• Korean Journal of Childcare and Education
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• v.11 no.2
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• pp.201-220
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• 2015

The purpose of this study is to analyse the effects of teachers'personal background (academic, education career) and institutional characteristic factors(founded facility type, class size, and curriculum organization type) on the quality of the classroom in early childhood education and care(ECEC) fields. This study is to explore the conditions for improving the quality of ECEC, looking back on a traditional paradigm focused on teacher education and qualifications. The hierarchical regression analysis was conducted through a survey as a research method. The results indicated that the effects of institutional characteristics were more influential than teachers' education on classroom quality. Public kindergartens and child care centers were reported to have higher effects than the private ones on classroom quality. Based on these results, policy implications and future research plans were suggested in perspective of improving the publicness of ECEC services.

• Korean Journal of Childcare and Education
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• v.7 no.2
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• pp.81-96
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• 2011

The purpose of this study was to develop a multicultural education practice scale for preschool teachers and to examine the reliability and validity of the scale. Participants for this study were 310 preschool teachers from Seoul and Gyeonggi. The multicultural education practice scale for preschool teachers was consisted of 3 factors, 'multicultural national to understand', 'interactions with multicultural children' and 'multicultural culturally to understand' with 13 items. Cronbach's ${\alpha}$ was ranged from .74 to .82. The confirmatory factor analysis revealed that RMSEA=.08, SRMR=.06, NNF=.90, and CFI=.92. All these results show that the multicultural education practice scale for preschool teachers is quite reliable and valid.

• Korean Journal of Childcare and Education
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• v.10 no.5
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• pp.83-100
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• 2014

This study aims to explore the relationships between preschool teachers' beliefs about the purpose of multicultural education and their attitudes and teaching efficacy with respect to multicultural education. For this purpose, 296 teachers, who were working at kindergartens and daycare centers, were chosen for this study and the survey method was used to collect data. The TMAS (Teacher Multicultural Attitude Survey), Multicultural Teaching Efficacy Scale, and teachers' belief about the purpose of multicultural education were used to evaluate teachers' multicultural-related variables. To analyze the data, frequency measurements, percentile, one-way ANOVA, and Pearson's product moment correlation coefficient were used. Through this study, these findings were found: 1) Teachers most perceive human relations as the purpose of multicultural education. 2) There is no relationship between the belief in multicultural education and the attitudes and teaching efficacy with respect to multicultural education. However, The attitudes about multicultural curriculum show meaningful differences, depending on the teachers' beliefs about the purpose of multicultural education. 3) The attitudes and teaching efficacy with respect to multicultural education are strongly related to each other. These findings are discussed with respect to the necessity of multicultural education curriculum development for preschool teachers.

• Korean Journal of Childcare and Education
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• v.11 no.3
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• pp.103-127
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• 2015

This study is based on the criticism against life contempt tendency in the educational environment of our society. The purpose of this study is to find out the perception and expectation about the realities and formations of partnership between the home and early childhood educational setting of parents and teachers. The ultimate aim is to build a foundation which transforms educational settings into warm educational communities. The research participants were 4 mothers whose children attended the setting and 4 teachers of the early childhood educational setting (8 participants in total). The research results were as follows. The perception of the realities about partnership of parents and teachers was sub-categorized into four categories: 1)"partnership": essential aspect in children's positive development, 2) practicing with vague concepts, 3) lacking the awareness of companion or partnership, 4) disturbing cooperation between parents and teachers from external issues and problems. The expectation of parents and teachers about formation of partnership between home and early childhood educational setting was sub-categorized into five categories: 1) building of community consciousness for better partnership, 2) developing empathy and communication skills between parents and teachers for mutual understanding, 3) considering various strategies to promote partnership with different styles of parents, 4) activating teacher training and parent education in link with local universities and on-line, 5) providing support from the national level to establish new relationships between home and educational settings. Consequently, it will lead early childhood education settings to be transformed into warm educational communities which orientate respect for life.

• The Journal of the Korea Contents Association
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• v.16 no.1
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• pp.13-23
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• 2016

This research studies the discrepancy between the perception and reality of the early childhood educators regarding the creative competency of the early childhood education institutions, and the differences stemming from the background characteristics of the educators. Subjects were 114 early childhood educators drawn from kindergartens in Daegu and Gyeongbuk province. 180 questionnaires were delivered through physical visit or mail to the institutions. The collected data were analyzed using t-tests, one-way ANOVA and the Scheffe post hoc test, and the result is as thus. Firstly, the discrepancy between the perception and the reality of the educators was significantly different in all sub-domains. Secondly, The discrepancy between the perception and reality, according to the background characteristics, showed significantly different in the following domains: according to the position of the educators, in some sub-domains of autonomy; according to the academic background, in some sub-domains of the leadership; according to the career of the educators, in some sub-domains of diversity; and according to the age of the educators, in some sub-domains of diversity and leadership.

• Korean Journal of Childcare and Education
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• v.8 no.6
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• pp.99-125
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• 2012

Teacher-child interaction was included in kindergarten and child care center accreditation evaluation and is considered as important as teaching and learning methods in the newly implemented Nuri curriculum. The purpose of this study was to confirm the difference of levels (emotional. verbal, behavioral) for the style of the interaction between teachers and children in kindergarten and child-care centers and to analyze direct effect and interaction effect, according to institution(kindergarten, childcare center). teacher(age, educational career, academic career), and child group(child number, child age) variables. The subjects in this study were 191 teachers in kindergartens and child-care centers in G region in Seoul. The overall average of the teacher-child interaction (emotional, verbal and behavioral interactions) was significantly higher, and there were not significant differences depending on the institution type and child group. According to the results of this study, factors of teacher characteristics affected the teacher-child interaction more than child-concerned variables.

• 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.

• Korean Journal of Childcare and Education
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• v.6 no.3
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• pp.153-174
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• 2010

The purpose of this research was to investigate the effects of servant leadership, teacher development stage and organizational effectiveness. Subjects in this study were 259 teachers working at kindergartens and child care centers in Seoul and the Capital area of Korea. Servant Leadership Questionnaire(Kim, 2004), Teacher Development Stage Questionnaire(Lee, 2007), Organizational Commitment Questionnaire(Kim, 1998), Job Satisfaction Questionnaire(Kim, 2007), Teacher Job Satisfaction Questionnaire(Noh, 2001), and Job Performance Questionnaire(Kim, 1983) were used. Descriptive statistics, T-tests, Pearson's correlation, and hierarchical regression analysis were performed. Results showed that servant leadership, teacher development stage and organizational effectiveness were highly correlated with one another. Variables of servant leadership and teacher development were significant predictors of organizational effectiveness. Conclusions suggest that organizational effectiveness was multiply determined.

• Journal of Gifted/Talented Education
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• v.26 no.3
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• pp.473-491
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• 2016

This study was aimed at researching the current condition of differentiated education on gifted infants and a demand for support in an educational institution for gifted infants. The survey was conducted on teachers and principals in infant education institutions including kindergartens, day care centers and other institutions(English kindergartens and playing school) in Seoul, Gyeonggi-do, and Incheon and total 309 questionnaires were collected. Result first, infant educational institutions like kindergartens, day care centers and others lacked infra for differentiated education for gifted infants. Especially in 'the experience of differentiated education' for gifted infants, the three institutions showed a lower level than the normal level. Second, the teacher's demand for differentiated education for gifted infants in educational institutions were remarkably lower than the required level in all three institutions. The study expects that it could be used as the basic standards to seek for the direction of realization of customized and differentiated education that meet the developmental characteristics and educational demands for gifted infants in regular infant educational institutions.

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