유아 사회·정서발달 평가에 대한 교사의 인식 및 현황

Abstract

This study aims to examine child education institution teachers’recognitions and the present conditions of social/emotional assessments of them, and explore needs for such assessments in the educational field. Survey was conducted by 284 teachers in charge of classes of 3-5 years old young children’s in education institutions located at Metropolitan areas. First, while teachers agreed on the necessity of assessments of young children’s social/emotional developments, their satisfaction with the current assessments was low. They recognized that insufficient time for the assessments due to their overworks and high rate of teachers to young children’s are the greatest problems to assessments of young children’s social/emotional developments. Their satisfaction with the assessments was low in the field. They felt that methods to reflect the results of such assessments on the curriculum by interpreting and recording them were necessary. Second, teachers often designed period, content and method of assessments, rather than used the results of assessments, in the preliminary planning of the assessments. In the actual field, anecdote recordings and checklists are more often used for the assessments. Thus, assessment data which specifically guide utilizations and interpretations of the assessments and simple assessments that can be actively applied to the field should be produced and distributed.