International Journal of Advanced Culture Technology

  • 제6권4호
  • /
  • Pages.233-239
  • /
  • 2018
  • /
  • 2288-7202(pISSN)
  • /
  • 2288-7318(eISSN)
국제문화기술진흥원 (The International Promotion Agency of Culture Technology)
권호 표지
DOI QR코드

DOI QR Code

The Effects of Preschool Teachers' Qualification and Competency on Young Children's Development

  • 투고 : 2018.11.26
  • 심사 : 2018.12.10
  • 발행 : 2018.12.31
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

The purpose of the study was to examine the effects of preschool teachers' qualification (education level, teaching experience, major, and certification) and competency variables (teaching efficacy and teacher-child interaction) on young children's development (cognition, language, and social development). The data came from $5^{th}$ Wave of Panel Study on Korean Children (PSKC) from the Korea Institute of Child Care and Education, and the multiple regression analyses as well as Pearson's correlation analyses were used. The results showed the positive associations between teachers' competency (teaching efficacy and teacher-child interaction) and child development. However, we did not find significant effects of teachers' qualification on young children's development. Based on the results, we proposed a policy implication that teacher qualification needed to be discussed with teacher competency to improve teacher quality.

키워드

Table 1. Means, Standard Deviations, and Correlations for the Main Study Variables

E1GMBY_2018_v6n4_233_t0001.png 이미지

Table 2. Results of multiple regression analyses

E1GMBY_2018_v6n4_233_t0002.png 이미지

참고문헌

  1. Ministry of Education, Science, and Technology & Ministry of Health and Welfare, Preschool Teacher Training for the 5-Year-Old Nuri-Curriculum, Press Release. 2011.
  2. W. S. Barnett, Better Teachers, Better Preschools: Student Achievement Linked to Teacher Qualifications, National Institute for Early Educational Research, New Brunswick, 2004.
  3. J. P. Shonkoff, and D. A. Phillips, From Neurons to Neighborhoods: The Science of Childhood Development, National Academy Press, Washington DC, 2000.
  4. E. Kim, G. Kim, and Y. Lee, An Analysis on Teacher Education and Certification System for Early Childhood Education and Care, KICCE, Seoul, 2014.
  5. E. Kim, H. Jang, and H. Cho, An Analysis on Welfare of Teachers for Early Childhood Education and Care and Subsequent Suggestions, KICCE, Seoul, 2013.
  6. A. C. Thomason, and K. M. La Paro, "Measuring the Quality of Teacher-child Interactions in Toddler Child Care," Early Education and Development, Vol. 20, No. 2, pp. 285-304, 2009. https://doi.org/10.1080/10409280902773351
  7. OECD, Starting Strong III: A quality for childhood education and care, OECD, Paris, 2012.
  8. A. E. Cunningham, J. Zibulsky, and M. D. Callahan, "Starting Small: Building Preschool Teacher Knowledge That Supports Literacy Development," Reading and Writing, Vol. 22, pp.487-510, 2009. https://doi.org/10.1007/s11145-009-9164-z
  9. Ministry of Education, Third Kindergarten Evaluation Manual, Ministry of Education, Seoul, 2014.
  10. K. Borgard, F. Traylor, and R. Takanishi, "Teacher Education and PK Outcomes: Are We Asking the Right Questions?" Early Childhood Research Quarterly, Vol. 23, pp. 1-6, 2008. https://doi.org/10.1016/j.ecresq.2007.08.002
  11. K. M. Tout, M. Zaslow, and D. Berry, "Quality and Qualifications: Links between Professional Development and Quality in Care and Education Settings," In M., Zaslow, and I., Martinez-Beck (Eds.), Critical Issues in Childhood Professional Development, Brookes Publishing, Baltimore, pp. 77-110, 2006.
  12. N. Shin, and J. S. Oh, "Exploring Predictors Affecting Children's Character Development Using Hierarchical Linear Modeling: Focusing on Effects of Child Care Teachers' Emotional Support," Journal of Korean Child Care and Education, Vol. 11, No. 2, pp. 59-86, 2015.
  13. C. Howes, M. Burchinal, R. Pianta, D. Bryant, D. Early, R. Clifford, and O. Barbarin, "Ready to Learn? Children's Pre-academic Achievement in Pre-kindergarten Programs," Early Childhood Research Quarterly, Vol. 23, pp. 27-50, 2008. https://doi.org/10.1016/j.ecresq.2007.05.002
  14. A. Bandura, "Guide for Constructing Self-efficacy Scales," In F. Pajares and T. Urdan (Eds), Self-efficacy Beliefs of Adolescents, Freeman, New York, pp. 307-337, 2006.
  15. R. Cobanoglu, and Y. Capa-Aydin, "When Early Childhood Teachers Close the Door: Self-Reported Fidelity to a Mandated Curriculum and Teacher Beliefs," Early Childhood Research Quarterly, Vol. 33, pp. 77-86, 2015. https://doi.org/10.1016/j.ecresq.2015.07.001
  16. C. H. Park, and K. H. Jeon, "Analysing Concept Networks of Early Childhood Student Teachers' Teaching Competency during Teaching Practice," Early Childhood Education Research & Review, Vol. 18, No. 4, pp. 289-306, 2014.
  17. S. L. Kim, and C. H. Park, "Effects of Young Children's Temperament, Teacher Efficacy, and Teacher-child Interactions on Peer Play Interactions," Korean Journal of Childcare and Education, Vol. 11, No. 6, pp. 37-58, 2015. https://doi.org/10.14698/jkcce.2015.11.037
  18. L. Litjens, and M. Taguma, Revised Literature Overview for the 7th Meeting of the Network on Childhood Education and Care, OECD, Paris, 2010.
  19. K. C. Coolahan, J. Fantuzzo, K. Mendezm, and P. McDermott, "Preschool Peer Interactions and Readiness to Learn: Relationships between Classroom Peer Play and Learning Behaviors and Conduct," Journal of Educational Psychology, Vol. 92, pp. 458-465, 2000. https://doi.org/10.1037/0022-0663.92.3.458
  20. M. Burchinal, N. Vandergrift, R. Pianta, and A. Mashburn, "Threshold Analysis of Association Between Child Care Quality and Child Outcomes for Low-income Children in Prekindergarten Programs," Early Childhood Research Quarterly, Vol. 25, No. 2, pp. 166-76, 2010. https://doi.org/10.1016/j.ecresq.2009.10.004
  21. N. Shin, J. Ahn, J. Lee, S. Song, and Y. Kim, "Panel Study on Korean Children (PSKC) 2008," 2008, Retrieved from http://panel.kicce.re.kr/kor/index.jsp
  22. J. Lee, E. Shin, E. Park, Y. Kim, Y. Kwak, Y. You, and et. Al, A Guide to Assessment in Young Children's Language, Cognitive, and Social-emotional Development, Jeju Special Self-Governing Provincial Office of Education, Ministry of Education, Science, and Technology, 2008.
  23. J. Fantuzzo, B. Sutton-Smith, K. C. Coolahan, P. H. Manz, S. Canning, and D. Debnam, "Assessment of Preschool Play Interaction Behaviors in Young Low-income Children: Penn Interactive Peer Play Scale," Early Childhood Research Quarterly, Vol. 10, No. 1, pp. 105-120, 1995. https://doi.org/10.1016/0885-2006(95)90028-4
  24. H. K. Kwon, "A Study of Young Children's Interactive Peer Play with Relationship of Children's Self-Efficacy and Social Competence," Early Childhood Education Research & Review, Vol. 13, No. 6, pp. 391-410, 2009.
  25. H. Y. Choi, and H. Y. Shin, "Validation of the Penn Interactive Peer Play Scale for Korean Children," Korean Journal of Child Studies, Vol. 29, No. 3, pp. 303-318, 2008.
  26. Y. H. Kim, and Y. E. Kim, "An Analysis of the Factorial Validity of Bandura's Teacher Self-efficacy Scale," Journal of Early Childhood Education, Vol. 28, No. 2, pp. 169-191, 2008.
  27. S. D. Holloway, and M. Reichhart-Erickson, "The Relationship of Day Care Quality to Children's Free-play Behavior and Social Problem-solving Skills," Early Childhood Research Quarterly, Vol. 3, No. 1, pp. 39-53, 1988. https://doi.org/10.1016/0885-2006(88)90028-2
  28. Kim, M. J., A Study on the Quality of Early Education Institutions and the Degree of Job Satisfaction of Kindergarten Teachers, Master's Thesis, Ewha Women's University, Seoul, Korea, 1991.
  29. H. J. Son, and J. H. Sung, "The Effects of Teacher's Self-efficacy on Children's Sociality: The Serial Multiple Mediating Effects of Job-satisfaction and The Quality of Teacher-Child Interaction," Journal of Child Studies, Vol. 35, No. 2, pp. 191-209, 2014. https://doi.org/10.5723/KJCS.2014.35.2.191
  30. C. O. Lee, "The Relations of Mother's Parenting Efficacy, Teacher Efficacy, and Children's Social Competence," The Journal of Child Education, Vol. 23, No. 1, pp. 235-246, 2014.
  31. W. S. Barnett, "Four Reasons the United States Should Offer Every Child a Preschool Education," In E. Zigler, W. Gilliam, and W. S. Barnett (Eds.), The Pre-k Debates: Current Controversies and Issues, Brookes Publishing, Baltimore, pp. 34-39, 2011.
  32. S. Herzenberg, M. Price, and D. Bradley, Losing Ground in Early Childhood Education: Declining Workforce Qualifications in an Expanding Industry, 1979-2004, Economic Policy Institute, Washington DC, 2005.