CAU Scholar's Space: Kim, Mi Suk

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Kim, Mi Suk (김미숙)

사회과학대학 (사회과학대학)

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Tel 02-820-5181
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매개효과:4||문화기술연구:3||영아:3||daycare center:2||직무스트레스:2||mother:2||job stress:2||mediation effect:2||사회구성주의:2||자기성찰지능:2||유아:2||어린이집:2||young children:2||어머니:2||social constructivism:2||toddler:2||가정:2||toddlers:2||Ethnography:1||Fathers’ Parental Leave:1||Fathers’ parenting behavior:1||Fathers’ parenting stress:1||Friend Relationship:1||Intake Frequency:1||Interpretative Phenomenology Analysis: IPA):1||Interview:1||Learning Community Teacher:1||Maternal Overprotection:1||Mediation effect:1||Mother’s stress:1||Multiple friendship:1||Natural environment attitude:1||Parental Leave System:1||Parents' Environmental Attitude:1||Parents' naturefriendly education experience:1||Parents' own childhood nature experience:1||Peer Attachment:1||Positive meaningmaking:1||Professional development:1||School Life Adjustment:1||Scientific attitude:1||Scientific exploration ability:1||Shyness:1||Social Competence:1||Social Interaction:1||Social support:1||Sunday School:1||Teacher:1||Toddler:1||Working Mom:1||Young Children’s lifestyle habit:1||Young children's Horticultural Program:1||Young children's right:1||action research:1||activity:1||adjustments:1||aggression:1||amateur:1||awareness:1||child care teacher:1||child's emotional regulation:1||childcare center:1||childcentered play:1||childcentered teachinglearning beliefs:1||childcare teachers:1||church:1||church nursery:1||classroom community:1||collective social relation and development:1||community:1||cultural context:1||cycle of documentation inquiry:1||daily life habits:1||discourse:1||dyadic friendship:1||educational context:1||emotion regulation:1||emotional labor:1||emotional regulation:1||ethnography:1||faith life:1||family:1||friendship:1||happiness:1||home:1||instructional creativity:1||intellectual:1||interpersonal skills:1||intersubjectivity:1||intrapersonal intelligence:1||learning:1||letters:1||marital satisfaction:1||mediating:1||microethnography:1||mother's emotional socialization:1||mother’s lifestyle habit:1||multiple relations:1||parenting belief:1||parenting participation:1||participatory transformation:1||peer relationships:1||play education:1||power.:1||preschool:1||pretend play:1||professional wellbeing:1||professor:1||psychological wellbeing:1||qualitative research:1||reflection:1||science play:1||scribble:1||selfcare:1||selfdevelopment:1||selfreflection:1||selfreflection intelligence:1||social development:1||social interactions:1||social relationships:1||social situation of development:1||socialization:1||teacherchild interaction:1||teacheryoung children interactions:1||teachers:1||teachinglearning processes and methods:1||toddler teacher:1||transition:1||types of discipline methods:1||university:1||writing:1||가상놀이:1||가용성:1||간주관성:1||감정노동:1||결혼만족도:1||공격성:1||공동체:1||교사영유아 상호작용:1||교사유아 상호작용:1||교수창의성:1||교실공동체:1||교육적 맥락:1||교회:1||구성(construction):1||구성주의(constructivism):1||권력:1||권리존중보육:1||글쓰기:1||글자:1||긁적거림:1||긍정적 의미부여:1||기독교:1||기록(documentation):1||놀이:1||놀이교육:1||다자적 사회관계(multiplesocial relations):1||다자적 친구관계:1||다자적관계:1||담론:1||대인관계능력:1||대학:1||대학교수:1||동료와의 협력:1||또래관계의 질:1||면담:1||문화적 맥락:1||미시문화기술:1||보육교사:1||보육교사전문성 발달수준:1||보육기관:1||부모의 유년기 자연 경험:1||부모의 자연교육 경험:1||부모의 자연친화태도:1||사회성 발달:1||사회적 관계:1||사회적 네트워크(social network):1||사회적 상황의 발달:1||사회적 유능성:1||사회화:1||상호작용:1||생득주의(nativism):1||생물개념(biological concept):1||섭취빈도:1||성찰:1||소비습관(Consumption habit):1||수줍음:1||시각적 문화기술 연구(visual ethnography):1||신앙생활:1||신입 영아:1||심리적 웰빙:1||아동중심 교수학습 신념:1||아마추어:1||아버지 육아휴직:1||아버지의 양육스트레스:1||아버지의 양육행동:1||양육스트레스:1||양육신념:1||양육참여도:1||어린이집 교사:1||어머니 TV 시청지도(Mother’s TV guidance):1||어머니 정서사회화:1||어머니의 과보호:1||어머니의 스트레스:1||어머니의 일상생활습관:1||에드워드 사이드:1||영⋅유아교사:1||영아(toddler):1||영아교사:1||영아의 학습(the learning of toddlers):1||우정:1||유아 TV시청(Child’s TV viewing time):1||유아 구매 요구(Child’s purchase requests):1||유아 정서조절:1||유아교육(early childhood education):1||유아권리인식:1||유아부 예배:1||유아의 일상생활습관:1||육아휴직제도:1||이론구성(theory construction):1||이원적 친구관계:1||인지기능(cognitive skill):1||일상생활습관:1||자기개발:1||자기돌봄:1||자모실:1||자아탄력성:1||장애 아동 부모의 사회적 지지:1||장애유아:1||재원 영아:1||전이 및 적응:1||접근성:1||정서조절:1||정서조절양식:1||지속적 전문성 발달(CPD):1||지식인:1||직업적 웰빙:1||질적연구:1||집단적 사회관계와 발달:1||참여적 변형:1||취업모:1||학교생활적응:1||학습:1||학습공동체:1||해석적 접근(interpretative approach):1||행복:1||활동:1||활동 (activity).:1|| 자기반성:1||훈육방식:1||2019 Revised Nuri curriculum:1||Accessibility:1||Affection:1||Art:1||Availability:1||Bringingup stress of the parent of children with disabilities:1||Child care:1||Christian:1||Collaboration:1||Continuous Professional Development (CPD):1||Creativity:1||Disabled Children:1||Dissolution:1||Early Childhood Education:1||Edward Said:1||Egoresilience:1||Emotional intelligence:1||

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