• Journal of the Korea Society of Computer and Information
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• v.25 no.1
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• pp.221-231
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• 2020

Due to the fourth industrial revolution, people are excessively exposed to smart devices regardless of age, and the dependence is increasing rapidly. In the same context, various problems on information ethics have emerged to infant teachers and children. Therefore, there is a need to present guidelines for infants on the correct use of smart devices. This study proposes means to promote information ethics education in infant education based on a survey on future teachers attending Department of Early Childhood Education. Also, it suggests development of various teaching materials. The main significance of the research is to provide a balanced information ethics education and to develop interactive teaching materials. It also calls for infant teachers, as wells as infants, to understand the need for information ethics education and to provide desirable media education for infants.

• The Journal of the Korea Contents Association
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• v.22 no.8
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• pp.455-466
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• 2022

This study was aimed at finding the direction to be supplemented in early childhood creativity education by identifying difficulties and revitalization methods for early childhood education experts such as early childhood education scholarships, directors of early childhood education institutions, and daycare center support staffs at childcare support center. For this study, we collected data of total 33 early childhood education experts, from August to October 2019. As a result of the study, first, the difficulties in early childhood creativity education were found to be 'Evaluation certification system (evaluation meeting)', 'Quality of teachers', 'Number of teachers to children', and 'Lack of definition and direction of creativity'. Second, as revitalization methods to active creativity education for early childhood, they answered with 'Establishment of infant-centered, play-centered curriculum considering on-the-ground characteristics', 'Securing the quality of teachers through their own efforts and supporting various policies', 'Autonomous and diverse program operation of early childhood education institutions', and 'Cooperation with parents'. Through this, it was possible to broadly understand difficulties and revitalization methods of early childhood education experts, and the results of this study can be used as basic data to prepare measures to improve and support in the field of creativity education in early childhood education in the future.

• The Journal of the Korea Contents Association
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• v.17 no.4
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• pp.629-644
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• 2017

Purpose: This research aims at exploring what early childhood teachers experienced in the teachers' community for the national-level curriculum implementation while participating in group consulting. Method: The participants were 10 teachers working at the day care centers located in the capital area. They had joined this study for 9 months, sharing and practicing various strategies related to curriculum implementation through community-based group consulting. Result: First, the teachers came to understand the frame of curriculum from a different point of view. Second, the teachers focused not only on the contents of education but on the methods of education, and shared the forest of feasibility crossing educational plans and the reality. Third, they found various methods to solve the problems and learned transformation ways in the context of curriculum implementation. Fourth, it was verified that nevertheless, there was still complicated and situational dilemma in curriculum implementation. Conclusion: The community-based group consulting was meaningful for the early childhood teachers because it enables them to enhance their professional techniques for the curriculum implementation.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.8 no.4
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• pp.647-654
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• 2018

This study examines the literature regarding teacher-child interaction in the classroom, aiming to find ways to support child-care teachers in improving the quality of teacher-child interaction. The study selected studies exploring teacher-education programs that aim to support child-care teachers in interacting with their children in the classroom in a quality manner. The selected studies were analyzed, by focusing on how the study proposes ways to support child-care teachers in interacting with their children in a quality manner. The results of previous studies are as follows: 1) the literature tends to focus on teachers' language interaction with their children in the classroom; 2) the literature tends to apply a variety of observation tools (or coding schemes) to measure teacher-child interaction in child-care settings; 3) the literature prefers individualized approaches such as mentoring or consulting as ways of supporting child-care teachers in interacting with their children in a quality manner; and 4) the literature aims in general to improve teachers' self-reflection skills.

• Korean Journal of Child Education & Care
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• v.19 no.2
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• pp.1-17
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• 2019

Objective: The objective of this study was to explore the perception and its improvement of pre-service teachers regarding teaching professionalism. The subjects of this study were 41 university students who experiencing early childhood teaching practice and 41 their cooperating teachers. Methods: In order to examine perception and its improvement on teaching professionalism, teaching professionalism scale for pre-service early childhood teachers (TPSECT) that was 33 items was administrated. Data were analysed paired t-test and contents analysis. Results: First, early childhood teaching practice experience affected positive effects on the four subordinate areas of teaching professionalism: , , , and improved perception of teaching professionalism. Second, student teachers were developing teaching professionalism, in a course of early childhood teaching practice which consisted of performing teaching real children in the field, evaluating and feedback of cooperating teacher, self-reflection and re-instruction. Conclusion/Implications: For improving pre-service teachers' professionalism, except a teaching practice subject, it is necessary to open various subjects that provide practical experiences, such as, teaching real children, observing actual class. This suggests that more experiential and practical in-service education program will be demanded.

• Korean Journal of Child Education & Care
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• v.18 no.2
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• pp.231-246
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• 2018

The purpose of this study was to investigate early childhood special education teachers' experience, difficulties and need for effective disability understanding education in inclusive education field. The researcher interviewed 3 different early childhood special education teacher. Each participant was individually interviewed 2-3 times with deliberated questions for collecting data. After the interview was analyzed, the contents were categorized into three major themes and twelve sub themes. The three major themes were (1) early childhood special education teachers' difficulties in inclusive education field. (2) experience in the disability understanding education (3) need for proper disability understanding education. First, the teachers were awareness of the difficulties at the inclusive education field due to ambiguity in the role and location, the extension of the expertise, and the misaligned system. Second, teachers stated that the barriers to disability understanding education include creating prejudice, varied according to teachers ' abilities, poor perception of appropriate methods, and low concerns of adults and young children. Third, the results showed that development of the teaching manual, improvement of the administrative system, change in perception of disability understanding education, and disability understanding education based on the experiences of young children were necessary for effective disability understanding education. Based on these results, several specific implications for effective disability understanding education were suggested.

• Korean Journal of Childcare and Education
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• v.11 no.3
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• pp.63-83
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• 2015

The purpose of this study was to examine the multicultural sensitivity of early childhood teachers, their perception on the purpose of multicultural education and any possible differences in those regards according to their background variables in an effort to determine the influence of the multicultural sensitivity of early childhood teachers and their perception on the purpose of multiculitural education on multicultural sensitivity, as the two variables were closely bound up with multicultural teaching efficacy. The subjects in this study were 283 selected early childhood teachers. The findings of the study were as follows: First, as for perception on the purpose of multicultural education, caring-centered perception was most common among the early childhood teachers, and their scores in multicultural sensitivity were a little above average. Second, there were significant differences among the teachers in multicultural sensitivity and perception on the purpose of multicultural education according to career, age and academic credential. Third, multicultural sensitivity and four perceptions on the purpose of multicultural education had a significant positive correlation with multicultural teaching efficacy. Multicultural sensitivity exerted the largest influence on multicultural teaching efficacy. Among the four perceptions of the purpose of multicultural education, caring-centered perception and social action-centered one turned out to have an impact on the subvariables of multicultural teaching efficacy. This study will provide basic information to prepare some solutions that enforce ealry childhood teachers' mulitucultutral education ability by improving their multicultural teaching efficacy.

• Proceedings of the KHMA Conference
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• 2005.11a
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• pp.290-290
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• 2005

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.10
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• pp.4478-4486
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• 2012

The purpose of this stud is to find out what factors that multicultural awareness and multicultural attitude of early childhood teachers affect multicultural efficacy are. In order to achieve this research purpose, the survey was carried out by using questionnaires targeting 394 early childhood teachers working in Early Childhood Educational Institutions located in I city. The response results are as follows: First, multicultural awareness, multicultural attitude, multicultural efficacy of early childhood teachers did not show any difference by workplace. Second, it turned out that there is a significant correlation between multicultural awareness, multicultural efficacy of early childhood teachers. Third, it turned out that multicultural awareness and multicultural attitude of early childhood teachers have a positive influence on multicultural efficacy. In view of the results of this study, multicultural efficacy can be improved when awareness and attitude of early childhood teachers on multicultural education are changed so it is thought that various studies that can continuously conduct multicultural education training programs etc. for early childhood teachers should be conducted.

• Journal of Internet of Things and Convergence
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• v.10 no.2
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• pp.93-102
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• 2024

The purpose of this study is examine the validity of digital competency indicators in order to develop a tool that can measure the digital competency of preschool teachers. To review the validity, exploratory factor analysis and confirmatory factor analysis were conducted on the data of 272 preschool teachers. The exploratory factor analysis resulted in four factors, and the confirmatory factor analysis verified the fit, validity(convergent validity, discriminant validity) and reliability of each competency group and the model composition of sub-competency indicators. The four factors validated were named 'Understanding Digital Technologies', 'Digital Technology Understanding', 'Digital Technology Application', 'Digital Technology-based Communication', 'Digital Ethics Understanding and Practice'. The analysis results demonstrated the reliability and validity of the tool for measuring the digital competencies of preschool teachers, and it is meaningful in that it can provide a foundation for measuring the digital competency of preschool teachers and conducting education program suitable for each digital competency level.