CAU Scholar's Space: Kim, Nak Heung

Detailed Information

Kim, Nak Heung (김낙흥)

사범대학 (유아교육과)

Research Area

Tel 02-820-5866
Homepage

ResearcherID ORCiD Scopus Google Scholar ID ResearchGate

Keyword

아버지:5||유아교사:5||유아:4||정서지능:3||father:3||Young children:3||보육교사:3||early childhood teacher:3||Young Children:3||인지능력:2||연구동향:2||결혼이주여성:2||fathers with young children:2||생애사:2||영유아:2||공립유치원 교사:2||Social Roles:2||organizational communication:2||영유아기 자녀를 둔 아버지:2||casebased learning:2||kindergarten principal's life:2||예비유아교사:2||다문화교육:2||emotional labor:2||theory of mind:2||cognitive ability:2||research trends:2||원장의 삶:2||role conflict:2||마음이론:2||주임교사:2||life history:2||male early childhood educators:2||Picture Book:2||문제행동:2||parenting stress:2||Emotional Intelligence:2||head teachers:2||Father's Roles:2||친사회적 행동:2||코로나19:2||childcare centers:2||가족친화제도:2||양육스트레스:2||그림책:2||학부모와의 관계:2||행복감:2||양육효능감:2||childcare teacher:2||early childhood preservice teachers:2||Public Kindergarten Teachers:2||preservice teacher education program:2||언어능력:2||사례기반학습:2||사립유치원 원장:2||private kindergarten principal:2||Father:2||Role Performance:1||SOJT:1||SOJT(Structured On the Job Training):1||SelfEsteem:1||Sex education for young children:1||Sexrole Identity:1||Support for Families of Children With Disabilities:1||Teacher Developmental Stage:1||Teacher Efficacy:1||Teacher quality:1||War:1||WorkFamily Balance Conflict:1||Young children‘ creative drama:1||ability to manage the child’s problem behavior:1||actual condition:1||advertisement in education:1||anger expression:1||art appreciation activity:1||career attitude maturity:1||child rearing attitude:1||child rearing by God’s standard:1||child rearing by human standard:1||childcare center:1||childrearing selfefficacy:1||childteacher relationship:1||childcare center safety accident:1||children’s problem behavior:1||children’s social competence:1||class by age:1||community consciousness:1||community resources:1||conflict resolution ability:1||conflicts and difficulties:1||covid19:1||creative personality:1||demand:1||difficulties in teacherparent communication:1||doubleincome parents:1||dramatized acitivities:1||drawing representation ability:1||drawingsymbolizing ability:1||early childhood educator:1||early childhood health education:1||early childhood preservice teachers:1||early childhood preservice teacher:1||early childhood preservice teacher education program:1||early childhood programs:1||early childhood teacher education institution:1||early childhood teachers and human relations:1||early childhood traditional cultural education:1||emotional & behavioral problems:1||emotional ability:1||family relationships:1||family strength:1||family support:1||familyfriendly system:1||father education:1||father education program:1||father involvement in childrearing:1||father with young children:1||fathers in multicultural families:1||fathers of young children with disabilities:1||father’s childrearing:1||father’s roughandtumble play:1||film:1||fiveyearold children:1||forest education program for young children:1||forest experience activity:1||game overindulgence:1||happiness:1||health perception:1||hot executive function:1||identity:1||implementation of Nurri Curriculum):1||inherent meaning of child rearing:1||integrated activity with art and science:1||integrated musical program based on opera aria:1||intergenerational program:1||job stress:1||judicial precedent of safety accident:1||keyword network analysis:1||kindergarten:1||language ability:1||language competence:1||legal responsibility for childcare educators:1||marriage immigrant women:1||married immigrant women:1||media:1||moderating effec:1||moral judgement ability:1||mother's play participation:1||multicultural education:1||multicultural education for young children:1||multicultural perception:1||musical ability:1||news literacy:1||news literacy education:1||online mock classes:1||original family:1||parent education:1||parent education program:1||parent involvement:1||parentchild relationship:1||parental efficacy:1||parental leave system:1||parenting:1||parenting selfefficacy:1||peer competence:1||peer conflict situations:1||peer relationships:1||personal narratives:1||play:1||play guidance:1||positive changes:1||preschool adjustment:1||preservice early childhood teacher education program:1||prosocial behavior:1||problem behavior:1||prosocial behavior:1||prospective fathers:1||recess time:1||reducing system of working hours during parenting period:1||relationship between teachers and children's parents:1||relationship between teachers and their colleagues and directors:1||relationshiporiented education:1||representation ability:1||role performance:1||rope:1||school adjustment:1||scientific attitude:1||scientific inquiry ability:1||scientific inquiry competence:1||selfdifferentiation:1||smart phone game:1||smartphone overdependence:1||social ability:1||social competence:1||social emotional development:1||spatial ability:1||spouse support:1||status of distance education:1||support system for childrelated allowance:1||survey:1||teacherchild relationship:1||teacher’s awareness:1||textbook analysis:1||textbook for preservice teachers:1||the 2019 revised Nuri curriculum:1||the first child in infancy:1||the play of father:1||traditional cultural awareness and preferences:1||working conditions:1||young children:1||young children's rights:1||young childrenyouth intergenerational linkage:1||young children’s aggression:1||young children’s peer competence:1||young children’s selfcontrol:1||ㅍ:1||가정 내 성교육:1||가족 건강성:1||가족관계:1||갈등 해결능력:1||갈등인식해결 능력:1||감정노동:1||감정코칭:1||거친 신체놀이(Roughandtumble Play):1||건강인식:1||게임 과몰입:1||공간 능력:1||과학적 탐구 능력:1||과학적 탐구능력:1||과학적 태도:1||관계지향 교육:1||광고 활용 교육:1||교사 발달단계:1||교사 자질:1||교사부모 간 의사소통의 어려움:1||교사유아관계:1||교사양성기관:1||교사의 인식:1||교사효능감:1||교육연극:1||교재 분석:1||교직원의 법적책임:1||군인 가족:1||군인 배우자:1||그리기 표상 능력:1||그리기 표상능력:1||그리기 표현능력 (drawing expression ability) 운동능력 (motor ability) 유치원 적응력 (preschool adjustment) 놀이특성 (play characteristic):1||그리기표상능력:1||극화활동:1||근로기준법:1||근무환경:1||기혼 유아교사:1||남성 유아교사:1||남자 유아교사:1||놀이:1||놀이지도:1||누리과정 교육계획과 실행(the educational plan and practice of Nuri Curriculum):1||누리과정 편성:1||뉴스 리터러시 교육:1||뉴스리터러시:1||다문화 그림책반복적 읽기유아 반응:1||다문화 인식:1||다문화가정 아버지:1||대학교재:1||도덕적 판단능력:1||동료 여성 유아교사와의 관계:1||동료교사 및 원장과의 관계:1||또래 유능성:1||또래갈등상황:1||만 5세 유아:1||맞벌이 부부:1||명화감상활동:1||문제행동 지도능력:1||미디어:1||미술․과학 통합활동:1||밧줄:1||배우자지지:1||보육시설:1||보육시설 (childcare centers) 주임교사 (head teachers) 역할수행 (role performance) 역할갈등 (role conflict):1||보육시설 (daycare centers)주임교사 (head teachers)조직풍토 (organizational climate)직무만족도 (job satisfaction):1||부모유아관계:1||부모교육:1||부모교육 프로그램:1||부모효능감:1||분노표현:1||사회·정서 발달:1||사회성:1||사회적 능력:1||사회적 지원:1||설문조사:1||성경적 세계관:1||성역할 정체감:1||성취동기:1||세대통합 프로그램:1||숲 체험 활동:1||스마트폰 게임:1||스마트폰 과의존:1||실태:1||심리내적 갈등:1||심리내적 성장:1||심리적 소진:1||아동관련 수당 지원제도:1||아버지 양육 참여:1||아버지 역할:1||아버지 역할수행:1||아버지 참여 (father involvement)유아 (young children)자아 유능감 (selfcompetence)스포츠 활동 (sports activity):1||아버지자녀 관계:1||아버지교육:1||아버지교육 프로그램:1||아버지와 유아기 자녀(Fathers and Young Children):1||아버지의 거친 신체놀이:1||아버지의 놀이:1||아버지의 자녀양육:1||아버지의 훈육방식:1||안전사고 판례:1||양육참여:1||양육태도:1||어린이집:1||어린이집 안전사고:1||어머니 놀이참:1||어머니의 독박육아:1||역사픽션:1||역할갈등:1||역할기대:1||역할수행:1||연령별 학급:1||영아기 자녀를 둔 아버지(fathers with infants)역할수행(role practices)어린이집(childcare centers):1||영아기 첫 자녀:1||영유아교사:1||영유아권리:1||영유아기 자녀:1||영화:1||예비 유아교사:1||예비아버지:1||오페라 주제곡에 기반한 통합적 음악극 프로그램:1||온라인 모의수업:1||요구도:1||운영(the organization:1||원가족:1||원격교육 실태:1||유아 다문화 교육:1||유아 리더십:1||유아 문제행동:1||유아 사회적 능력:1||유아 성교육:1||유아 숲체험교육:1||유아 연극놀이:1||유아교사 관계:1||유아청소년 세대통합:1||유아건강교육:1||유아교사 양성과정:1||유아교사양성과정:1||유아교사양성기관:1||유아교사와 인간관계:1||유아교육기관:1||유아교육기관 적응:1||유아기 자녀를 둔 아버지:1||유아와의 관계:1||유아의 공격성:1||유아의 또래유능성:1||유아의 자기통제력:1||유아전통문화교육:1||유치원:1||유치원 초임교사:1||육아기 근로시간 단축제도:1||육아휴직제도:1||은유분석:1||음악능력:1||일가정 양립 갈등:1||일상적 내러티브:1||입문교육:1||자기분화:1||자기중심적 자녀 양육:1||자녀 양육 경험:1||자녀 양육 참여:1||자녀 양육의 본질적 의미:1||자녀양육:1||자녀양육의 어려움과 보람:1||자아존중감:1||자유선택활동:1||장애가족지원:1||장애유아 아버지:1||전쟁:1||전쟁 관련 그림책:1||전통문화 인지와 선호도:1||정서․행동 문제:1||정서 능력:1||정서노동:1||정체성:1||조절효과:1||조직 내 의사소통:1||조직 커뮤니케이션:1||중국 유학생 아버지:1||중요도실행도 분석:1||즉흥성:1||지능:1||지역공동체 의식:1||지역사회자원:1||직무스트레스:1||진로태도성숙:1||질적연구(Qualitative Study):1||창의적 인성:1||취업 스트레스:1||키워드 네트워크 분석:1||토의활동:1||팬데믹:1||하나님 중심적 자녀 양육:1||2019 개정 누리과정:1||휴게시간:1||Achievement Motivation:1||Bakhtin’s dialogism:1||Bakhtin의 대화주의:1||Beginning Kindergarten Teacher:1||Biblical worldview:1||Burnout:1||COVID19:1||Child Care Head Teachers:1||Child Care Teachers:1||Child rearing experiences:1||Children:1||Children’s Leadership:1||Cognitive Ability:1||Conflict Recognition Resolution Ability:1||Difficulties and rewards of parenting:1||Discussion Activity:1||Domestic sex education:1||ECE Teachers:1||Early Childhood Teacher:1||Educational Drama:1||Emotion Quotient:1||EmotionCoaching:1||FamilyFriendly Policies:1||Father as an international Chinese student:1||Fathering practices:1||Fathers of Young Children With Disabilities:1||Father’s disciplinary style:1||Free Choice Activity:1||Happiness:1||Historical Fiction:1||Importanceperformance analysis: IPA:1||Improvisation:1||Induction Program:1||Intelligence:1||Internal Conflicts:1||Internal Growth:1||Involvement In Childrearing:1||Job Stress:1||Labor Standards Act:1||Male early childhood teacher:1||Married early childhood teacher:1||Metaphor Analysis:1||Military Family:1||Military Spouse:1||Mind Theory:1||Mothers’ Single Parenting:1||Multicultural Education:1||Multicultural Picture Books Repeated Reading Young g Children’s Response:1||Pandemic:1||Picture Book about War:1||Problem Behavior:1||Relationship between father and child:1||Relationships with children:1||Relationships with female fellow early childhood teachers:1||Relationships with parents:1||Role Expectation:1||

STATISTICS: Total View :6,926,900; Today View :1,349

RSS_1.0 RSS_2.0 ATOM_1.0

84, Heukseok-ro, Dongjak-gu, Seoul, Republic of Korea (06974)02-820-6194

Certain data included herein are derived from the © Web of Science of Clarivate Analytics. All rights reserved.
You may not copy or re-distribute this material in whole or in part without the prior written consent of Clarivate Analytics.

Detailed Information

Keyword

BROWSE