유아교육기관에서의 부모교육에 대한 교사와 어머니의 인식

서지정보

ㆍ발행기관 : 한국육아지원학회 ㆍ수록지정보 : 육아지원연구 / 3권 / 1호
ㆍ저자명 : 김지나

목차

Ⅰ. 서 론
Ⅱ. 연구방법
Ⅲ. 연구결과 및 해석
Ⅳ. 논의 및 결론
참고문헌
ABSTRACT

한국어 초록

본 연구는 부모교육의 실시현황과 범주에 대한 교사와 어머니의 인식을 알아보고, 효율적인 부모교육 개발을 위한 방향을 제시하는 데에 그 목적이 있었다. 연구의 대상은 서울 지역에 위치한 34곳의 유치원과 어린이집에 재직하고 있는 교사 102명과 그 기관에 자녀를 보내고 있는 어머니 204명이다. 연구결과 부모교육을 실시하고 있는지, 어떤 종류의 부모교육을 실시하고 있는지, 어떤 종류의 활동에 부모교육에 포함된다고 생각하는지에 대한 교사와 부모의 인식이 다른 것으로 나타났다. 부모와 교사가 부모교육에 대한 같은 가정에서 출발할 때 부모교육의 효과가 높게 나타나기 때문에 먼저 부모와 교사가 부모교육에 대한 생각을 공유하려는 노력이 필요함이 제안되었다.

영어 초록

The purpose of this study was to examine the perception of teachers and mothers about the state and category of parent education and to suggest direction for the development of efficient parent-education programs. The participants were 102 teachers and 204 mothers in 34 selected kindergartens and daycare centers in Seoul.
First, whether parent education was conducted was investigated, and every teacher from 32 out of 34 early childhood education institutions answered parent education was provided. But the mothers from two institutions only responded unitedly that parent education was offered. Regarding the views of the teachers about the type of parent-education activities, the teachers singled out orientation, interview, information supply, event participation and lecture as common parent-education activities. Among the teachers who felt parent education was conducted, just the teachers from one institution only had the same opinion about what type of parent-education activity was actually provided. The teachers from 20 institutions agreed with one another by 50 to 99 percent to the type of parent-education offered, and the teachers from 11 institutions corresponded to one another by less than 50 percent in relation to that.
Second, as for the views of the teachers and mothers about the scope of parent education, the teachers attached the most importance to lecture, followed by interview, orientation and information supply, and the mothers gave the most weight to lecture, followed by information supply, orientation and workshop. In contrast, both groups scarcely looked upon volunteer work, like voluntary support, participation in flea market or holding a bazaar, as parent education. Many of both groups believed that parent-education activities should provide professional knowledge on children and subsequently target parents. As to the reason why they didn't place some activities under the category of parent education, the largest number of the teachers and mothers agreed that those activities could be classified not as parent education but as the backing of parents.
Third, in regard to the perception of the teachers and mothers about the objects of different types of parent-education activities, the largest number of the teachers and parents took the same view of the primary objects of orientation, lecture, class visit, event participation and other types of volunteer work, but the two groups didn't consent to the primary objects of interview, information supply, class visit and workshop.

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