• 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.

• Proceedings of the Korean Society of Computer Information Conference
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• 2016.01a
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• pp.173-174
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• 2016

본 논문에서는 유아교육기관에서 유치원 교사들이 행정 업무 및 교육에서 활용하는 컴퓨터 소프트웨어를 알알아보고 이에 대한 활동 내용을 제시하고자 한다. 일반적으로 유치원 교사들은 컴퓨터를 전공하지 않았고 많은 업무로 인하여 컴퓨터의 고급 기능을 섭렵하기가 어려운 실정이다. 그러나 새로운 소프트웨어들의 등장이나 업무에서 활용이 높은 소프트웨어에 대해서 필수 기능 및 업무 위주로 교육과정을 편성할 필요가 있다. 따라서 본 연구는 유치원 교사들의 업무를 분류하고 이에 대한 소프트웨어를 활용할 수 있도록 NCS 기반 교육목표 및 수행준거를 제시하고자한다.

• Korean Journal of Human Ecology
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• v.18 no.3
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• pp.597-607
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• 2009

The purpose of this study was to investigate the perception of kindergarten teachers about which content should be included in early childhood mathematics education. Then the researcher looked into the findings according to the 2007(7th) national kindergarten curriculum. The results showed that kindergarten teachers perceived the important of balanced content areas of early childhood mathematics education. But the results also showed that kindergarten teachers perceived classification as the most important content areas of early childhood mathematics education. This implicates that the kindergarten teachers revealed somewhat conflicting beliefs about mathematics education. The results also showed that kindergarten teachers did not perceive space and data analysis as the most important content areas of early childhood mathematics education according to the 2007 national kindergarten curriculum The kindergarten teachers also suggested basic and restricted mathematics concepts. The results of this study were discussed related with the problems in early childhood mathematics education, especially the problems in teacher education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.12
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• pp.588-596
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• 2019

The purpose of this study is to propose an ICT-oriented teacher curriculum in order to improve early childhood teacher's competency using ICT instructional media. To this end, a survey was conducted to investigate the importance and current level of early childhood teacher's competency. After identifying the necessity of ICT instructional media competency, the contents of an ICT-oriented teacher curriculum were designed. A survey of teacher competency among 207 teachers showed the highest educational need for ICT instructional media competency. In addition, ICT-based teacher curriculum was classified into ICT literacy education and ICT utilization education based on the analysis results of sub-indexes on ICT instructional media competency. Each part was hierarchized into three levels of awareness, application, and spread according to the teacher's competency level and the educational contents were suggested based on the goals set for each level. In this study, it consisted of ICT literacy education, including understanding educational policy related to ICT utilization, understanding the goals and assessment of the ICT curriculum and ICT utilization education, including the use of teaching and learning methods, application of digital technology, ICT learning environment building and management for developing teacher professionalism related to ICT instructional media.

• Korean Journal of Child Education & Care
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• v.18 no.3
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• pp.141-157
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• 2018

Objective: The purpose of this study was to suggest the effects of discussion activities based on education for sustainable development to children's natural environment and environment-friendly attitude. Methods: The subjects of the study were 39 children in H kindergarten located in G city, and the discussion activities for young children connected with sustainable development were conducted through 12 weeks. For the statistical analysis of the data collected, the t-test and the analysis of covariance (ANCOVA) were conducted using the SPSS WIN 18.0 program. Results: As a result, the experimental group children of which the discussion activities based on education for sustainable development for young children scored high in the sensibility of natural environment. And also, the experimental group children of which discussion activities based on education for sustainable development scored high in children's natural environment-friendly attitude. Conclusion/Implications: This suggests that the discussion activities based on education for sustainable development are needed to improve children's natural environment and environment-friendly attitude.

• Korean Journal of Childcare and Education
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• v.11 no.2
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• pp.21-37
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• 2015

The purpose of this study was to evaluate the contents of Korean-learning applications by comparing two teaching methods(Phonics Instruction/Whole Language Approach). For this purpose, a total of 51 Korean-learning applications were analysed. The instruments used in this study were developed based on Applications for preschoolers Evaluation Criteria and Vocabulary Game Applications for preschoolers Evaluation Criteria. The collected data were analyzed by using a t-test. The main results are as follows. First, 'Developmental appropriateness' had the highest scores whereas 'Amusement' had the lowest scores in general. Second, there was a significant difference in 'Interaction' by teaching method. Implications for the development of more systematic Korean-learning applications for preschoolers are discussed.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.4
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• pp.83-89
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• 2021

This study examined how the learning styles and emotions of 234 students enrolled in early childhood education-related departments affected their ability to participate in the learning community. The research collected the variables of the pre-service early childhood teachers' ability to participate in the learning community, the emotions that they experienced while learning, and their learning styles. The collected data were analyzed through correlation analysis and regression analysis. The results indicate that the students' ability to participate in the learning community was positively correlated with the following: their analytical learning attitude (among learning styles); learning motivation; degree of preference for discussion and discussion types; positive and negative emotions, which are subcategories of learning emotion; and the degree of preference for experimentation and their practice type among teaching methods. Second, regression analysis showed that the students' ability to participate in the learning community could be predicted by negative emotion as a subcategory of their learning emotion, learning motivation, degree of preference for the experiment and practice type, their analytical learning attitude, and the degree to which students value studying the content of their major subjects.

• The Journal of the Korea Contents Association
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• v.22 no.9
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• pp.644-656
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• 2022

This study is aimed to analyze advanced research focusing on teachers' experience of teaching children from multicultural families and figure out the trend and provide them as data to find unresearched parts of multicultural education. As the subjects of research, this author selected total 49 journals published in the candidates of the National Research Foundation of Korea from 2007 till April, 2021. According to the findings of analysis, research dealing with teachers who had experience to teach children from multicultural families appeared constantly from 2007, and it was handled frequently by journals on early childhood education or childcare. Regarding study methods, Quantitative study and qualitative study were employed similarly, and about the subjects of research, teachers formed the largest part as 77.6%. Lastly, concerning the contents of research, teacher-related properties have been paid attention to after 2015, and about the topics of research, philosophy and development formed a large part, and particularly, research on multicultural consciousness of philosophy or of education was carried out continuously. The findings of this study stress the importance of influence in teachers teaching children from multicultural families and suggest the extension and diversification of research subjects for children from multicultural families and present data for exploring future research topics.

• The Journal of the Convergence on Culture Technology
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• v.9 no.4
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• pp.291-301
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• 2023

The purpose of this study is to examine the perception of early childhood teachers on ecological art activities oriented to education for sustainable development. The research results are as follows. First, Early childhood teachers recognized the visual art of natural media, the pursuit of community values, and the participation and communication of social members as educational significance of ecological art activities. And difficulties in practicing ecological art were recognized as lack of educational environment, lack of ecological art teaching materials and specific examples, and teachers' lack of understanding of ecological art. Also, they recognized that ecological art activities foster core competencies in art experience area, such as nature-friendly communication skills, eco-friendly sensibility, and creative convergence skills. Second, regarding ecological art activities and sustainable development education, early childhood teachers considered the difficulties in practice as lack of awareness about sustainable development, lack of play meia and materials, lack of educational policies and support, and insufficient teacher training programs. Also, regarding the SDGs that can be practiced in ecological art activities, teachers were found to be highly aware of 'grow affordable and clean energy', 'improve clean water and sanitation', 'provide quality education' in the order. In the contents of education for sustainable development that can be practiced in ecological art activities, teachers are given the order of 'climate change response', 'clean energy', 'water and sanitation', 'quality education', 'health and well-being' and 'marine ecosystem'. was highly recognized. If an ecological art activity program is developed, the rate of responding that it will be used is high, so it is considered that the development of an ESD-oriented ecological art activity program is urgent.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.10
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• pp.4487-4495
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• 2012

This study analyzes the meal guidance and meal service management of early childhood teachers. The subjects were 171 early childhood teachers who were working in kindergartens and day care centers in Gwangju. A questionnaire was made by the researcher on the basis of relevant materials. The data was analyzed by statistical methods such as frequency, Cronbach's ${\alpha}$, $x^2$, ANOVA and Duncan with the SPSS for Windows 18.0 program. The results are as follow: First, there are significant differences in meal hours, amount of food and meal admeasurer according to workplace type of early childhood teacher. Also, there are significant differences in meal hours, amount of food, meal admeasurer and guidance for late eating infants according to children's age. Second, early childhood teacher consider in order content after meal, content before meal and content during meal. Also, there are significant difference content after meal according to workplace type of early childhood teacher. And there are significant differences in content before meal and content during meal according to children's age.