• Journal of the Korean Home Economics Association
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• v.35 no.6
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• pp.221-234
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• 1997

The purposes of this study were (a) to ascertain early childhood teachers' beliefs and practices relative to the developmentally appropriate practices, and (b) to determine the relative differences of child care center teachers' beliefs and practices and kindergarten teachers' beliefs and practices. Although interest in obtaining information regarding teachers' beliefs and practices for developmentally appropriate practices in early childhood education is not new, it has commanded considerable attention recently, reflecting concern about growing fragmentation and discontinuity between the early childhood education and care services. A questionnaire measure of 4-and 5-year-old classroom teachers' beliefs and practices based on the guidelines for developmentally appropriate practices of the National Association for the education of Young children, which was consisted of the Teachers' Beliefs Scale(TBS) and the Instructional activities Scale(IAS), was administered to 215 child care center teachers and 215 kindergarten teachers. Positive correlations were found not only between teachers' beliefs and practices but also between developmentally appropriate belief and activities, and between developmentally inappropriate beliefs and activities. There was significant difference between child center and kindergarten teacher groups on the mean scores of each subscale, revealing that kindergarten group had a greater mean score on both TBS and IAS than child care center group. The results of this study implies that there is a great deal of teaching in either child care centers or kindergartens which is not congruent with developmentally appropriate practice. Also, the information obtained with the questionnaire has supported the contention that early childhood education and care services are need to be amalgamated based on the developmentally appropriate practices.

• Korean Journal of Human Ecology
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• v.6 no.2
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• pp.15-26
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• 1997

The purpose of this study was to investigate the teacher's and parent's recognition of kindergarten and elementary school about the public education in early childhood education. Especially they included the recognition of concept and necessity, preconsideration, and the direction of future policy of early childhood education to public one. The subjects were 182 teachers and 190 parents in kindergarten and elementary school in Korea. The data was analyzed by Frequency, Percentage, and Chi-Square. The main results were as follows; 1. Teachers and parents defined the concept of public education of the early childhood education as a system which puts a direction in operation and support the finances of national and local government for public and private kindergarten. In addition, teachers and parents thought that the public education was necessary because early childhood was important in developmental aspects. 2. Teachers and parents insisted that the expansion of understanding about public education should be preconsidered and various early childhood programs should be developed. 3. Teachers and parents also agreed that the public education policy should be based on the model and should be progressed sequentially. But they distrusted the current policy.

• Korean Journal of Childcare and Education
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• v.14 no.1
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• pp.227-248
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• 2018

Objective: The purpose of this study was to investigate the recognition and qualities of early childhood coding education in childcare center teachers. Methods: 158 childcare center teachers responded to 56 questions on a questionnaire extracted and revised from previous research. Frequency analysis and one-way ANOVA were applied for the data analysis. Results: Many teachers agreed that the software education policy was timely appropriate. Most of them needed the education in order to improve children's creativity and problem solving ability, and answered that it is appropriate to start the education at age 5. Most of them recognized that small group and free choice activities, play activities linked with daily life topics and coding programs by the childcare center teachers were desirable as educational methods. Provision of educational HW/SW environment was a relatively important element for effective implementation of the education. The coding educational qualities perceived by the teachers were not high, and were related to the age of the children they were in charge of and their computer literacy. Conclusion/Implications: The recognition of childcare center teachers was relatively positive, but it is necessary to educate the teachers to improve their recognition and qualities of the education in consideration of teachers' variables.

• Korean Journal of Childcare and Education
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• v.14 no.1
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• pp.269-286
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• 2018

Objective: The purpose of this study was to clarify the influences of constructivist educational beliefs and eco-friendly teaching attitudes on early childhood teachers' mathematics teaching efficacy. This study also examined the mediating effect of eco-friendly attitudes on the relationship between the other two variables. Methods: A total of 399 teachers teaching 3,4 and 5-year-olds in Seoul, Gyeonggi and Incheon participated in this study. The data were analyzed using the SPSS Win 21.0 program and the Sobel test. Results: First, mathematical teaching efficacy of early childhood teachers was significantly correlated with constructivist educational beliefs and eco-friendly teaching attitudes. Second, with teacher's career as the control variable, constructivist educational beliefs have more influence in mathematical teaching efficacy than the other variable. Third, eco-friendly teaching attitude partially mediated between the other two variables. Conclusion/Implications: The results of this study imply that constructivist educational beliefs and eco-friendly teaching attitudes are important factors on mathematics teaching efficacy. It is expected that it will be used as basic data for various programs that increase constructivist educational beliefs and eco-friendly teaching attitudes.

• Korean Journal of Childcare and Education
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• v.16 no.2
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• pp.89-118
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• 2020

Objective: The purpose of this study is to conduct maker-education for prospective child care teachers explore changes and for the results to be used as a basic data to study the utilization of maker-education. Methods: To that end, 36 prospective child care teachers attending nursery school applied to the maker-education program and to the curriculum of children's literature and play. The collected interview materials and student journals were qualitatively analyzed. Results: The results showed that prospective child care teachers started with mixed expectations and but then actively participated in worries classes with interest and had fun. Also, in the stage of sharing, they changed from having difficulty communicating with colleagues to developing an attitude of cooperation and unity through communication. In addition, it has been shown that from feeling the difficulties of planning, planning changes and modifications are directly related to their development and that they are quickly and wisely dealt with. Conclusion/Implications: It is recognized that there is a need for a follow-up study to verify the effect of this as meaningful implications are derived from the effects of positively accepting feedback, planning to attempt a step-by-step approach, and active attitude toward communication between colleagues.

• Korean Journal of Child Studies
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• v.35 no.4
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• pp.263-279
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• 2014

The purpose of this paper is to explore the role of the variation of songs by teachers in early childhood classrooms where songs play an important role in managing the daily activities for young children. Early childhood teachers have demonstrated a high degree of competency to transform and modify a variety of songs that fit into children's developmental levels. The use of such songs enable both teachers and young learners to fully enjoy such classroom activities and are an important means for establishing rapport. The data were collected from direct observation and video recording in three early childhood classrooms, as well as through interviews with the teachers, and through the researcher's journals. The results of the study revealed that the teachers exhibit a high degree of professionalism in creating variations of the kind of songs that children seem to enjoy, and thereby creating high levels of classroom enjoyment generally. This study also showed that using a good variety of songs in early childhood classroom can facilitate understanding of the content in the curriculum Finally, this study also suggests that the teachers' skills in designing variations of songs can make early childhood education classrooms culturally attractive and aesthetically more creative.

• Journal of Families and Better Life
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• v.30 no.3
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• pp.59-67
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• 2012

This study investigate the influence of resilience on organizational commitment using social support as a mediating variable for kindergarten and childcare teathers. The subjects were 630 kindergarten and childcare teathers. The collected data were analyzed by Pearson's correlation as well as single and multiple regressions that used SPSS Win 19.0. The results were as follows: (1) The resilience was significantly associated with organizational commitment of kindergarten and childcare teachers. (2) The resilience was significantly associated with social support of kindergarten and childcare teachers. (3) The resilience was not significantly associated with organizational commitment of kindergarten and childcare teachers, controlled by social support. The results showed the social support was more important variable affecting organizational commitment of kindergarten and childcare teachers than the resilience. As a result, teachers have to be strengthened for support of social emotion that helps to control of their emotional condition and social evaluation that estimates their role positive under administration system.

• The Korean Journal of Food And Nutrition
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• v.27 no.1
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• pp.66-74
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• 2014

The purpose of this study is to compare the perceptions and needs for nutrition education between early childhood teachers and parents. This data will address the effective plans and suggest further nutrition education programs for early childhood education centers. This study was conducted with 200 early childhood teachers and 174 parents in Busan. We collected data through questionnaires from teachers and parents and then computed the frequency and ${\chi}^2$ test to analyze the data. The questionnaire was revised and complemented on the basis of related literatures and previous researches. According to our results in this study, there was a significant difference between the teachers' and parents' perceptions on the need of nutrition education and the reason for needing nutrition education. And there were differences among aims, contents, methods, and effective ways of nutrition education for children. In addition, there was a significant difference among the needs from teachers and parents on nutrition education. Finally, the results of this study suggest various implications for developing nutrition education programs in early childhood education centers. These results can be used to develop nutrition education program by considering the teachers' and parents' perceptions and needs. These may be useful data when planning for the nutrition curriculum in early childhood education centers.

• Korean Journal of Childcare and Education
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• v.15 no.1
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• pp.91-106
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• 2019

Objective: The purpose of the present study was to examine the moderating role of childcare teachers' sense of humor in the relationship between their job stress and happiness Methods: Participants were 294 childcare teachers working at 83 childcare centers located in Busan and Gyeongnam. Teachers completed a rating scale in order to examine their demographic variables, job stress, sense of humor, and happiness. The collected data were analyzed using product-moment correlation and hierarchical multiple regression. Results: Childcare teachers' job stress was negatively correlated with their happiness. And childcare teachers' sense of humor had a positive relationship with their happiness. Hierarchical regression analysis indicated that the interaction of childcare teachers' job stress and sense of humor predicted their happiness. Childcare teachers' job stress was significantly associated with their happiness among those who demonstrated the lowest level of sense of humor. Childcare teachers' job stress had no relationship with their happiness, especially for those with the highest level of sense of humor Conclusion/Implications: We suggested that having a sense of humor might be valuable for childcare teachers in order to buffer the link between their job stress and happiness.

• Korean Journal of Childcare and Education
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• v.17 no.1
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• pp.19-37
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• 2021

Objective: This study aimed to explore the effect of the national preschool curriculum on children's development in Korea, focusing on teachers' daily practice. By comparing the effect of the teachers' curriculum practice to that of quantitatively measured free play, it tried to add practical implications beyond the statistical significance. Methods: Participants were 512 three-year-old children who participated in the Panel Study of Korean Children and their teachers. National curriculum practice and free play time at the age of three was put in the hierarchical linear regression models to discover children's developmental outcomes at the age of four, in domains of language, cognitive development, and social development. Results: Results demonstrated the significant positive influence of national curriculum practice on every domain of developmental outcomes. However, no facilitative influence of free play time was observed. Conclusion/Implications: The importance of teachers' practice of the national curriculum was emphasized. It was implied that the quantity of free play time itself did not assure the sound development of children. Policy implications were discussed regarding teacher practice and education.