만 5세 유아, 부모, 교사가 가진 학교준비도의 개념과 취학유예 경험의 의미
(주)학지사
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- 2015.03.24
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- 2010.01
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서지정보
ㆍ발행기관 : 한국아동심리치료학회
ㆍ수록지정보 : 한국아동심리치료학회지 / 5권 / 1호
ㆍ저자명 : 우현경, 권혜진
목차
Ⅰ. 서 론
Ⅱ. 선행연구 고찰
Ⅲ. 연구방법
Ⅳ. 연구결과
Ⅴ. 결론 및 제언
참고문헌
영어 초록
The purpose of this study was to deepen our understanding about the practical meaning of school readiness.
The study was conducted through in-depth interviews of 8 preschool children, 3 mothers and 3 teachers. The
findings of this study were as follows: First, teachers put emphasis on balanced cognitive and social
development of a child as an important part of school readiness. And the children experienced inner conflict
between practice being developmentally appropriate to the pressure of pre-learning. Second, mothers want their
children to be prepared to be a student who to be students suitable for elementary school education, in the
teachers' opinion. When their children are postponed from entering school, they felt they were not 'good
mother'. Third, all children's concepts of elementary school and school readiness reflected opinions of their
parents and their teachers. Most of them showed expectations and worries about entering school and they felt
the pressure of pre-learning. Therefore it is necessary to come to an agreement about school readiness among
policy makers, parents and teachers of preschool and elementary school.
참고 자료
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