, Teachers, and Parents on Pre-School Children's Behavior
Authors
金英淑
Issue Date
1975
Department/Major
교육대학원 교육학전공교육행정분야
Keywords
학령전아동부모교사아동전문가
Publisher
이화여자대학교 교육대학원
Degree
Master
Abstract
本 硏究는 人間의 發達時期中에 가장 중요한 學齡前 兒童의 性格에 沮害되는 行動에 대하여 父母, 敎師. 兒童專門家가 각각 어떻게 知覺하며, 또 각 集團間에는 어떤 差異가 있고 共通点은 무엇인가를 比較, 硏究하여 兒童의 生活과 行動指導에 方案摸索의 基礎資料를 提供하는 데 이바지 하려고 試圖하였다. 具體的인 硏究의 目的은, 1. 兒童專門家와 敎師가 知覺하는 兒童의 不適應 行動은 각각 어떤 差異가 있으며, 또 父母가 知覺하는 不適應 行動과는 深刻한 差異가 있는가? 2. 兒童專門家, 敎師, 父母가 모두 深刻하게 共通的으로 知覺하는 問題行動은 무엇인가? 3. 父母가 深刻하게 知覺하지 않아도 될 行動은 어떠한 것인가? 4. 不適應 行動중 兒童專門家와 敎師가 보는 重要한 不適應 行動은 무엇이며, 또 專門家만이 深刻하게 知覺하는 問題行動은 무엇인가? 以上과 같은 目的을 達成하고 檢證하기 위한 方法으로 豫備調査를 幼稚園兒童의 父母와 敎師에게 實施하였다. 蒐集된 資料를 分析하고 文獻을 硏究하여 다시 學齡前 兒童의 問題가 되는 行動을 30個 問項 作成하여 1~10까지 Rank order하게 하는 本 調査를 作成하였다. 父母 500명, 敎師 150명, 兒童專門家 150명의 對象에게 4月上旬부터 中旬까지 調査, 實施하여 다음과 같은 結果를 얻었다. 1. 父母와 兒童專門家의 知覺, 父母와 敎師, 敎師와 兒童專門家의 知覺의 差異는 深刻하고 意味있게 나타났다. 첫째, 兒童專門家는 性格形成에 沮害되는 行動으로 知覺하지 않은 行動, 즉 "偏食하는 行動"외 6個行動을 父母는 間題行動으로 보고 10位 안에 Rank order했다. 父母는 行動發達이나 性格形成面보다 日常生活에 다루기 어려운 行動을 지나치게 深刻하게 보아, 두 集團에는 큰 差異가 나타났다. 둘째, 敎師는 "떼쓰는 行動"은 父母와 一致했고 "친구와 사귀지 않고 혼자 지내는 외톨박이", "말을 안하는 行動", "엄마 결을 지나치게 안떠나려는 行動", "依賴心이 많은 行動" 등은 兒童專門家와 共通으로 深刻하게 知覺하였다. 行動發達과 性格 形成面에 많은 關心을 가지고 指導하고 있다는 證抛다. 그러나 敎師만이 深刻하게 知覺한 3個의 行動은 敎育現場에서 當面한 問題를 深刻하게 知覺하였다. 세 集團間에는 意義있는 差異가 있었다. 2. 세 集團 모두 深刻하게 共通的으로 知覺하는 行動은 무엇인가? "몹시 神經質的인 行動", "集中力없고 산만한 行動"을 共通的으로 深刻하게 知覺했다. 앞으로 繼續 細密하게 指導方法을 摸索해야 된다. 3. 敎師, 兒童專門家는 深刻하지 않게 보는데 父母만이 問題行動으로 보는 行動은 "偏食", "싸우는 行動", "고집이 몹시 센 行動", "짜증을 잘내는 行動", "T.V.를 밤늦게까지 보는 行動", "욕심이 너무 않은 行動", "질투심이 너무 많은 行動"등 모두 日常生活중 家庭에서 指導하기 힘든 行動問題이며, 性格形成에 沮害되는 深刻한 問題가 아님이 밝혀졌다. 4. 兒童專門家와 敎師가 함께 共通으로 知覺하는 行動은 "친구와 어울리지 못하고 혼자 지내는 외톨박이", "말을 안하는 行動", "엄마 곁을 지나치게 안떠나려는 行動"등 非社會性으로 "自信感의 不足"한 行動을 知覺했다. 兒童專門家 만이 深刻하게 본 行動은 "안절부절하는 行動", "잘놀래는 行動" "무서움을 몹시 타는 行動", "훔치는 行動"등 情緖的인 困難과 緊張, 情緖的인 不適應을 큰 問題로 知覺했다. 以上과 같은 結果로서 다음과 같은 結論을 내릴 수 있다. 첫째, 兒童專門家, 敎師, 父母 세 集團間의 背景과 役割에 따라 각각 有意한 知覺의 差異가 나타났고, 또 共通問題도 있다. 둘째, 父母가 深刻하게 問題行動이라고 知覺한 行動들을 兒童專門家와 敎師는 深刻하게 생각하지 않았으며, 性格形成과 行動發達에 沮害되는 不適應 行動이 될 수 없다. 셋째, 父母가 知覺한 1個의 行動을 父母가 별로 重要視하지 않으면 消滅될 것이다. 네째, 兒童專門家와 敎師가 共通으로 知覺한 6個의 行動과 專門家만이 知覺한 4個의 行動. 즉 社會的인 不適應 行動, 非社會性과 情緖的 緊張과 困難, 情緖的 不適應의 10個行動이 앞으로 細密하게 硏究, 檢討되어야 할 深刻한 問題다. 앞으로 地域別, 男女別, 年齡刷로 韓國의 全兒童을 代表할 수 있는 對象을 標集하여 精密한 分析과 問題되는 行動 하나하나의 指導方案에 關한 硏究가 必要할 것이다.;The present study was an attempt to collect fundmental data on guiding pre-school children's behavior by identifying differences in perception of child experts, teachers, and parents about pre-school children's behavior that interfere with personality development. The purpose of this study were as follows: 1. How do the perception of child experts, teachers, and parents differ in pre-school children's behavior? 2. What are the maladjusted behavior perceived by child experts, teachers, parents? 3. What are the children's behaviors that the parents do not perceive as serious? 4. What are the disturbed children's behaviors for personality development that child experts and teachers perceive as serous? And what are the problem behaviors that only the child experts perceive as serious? Samples of behaviors that are perceived by parents and kindergarten teachers as serous were obtained. In addition, behaviors cited in the literature as serious for personality development of children were collected a set of 30 behaviors of pre-school children were collected. A sample of 500 parents, 150 teachers, and 150 child experts were given the list of 30 items and requested to rank them from one to ten in order of seriousness. The results showed that: 1. There were significant differences in perception of children's behaviors out of parents, child experts, and teachers. Parents ranked "unbalanced food" and "fighting" in addition to fine other behaviors which child experts did not perceive as serous. Parents tended to perceive the behavior as serous that are difficult to treat in daily life than those which are serous for personality development. The differences were significant. Secondarily the teacher's agree with the parents on "temper tantrums," and agree with child experts on "unsocial, with-drawing behavior". "dependent", "excessive clinging to mother". These behaviors seem to be those which are serous in personality development. But teachers perceive as serous "violent behavior", "crying with out apparent reasons," and "resistive behaviors," which are difficult to treat at kindergarten. 2. All three groups perceived "nervousness" and "distractive behaviors," as commonly serous problems. 3. Behaviors which only the parents perceived as serous were : "unbalanced food taking," "fighting," "stubbornness", "temper tantrum", "watching TV late at night", "jealousy" and "selfishness". These were not regarded as serous signs of poor personality development by the child experts and teachers. These problems all seem to be those which the parents find difficult to treat in daily life regardless of its importance in the personality and behavior. 4. Child experts and teacher considered "unsocial withdrawing behavior", and "non-verbal behavior", "excessive clinging to their mother", and "dependence", indicating child's "lake of confidence". "Impatient", "fearful", "easily frightened", "stealing" were perceived as serious by child experts only. These were all indicative emotional difficulties and strain, which child experts consider most serous. On the basis of the results, the following conclusion were drawn: 1. There were significant differences in perceptions of children's behavior among parents, child experts, and teacher, while there were also agreement in perception between each group. 2. There were behaviors which the parents considered serous but which were not considered serous by the child experts and teachers. 3. Some of the problems(Seven in number) would be extinguished if the parents did not consider them as serous for personality development. 4. The six behaviors considered serous by both the child experts and teachers and four behaviors considered serous by the child experts would need further research attention. On the basis of this study were refined research plan with representative sample would be of great importance for developing effective ways of guiding children's behavior.
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