• Journal of the Korea Academia-Industrial cooperation Society
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• v.11 no.10
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• pp.3680-3689
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• 2010

The purpose of this study is to inquire into the changes to the emotional intelligence of young children by giving them pleasure and memory through the program of ecological experience. A survey was made on 40 young children in two classes out of 5-year-old children's classes in nurseries located at Chungcheong-do. They were divided into the experiment group and control group to consist of 20 persons, respectively. For young children of the experiment group, the experiment was conducted while observing and experiencing through the division of the group into 5 persons on fixed days according to the program of ecological experience. Analysis showed that the program of ecological experience in the experiment group relatively higher effect of increase for the emotional intelligence of young children, and the use of self emotion, the cognition and consideration of other's emotion, the cognition and expression of self emotion, the regulation and impulse control of emotion, the relationship with teacher and the relationship with peer by sub-factors than that in the control group. In other words, close relationships with nature and inquiry instruction of ecological experience have provided the attitude-based formation living together with the understanding of natural world and eco-friendly attitude, the cognition of ecological crisis and social cooperation that couldn't feel in indoor education. Consequently, the program of ecological experience should prove useful for the emotional intelligence of young children.

• Korean Journal of Environment and Ecology
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• v.30 no.5
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• pp.908-914
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• 2016

Both interests in nature-friendly education and demands for nature experience program are steadily increasing in children education field in korea. This study aims to find out that five-sense experience-activity with healing factors of forest can have an effect on both self-efficacy and respectful recognition of life of children. 5-year-old young children were chosen as the subjects for this study. Test group participated two times a week in the special forest class in a children education institute in Chungju oo-dong while control group did not. Both test group and control group were composed of 20 young children respectively and each group were 11 boys and 9 girls respectively. The five senses experience activity program was conducted two sessions a week from 8 August to 20 September in 2016 and each session was one hour (60 minutes) long. Five senses experience activity is an activity that young children awaken their five senses in the forest, recognize seasonal change with their five senses, build up their selves and become intimate with nature. Before and after the program self- efficacy test and respectful recognition of life test were conducted and the data was analyzed using SPSS 18.0 program. The results indicated that after participating five senses experience activity program both children's self-efficacy which means having positive-thinking and self-confidence and respectful recognition of life which means valuing nature coexisting with nature were improved significantly(p<0.05). Through five senses experience activity young children felt nature freely and to their heart's content with their bodies and five senses experience activity had better positive impacts on children's self- efficacy and respectful recognition of life than classroom activities.

• Korean Journal of Childcare and Education
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• v.7 no.1
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• pp.93-120
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• 2011

This study was aimed at inquiring into the role characteristics of a early childhood teacher, who can put an act of tending & examining into practice, and organizing a role by analyzing the concrete reality based on the relationship with a early childhood teacher's role in Korea and Japan. As a result, this study could take a look at the characteristics, such as relation with conversation, relation through sensation and body, relation with familiarity, and relation by living through the cases in Korea. As for the cases in Japan, there appear the characteristics, such as relation through natural things, relation as an equal participant, relation with bodily movement, and relation with daily life. Based on the result of the analysis, this study organized a early childhood teacher's role as relationship through object-oriented language, relationship based on sensation, relationship based on fellowship, and ecological relationship.

• Korean Journal of Child Studies
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• v.37 no.5
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• pp.101-116
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• 2016

Objective: This study aimed to investigate how the eco-centered early childhood education by seasonal divisions influences the child's nature-friendly attitude and emotional intelligence. Methods: Forty 5-year-olds from 2 preschools in Gyeonggi were selected through convenience sampling and were divided into the experimental group (21) and the comparative group (19). The experimental group received eco-centered childhood education by seasonal divisions 2 or 3 times a week (33 in total). Pre-post data were collected on both groups and analyzed via t-test and ANCOVAs. Results: The key result was as follows: eco-centered childhood education by seasonal divisions influenced positively the nature-friendly attitude and emotional intelligence of children. Conclusion: Based on the result, it is recommended that eco-centered early childhood education be applied in childhood education and that relevant program be developed. Eco-centered education by seasonal divisions is meaningful in early childhood so that children can be harmonious with the nature. Furthermore, the study should be continued for the development of qualified eco-centered education.

• Journal of Family Resource Management and Policy Review
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• v.16 no.1
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• pp.21-39
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• 2012

The purpose of this study is to propose the direction of environmental education for early childhood children based on the environment-friendly life style and to improve the possibility of application of it at home and kindergarten. This study reviewed reflectively the early studies on the concepts of ecocentrism, the emerging process of it, the importance of environmental education for early childhood children based on the ecocentrism, and the practice of these kinds of education at home and kindergarten. The main concepts connected to the environment-friendly life style based on ecocentrism, that is, 'preservation of nature', 'interdepentence', 'wholeness', 'equilibrium' are the foundations of environmental education for early childhood children. When these kinds of concepts are considered, the aims of environmental education for early childhood children should be focused on the life style that attaches great importance to the symbiosis of human being and nature. The educational contents and methods in harmony with ecocentrism are as follows: The educational methods should be connected to the education based on ordinariness, the learning through adults' model, the family-community-centered activities, and ways of thinking of the unity of knowledge and conduct. And educational contents should include all of the life styles in clothes, food, and shelter. And the educational methods also should be connected to the education through joint working of children and teacher, play-centered education, activities considering ages and individual variations, and education connected home. And educational contents should include many different kinds of activities of experiencing nature outside home and kindergarten.

• Journal of the Korea Convergence Society
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• v.8 no.11
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• pp.423-430
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• 2017

The purpose of research is analyzing the ecological variables on the effect of child care teacher's happiness. The data was collected by the survey of the happiness factors and ecological variables of child care teachers. The results are listed below. First, of organismic variable, the age and the educational background of child care teacher showed discrimination one's happiness. Second, of micro system variable, the marital status is the only thing that affect the happiness. Third, of meso system variable, the teachers who are highly interact on each other such as, child to teacher and parents to teacher are much happier than others. Finally, of the outside system variable, the teachers who are working at the better working environment and good quality of duty are much happier than others.

• Korean Journal of Environment and Ecology
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• v.32 no.5
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• pp.541-552
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• 2018

This study investigated for perception about particulate matter in daily lives of mothers who have children aged from three to five years old and the difference of perception after participating in forest experience programs. The data were compiled from 122 mothers of preschoolers composed by 61 mothers who participated in the forest experience and those who did not. 82.8 percent of 122 mothers were concerned with particulate matters, and 84.4 percent frequently checked information on particulate matters. However, they lacked knowledge, countermeasures, and active practice to reduce it. Awareness of forest and fine particulate matter was high among mothers who had participated in the forest experience, with a high positive perception of forest role and forest environment. Therefore, expanding the opportunity for mothers to actively experience forest will contribute not only the forest experience in infants being activated but also to improve harmful environment such as fine particulate matter.