$\require{mediawiki-texvc}$

연합인증

연합인증 가입 기관의 연구자들은 소속기관의 인증정보(ID와 암호)를 이용해 다른 대학, 연구기관, 서비스 공급자의 다양한 온라인 자원과 연구 데이터를 이용할 수 있습니다.

이는 여행자가 자국에서 발행 받은 여권으로 세계 각국을 자유롭게 여행할 수 있는 것과 같습니다.

연합인증으로 이용이 가능한 서비스는 NTIS, DataON, Edison, Kafe, Webinar 등이 있습니다.

한번의 인증절차만으로 연합인증 가입 서비스에 추가 로그인 없이 이용이 가능합니다.

다만, 연합인증을 위해서는 최초 1회만 인증 절차가 필요합니다. (회원이 아닐 경우 회원 가입이 필요합니다.)

연합인증 절차는 다음과 같습니다.

최초이용시에는
ScienceON에 로그인 → 연합인증 서비스 접속 → 로그인 (본인 확인 또는 회원가입) → 서비스 이용

그 이후에는
ScienceON 로그인 → 연합인증 서비스 접속 → 서비스 이용

연합인증을 활용하시면 KISTI가 제공하는 다양한 서비스를 편리하게 이용하실 수 있습니다.

유아교사의 역할놀이 유능성 증진을 위한 교사교육 프로그램의 개발 및 효과
The Development and the Effect of A Preschool Teacher Training Program for Pretend Play Competence 원문보기

兒童學會誌 = Korean journal of child studies, v.36 no.1, 2015년, pp.99 - 124  

한찬희 (연세대학교 아동.가족학과) ,  김명순 (연세대학교 아동.가족학과)

Abstract AI-Helper 아이콘AI-Helper

This study developed a teacher training program aimed at promoting preschool teachers' competence in relation to pretend play and examined its effects on the teachers' knowledge, efficacy and interaction in pretend play. Regarding the learner's job characteristics and conditions, a small group sessi...

주제어

질의응답

핵심어 질문 논문에서 추출한 답변
유아교사의 유능성이란? 역할놀이는 유능한 교사가 적절히 상호작용해 줄 때 더욱 증진되고 유아의 발달에 긍정적 영향을 미치는 것으로 보고되고 있다(Baumer, Ferholt, & Lecusay, 2005; Gmitrova & Gmitrova, 2003; Howes & Smith, 1995). 교사가 지닌 전문 가로서의 유능성과 관련하여, Saracho와 Spodek (1993)은 유아교사의 유능성이란 유아에게 양질의 서비스를 제공하기 위해 교사가 갖추어야할 지식이나 기술이며, 이를 활용하여 현장에서의 풍부한 토대로 교사로서의 특별한 역할을 수행 하는 것과 더불어 신념과 책임감 역시 중요하게 작용한다고 하였다. 즉, 교사가 지닌 유능성의 영역은 몇 가지로 나누어볼 수 있으며, 교사교육및 유능성에 관한 선행연구들에서는 공통적으로 영역으로 지식, 태도, 기술의 세 가지의 측면을 언급하고 있다(Adediwura & Tayo, 2007; Eggen & Kauchak, 2001; Pistoe & Maila, 2012; Westera, 2001).
학자들에게 관심받은 역할놀이의 특징은? 놀이에 관한 그간의 연구들은 놀이가 유아기 발달에 미치는 영향, 즉 발달변인이나 놀이의 교육적 효과에 관한 것에 관심이 집중되어 왔다(Kim, Kim, & Park, 2012). 그 중에서도 역할놀이는 유아의 표상 및 상징능력에 의한 가작 화의 요소를 내포함과 동시에, 놀이 상대와의 사회적 교류 역시 이루어지는 특징을 갖고 있다는 점에서 수많은 학자들이 관심을 기울여 온 분야 이다. 특히 만 3~4세의 유아기는 진정한 의미의 상징적․사회적 놀이(real symbolic social play) 가 이루어지는 특징적인 시기로(Piaget, 1962; Smilansky, 1968) 기존의 영아기에 갖고 있던 가상 능력이 더욱 발달하고 가작화 행위가 점차 정교해지면서 놀이 내에서 현재의 내가 아닌, 다른 사람의 역할을 수행(role enactment)하게 된다.
교사가 지닌 유능성에서 기술이 의미하는 것은? 많은 선행연구들에서 ‘유아의 놀이를 교육 과정이자 핵심적인 교수 학습 방법’이라고 믿는 교사 신념에 기초한 놀이 효능감은 유아에게 놀이 발달을 위한 적절한 기회를 제공하며 놀이를 격려 하는 행동으로 연결됨을 보고하였다(Bodrova & Leong, 1996; Cuffaro, 1995; Johnson, Christie, & Yawkey, 1999). 셋째, 기술은 유아의 학습을 촉진하기 위해 교사가 교육을 통해 습득해야할 행동적 측면으로서(Irvine, 1997), 유아가 교육활동에 지속적으로 흥미를 유지할 수 있도록 적절한 비계를 설정해줄 수 있는 교사의 교수 능력을 의미한다(Chong & Cheah, 2009; Shulman, 1986). 이 같은 정의에 근거할 때, 역할놀이에 있어서 유아교사의 기술적 측면이란 교사가 유아와의 놀이 상황에서 수행하는 역할놀이 상호작용이라고 볼 수 있다.
질의응답 정보가 도움이 되었나요?

참고문헌 (74)

  1. Adediwura, A., & Tayo, B. (2007). Perception of teacher's knowledge, attitude and teaching skills as predictor of academic performance in Nigerian secondary schools. Educational Research and Review, 2(7), 165-171. 

  2. Barone, T., Berliner, D. C., Blanchard, J., Casanova, U., & McGowan, T. (1996). A future for teacher education. Developing a strong sense of professionalism. In J. Sikula (Eds.) Handbook of research on teacher education (pp. 1108-1149). New York: Simon & Schuster Macmillan. 

  3. Bateson, G. (1971). The message this is play. In R. Herron & B. Sutton-Smith (Eds.), Child's play. New York: Wiley. 

  4. Baumer, S., Ferholt, B., & Lecusay, R. (2005). Promoting narrative competence through adult-child joint pretense: Lessons from Scandinavian educational practice of playworld. Cognitive Development, 20, 576-590. 

  5. Bergen, D., & Coscia, J. (2001). Brain research and childhood education: Implications for educators. Olney, MD: Association for Childhood Education International. 

  6. Berliner, D. C. (1987). In pursuit of the expert pedagogue. Educational Researcher, 15, 5-13. 

  7. Bodrova, E., & Leong, D. J. (1996). Tools of the mind: The Vygotskian approach to early childhood education. Englewood Cliffs, NJ, Merrill/Prentice Hall. 

  8. Bredekamp, S. (1995). Early childhood education. In J. Silkura, T. J. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education. 323-347, New York: Macmillan. 

  9. Burns, S. M., & Brainerd, C. (1979). Effects of constructive and dramatic play on perspective taking in very young children. Developmental Psychology, 15, 512-521. 

  10. Carpenter, T. P., Fennema, E., Peterson, P. L., & Carey, D. A. (1988). Teachers' pedagogical content knowledge of students' problem solving in elementary arithmetic. Journal of Research in Mathematics Education, 19(5), 385-401. 

  11. Charlesworth, R., Burts, D. C., & Kirk, L. (1990). Kindergarten teachers' beliefs and practices. Paper presented at the annual meeting of the American Educational Research Association, Boston, April. (ERIC Document Reproduction Service No. ED 318 517) 

  12. Chong, S., & Cheah, H. M. (2009). A values, skills and knowledge framework for initial teacher preparation programmes. Australian Journal of Teacher Education, 34(3), 1-17. 

  13. Christie, J. (1982). Sociodramatic play training, Young Children, 37, 25-32. 

  14. Clandinin, D. J. (1995). Learning to live new stories of teacher education. In S. Majhanovitch (Ed.) Re-forming teacher education: Problems and prospects (pp. 175-185). London: Althouse Press. 

  15. Clyde, M., & Ebbeck, M. A. (1991). Teacher development a comparative study of early childhood teachers in their first year of teaching 1988-90. Paper presented at the Australia Association for Research in Education Conference, Surfers Paradise. 

  16. Cole, A. L., & Knowles, J. G. (1993). Teacher development partnership research: A focus on methods and issues. American Educational Research Journal, 30, 473-495. 

  17. Cuffaro, H. K. (1995). Experimenting with the world: John Dewey and the early childhood classroom. New York: Teachers College Press. 

  18. Czernick, C., & Chiarelott, L. (1990). Teacher education for effective science instruction a social cognitive perspective. Journal of Teacher Education, 41(1), 49-58. 

  19. Dansky, J. (1980). Make-believe: A mediator of the relationship between play and creativity. Child Development, 51, 576-579. 

  20. Gmitrova, V., & Gmitrova, J. (2003). The impact of teacher-directed and child-directed play on cognitive competence in kindergarten children. Early childhood education journal, 30(4), 241-246. 

  21. Education Research Institute of Seoul National University (2011). Dictionary of educational studies. Seoul: Haudongsul. 

  22. Eggen, P., & Kauchak, D. (2001). Educational psychology: Windows on classrooms. NJ: Prentice Hall. 

  23. Elbaz, F. (1981). The teacher's "practical knowledge": A report of a case study. Curriculum Inquiry, 11, 43-71. 

  24. Enz, B. J., & Christie, J. F. (1993). Teacher play style interactions and their impact on children's language and emergent literacy. Paper presented at the National Reading Conference, Charleston, SC. 

  25. File, N. (1994). Children's play, teacher-child interactions, and teacher beliefs in integrated early childhood programs. Early Childhood Research Quarterly, 9, 223-240. 

  26. Gagnon, S. G., & Nagle, R. J. (2004). Relationships between peer interactive play and social competence in at-risk preschool children. Psychology in the Schools, 41, 173-189. 

  27. Garvey, C. (1977). Play. Cambridge: Harvard University Press. 

  28. Isenberg, J. P., & Quisenberry, N. (2002). Play: Essential for all children. Childhood Education, Fall, 33-39. 

  29. Gibson, S., & Dembo, M. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569-582. 

  30. Goncu, A., & Kessel, F. (1984). Children's play a contextual-functional perspective. In F. Kessel (Eds.), Analyzing children's dialogues: New Directions in Child Development Research (pp. 522-532). San Francisco: Jossy-Bass. 

  31. Gowen, J. W. (1995). The early development of symbolic play. Young Children, 50(3), 75-81. 

  32. Howes, C. (1992). The collaborative construction of pretend: Social pretend play functions. Albany: State University of New York Press. 

  33. Howes, C., & Matheson, C. (1992). Sequences in the development of competent play with peers: Social and social pretend play. Developmental Psychology, 28, 961-974. 

  34. Howes, C., & Smith, E. W. (1995). Relations among child care quality, teacher behavior, children's play activities, emotional security, and cognitive activity in child care. Early Childhood Research Quarterly, 10(4), 381-404. 

  35. Irvine, J. J. (1997). Critical knowledge for diverse teachers and learners. AACTE. 

  36. Johnson, J. E., Christie, J. F., & Yawkey, T. D. (1999). Play and early childhood development (2nd ed). New York: Longman. 

  37. Johnson, J. E., Christie, J. F., & Wardle, F. (2005). Play, development and early education. Boston, MA: Pearson Education. 

  38. Jones, E., & Reynolds, G. (1992). The play's the thing: Teacher's roles in children's play. New York: Teachers College Press. 

  39. Katz, L. G. (1985). Research currents: Teachers as learners. Language Arts, 62(7), 778-782. 

  40. Keller, J. M. (1999). Motivational systems. In E. Keeps (Eds.), Handbook of human performance technology(2nd ed.). San Francisco: Jossey Bass Inc. 

  41. Kim, K. A. (2007). An analysis of curriculum of universities child care teachers. Unpublished master's thesis, Chung-Ang University, Seoul, Korea. 

  42. Kim, M. S., Kim, G. S., & Park, C. H. (2012). The Development and Validity of the Children's Playfulness Rating Scale. Korean Journal of Child Studies, 33(2), 69-89. 

  43. Kim, M. S., Yoo, J. E., Lee, M. J., & Cho, H. R. (2011). Effects of Classroom Age Composition and Playfulness on Children's Play Behavior. The Journal of Korea Open Association for Early Childhood Education, 16(1), 455-471. 

  44. Koo, H. A., Lim, Y. M., & Lee, K. S. (2009). A Study on Childcare Teachers' Inservice Education in Gyeonggido. Korean Journal of Child Education and Care, 9(2), 1-22. 

  45. Korthagen, F. A. J., Loughran, J. J., & Russell, T. L. (2006). Developing fundamental principles for teacher education programs and practices. Teaching and Teacher Education, 22(8), 1020-1041. 

  46. Lanier, J. E., & Little, J. W. (1986). Research on teacher education. In M. C. Wittrock (Eds.), Handbook of research on teaching (3rd ed., pp. 527-569). New York: MacMillan Publishing. 

  47. Lee, J. H. (2011). The Development of In-Service Program for Infant and Toddler Teachers. Unpublished Doctoral dissertation, Chonnam National University, Gwanju, Korea. 

  48. Lee, M. H., Kim, K. H., & Kim, M. J. (2010). Survey on Perceptions of and Demands for In-service Education of Directors and Teachers at Child Care Center. Journal of Future Early Childhood Education, 17(2), 177-205. 

  49. Leinhardt, G., & Greeno, J. G. (1986). The cognitive skill of teaching. Journal of Educational Psychology, 78, 75-95. 

  50. Leslie, A. M. (1987). Pretense and representation: The origins of theory of mind. Psychological Review, 94(4), 412-426. 

  51. Neuman, S. B., & Rokos, K. (1993). Access to print for children of poverty: Differential effects of adult mediation and literacy-enriched play settings on environmental and functional print tasks. American educational Research Journal, 30, 95-122. 

  52. Pellegrini, A. D. (1984). Identifying casual elements in the thematic-fantasy play paradigm. American Educational Research Journal, 21, 691-701. 

  53. Piaget, J. (1962). Play, dreams, and imitation in childhood. New York: Norton. 

  54. Pistoe, V., J., & Maila, W. M. (2012). Towards constructivist teacher professional development, Journal of Social Science, 8(3), 318-324. 

  55. Ramey, S. L., & Ramey, C. T. (1992). Early educational intervention with disadvantaged children: To what effect? Applied and Preventive Psychology, 1, 131-140. 

  56. Richardson, V. (1996). The roles of attitudes and beliefs in learning to teach. In J. Sikula, T. J. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (2nd ed., pp. 102-119). New York: Macmillan. 

  57. Saracho, O. N., & Spodek, B. (1993). Professionalism and the preparation of early childhood education practitioners. Early Child Development and Care, 89, 1-17. 

  58. Shin, E. S. (2000). The Effects of Teacher's Efficacy Beliefs about Play on teacher-Child Interaction and Children's Play. Journal of Early Childhood Education, 20(1), 27-42. 

  59. Shin, E. S., Yoo, Y. H., & Park, H. K. (2004). Developing and Validating and Instrument to Assess the Relationship Between Kindergarten Teachers' Efficacy Beliefs on Play and Their Beliefs on Play Management Practice. Journal of Early Childhood Education, 24(1). 49-69. 

  60. Shulman, L. S. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15(2), 4-14. 

  61. Smilansky, S. (1968). The effect of sociodramatic play on disadvantaged preschool children, New York: Wiley. 

  62. Smilansky, S. (1988). Sociodramtic play: Its relative to behavio and achievement in school. In E. Klugman & S. Smilansky (Eds.), Children's play and learning: Perspectives and policy implications (pp. 18-42). New York: Teachers Press. 

  63. Smilansky, S., & Shefatya, L. (1990). Faciliating play: A medium for promoting cognitive, socio-emotional, and academic development in young children. Gaithersberg, MD: Psychological and Educational Publications. 

  64. Spodek, B., & Saracho, O. N. (1990). Preparing early childhood teachers for the twenty-first century: A look to the future. In B. Spodek, & O. N. Saracho (Eds.), Yearbook in early childhood education: Early childhood education teacher preparation (pp. 209-221). New York: Teachers College press. 

  65. Stipek, D. J., & Byler, P. (1997). Early childhood education teachers: Do they practice what the preach? Early Childhood Research Quarterly, 12, 305-326. 

  66. Swindells, D., & Stagnitti, K. (2006). Pretend play and parents' view of social competence: The construct validity of the child-initiated pretend play assessment. Australian Occupational Therapy Journal, 53, 314-324. 

  67. Tamis-LeMonda, C., Damast, A., & Bornstein, M. H. (1994). What do mothers know about the developmental nature of play. Infant Behavior and Development, 17, 341-345. 

  68. Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248. 

  69. Vanderven, K. (1988). Pathways to professional effectiveness for early childhood educators. In B. Spodek, O. N., Sracho, and D. L. Peters (Eds.), Professionalism and the early childhood practitioner (pp. 137-160). New York: Teachers College Press. 

  70. Vonk, J. H. C. (1995). Conceptualizing novice teachers' professional development: A base for supervisory interventions, Paper presented at the annual meeting for the AERA, San Francisco. 

  71. Westby, C. E. (2000). A scale for assessing children's play. In C. Schaffer, K. Gitlin, & A. Sandgrund (Eds.), Play diagnosis and assessment (pp. 131-161). New York: John Wiley & Sons. 

  72. Westera, W. (2001). Competences in education: a confusion of tongues. In Journal of Curriculum Studies. 33(1), 75-88. 

  73. Wilson, S. M., Shulman, L. S., & Richert, A. (1987). 150 different ways of knowing: Representations of knowledge in teaching. In J. Calderhead (Eds.), Exploring teachers' thinking (pp. 104-124). Sussex, England: Holt, Rinehart & Winston. 

  74. Zeichner, K., & Teitelbaum, R. (1982). Are the effects of university teacher education "washed out" by school experience? Journal of Teacher Education, 32, 7-11. 

저자의 다른 논문 :

관련 콘텐츠

오픈액세스(OA) 유형

BRONZE

출판사/학술단체 등이 한시적으로 특별한 프로모션 또는 일정기간 경과 후 접근을 허용하여, 출판사/학술단체 등의 사이트에서 이용 가능한 논문

이 논문과 함께 이용한 콘텐츠

저작권 관리 안내
섹션별 컨텐츠 바로가기

AI-Helper ※ AI-Helper는 오픈소스 모델을 사용합니다.

AI-Helper 아이콘
AI-Helper
안녕하세요, AI-Helper입니다. 좌측 "선택된 텍스트"에서 텍스트를 선택하여 요약, 번역, 용어설명을 실행하세요.
※ AI-Helper는 부적절한 답변을 할 수 있습니다.

선택된 텍스트

맨위로