• Fire Science and Engineering
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• v.20 no.1 s.61
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• pp.15-22
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• 2006

This study intends to raise the fire safety awareness level which the teachers have in infant schools. The results of the study are as follows. The early childhood teachers consider the fire safety awareness level of our society low, though their fire safety awareness level be above the average. The education program for the fire safety is mapped out and the teachers prefer an observation class and a field trip for the program in almost infant schools. The early childhood teachers have difficulty acquiring the knowledge for the field experience and work and getting teaching aids for the fire safety. Therefore the early childhood teachers extremely much desire teaching aids for infants to be developed and diffused.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.8
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• pp.3466-3471
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• 2011

This study is to examine how media education is recognized and used in the field of early childhood education. For this, it analyzed awareness and problems of media education by kindergarten teachers and parents and set the following research questions to find out a new alternative of media education for children. First, what are differences in concerns and educational experiences on media education for children by teacher-parents? Second, what are differences in teaching-learning methods on media education for children recognized by teachers-parents? Third, the present study examined problems and effective improvement methods of media education for children with 250 teachers in the field of early childhood education and 250 parents and obtained the following conclusions. The teaching-learning method preferred most by teachers and parents was talking activity and as a result of asking the preferred type of group, it was found that teachers-parents answered small group activity was most ideal and what are to be improved in the media education for children included the extension of teachers' opportunities to have research training and non-establishment of the genral theory of media education in our whole society.

• Korean Journal of Childcare and Education
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• v.5 no.2
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• pp.91-112
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• 2009

The purpose of this study was to analysis children's engagement behavior and teachers' linguistic behavior by type of group activity in kindergarten. The subjects were 45 children and 2 teachers of 5 years' class in 2 kindergarten. The data were collected by 16 times observation in general classrooms for 4 weeks to explore the children's engagement behavior and teachers' linguistic behavior. The results of this study are as follows: Firstly, the large group and structural activity from initiated teacher's plan. Secondly, children's watching and listening behavior was most frequently shown in academic large group activity. And children's active engagement behavior was most frequently shown in free play of peer group. Finally teachers explained and directed frequently in academic large group activity. And teacher praise and permission was frequently shown in free play of small group teacher-child interaction. Consequently, it is important to recognize the relationships between the activity type and children's engagement behavior in organized daily program for early child education.

• Korean Journal of Childcare and Education
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• v.1 no.1
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• pp.125-146
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• 2005

This study examined the interactive effects of physical environment of childcare centers and teachers' creative teaching approaches on the level of young children's creativity. To do so, the study conducted an assessment called TCAM(Thinking Creativity in Action and Movement) that was developed by Torrance to 182 young children. Also, it utilized questionnaires to ask 28 teachers concerning physical environment of childcare centers and their creative teaching approaches level. The findings of this study were: First, the gender of young children didn't affect the level of young children's creativity but the age of young children positively affected the level of their imagination that is the subordinate area of creativity. Second, the high level of physical environment of childcare centers positively affected the level of young children's creativity. Third, teachers' actively creative teaching approaches positively affected the level of young children's creativity. Forth, both physical environment of childcare centers and teachers' creative teaching approaches interactively and positively influenced the level of young children's creativity. Fifth, both physical environment of childcare centers and teachers' creative teaching approaches positively affected the level of young children's creativity. The result of this study implies that the level of young children's creativity increases when childcare centers demonstrate high quality of physical environment and teachers deliver creative teaching approaches actively.

• The Journal of the Convergence on Culture Technology
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• v.8 no.1
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• pp.39-49
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• 2022

Early childhood teachers are teachers who take care of and raise infants or children and play a role in providing various care. The purpose of this study is to investigate the correlation between how the positive psychological capital of early childhood teachers affects the behavioral attitude of early childhood teachers through job stress in the COVID-19 situation. This study was conducted through an online survey from October 1st to October 14th, 2021, targeting 220 kindergarten teachers and daycare center teachers. Except for 20 questionnaires such as omission of records, a total of 200 questionnaires were used for the final analysis. As a result of hypothesis verification, first, it was found that self-efficacy and hope among positive psychological capital had an effect on lowering work stress. Second, among positive psychological capital, hope and optimism were found to have an effect on lowering parents' stress. Third, it was found that work stress had a positive effect on turnover intention but a negative effect on loyalty. On the other hand, it was found that parent stress had a positive effect on both turnover intention and loyalty. Based on the results of this study, it is expected that it can be used as basic policy data to help lower the turnover intention of early childhood teachers in the situation of COVID-19.

• Proceedings of the Korean Society of Computer Information Conference
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• 2017.07a
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• pp.207-208
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• 2017

본 논문에서는 유아교육기관에서 유치원 교사들이 멀티미디어를 활용하는데 있어서 학습 능력 향상 및 소프트웨어 활용 기술을 향상시키기 위해 플립러닝을 진행하도록 한다. 이를 통해 최신 멀티미디어의 특성을 잘 활용한 교수자의 강의 보다는 플립러닝을 위한 참여자 위주의 수업을 진행한다. 새롭게 등장하는 멀티미디어 기술을 접해야 하는 과목의 특성과 창의적이고 융합적인 인재를 양성해야하는 유치원 교사의 역할을 접목하여 미래 사회를 이끄는 유아들에게 효율적인 학습이 이루어지도록 하는 데에 큰 의의를 둔다. 유치원 교사들은 멀티미디어를 활용한 교수매체 활용 능력을 향상시키는 것은 물론이고, 최신 미디어 기술을 수업에 적극 활용하여 4차 산업혁명 시대의 흐름에 맞는 교과과정을 운영하도록 한다, 따라서 본 연구는 유치원 교사들을 양성하는데 있어서 미디어 교육의 중요성을 알리고 이를 교과과정에서 운영할 수 있도록 플립러닝을 활용한 교육과정을 제시하고자 한다.

• Journal of Convergence for Information Technology
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• v.11 no.3
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• pp.147-158
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• 2021

The purpose of this study is to perform of composition of young children teacher's verbal interactions and problem solving strategies by semantic network analysis. The data was collected the narrative of teacher in young children's environmental education. Additionally, this study used categories as a unit of analysis in order to find out structural characteristics. The results of this study were as follows. First, teacher's verbal interactions, providing information was the most cental, high influence appeared along with integration. Second, teacher's problem solving strategies, suggestion was the most cental, high influence appeared along with divergent thinking. Third, teacher's verbal interactions and problem solving strategies, suggestion was the most cental, providing information and divergent thinking appeared a strong connection. Besides, suggestion and decision were mediated by concern of problem, assessment appeared connection. Through these results from this study it is suggested that in order to interact and support problem solving process in young children's environmental education, teacher education to respond and understand contextually with young children is necessary.

• The Journal of the Korea Contents Association
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• v.20 no.3
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• pp.470-480
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• 2020

The purpose of this study was to investigate the perceptions of multicultural education for pre-childhood educators in Korean and Chinese, and to explore the direction of multicultural education. The subjects of this study were Korean and Chinese college students enrolled in the Department of Early Childhood Education, and the t-test and chi-square test were conducted on the questionnaire. The results of the study were as follows: First, there was no significant difference in the two groups' interests in multiculturalism and their perceptions of multicultural children and their families, but there were some differences. Overall, Korean students were positive about multicultural children and families. Second, there was no significant difference between the two groups in the recognition of the necessity of multicultural education, but Korean students were more positive. Third, the need for multicultural education did not differ between the two groups. Through this study, it was found that in order to revitalize multicultural education, it should be made in the direction of improving multicultural efficacy with practice-oriented education rather than theory-based education.

• The Journal of the Convergence on Culture Technology
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• v.9 no.4
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• pp.357-362
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• 2023

This study aims to investigate the perception of pre-service early childhood teachers regarding play-oriented education through metaphorical analysis, in order to comprehend its meaning that pre-service early childhood teachers perceive. A questionnaire was used, which asked the participants to express play metaphorically and provide reasons for their choices. The collected data were analyzed using a systematic metaphorical analysis approach. The results revealed that the metaphorical expressions of pre-service early childhood teachers regarding play-oriented education were categorized as instructional methods being the most prominent, followed by environment, enjoyment/happiness, autonomy, growth and development, interactive relationships, child-directedness, the essence of life, interest, creativity, potential, variability, everyday life, ambiguity of beginnings and endings, naturalness, and others. Based on these findings, it is expected that one can attain insights regarding the methods of training pre-service early childhood teachers on how to implement play-centered education in the revised Nuri curriculum.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.5
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• pp.278-287
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• 2021

The purpose of this study is to research how a teaching personality and ethics in teaching affect the competence of students majoring in early childhood education. Questionnaires were distributed to 211 early childhood education students residing in I-city. For this study, frequency analysis, averages, and standard deviation were calculated by using SPSS 22.0, with Cronbach's alpha for the reliability test. To determine the relevance of each variable, correlation analysis and multiple regression analysis were done, with results as follows. First, the teaching personalities perceived most by the students were morality and educational principles. Ethics for infants and ethics for households were most perceived in the ethics of teaching; for competency, understanding of the curriculum, understanding infant protection, and learning support were perceived the most. Second, there is a statistically significant correlation among a teacher's personality, ethics, and competence. Third, the sub-factors of both personality and ethics have a positive effect on competence. The above results indicate that there should be multilateral research into students majoring in early childhood education to ensure they have correct and positive competency so they can provide high-quality early childhood education services, recognizing the importance of competence.