ADHD 유아에 대한 유치원 교사의 문제인지 및 교육적 중재활동에 관한 연구 : 전남 지역을 중심으로

Abstract

This study aims at deepening a proper understanding of ADHD children and finding an effective way of education that can be applicable to educational sites, by investigating kindergarten teachers' level of problem recognition of ADHD children and their stage of educational intervention activities they used for the children. The following questions are the subjects of this study: 1. Did kindergarten teachers recognize the problem of ADHD children well? 2. How did the kindergarten teachers do education intervention activities for ADHD children? 3. Did the kindergarten teachers' educational intervention activities and the stage of problem recognition depend on their individualities(such as sex, age, type and location of work place, academic background, child-rearing experience)? 200 kindergarten teachers working in Jeollanam-do were selected as the subject of the investigation and the total of 149 questionnaire were used as research data. .The SPSSWIN 10.0 Program was used to analyze the data to calculate average and standard deviation as technical statistics and t-test, F-test and One-way ANOVA were utilized to examine group differences. The result of this study were as follows: 1. Above-average stage of the teachers' recognition of the ADHD children was shown in all sub-domains such as sociality, intellectual faculty and learning attitude. Among them, their recognition of learning attitude was the highest followed by sociality and intellectual faculty was the lowest. 2. Kindergarten teachers did well-above-average intervention activities in the way of classroom condition and teachers' mediating as a sub-domain. I found out the intervention of classroom condition was used more than the other. 3. The following results show how different the teachers' recognition and educational intervention activities are, according to the teachers' individuality(sex, age, type and location of work place, academic background, child-rearing experience). First, significant difference of the educational intervention activities and the higher problem recognition of ADHD children was shown according to the age when all the sub-domains were considered. The older they were, the more educational intervention activities and the higher problem recognition of ADHD children were done. Second, significant difference of the educational intervention activities and teachers' recognition of ADHD children was found according to the kindergarten teachers' work place, when all the sub-domain were considered. Considering by the sub-domains, teachers who worked at private schools showed higher recognition in all parts of 'sociality', 'intellectual faculty' and 'learning attitude' than teachers who worked at governmental schools. It shows teachers at governmental school did more educational intervention activities than the other; however, the difference was slight statistically. Third, examining the educational intervention activities and the teachers problem recognition of ADHD children according to the location of their work place, the average of the teachers who worked in the cities was higher than the average of the teachers in guns(counties) but the difference was insignificant statistically. Fourth, there was a significant difference of the educational intervention activities and the problem recognition of ADHD children, according to their teaching history, considering each of the sub-domains. The longer their teaching history was, the higher problem recognition was shown and the more educational intervention activities were done for ADHD children. Fifth, significant difference of the educational intervention activities and teachers' recognition of ADHD children was found according to the kindergarten teachers' academic background, when all the sub-domain were considered. The higher their academic background was, the higher problem recognition was shown and the more educational intervention activities were done for ADHD children. Sixth, significant difference of the educational intervention activities and teachers' recognition of ADHD children was found according to the kindergarten teachers' child-rearing experience, when all the sub-domain were considered. The difference was showed teachers who had experienced child-rearing were on the higher stage of problem recognition and did more educational intervention activities.