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NTIS 바로가기兒童學會誌 = Korean journal of child studies, v.34 no.4, 2013년, pp.125 - 141
박재옥 (인하대학교대학원 소비자아동학과) , 이완정 (인하대학교 생활과학대학 소비자아동학전공)
The following study to enhance children's creativity in the context of diverse cultures and ethnic groups, and utilizes various programs from different countries aimed at 5 year old children with the Nuri framework. The study also seeks to measure pre and post play behaviors, creativity levels, and ...
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핵심어 | 질문 | 논문에서 추출한 답변 |
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Jillian에 의하면 다문화 환경을 경험한 유아는 어떤 특징이 있는가? | 상상력은 과거의 경험을 기초로 앞으로의 행동을 계획할 수 있도록 하는 새로운 표상을 만들어 내는 능력(Osborn, 1999; Williams, 1980)이라는 점에서 유아의 창의적 사고력의 원동력이 된다. Jillian(1996)에 의하면 다문화 환경을 경험한 유아들은 이후의 교육의 준비를 잘할 수 있고, 언어 기술의 습득, 가족이외의 다른 사람들과의 정서적 관계가 향상되며, 더 창의적이고 독립적인 사람이 되어간다고 한다. Derman-Sparks와 The A. | |
창의성을 인지적 측면의 창의적 사고와 정의적 측면의 창의적 성향으로 구분할 때 각각 무엇을 의미하는가? | 창의성의 구분은 인지적 측면의 창의적 사고와 정의적 측면의 창의적 성향으로 대별하고 있다. 인지적 측면의 창의적 사고는 인간의 고등 정신기능으로 어떤 문제에 당면했을 때 새로운 아이디어 산출을 위해서 기존의 질서를 재조직하고 새로운 법칙을 찾아 문제를 해결하는 능력이라고 할 수 있다. 이와 비교하여 정의적 측면의 창의적 성향은 창의적인 사고력이 최종적으로 인간의 성취를 위해 작용하는 과정에서 개인에게 요구되는 내적인 동기나 태도 등을 말하는 것으로 인지적 요인인 창의적 능력과 상호작용하면서 창의성의 발현을 돕는다. | |
누리과정에서 제시한 5세 유아에게 필요한 경험은 무엇인가? | 누리과정(Ministry of Education, Science and Technology and Ministry of Health & Welfare[MEST & MOHW], 2013)에서는 5세 유아가 자신과 다른 여러 가지 모습이나, 특징, 상황에 대한 이해를 높일 수 있도록 사회관계 영역에서 세계에 대한 관심과 협력, 다양한 인종과 문화에 대한 이해와 존중을 경험할 것을 제시하고 있다. 일반 유아를 대상으로 다문화 이해 프로그램을 적용할 때에는 특히 다문화의 편중된 모습보다는 일반적인 세계 여러 나라 활동 프로그램의 내용으로 접근해볼 필요가 있을 것이다. |
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