CAU Scholar's Space: Kim, Min Jin

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Kim, Min Jin (김민진)

사범대학 (유아교육과)

Research Area

Tel 02-820-5374
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그림책:8||continuity:4||story comprehension:4||행복감:3||이야기 이해:3||다문화가정 유아:3||신체활동:3||신체활동 즐거움:3||emotional vocabulary:3||vocabulary development:3||그림책 읽기:3||글자 그림책:3||Picture Book:3||picture book:3||Resilience:2||elementary school adjustment:2||문해 발달:2||다문화 가정 유아:2||mediating effect:2||Role Play Activity:2||학습 도구어:2||교사 인식:2||teacher efficacy:2||자기조절력:2||자아존중감:2||Honorific Markers:2||유아교사:2||Information Book:2||academic vocabulary:2||유아문학:2||정보그림책:2||picture book reading styles:2||정서어휘:2||연계성:2||연구동향:2||도서대여프로그램:2||Picture Books:2||Physical Activity:2||Storybook Reading:2||happiness:2||Job Satisfaction:2||직무스트레스:2||책 만들기 활동:2||그림책 읽기 방식:2||글자그림책:2||Genibo:1||Gratitude Disposition:1||Gratitude Education:1||Happiness:1||Happiness Education for Young Children:1||Health Behaviors:1||Health Perception:1||How Young Children Feel about Covid19:1||Infant Peer Relationship:1||Infant Playability:1||Information books:1||Instructional communication:1||Job Stress:1||Kindergarten Teacher:1||Kindergarten Teachers:1||Korea Picture Book:1||Literacy development:1||LiveStreaming Online Education Programs:1||Marital Support:1||MotherChild Literacy Interaction:1||MotherChild Relationship:1||Multicultural Family Father Parenting Participation:1||Multicultural Family Mother Parenting Anxiety:1||Multicultural education:1||Multicultural literature:1||Multicultural picture book:1||Nonfiction:1||Observation:1||Parenting Stress:1||Physical activity:1||Picture Book Biography:1||Picture Bookreading Related to Happiness:1||Picture books for young children on bullying:1||Play Analysis:1||Playfulness:1||Preschool Teacher:1||Prosocial Behavior:1||Problem resolution:1||Psychological Wellbeing:1||Rlearning:1||Research Trends:1||Selfesteem:1||Selfregulation:1||Smartphone addiction tendency:1||Speech Error:1||Storybook reading:1||Teacher Efficacy:1||Teacher Learning Community:1||Teacher perception:1||Teacher's Perception:1||TeacherChild Interactions:1||Teacher’s Corrective Feedback:1||Teacher’s feedback:1||Teacher’s questions:1||Teaching Flows:1||Transformational leadership:1||Transition to school:1||Unrealistic Fear:1||Uptake:1||Use of smart device:1||Vocabulary intervention:1||What Young Children Know about Covid19:1||Word Play:1||Word play activity:1||Writing Development in Early Childhood:1||Young Child:1||Young Children from Multicultural Families:1||Zoom:1||a study of young children’s responses:1||acceptance of family diversity:1||alphabet book:1||alphabet books:1||amended curriculum:1||analysis of the pictures:1||animated storybooks:1||antismoking education:1||attention:1||attitudes toward reading:1||book lending program:1||book making activity:1||childhood happiness:1||children from foreign families:1||children from multicultural families:1||children’s elementary school adjustment:1||children’s selfesteem:1||classroom environments:1||closed circuit television:1||confidence in scientific activities:1||connected education of early childhood educational institution and elementary school:1||continuity between kindergarten and elementary school:1||continuity between preschool and elementary education:1||continuity from kindergarten to first grade:1||cooking activity:1||corrective feedback:1||cultural authenticity:1||discourse analysis:1||diverse family forms:1||documentaries:1||early childhood environmental education:1||early childhood teacher’s feedback:1||early childhood teacher’s questions:1||economic education:1||economic picture book:1||education for happiness:1||education policy:1||elementary Korean Language arts:1||environmentfriendly attitudes:1||environmental preservation knowledge:1||environmental print:1||first language development:1||focusgroup interview:1||followup activity:1||followership:1||free play:1||homeconnected program:1||incidental vocabulary acquisition:1||incidental vocabulary learning:1||interest in reading:1||job stress:1||keyword network analysis:1||kindergarten:1||kindergarten teacher:1||language activity:1||language education:1||language life:1||leadermember exchange:1||learning centers:1||lexical error:1||linguistic control type:1||literacy education:1||literacy education in early childhood:1||mathematical concepts:1||measurement:1||moderating effect:1||multicultural children:1||multimedia:1||music appreciation education:1||musical attitude:1||musical storybook:1||musicality:1||observation journals:1||parentchild interaction:1||parents' perception:1||parents’ parenting stress:1||parent’s depression:1||peer competence:1||peer interaction:1||phonological awareness:1||phonological variations:1||picture book reading:1||picture book reading activity:1||picture book reading style:1||picturebooks:1||praise:1||praise characteristics:1||psychological burnout:1||qualitative research:1||qualitative research methods:1||reading and writing interests:1||reading attitude:1||reading experience:1||reading interests:1||receptive and productive vocabulary knowledge:1||recognition of professionalism:1||relationshiporiented:1||repeated storybook reading:1||research trend:1||science education for young children:1||scientific concepts:1||scientific interests:1||second hand smoke:1||selfdirected learning:1||selfdirected learning readiness scale:1||selfesteem:1||selfregulation:1||social competence:1||sociolinguistic competence:1||speaking education:1||story recall:1||story sharing activity:1||storybook lending programs:1||storybook reading:1||teacherchild relationship:1||teacher’s literacy teaching beliefs:1||themebased integrated curriculum:1||transition to school:1||uptake:1||validation:1||video clips:1||vocabuary acquisition:1||vocabulary acquisition:1||vocabulary acquisition of young children:1||vocabulary teaching:1||word recognition:1||young children from Multicultural Families:1||young children from multicultural families:1||young children’s happiness:1||young children’s literatures:1||young children’s perceptions of smoking:1||가정 연계 프로그램:1||가족 형태 수용도:1||간접흡연:1||감사교육:1||감사성향:1||개정 교육과정:1||건강인식:1||건강행위:1||검사도구:1||경제교육:1||경제동화:1||공:1||공감능력:1||과학 개념:1||과학 활동에 대한 자신감:1||과학적 흥미:1||관계지향:1||관찰:1||관찰일지:1||교사 문해 교육 신념:1||교사 피드백:1||교사유아 관계:1||교사의 질문:1||교사의 피드백:1||교사학습공동체:1||교사효능감:1||교수몰입:1||교수화법:1||교실 환경:1||교육 정책:1||교육용로봇:1||그림 분석:1||그림책 읽기 활동:1||글자책(alphabet book) 음운인식(phonological awareness):1||기본운동능력:1||논픽션:1||놀이 분석:1||다문화 교육(multicultural education):1||다문화 교육(multicultural education):1||다문화 그림책(multicultural picture book):1||다문화 인식(multicultural awareness):1||다문화가정 아버지 양육참여:1||다문화가정 어머니 양육불안:1||다양한 가족 형태:1||다큐멘터리:1||단어재인:1||담화분석:1||대처 방식:1||동아리:1||동영상 자료:1||또래 괴롭힘:1||또래 상호작용 능력:1||또래 유능성:1||로봇 기반 교육:1||말놀이:1||말놀이 활동:1||매개효과:1||멀티미디어:1||멀티미디어(Multimedia)수학동화(Mathematics Storybook)수학개념(Concepts of Mathematics)수학적 태도(Mathematical Attitudes):1||모자녀 관계:1||모국어 발달:1||문해 교육:1||문화적 진정성:1||반려식물:1||반복적 그림책 읽기:1||반편견 인식:1||발화오류:1||배우자 지지:1||변혁적 리더십:1||부모 양육스트레스:1||부모 우울:1||부모 인식:1||부모유아 상호작용:1||분류사 습득(the acquisition of numeral classifiers):1||분류사(numeral classifier):1||분석:1||비현실적 공포:1||사회언어학적 능력:1||사후활동:1||생태 그림책(ecological picture books)책 만들기 활동(makingbook)환경친화적 태도(Ecofriendly Attitude):1||설명적 텍스트:1||수정피드백:1||수학 개념:1||습득순서(acquisition order):1||실시간 온라인 교육프로그램:1||심리적 안녕감:1||아동 자아존중감:1||아동 초등학교 적응:1||양육스트레스:1||어린이박물관:1||어머니유아 문해 상호작용:1||어휘 교육:1||어휘 발달:1||어휘 습득:1||어휘 습득(Vocabulary Acquisition):1||어휘력:1||어휘발달:1||어휘오류:1||언어 교육:1||언어 생활:1||언어습득(language acquisition):1||언어전달활동 (message delivery activity)유아 언어발달 (language development in early childhood)듣기 지도 (listening instruction):1||언어활동:1||업테이크:1||역할극 활동:1||연계:1||영어학습 동기:1||예술 과학 통합교육:1||오류 수정:1||외국인 가정 유아:1||요리활동:1||우연적 어휘 습득:1||우연적 어휘습득:1||원장교사 교환관계:1||위인그림책:1||유:1||유․초 연계:1||유·초 연계:1||유아:1||유아 과학 교육:1||유아 그림책:1||유아 놀이성:1||유아 또래관계:1||유아 문해교육:1||유아 반응:1||유아 사회적 유능감:1||유아 어휘 습득:1||유아 언어 발달(language development in early childhood):1||유아 주의집중력:1||유아 행복:1||유아 행복감:1||유아 행복교육:1||유아 행복의 하위요소:1||유아과학교육:1||유아교사의 질문:1||유아교사의 피드백:1||유아반응 연구:1||유아쓰기발달:1||유아인성교육:1||유아환경교육:1||유초연계:1||유치원:1||유치원 교사:1||유치원 동아리:1||유치원 영어교육:1||유치원 초등학교 연계교육(KindergartenElementary School Linkage Education):1||유치원과 초등학교 연계교육:1||유치원교사:1||음악 감상 교육:1||음악동화 그림책:1||음악성:1||음악적 태도:1||음운변동:1||음운인식:1||이야기 나누기 활동:1||이야기 이해도:1||이야기 회상:1||일상적 스트레스:1||읽기․쓰기 흥미:1||읽기 경험:1||읽기 태도:1||읽기 흥미:1||읽기태도:1||읽기흥미:1||자기 주도적 학습:1||자기 주도적 학습능력 척도:1||자기 효능감(Selfefficacy):1||자유 놀이:1||전문성 인식:1||전이:1||전이(Transition):1||전자동화:1||정보 그림책(Information picture books):1||정서 어휘:1||정서지능:1||제니보:1||조절효과:1||존댓말:1||존댓말(honorifics):1||주제중심 통합교육과정:1||줌:1||직무만족도:1||질적 연구방법:1||질적연구:1||초 연계교육:1||초등국어수업:1||초등학교 관련 그림책(Picture books about elementary schools):1||초등학교 적응:1||초등학교 적응(Elementary school adjustment):1||출현적 문해능력:1||친사회적 행동:1||친족어 습득(Acquisition of Kinship Terms):1||친족어(Kinship Terms):1||칭찬:1||칭찬 특성:1||코로나바이러스감염증19:1||키워드 네트워크 분석:1||타당화:1||팔로워십:1||포커스그룹 인터뷰:1||한국관련 그림책:1||행복:1||행복관련 그림책 읽기 활동:1||행복교육:1||화법교육:1||환경 인쇄물:1||환경보전지식:1||환경친화적 태도:1||회복탄력성:1||흡연관련 유아 인식:1||흡연예방교육:1||Academic vocabulary:1||흥미영역:1||Alphabet Book:1||Alphabet books:1||Analysis:1||Antibias Perspective:1||Artscience Integrated Program:1||Ball:1||Basic Exercise Ability:1||Bookmaking Activity:1||Bullying:1||CCTV:1||COVID19:1||COVID19에 대한 유아의 이해:1||COVID19에 대한 유아의 정서:1||Character Education for Young Children:1||Characteristics of bullying victims:1||Child Response to Picture Books:1||Children's Museum:1||Children's daily stress:1||Children's literature:1||Children’s Picture Book:1||Chinese culture:1||Club Activities:1||Club Activities Kindergarten:1||Color terms:1||Companion Plant:1||Components of Young Children’s Happiness:1||Continuity between kindergarten and elementary school:1||Coping Strategies:1||Coping strategy:1||Cultural Authenticity:1||Early Childhood Literature:1||Early Childhood Science Education:1||Early childhood teacher:1||Educational robot:1||Emergent Literacy Skill:1||Emotional Intelligence:1||Empathy Ability:1||English instruction in kindergarten:1||English learning motivation:1||Enjoyment from Children's Physical Activity:1||Enjoyment from children's physical activity:1||Enjoyment of Physical Activity:1||Expository Text:1||Feelings of Happiness:1||

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