본 연구는 유아교육 현장에 필요한 기초 자료를 제시하기 위해 유아교육기관 및 기타 유아시설에서 유아의 체육활동을 지도하는 유아체육 강사의 전문성, 그들의 유아 신체발달 및 체육활동에 대한 인식, 그리고 유아체육 지도실태를 알아보는데 그 목적이 있으며, 본 연구의 연구문제는 다음과 같다. 1. 유아교육기관 및 기타 유아시설에서 유아의 체육활동을 지도하는 유아체육 강사의 전문성은 어떠한가? 1-1. 유아교육기관 및 기타 유아시설에서 유아의 체육활동을 지도 하는 유아체육 강사가 받은 교육의 종류는 어떠한가? 1-2. 유아교육기관 및 기...
본 연구는 유아교육 현장에 필요한 기초 자료를 제시하기 위해 유아교육기관 및 기타 유아시설에서 유아의 체육활동을 지도하는 유아체육 강사의 전문성, 그들의 유아 신체발달 및 체육활동에 대한 인식, 그리고 유아체육 지도실태를 알아보는데 그 목적이 있으며, 본 연구의 연구문제는 다음과 같다. 1. 유아교육기관 및 기타 유아시설에서 유아의 체육활동을 지도하는 유아체육 강사의 전문성은 어떠한가? 1-1. 유아교육기관 및 기타 유아시설에서 유아의 체육활동을 지도 하는 유아체육 강사가 받은 교육의 종류는 어떠한가? 1-2. 유아교육기관 및 기타 유아시설에서 유아의 체육활동을 지도 하는 유아체육 강사가 소지한 인증서는 어떠한가? 2. 유아교육기관 및 기타 유아시설에서 유아의 체육활동을 지도하는 유아체육 강사가 가지고 있는 유아의 신체발달 및 체육활동에 대한 인식은 어떠한가? 2-1. 유아교육기관 및 기타 유아시설에서 유아의 체육활동을 지도 하는 유아체육 강사가 가지고 있는 유아의 신체발달에 대한 인 식은 어떠한가? 2-2. 유아교육기관 및 기타 유아시설에서 유아의 체육활동을 지도 하는 유아체육 강사가 가지고 있는 유아의 체육활동에 대한 인 식은 어떠한가? 3. 유아교육기관 및 기타 유아시설에서 유아의 체육활동을 지도하는 유아체육 강사의 지도현황은 어떠한가? 3-1. 유아교육기관 및 기타 유아시설에서 유아의 체육활동을 지도 하는 유아체육 강사의 지도내용은 어떠한가? 3-2. 유아교육기관 및 기타 유아시설에서 유아의 체육활동을 지도 하는 유아체육 강사의 지도방법은 어떠한가? 본 연구의 설문지 대상은 서울시 소재의 유아체육 전문기관에 소속된 유아체육 강사 84명, 경기도 소재의 유아체육 전문기관에 소속된 유아체육 강사 122명, 프리랜서로 일하는 유아체육 강사 1명, 총 207명이었고, 인터뷰 대상은 서울시에 소재한 유아체육 전문기관을 경영하는 기관장 7명, 경기도에 소재한 유아체육 전문기관을 경영하는 기관장 8명, 프리랜서 1명, 총 16명이었다. 본 연구의 주 연구도구로는 설문지이며 추가자료를 수집하기 위해 인터뷰가 실시되었다. 사용된 설문지는 미국의 캘리포니아 유아교육 협회 자료(2004)와 선행 연구(이옥희, 1992; 백수덕,
본 연구는 유아교육 현장에 필요한 기초 자료를 제시하기 위해 유아교육기관 및 기타 유아시설에서 유아의 체육활동을 지도하는 유아체육 강사의 전문성, 그들의 유아 신체발달 및 체육활동에 대한 인식, 그리고 유아체육 지도실태를 알아보는데 그 목적이 있으며, 본 연구의 연구문제는 다음과 같다. 1. 유아교육기관 및 기타 유아시설에서 유아의 체육활동을 지도하는 유아체육 강사의 전문성은 어떠한가? 1-1. 유아교육기관 및 기타 유아시설에서 유아의 체육활동을 지도 하는 유아체육 강사가 받은 교육의 종류는 어떠한가? 1-2. 유아교육기관 및 기타 유아시설에서 유아의 체육활동을 지도 하는 유아체육 강사가 소지한 인증서는 어떠한가? 2. 유아교육기관 및 기타 유아시설에서 유아의 체육활동을 지도하는 유아체육 강사가 가지고 있는 유아의 신체발달 및 체육활동에 대한 인식은 어떠한가? 2-1. 유아교육기관 및 기타 유아시설에서 유아의 체육활동을 지도 하는 유아체육 강사가 가지고 있는 유아의 신체발달에 대한 인 식은 어떠한가? 2-2. 유아교육기관 및 기타 유아시설에서 유아의 체육활동을 지도 하는 유아체육 강사가 가지고 있는 유아의 체육활동에 대한 인 식은 어떠한가? 3. 유아교육기관 및 기타 유아시설에서 유아의 체육활동을 지도하는 유아체육 강사의 지도현황은 어떠한가? 3-1. 유아교육기관 및 기타 유아시설에서 유아의 체육활동을 지도 하는 유아체육 강사의 지도내용은 어떠한가? 3-2. 유아교육기관 및 기타 유아시설에서 유아의 체육활동을 지도 하는 유아체육 강사의 지도방법은 어떠한가? 본 연구의 설문지 대상은 서울시 소재의 유아체육 전문기관에 소속된 유아체육 강사 84명, 경기도 소재의 유아체육 전문기관에 소속된 유아체육 강사 122명, 프리랜서로 일하는 유아체육 강사 1명, 총 207명이었고, 인터뷰 대상은 서울시에 소재한 유아체육 전문기관을 경영하는 기관장 7명, 경기도에 소재한 유아체육 전문기관을 경영하는 기관장 8명, 프리랜서 1명, 총 16명이었다. 본 연구의 주 연구도구로는 설문지이며 추가자료를 수집하기 위해 인터뷰가 실시되었다. 사용된 설문지는 미국의 캘리포니아 유아교육 협회 자료(2004)와 선행 연구(이옥희, 1992; 백수덕,
The primary purpose of this study is to provide foundation data on physical education led by early childhood physical education instructors at many preschools these days in Korea. Particularly, this study focuses on the previous education of early childhood physical education instructors, their know...
The primary purpose of this study is to provide foundation data on physical education led by early childhood physical education instructors at many preschools these days in Korea. Particularly, this study focuses on the previous education of early childhood physical education instructors, their knowledge on young children's physical development and education, and their teaching practice. The following are the more specific inquiries addressed in this study: 1. What kinds of specialty do the early childhood physical education instructors have? 1-1. What kinds of special education and training have the instructors obtained? 1-2. What kinds of certificate do the instructors have? 2. What is the understanding of the early childhood physical education instructors on young children's physical development and education like? 2-1. What is the understanding of the instructors on young children's physical development like? 2-2. What kinds of perspectives do the instructors have on appropriate physical education activities for young children? 3. How do the early childhood physical education instructors approach their educational practice? 3-1. What are the contents of the teaching practice of the instructors? 3-2. What are the teaching methods of the instructors? The total of 207 early childhood physical education instructors participated in the survey conducted for this study. Among them, 84 were specially trained physical education instructors from various early childhood institutions located in Seoul; 122 were from institutions in Kyung-gi province; and 1 was a freelance physical education instructor. The total of 16 administrators of early childhood institutions participated in the interview conducted for this study. Among them, 7 were administrators of early childhood institutions in Seoul; 8 were administrators of early childhood institutions in Kyung-gi province; and 1 was a freelance instructor. The survey questions were adopted from the questionnaire used by california kindergarten association (2004) by Lee, Ok-Hee(1992) and Baek, Sue-Duak(1999). Data was collected from April 1, 2004 to April 30, 2004, and they were complied in percentage form. The following are brief statements of findings from the research. First, with regards to special education received by the instructors, while 92.7% majored in physical education at their higher education institutions, only 1.9% majored in early childhood education. Also, not enough emphasis was put on having special training as only 42.5% of the instructors were certified/licensed physical education instructors. Second, with regards to type of special knowledge the instructors had about young children's physical development and appropriate physical activities, most of the instructors had general knowledge about child development, cognitive skills, and appropriate physical activities respective of children's ages. Also, the instructors understood the importance of physical activities to relieve children's stress, and the use of physical activities to develop cognitive skills. Last, concerning the teaching approach of the instructors', they used various apparatus for children to test their skills. The instructors modified the difficulty levels of required physical acts according to children's ages. Rubber mats and uni-bar were the most frequently used apparatus in physical activities. Also, the teaching methods used most often by the instructors were demonstrative instructions, instead of descriptive instructions. Further, the type of instruction plans used most often by the instructors were those designed and distributed by the Physical Education Associations . The following are brief statements of conclusions and recommendations from the present study: First, the characteristics of early childhood physical education activities need to be reconsidered. This study focused only on specially trained physical education instructors from various early childhood institutions; hence the result of this research should be distinguished from physical activities conducted by professional full-time early childhood teachers working at early childhood institutions. Here the problem lies in that over 90% of the instructors received training in physical educations and their respective lesson plans were provided by the associations of physical educators, not by the early childhood institutions themselves. As a result, their physical education practice did not always compliment regular curriculum applied at each institution. More research should be devoted to the effects of this disparity. Second, the early childhood physical education instructors should have more specialized training. An effective training for the instructors should include developing goals and objectives of the activities designed for young children, thorough understanding of underlying theory and description of the activities, and obtaining teaching techniques to achieve young children's best physical development. In order for the instructors to gain these techniques, higher education institutions must include in their curriculum the courses concentrating on physical education for children. If the higher education institutions stall in instituting such changes, early childhood institutions should conduct independent training for generally physical education instructors with early childhood education, emphasizing proper teaching methods for young children. Last, the results from this research may possess slight and unforeseen bias because the 207 instructors had been sampled from 15 training centers, which is relatively a small number. Hence, in future studies, the instructor subjects need to be selected from larger number of training centers to eliminate possible sampling bias.
The primary purpose of this study is to provide foundation data on physical education led by early childhood physical education instructors at many preschools these days in Korea. Particularly, this study focuses on the previous education of early childhood physical education instructors, their knowledge on young children's physical development and education, and their teaching practice. The following are the more specific inquiries addressed in this study: 1. What kinds of specialty do the early childhood physical education instructors have? 1-1. What kinds of special education and training have the instructors obtained? 1-2. What kinds of certificate do the instructors have? 2. What is the understanding of the early childhood physical education instructors on young children's physical development and education like? 2-1. What is the understanding of the instructors on young children's physical development like? 2-2. What kinds of perspectives do the instructors have on appropriate physical education activities for young children? 3. How do the early childhood physical education instructors approach their educational practice? 3-1. What are the contents of the teaching practice of the instructors? 3-2. What are the teaching methods of the instructors? The total of 207 early childhood physical education instructors participated in the survey conducted for this study. Among them, 84 were specially trained physical education instructors from various early childhood institutions located in Seoul; 122 were from institutions in Kyung-gi province; and 1 was a freelance physical education instructor. The total of 16 administrators of early childhood institutions participated in the interview conducted for this study. Among them, 7 were administrators of early childhood institutions in Seoul; 8 were administrators of early childhood institutions in Kyung-gi province; and 1 was a freelance instructor. The survey questions were adopted from the questionnaire used by california kindergarten association (2004) by Lee, Ok-Hee(1992) and Baek, Sue-Duak(1999). Data was collected from April 1, 2004 to April 30, 2004, and they were complied in percentage form. The following are brief statements of findings from the research. First, with regards to special education received by the instructors, while 92.7% majored in physical education at their higher education institutions, only 1.9% majored in early childhood education. Also, not enough emphasis was put on having special training as only 42.5% of the instructors were certified/licensed physical education instructors. Second, with regards to type of special knowledge the instructors had about young children's physical development and appropriate physical activities, most of the instructors had general knowledge about child development, cognitive skills, and appropriate physical activities respective of children's ages. Also, the instructors understood the importance of physical activities to relieve children's stress, and the use of physical activities to develop cognitive skills. Last, concerning the teaching approach of the instructors', they used various apparatus for children to test their skills. The instructors modified the difficulty levels of required physical acts according to children's ages. Rubber mats and uni-bar were the most frequently used apparatus in physical activities. Also, the teaching methods used most often by the instructors were demonstrative instructions, instead of descriptive instructions. Further, the type of instruction plans used most often by the instructors were those designed and distributed by the Physical Education Associations . The following are brief statements of conclusions and recommendations from the present study: First, the characteristics of early childhood physical education activities need to be reconsidered. This study focused only on specially trained physical education instructors from various early childhood institutions; hence the result of this research should be distinguished from physical activities conducted by professional full-time early childhood teachers working at early childhood institutions. Here the problem lies in that over 90% of the instructors received training in physical educations and their respective lesson plans were provided by the associations of physical educators, not by the early childhood institutions themselves. As a result, their physical education practice did not always compliment regular curriculum applied at each institution. More research should be devoted to the effects of this disparity. Second, the early childhood physical education instructors should have more specialized training. An effective training for the instructors should include developing goals and objectives of the activities designed for young children, thorough understanding of underlying theory and description of the activities, and obtaining teaching techniques to achieve young children's best physical development. In order for the instructors to gain these techniques, higher education institutions must include in their curriculum the courses concentrating on physical education for children. If the higher education institutions stall in instituting such changes, early childhood institutions should conduct independent training for generally physical education instructors with early childhood education, emphasizing proper teaching methods for young children. Last, the results from this research may possess slight and unforeseen bias because the 207 instructors had been sampled from 15 training centers, which is relatively a small number. Hence, in future studies, the instructor subjects need to be selected from larger number of training centers to eliminate possible sampling bias.
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#유아체육 강사 유아 신체발달 유아 체육활동 유아체육 지도 유아체육교육
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