• Title/Summary/Keyword: 유아교사교육

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The Effects of Early Childhood Teachers' Happiness and Psychological Burnout on Their Teacher-Child Interactions (유아교사의 행복감과 심리적 소진이 교사-유아상호작용에 미치는 영향)

  • Kim, Su Jin;Kim, Sang Lim
    • The Journal of the Convergence on Culture Technology
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    • v.6 no.2
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    • pp.123-130
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    • 2020
  • We aimed to investigate the effects of early childhood teachers' happiness and psychological burnout on their teacher-child interactions. The subjects were 250 early childhood teachers in Metropolitan area, South Korea. We measured subjects' happiness, psychological burnout, and teacher-child interactions using the questionnaire surveys. The collected data were analyzed with descriptive statistics, Pearson correlation analyses, and the analyses of multiple regression using SPSS 24.0. As results, early childhood teachers' happiness showed the significantly positive correlation with teacher-child interactions, but psychological burnout showed the significantly negative correlation with it. It was found that early childhood teachers' happiness and psychological burnout statistically significantly affected teacher-child interactions. The results implied that there was a need to enhance early childhood teachers' happiness and to reduce their psychological burnout in order to improve the quality of teacher-child interactions.

A Study on Actual Conditions of Preschool Education for Activation of Public Education (공교육 활성화를 위한 유아교육 현황 분석)

  • Jeong, Kyoung Hwa;Kwon, Eun Joo
    • Korean Journal of Childcare and Education
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    • v.2 no.1
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    • pp.65-88
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    • 2006
  • This study intended to activate public education, researched and analyzed real conditions of preschool education to know desirable directions of public education and help parents recognize public education. The final purpose is to offer basic materials to reestablish preschool education in the public education system. First, parents' recognition concerning preschool education in the public education system was much different from that of teachers. As for definitions of preschool education as a public education, parents understood that it means 'the nation and self-governing bodies manage aid both the public and private kindergartens', and teachers recognized that it means that 'the nation and self-governing bodies not only found operate public kindergartens but also aid manage educational funds of private kindergartens. Second, the examination of educational environments of kindergartens told that teachers and parents thought that opportunity to enter the kindergarten is not equal for all children in our country, and quality of kindergarten teachers is satisfactory. Also, they thought that curriculums of preschool educational organs have been set well according to children's developmental stages, education quality is different according to preschool education organs' foundation-types. They recognized that facilities and apparatus of preschools are satisfactory, security and neatness of preschools are satisfactory, too. Third, the examination of developmental directions of preschool education as a public education proved following facts; as for foundation-types of kindergartens in the future when promoting preschool education as a public education, parents answered financial support and supervision by the government, teachers answered aid and management of operational fees as well as support for teacher personnel expenses.

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The Influence of the Early Childhood Teacher's Play Teaching Efficacy and Play Sensitivity on Young Children's Play Flow (유아교사의 놀이교수효능감 및 놀이 민감성이 유아의 놀이몰입에 미치는 영향)

  • In-Sook Choi
    • Journal of the Health Care and Life Science
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    • v.11 no.1
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    • pp.49-57
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    • 2023
  • The purpose of this study is to analyze the relationship between early childhood teachers' play teaching efficacy and play sensitivity and children's play immersion, and to investigate the effect of play teaching efficacy and play sensitivity on children's play immersion. To this end, a survey was conducted targeting 359 early childhood teachers working in kindergartens and daycare centers located in J province. The research tools used in this study were 'Efficacy in Play Teaching' and 'Teacher's Play Sensitivity Scale' targeting teachers and 'Infant Play Immersion Test' targeting infants. As a result of the study, first, the correlation between play teaching efficacy and play sensitivity and young children's play immersion showed that there was a positive correlation between all variables other than the transformation of the sense of time among the teacher's play sensitivity sub-factors and play observation and children's play immersion sub-factors. Second, as a result of examining the effect of teacher's play teaching efficacy and play sensitivity on young children's play immersion, it was found to have a partially statistically significant effect.

A Study on the Perceptions of Pre-service Early Childhood Teachers on Climate Change (예비유아교사의 기후변화에 대한 인식 연구)

  • Se-Ru Kim
    • Journal of the Health Care and Life Science
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    • v.10 no.2
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    • pp.379-386
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    • 2022
  • This study was conducted with 150 pre-service early childhood teachers at G University in G Metropolitan City to find out the perceptions of pre-service early childhood teachers on climate change. The questionnaires were collected and frequency, percentage, and multiple response analysis were conducted. As a result of the study, first, all pre-service early childhood teachers perception of climate change was recognized, and a sufficient understanding of the concept of greenhouse effect, concept of climate change, and types of greenhouse gases was required, and scientific knowledge was insufficient. Second, about the relationship between climate change and humans, the causes of global warming and the signals of climate change were properly recognized. The awareness of the effects of global warming was high, but the comprehensive understanding was insufficient. Third, the convention on climate change knows to some extent how to respond to climate change, and the international community recognizes the subject of climate change prevention, and climate mitigation efforts are limited to individuals. It was found that most of the practical contents for reducing carbon emissions in daily life are being practiced well. These results are intended to provide basic data for the development of educational programs for pre-service early childhood teachers on climate change.

A Study on the Variables That Predict Science Teaching Efficacy of Teachers of 0 to 2-year-olds and 3 to 5-year-olds in Childcare Center (어린이집 영아반 및 유아반 교사의 과학교수효능감에 영향을 미치는 변인 연구)

  • Kim, Min Jeong;Kim, Ji Hyun
    • Korean Journal of Childcare and Education
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    • v.11 no.6
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    • pp.97-114
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    • 2015
  • This study is aimed to determine whether there is any meaningful correlation between predictors and is intended to examine the relative influences that the pedagogical content knowledge of science teaching, scientific attitudes, science teaching intentions have on their science teaching efficacy. The results, showed that the childcare center teachers' pedagogical content knowledge of science teaching, scientific attitudes, science teaching intentions, and science teaching efficacy are all correlated with each other. The teachers' science teaching efficacy are predicted by their scientific attitudes, science teaching intentions, and pedagogical content knowledge of science teaching-learning methods. Specifically, for teachers of 0 to 2-year-olds, their science teaching efficacy is predicted by their science teaching intentions and scientific attitudes. For teachers of 3 to 5-year-olds, their science teaching is affected by their scientific attitudes and their pedagogical content knowledge.

Exploration of the Revised Nuri Curriculum Education Experience and Perceptions of Childcare Center Teachers (어린이집 교사의 개정 누리과정 교육 경험과 인식에 관한 탐색)

  • Kim, Hyeon-Yeong;Lee, Myung-Sook
    • The Journal of the Korea Contents Association
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    • v.22 no.4
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    • pp.519-534
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    • 2022
  • This study attempted to prepare a realistic support policy for the early childhood education field by specifically grasping the reality and perception of the 2019 revised Nuri curriculum play-based Education experience of the childcare center teacher. To this end, individual in-depth interviews were conducted with childcare center teachers in Seoul and Gyeonggi-do, who had the current Nuri curriculum education experience. For the collected data, implications were derived using Hatch's(2002) pattern analysis and interpretative analysis, and Seidman's(2006) interview data analysis. As a result of this study, first, kindergarten and childcare center teacher apply the same integrated revised Nuri curriculum, but childcare center aims for education that considers childcare perspectives and safety more. Second, childcare center teachers had difficulties in educational matching in the process of linking self-directed open play activities in which infants were the main subjects. Third, childcare center teachers' educational understanding of play activities and ability to grasp values contribute to infant interaction and bond growth. In conclusion, there is an urgent need for a national policy plan for teacher education, exchange support, and infant ratio adjustment for effective education implementation of the current Nuri curriculum.

The Effect of Pre-service Early Childhood Teachers' Reality Shock and School Burnout on Career Search Self-Efficacy (예비유아교사의 현실충격과 학교소진이 진로탐색효능감에 미치는 영향)

  • Hae Jung Lee;Se Jin Eom
    • The Journal of the Convergence on Culture Technology
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    • v.9 no.5
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    • pp.245-253
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    • 2023
  • The purpose of this study was to investigate the effect of pre-service early childhood teachers' reality shock and school burnout on career search self-efficacy. The study participants were 195 pre-service early childhood teachers. The results of the study were as follows: First, it was found that pre-service early childhood teachers had relatively high level of reality shock, school burnout, and career search self-efficacy. Second, there was a significant positive correlation between reality shock and school burnout and negative correlation between reality shock, school burnout, and career search self-efficacy of pre-service early childhood teachers. Third, pre-service early childhood teachers' reality shock and school burnout significantly influenced career search self-efficacy. The result of this study provides educational basic data on an early childhood teacher training program in improving career search self-efficacy.

The Effects of Self-esteem on Health Promotion Behavior in Pre-service Early Childhood Teachers (예비유아교사의 자아존중감이 건강증진행위에 미치는 영향)

  • JiYoon Kim
    • The Journal of the Convergence on Culture Technology
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    • v.10 no.4
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    • pp.183-191
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    • 2024
  • The purpose of this study was to investigate the impact of pre-service early childhood teachers' self-esteem on their health promotion behaviors. The participants were 230 pre-service early childhood teachers from Seoul and Gyeonggi-province. The data were analyzed using the SPSS version 22.0 program. The results of the study can be summarized as follows: Firstly, the self-esteem and health promotion behaviors of pre-service early childhood teachers were found to be above average. Secondly, there was a significant correlation between the self-esteem of pre-service early childhood teachers and their health promotion behaviors. Thirdly, the factors influencing the health promotion behaviors of pre-service early childhood teachers included self-esteem, academic grade, and satisfaction with their major, which together accounted for 28% of the variance. This study is significant as it empirically demonstrates that self-esteem is a crucial factor influencing the level of health promotion behaviors among pre-service early childhood teachers.

The Perception and Needs Analysis of Early Childhood Teachers for Development of a Play-Based Artificial Intelligence Education Program for 5-Year-Olds (만 5세 대상 놀이중심 인공지능 교육 프로그램 개발을 위한 유아교사의 인식과 요구분석)

  • Park, Jieun;Hong, Misun;Cho, Jungwon
    • Journal of Industrial Convergence
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    • v.20 no.5
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    • pp.39-59
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    • 2022
  • We analyze the perceptions and requirements of early childhood teachers for artificial intelligence(AI) education to develop an AI education program for 5-year-olds. As for the research methodology, we conducted a survey and an in-depth interview to extract the AI educational elements centering on the analysis stage, the first stage of the ADDIE model. The research result is that first, it is necessary to design a curriculum that combines the contents of early childhood education and AI education to be naturally accepted as AI education for 5-year-olds. Second, an evaluation tool for AI education that can showcase the teacher's reflection should be developed systematically. Third, it is necessary to support a play-centered AI education support and environment for early childhood teachers. Lastly, it is essential to establish a system that can be continuously operated in the field of early childhood education in consideration of AI education in the non-curricular curriculum. It is expected that in the future, a play-oriented AI education program for 5-year-olds will be developed to spread awareness of AI education for infants and present an AI education approach for each age and stage of learners.

The Relationship between Teachers' Efficacy Belief and Interactions of Teachers and Children (보육교사의 교사효능감과 교사-유아 상호작용과의 관계)

  • Kim, Hyoun Ji;Na, Dong Jin
    • Korean Journal of Childcare and Education
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    • v.2 no.2
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    • pp.111-128
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    • 2006
  • The goal of this study was to examine the relationship between teachers' efficacy belief and interactions between teachers and children of childcare teachers, and utilize the results as the basic data to educate of teachers. The subjects were 205 teachers at 48 childcare centers located in the Jeonlabukdo area. The results of this study are as follows: First, personal teaching efficacy and factors of interactions between teachers and children were significantly different by the types of childcare institution. Second, personal teaching efficacy was correlated positively with teachers' experiences. General teaching efficacy, personal teaching efficacy and factors of interactions between teachers and children were correlated positively with teachers' age. Third, factors of interactions between teachers and children were correlated positively with personal teaching efficacy. Lastly, personal teaching efficacy was the most powerful variable influencing interactions between teachers and children.

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