유치원 교사의 유아 문제행동 지도: 지도 현황과 현직교육의 필요성 인식 및 요구
Kindergarten Teachers' Guidance of Children with Problem Behaviors: Current Status, and Awareness of Necessity of and Needs for In-Service Education for Child Problem Behaviors
0
조회
0
다운로드
12
인용
0
참고문헌
키워드
초록
Given the situation where effective guidance of preschoolers with problem behaviors is urgently needed, the present study aimed to investigate kindergarten teachers' current status of guiding children with problem behaviors, and their awareness of necessity of and needs for in-service education to better guide children with problem behaviors. Through this investigation, the study tried to help better designing of a future in-service education for teachers in this matter. Two-Hundred-and-seventy-five kindergarten teachers in Seoul metropolitan area completed questionnaires measuring teachers' current status of guiding children with problem behaviors, past experience with in-service education to better guide children with problem behaviors and awareness of necessity of and needs for in-service education in this regard. The study found that kindergarten teachers have more children with externalizing than internalizing problems in their class, and are more aware of the nature and negative influence of externalizing problems than of internalizing problems. With regard to dealing with child problems behaviors, teachers were found to experience high levels of difficulties but moderate levels of satisfaction and self-confidence. Teachers reported to rely mostly on consultation from colleagues when encountered with difficulties guiding problematic children and utilize workshop/education opportunities provided by government to develop their skills. More than half of the teachers denied having attended an in-service education to better guide child with problem behaviors. However, almost all teachers endorsed the necessity of in-service education in this regard and their willingness to attend those. Lastly, teachers needed future in-service educations to focus on topics such as behavior modification and effective teacher-child/ teacher-parents communication, to rely on the methods including case studies, practices, roleplays, and coaching, to be taught by professionals in the field of child psychotherapy, and to be arranged in a way that it lasts for a certain amount of time and at the same time it does not give a lot of burdens to teachers' time and work. Implications of the results to designing future in-service educations were discussed and recommendations for future studies were made.
Abstract
Given the situation where effective guidance of preschoolers with problem behaviors is urgently needed, the present study aimed to investigate kindergarten teachers' current status of guiding children with problem behaviors, and their awareness of necessity of and needs for in-service education to better guide children with problem behaviors. Through this investigation, the study tried to help better designing of a future in-service education for teachers in this matter. Two-Hundred-and-seventy-five kindergarten teachers in Seoul metropolitan area completed questionnaires measuring teachers' current status of guiding children with problem behaviors, past experience with in-service education to better guide children with problem behaviors and awareness of necessity of and needs for in-service education in this regard. The study found that kindergarten teachers have more children with externalizing than internalizing problems in their class, and are more aware of the nature and negative influence of externalizing problems than of internalizing problems. With regard to dealing with child problems behaviors, teachers were found to experience high levels of difficulties but moderate levels of satisfaction and self-confidence. Teachers reported to rely mostly on consultation from colleagues when encountered with difficulties guiding problematic children and utilize workshop/education opportunities provided by government to develop their skills. More than half of the teachers denied having attended an in-service education to better guide child with problem behaviors. However, almost all teachers endorsed the necessity of in-service education in this regard and their willingness to attend those. Lastly, teachers needed future in-service educations to focus on topics such as behavior modification and effective teacher-child/ teacher-parents communication, to rely on the methods including case studies, practices, roleplays, and coaching, to be taught by professionals in the field of child psychotherapy, and to be arranged in a way that it lasts for a certain amount of time and at the same time it does not give a lot of burdens to teachers' time and work. Implications of the results to designing future in-service educations were discussed and recommendations for future studies were made.
참고문헌 (54)
- "학교폭력 실태조사에 따른 후속 업무조치 매뉴얼" (2012)[URL]
- "제7차(2011년) 청소년건강행태온라인조사 통계" (2011)[URL]
- "제8차(2012년) 청소년건강행태온라인조사통계" (2012)[URL]
- 김명주, "유아교사의 현직교육에 관한 연구 : 천주교 서울대교구 소속 유아교사를 중심으로", 석사, 유아교육, pp.2004
- 김지영, "교사가 인식한 유아의 문제 행동과 문제 유형별 지도에 관한 조사 연구", 석사, 유아교육, pp.2002
- 김현정, "유아교육기관 부적응 아동과 지도에 대한 교사의 인식조사", 석사, 유아교육, pp.2000
- 김호수, "문제행동별 훈육효과성에 대한 학생과 교사의 지각에 관한 연구", 석사, 전공학과, pp.2000
- 배지희, "유아들의 문제행동에 대한 유아교사들의 담론 분석", 유아교육연구, 29(5), pp.165~189 (2009), 한국유아교육학회
- "2005년도 역학사업보고서: 서울시 소아청소년 정신장애 유병률 조사" (2005)[URL]
- "유치원 현황" (2012)[URL]
- 송나리, "유아 문제행동 지도에 대한 초임교사들의 인식과 어려움", 석사, 유아교육학과, pp.2012
- 신통철, "초등 교사교육에 CBTE 이론 도입 가능성", 공주교대 논문집, 18, pp.311~335 (1981)
- 안경아, "유치원 교사의 관심사 및 현직교육 내용에 대한 요구 조사", 석사, pp.1999
- "청소년 통계" (2012)[URL]
- 이민선, "유아교사의 현직 교육 인식 및 요구에 관한 연구", 석사, 유아교육학, pp.2004
- 이삼덕, "현직교육에 대한 공립유치원 교사의 요구 조사", 석사, 유아교육, pp.2005
- 이선주, "유아의 문제행동에 따른 교사의 스트레스에 관한 연구", 석사, 유아교육, pp.2007
- 이은희, "학교폭력피해 청소년의 학교적응에 관한 연구 -탄력모델을 이용하여-", 청소년복지연구, 13(4), pp.71~89 (2011), 한국청소년복지학회
- "유치원 실태조사 분석" (2005)[URL]
- 장영숙, "교사가 지각한 유아의 문제행동과 유아의 성별, 연령, 기질 및 교사 기질과의 관계 연구", 미래유아교육학회지, 7(2), pp.97~119 (2000)
- 정경미, "학생 정서․행동 특성검사를 위한 교사 상담 실무" (2012), 경기도교육청 평생체육건강과
- 4-18 and 1991 profile, "Manual for the Child Behavior Checklist", pp.1991, Achenbach, T. M.
- "Journal of the American Academy of Child & Adolescent Psychiatry", 1995, 536~537
- Achenbach, T. M., "Are American children's problems still getting worse? A 23-year comparison", Journal of Abnormal Child Psychology, 31, pp.1~11 (2003)
- Achenbach, T. M., "The classification of child psychopathology : A review and analysis of empirical efforts", Psychological Bulletin, 85, pp.1275~1301 (1978)
- Burks, H. F., "Manual for burks' behavior rating scales" (1977), Western Psychological Services
- Buyse, E., "Predicting school adjustment in early elementary school : Impact of teacher-child relationship quality and relational classroom climate", Elementary School Journal, 110, pp.119~141 (2009)
- Campbell, S. B., "Follow-up of hard to manage preschoolers adjustment at age 9 and predictors of continuing symptoms", Journal of Child Psychology and Psychiatry, 31, pp.871~889 (1990)
- Cox, E. P. III., "The optimal number of response alternatives for a scale : A review", Journal of Marketing Research, 17, pp.407~422 (1980)
- David-Ferndon, C., "Evidence-based psychosocial treatments for child and adolescent depression", Journal of Clinical Child & Adolescent Psychology, 37, pp.62~104 (2008)
- Doss, L. S., "Implementing augmentative and alternative communication: Strategies for learners with severe disabilities", pp.215~237 (1991), Brookes
- Emond, A., "Preschool behavioral and social-cognitive problems as predictors of(pre)adolescent disruptive behavior", Child Psychiatry of Human Behavior, 38, pp.221~236 (2007)
- Essa, E., "A practical guide to solving preschool behavior problems" (1995), Delmar
- Evans, S., "Evidence-based psychosocial treatments for children and adolescents with Attention-Deficit", Hyperactivity Disorder, 2013, pp.0, 1~25
- Eyberg, S. M., "Evidence-based psychosocial treatments for child and adolescent with disruptive behavior", Journal of Clinical Child & Adolescent Psychology, 37, pp.215~237 (2008)
- Hinshaw, S. P., "Externalizing behavior problems and academic underachievement in childhood and adolescence : Causal relationships and underlying mechanisms", Psychological Bulletin, 111, pp.127~155 (1992)
- Kauffman, J. M., "Characteristics of emotional and behavioral disorders of children and youth" (1993), Macmillan
- Kendall, P. C., "Child and adolescent therapy: Cognitive-behavioral procedures", pp.3~26 (2012), Guilford Press
- King, S. M., "Childhood externalizing and internalizing psychopathology in the prediction of early substance use", Addiction, 99, pp.1548~1559 (2004)
- Leflot, G., "The role of teacher behavior management in the development of disruptive behaviors: An intervention study with the good behavior game", Journal of Abnormal Child Psychology, 38, pp.869~882 (2010)
- Lutz, M. N., "Multidimensional assessment of emotional and behavior adjustment problems of low-income preschool children : Development and initial validation", Early childhood Research Quarterly, 17, pp.338~355 (2002)
- Lynam, D. R., "The early identification of chronic offenders: Who is the fledgling psychopath?", Psychological Bulletin, 120, pp.209~234 (1996)
- Mantzicopoulos, P., "Conflictual relationships between kindergarten children and their teachers : Association with child and classroom context variables", Journal of School Psychology, 43, pp.425~442 (2005)
- Mash, E. J., "Childhood psychopathology" (2003), Guilford Press
- McCulloch, A., "Internalizing and externalizing children's behaviour problems in Britain and the U. S. : Relationships to family resources", Children & Society, 14, pp.368~383 (2000)
- Mesman, J., "Preschool developmental pathways to preadolescent internalizing and externalizing problems", Journal of Child Psychology & Psychiatry, 42, pp.679~689 (2001)
- Pelham, W. E. Jr., "Evidence-based psychosocial treatments for Attention-Deficit", Hyperactivity Disorder, 2008, pp.37, 184~214
- Pianta, R. C., "Patterns of relationships between children and kindergarten teachers", Journal of School Psychology, 32, pp.15~31 (1994)
- Rubin, K. H., "The Waterloo longitudinal project : Predicting internalizing and externalizing problems in adolescence", Development and Psychopathology, 7, pp.751~764 (1995)
- Silverman, W. K., "Evidence-based psychosocial treatments for phobic and anxiety disorders in children and adolescents : A review and meta-analyses", Journal of Clinical Child & Adolescent Psychology, 37, pp.105~130 (2008)
- Sourander, A., "Childhood predictors of externalizing and internalizing problems in adolescence", European Child & Adolescent Psychiatry, 14, pp.415~423 (2005)
- Sutherland, K. S., "The relationship between teacher and student behavior in classrooms for students with emotional and behavioral disorders : Transactional processes", Journal of Child and Family Studies, 4, pp.1~14 (2005)
- Weisz, J. R., "Psychotherapy for children and adolescents: Evidence-based treatments and case examples" (2004), Cambridge University Press
- Whitley, B. E. Jr., "Principles of research in behavioral science" (1996), Mayfield Publishing Company