ScholarWorks@Gachon: Lee, You Me

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Lee, You Me (이유미)

Graduate School of Education (Theory of Education)

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Tel 031-750-5600
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유아교사:7||그릿:5||예비유아교사:5||매개효과:5||grit:5||보육교사:4||early childhood teachers:4||유아:3||어린이집 원장:3||행복감:3||양육스트레스:3||empowerment:3||mediating effect:3||임파워먼트:3||early childhood teacher:3||young children:2||Childcare Teacher:2||4:2||리더십:2||유초연계:2||emotional support:2||삶의 만족도:2||leadership:2||결혼만족도:2||selfesteem:2||자기개발 욕구:2||happiness:2||원장 전문성:2||parental efficacy:2||교사 전문성:2||어린시절 바깥놀이 경험:2||교사유아 상호작용:2||유아교사 전문성:2||KoreaJapan Comparison:1||Learning Community:1||Life satisfaction:1||Media literacy:1||Mediating Effect:1||Mixedage class of 3:1||Mother’s Parenting Stress:1||Multiculture:1||Negative SelfEsteem:1||PBL:1||Parent&apos:1||Perception of infant teacher quality:1||Perception of mothers:1||Playcenter Education Practice Competence:1||Playing outside at educational institutions for infants:1||Positive Self Esteem:1||PreKindergarten Teachers:1||Preservice Teacher:1||Preservice infant teacher:1||ProblemBased Learning:1||Respect for Teacher Right:1||Respect for teacher rights:1||Rights:1||Roles of Early Childhood Teachers:1||Scale development:1||School Adaptation:1||School Readiness:1||Spouse support:1||Supporting Play:1||Teacher efficacy.:1||Teacher professionalism:1||Teacherchild interaction:1||Teachers&apos:1||Teaching Aptitude And Personality:1||Teaching Creativity:1||Temperament of mother:1||Trust in daycare center:1||Trust in nursery teacher:1||Wilcoxon Signed Ranks Test:1||Winter Forest:1||Young Children:1||academic performance:1||academic stress:1||and 5 years old:1||audiovideo image stimulation:1||bicultural competence:1||bilingual:1||bilingual teaching efficacy:1||breastfeeding:1||career maturity:1||character strengths:1||child rearing:1||child rearing experience:1||childrearing practice:1||childcare center director:1||childcare respecting right of infant:1||childcare support center:1||childcare teacher:1||childcare teachers:1||childhood outdoor play memory:1||childrearing stress:1||children’s media device addiction:1||chinese mothers in multicultural families:1||comparative study of korea and japan:1||conflict in childrearing:1||continuity between kindergarten and elementary school:1||continuity between nursey and primary education:1||creative personality:1||creative problemsolving ability:1||daycare center director:1||directors&apos:1||early childhood teachers&apos:1||emotional control capacity:1||emotional intelligence:1||empathy:1||expertise of teachers:1||fairness:1||father participation in child rearing and marriage satisfaction:1||flourish:1||gratitude disposition:1||growth mindset:1||happiness enhancement program:1||happiness program for early childhood teachers:1||home daycare center:1||implementation of respecting children’s rights:1||inhome childcare:1||infancy children:1||infant class teachers:1||infant development:1||infant teacher’s professionalism:1||inferiority:1||intergenerational comparison:1||interaction of peer play:1||job satisfaction:1||life satisfaction:1||lives:1||longitudinal study:1||marital satisfaction:1||maternal gatekeeping:1||mediation effect:1||meditation effect:1||moderating effect:1||motherteacher cooperation:1||mothers of children in infancy:1||mothers of earlyyears children:1||mothers’ parental monitoring:1||mother’ parenting stress:1||multiple linear regression analysis:1||nonbreastfeeding:1||onechild family:1||organizational health:1||outdoor play operation:1||outdoor play perception:1||parent education:1||parent education programs for bilingual education of children:1||parental attachment:1||parenting competency:1||parenting efficacy:1||parenting selfhelp:1||parenting stress:1||participation activities in daycare centers:1||perception and practice of roles of early childhood teacher:1||perception of children’s right:1||perfectionism:1||phenomenological study:1||play support capabilities:1||playoriented education practice:1||preservice early childhood teachers:1||preservice teacher:1||prefrontal brain:1||professionalism:1||professionalism of daycare center director:1||professionalism of early childhood teacher:1||respect for infants and children&apos:1||respect for infants and children’s right:1||revised nuri course:1||role expectation level:1||s right:1||s rights awareness:1||satisfaction in time use with family:1||school adjustment:1||self development desire:1||selfconcept:1||selfdevelopment desire:1||selfdirected learning ability:1||selfexpression:1||smart media mediation:1||social skill:1||stresscoping strategies:1||structural relationship:1||teacher efficacy:1||teacher professionalism:1||teacher role performance:1||teacherchild interaction:1||the awareness of reward:1||the continuity between infant school and elementary school:1||the difference between the recognition and performance:1||the moderating effects:1||the second childbirth planning:1||traditional childcare:1||two year old children:1||young childrenled inquiry activity:1||가정 보육:1||가정어린이집:1||가족과의 시간사용 만족도:1||감사성향:1||개정누리과정:1||겨울 숲:1||고학력 중국 어머니:1||공감능력:1||공정성:1||교사 권리존중:1||교사 자질(teaching competencies):1||교사권리 존중:1||교사권리존중:1||교사신뢰:1||교사역할 수행:1||교사전문성:1||교사효능감:1||교수창의성:1||교육연극:1||교직 적․인성:1||구조적 관계:1||긍정적 자아평가:1||기관신뢰:1||놀이중심교육 실천:1||놀이중심교육 실천역량:1||놀이지원:1||놀이지원역량:1||뇌파 반응:1||다문화:1||또래놀이 상호작용:1||만 3세 유아:1||만 5세 유아:1||만2세 영아:1||만3:1||모유수유:1||문화성향:1||미디어 리터러시:1||바깥놀이 실행:1||바깥놀이 인식:1||배우자 지지:1||보수‧승진 인식:1||부모교육:1||부모애착:1||부모효능감:1||부모효능감):1||부의 양육참여:1||부정적 자아평가:1||비모유수유:1||사례 연구:1||사회적 기술:1||삶:1||성격 강점:1||성장 마인드셋:1||세대 간 비교:1||소진:1||스마트미디어 중재:1||시청각 영상 자극:1||아동권리인식:1||아동의 미디어기기 중독:1||양육 갈등:1||양육방식:1||양육역량:1||양육효능감:1||어린이집 부모참여활동:1||어머니 기질:1||어머니 양육스트레스:1||어머니 인식:1||어머니교사 협력:1||어머니의 문지기 역할:1||어머니의 부모감독:1||열등감:1||영아 발달:1||영아교사 전문성:1||영아권리존중 보육:1||영아기 자녀:1||영아반 교사:1||영유아 권리 존중:1||영유아 권리존중:1||영유아교사:1||예비유아교사(preservice early childhood teachers):1||완벽성향:1||윌콕슨 부호순위검증:1||유․초 연계교육:1||유초 연계:1||유아교사 역할:1||유아교사 역할기대:1||유아교사 역할인식 및 실행:1||유아교사 자질 인식:1||유아교사 행복프로그램:1||유아교육기관의 바깥놀이:1||유아권리인식:1||유아기 자녀 어머니:1||유아주도 탐구활동:1||육아자조모임:1||육아종합지원센터:1||이솝이야기:1||이중문화역량:1||이중언어:1||이중언어교수효능감:1||인식과 실행 간 차이:1||자긍심:1||자기개발욕구:1||자기주도학습력:1||자기표현력:1||자녀 양육 경험:1||자녀 이중언어교육을 위한 부모교육 프로그램:1||자녀권리존중 실행:1||자녀양육:1||자아개념:1||자아존중감:1||자유놀이:1||장애유아:1||장애통합교사:1||전두부 뇌:1||전통육아:1||정보소양능력:1||정서적 지원:1||정서적 지지:1||정서조절능력:1||정서지능:1||조절 효과:1||조절효과:1||조직건강성:1||종단연구:1||좋은 부모:1||주제어 영아기 자녀 어머니:1||중국 안지놀이 유치원 교사:1||중국 어머니:1||중국 유아교사:1||중국 출신 다문화가정 어머니:1||중다회귀분석:1||직무민족도:1||진로성숙도:1||창의적 문제해결력:1||창의적 인성:1||척도개발:1||코로나19:1||학교적응:1||학교적응기대:1||학교준비도:1||학습공동체:1||학업수행능력:1||학업스트레스:1||한일 비교:1||한중 비교 연구:1||한·일 비교:1||한일 비교연구:1||한자녀 가정:1||행복감(happiness):1||행복증진 프로그램:1||행복플로리시:1||현상학적 연구:1||3 years old:1||후속출산 계획:1||3개월 영아발달:1||5세 혼합연령반:1||A case study:1||Aesop story:1||Burnout:1||COVID19:1||Child Care Director:1||Child care teachers:1||Children with Special Needs:1||Children&apos:1||Chinese Anji kindergarten teacher:1||Chinese kindergarten teachers:1||Chinese mothers:1||Comparative Study of South Korea and Japan:1||Comparative study between Korea and China:1||Continuity between Kindergarten and Elementary School:1||Creative Personality:1||Cultural trend:1||Desire for Selfdevelopment:1||Development of infant of three months:1||Drama in Education:1||EEG(Electroencephalogram) response:1||Early Childhood Teacher:1||Experience of playing outside during childhood:1||Feeling of happiness:1||Fiveyear Old Children:1||Free Play:1||Good Parents:1||Highlyeducated mother from China:1||Infant teacher expertise:1||Information Use Ability:1||Integrated Teachers with Special Needs:1||

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1342, Seongnam-daero, Sujeong-gu, Seongnam-si, Gyeonggi-do, Republic of Korea(13120)031-750-5114

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