https://scholarworks.bwise.kr/hanyang/handle/2021.sw.hanyang/92 2026-07-04T07:24:00Z https://scholarworks.bwise.kr/hanyang/handle/2021.sw.hanyang/213216 Title: 유아핵심역량 평가도구 개발을 위한 델파이 연구 Authors: 권선주; 이현주; 이승은; 김주희; 이정주; 김현아 Abstract: A Delphi study is conducted to develop items for a tool that measures the development of core competency in preschool children. Through a literature review and analysis the components and preliminary items were derived. A Delphi panel was formed with experts from academia and practice in fields such as early childhood education, psychology, and medicine, with this step followed by two rounds of Delphi surveys. The first Delphi survey confirmed the validity of the tool’s purpose and its components, leading to a process of deleting, retaining, or modifying items based on expert feedback. The second Delphi survey was then conducted using the restructured items. To assess item appropriateness, the average scores for each item and the content validity ratio (CVR) were analyzed. As a result, a total of 178 items were identified across four areas: 50 items for communication, 32 items for collaboration, 48 items for creativity, and 48 items for critical thinking. Ultimately, this study provides foundational data for establishing a valid assessment tool for core competency for preschool children through a Delphi analysis while also suggesting that future standardization research is necessary. 2026-03-01T00:00:00Z https://scholarworks.bwise.kr/hanyang/handle/2021.sw.hanyang/213374 Title: 한국판 심리교육프로파일 3판(K-PEP-3) 보호자 질문지 예비 타당화 연구 Authors: 서예령; 권선주 Abstract: In this study, preliminary validation of the Caregiver Report in the Korean Psychoeducational Profile-Third Edition (K-PEP-3) is conducted to evaluate its clinical applicability for assessing young children with developmental concerns. A total of 159 children aged two to six years and eleven months and their caregivers participated in the study. Based on total scores from the Korean Childhood Autism Rating Scale-Second Edition (K-CARS-2), the sample was divided into an ASD-suspected group (n = 49) and a typically developing group (n = 110). Construct validity was examined through internal consistency and inter-subscale correlations, while criterion-related validity was assessed via associations with the K-CARS-2 and the Korean Vineland Adaptive Behavior Scales-Second Edition (K-Vineland-II). The results demonstrated that the K-PEP-3 Caregiver Report has acceptable internal consistency and significant positive correlations among subscales. All three subscales showed significant mean differences between the groups, supporting discriminant validity. Moderate positive correlations were observed with the K-Vineland-II tool, particularly in the Adaptive Behavior domain, while correlations with K-CARS-2 were generally low. An item-level analysis revealed that only a few items correlated significantly with K-CARS-2 within the ASD-suspected group. These findings suggest that the K-PEP-3 Caregiver Report can serve as a clinically meaningful supplement to professional assessments by reflecting children’s developmental characteristics in natural settings. The tool holds promise for use in early screening and individualized intervention planning. 2026-03-01T00:00:00Z https://scholarworks.bwise.kr/hanyang/handle/2021.sw.hanyang/213206 Title: 발달 스펙트럼에 따른 유아의 모방 및 사회적 상호작용, 정서표현 비교 연구 Authors: 최희나; 권선주 Abstract: This study aimed to compare and analyze the relationships and performance characteristics of imitation, social interaction, and emotional expression in children with autism spectrum disorder (ASD), global developmental delay (GDD), and typical development (TD). A total of 105 children aged 2-6 years (35 ASD, 35 GDD, 35 TD) were assessed using the PEP-3 to evaluate imitation abilities (physical imitation and social-emotional imitation), social interaction, and emotional expression. Descriptive statistics, exploratory factor analysis, correlation analysis, and analysis of variance were conducted. Exploratory factor analysis of the imitation domain yielded two factors: “physical imitation” and “social-emotional imitation.” Group comparisons showed that children with ASD exhibited the lowest performance in both physical and social-emotional imitation, children with GDD showed intermediate performance, and TD children showed the highest performance. Social interaction and emotional expression also differed significantly among the three groups, and a high positive correlation between social interaction and emotional expression was found in children with ASD and GDD. These findings suggest that the developmental profiles of children with ASD and GDD differ both qualitatively and quantitatively, and that imitation may serve as an important evaluative index for early diagnosis and the design of function-based individualized interventions. 2026-03-01T00:00:00Z https://scholarworks.bwise.kr/hanyang/handle/2021.sw.hanyang/213984 Title: 그림책과 미술 매체를 활용한 정서교육 프로그램이 경계선 지능 아동의 정서지능과 자아존중감에 미치는 효과 Authors: 박진홍; 김현수 Abstract: This study investigated the effects of a 12-session emotional education program using picture books and art activities on emotional recognition, emotional expression, and self-esteem in children with borderline intellectual functioning (BIF). Participants consisted of 10 early elementary school children in Seoul with full-scale IQ scores ranging from 71 to 84, randomly assigned to an experimental group (n=5) or a waitlist control (n=5). A pretest-posttest-follow-up (1 month) controlled design was employed. The program was based on Mayer and Salovey’s emotional intelligence theory and the social and emotional learning (SEL) framework, with a focus on emotional recognition and expression. Structured picture book reading and art activities were implemented alongside cognitive-behavioral techniques, including emotion labeling, modeling, and repeated practice. The results indicated that the experimental group showed significant improvements in emotional recognition and expression at posttest and follow-up, whereas no significant changes were observed in the control group. Self-esteem also significantly increased in the experimental group. These findings suggest that an emotional education program that integrates picture book and art would be an effective and developmentally appropriate type of intervention capable of enhancing emotional intelligence and self-esteem in children with BIF. 2026-03-01T00:00:00Z