ScholarWorks@Sookmyung Women's University: Shim, Sook Young

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Shim, Sook Young (심숙영)

원격대학원 (영유아교육학과)

Research Area: Early childhood education, Developmental psychology, Children's psychology

Tel 02-710-9926
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children&apos:11||Children&apos:5||Teachers&apos:5||문제행동:3||teachers&apos:3||Assessment.:2||new media games:2||parentteacher relationship:2||s play:2||s play behaviors:2||s social and emotional behavior:2||parenting in lowincome families:2||사회정서행동:2||놀이행동:2||emotional intelligence:2||school readiness:2||peer interaction:2||selfperceived competence:2||social behaviors.:2||로봇:2||ICT attitude:2||애착유형:2||peer play interactions:2||social intelligence:2||perceptions of parentteacher relationship:2||ICT competence:2||social withdrawal:2||Socialemotional behavior:2||영유아:2||constructive belief:2||teacher&apos:2||Early Childhood Programs Quality:2||play behaviors:2||Infants and toddlers:2||low selfperceived competence:2||Early Childhood Programs Quality and Children&apos:2||s Play:2||유아:2||s Play Behaviors and Playfulness:2||교사유아 상호작용:2||Robot:2||mother parenting:2||s belief.:2||child and games.:2||electronic games:2||agreement between parenting:1||art experience activities:1||attachment:1||attachment style:1||attachment theory:1||augmented reality:1||augmented reality contents:1||behavioural problems:1||childcare centers:1||cognitive development and language development:1||cognitive empathy:1||conceptions of art education:1||developmental ecological model:1||differences between parenting:1||digital media:1||early childhood teachers&apos:1||early childhood teachers’ beliefs on constructivism:1||ecaluation of webbased program:1||ego resiliency:1||emotional empathy:1||emotional labor:1||empathy:1||externalizing behaviors:1||homeenvironment:1||infant and toddler:1||interaction in the web:1||internalizing behaviors:1||job satisfaction:1||media and teaching technology.:1||media technology:1||mediating effect:1||multimedia measure:1||music teaching efficacy:1||music teaching intention:1||parenting style:1||peer leadership:1||peer play interaction:1||perspective taking:1||perspectives of robot:1||play:1||play behavior.:1||problem behavior:1||prosocial:1||prosocial behavior:1||psychological wellbeing of mothers:1||role of creative improvement:1||s Social Competence:1||s behavioral problems:1||s creative personality:1||s developmental right:1||s leadership:1||s peer play interactions:1||s perspectives of robots.:1||s social competence:1||s socialemotional behaviors:1||selfefficacy:1||selfregualtion on the web:1||social competence:1||social domination:1||social reactivity:1||social support:1||socialemotional behavior:1||teacher efficacy:1||teacherchild interaction:1||teacherchild interactions:1||temperament:1||webbased program for childhood educators:1||work environments:1||young children&apos:1||가정환경자극:1||공감:1||교사:1||교사유아 관계:1||교사유아상호작용:1||교사효능감:1||교수효능감:1||구성주의:1||구성주의 교사신념:1||구성주의에 대한 유아교사의 신념:1||긍정적 행동지원:1||남편지지:1||낮은 자기역량지각:1||내재적 부적응 행동:1||놀이:1||뉴미디어 게임:1||디지털 미디어 활용:1||또래 리더십:1||또래 상호작용:1||또래 유능성:1||또래놀이행동:1||로봇과 구성주의 신념:1||로봇과 아동의 인식:1||로봇에 대한 교사인식:1||로봇에 대한 물활론적 사고:1||로봇에 대한 아동의 기본 생각:1||로봇에 대한 아동의 지각적 인식:1||로봇활용효과:1||멀티미디어 평가척도:1||물활론적 사고:1||미디어와 교수:1||미디어테크놀로지:1||발달권:1||보육 프로그램 질과 유아의 놀이:1||보육 프로그램의 질:1||보육기관:1||보육시설:1||부모교사관계:1||부모교사관계에 대한 교사인식:1||부모교사관계와 유아의 놀이행동:1||부모교사파트너쉽:1||부모교사파트너쉽관계:1||부모인식:1||부부간의 양육태도:1||부적응:1||부정적 사회적 행동:1||사회적 반응:1||사회적 이해와 역량:1||사회적 지배:1||사회적 지지:1||사회적지능:1||사회정서 행동문제:1||사회정서적 유능성:1||사회정서행동 척도:1||수 연산(number operations):1||수학적 접근태도(attitudes toward mathematical activities).:1||아동교육:1||아동교육교사대상웹기반프로그램:1||아동놀이:1||아동의 로봇 선호도:1||아동의 사회적 역량:1||아버지 양육태도:1||양육스트레스:1||양육효능감:1||어머니 양육태도:1||어머니 양육행동:1||어머니 우울:1||어머니의 심리적 안녕감:1||영유아 사회정서행동:1||영유아 사회지능:1||영유아 애착:1||영유아 정서지능:1||예술경험 활동:1||예술교육에 대한 교사인식:1||온라인 수학 콘텐츠(online mathematical contents):1||외현적 부적응 행동:1||웹기반프로그램:1||웹에서의상호작용:1||웹에서의자기주도성:1||웹프로그램에대한평가:1||유아 또래상호작용:1||유아 인지 및 언어발달:1||유아교보육기관의질:1||유아교사의 교수효능감:1||유아교사의 정서노동:1||유아교사의 행복감:1||유아교육기관:1||유아교육기관에대한만족도:1||유아사회정서행동:1||유아의 기질:1||유아의 놀이행동:1||유아의 놀이행동과 놀이성:1||유아의 또래놀이 상호작용:1||유아의 리더십:1||유아의 문제행동:1||유아의 사회적 유능성:1||유아의 창의적 인성:1||음악교수적극성:1||음악교수효능감:1||인지적 공감:1||자기역량지각:1||자기주도성:1||자아탄력성:1||자폐성 장애:1||저소득층 양육행동:1||저소득층 양육행동척도:1||전문성 인식:1||전자게임:1||정서적 공감:1||정서지능:1||조망수용능력:1||증강현실:1||증강현실 기반 체험콘텐츠:1||직무만족도:1||창의성 증진을 위한 교사역할:1||척도 타당화:1||친사회성:1||친사회적행동:1||코로나 스트레스:1||통합학급:1||평가인증:1||평가인증과정:1||평가인증지표:1||학교준비도:1||학습행동:1||핵심어: 어머니:1||ASD:1||현대사회의 아동놀이:1||Actorpartner interdependence model:1||Animism:1||Challenging behaviors:1||Child preferences of robot:1||Children’s behavioral problem:1||Corona Stress:1||Depressive symptoms:1||EQYC(Young Children’s versions of the empathy quotient):1||EQYC(유아용 공감지수):1||Happiness:1||ICT anxiety:1||ICT teaching efficacy:1||ICT 교수효능감:1||ICT 불안감:1||ICT 태도:1||ICT 활용능력:1||Inclusive classroom:1||Infant attachment security:1||Internalizing and externalizing problems:1||Key Words: Mother:1||Korea:1||Korean parenting:1||Korean teachers&apos:1||Maladaptive Behavior:1||Motherinfant attachment security:1||Parental selfefficacy:1||Parenting Stress:1||Parenting behavior:1||Parenting stress:1||Paternal behavior:1||Perception:1||Positive Behavior Support:1||Professional recognition:1||Relation between robot perspectives and constructivist beliefs of teachers.:1||Robot use effect:1||SES:1||SelfEfficacy:1||TeacherChild Interactions:1||Teacherchild relationship:1||Teaching efficacy:1||Young Children:1||accreditation:1||accreditation index.:1||accreditation process:1||

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Sookmyung Women's University. Cheongpa-ro 47-gil 100 (Cheongpa-dong 2ga), Yongsan-gu, Seoul, 04310, Korea02-710-9127

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