• 영어어문교육
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• 제5호
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• pp.191-218
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• 1999

The purpose of this study is to investigate the actual conditions of preschool English education, and teachers' and parents' recognition of preschool early English education in Cheonan-city. Recently the importance of English education as an essential means for communication in the whole world is emphasized in our society. That atmosphere makes the elementary schools offer English as a subject in their curriculums, and also many preschool education institutes begin to teach English in their education courses. However before we begin to teach English as a subject in the preschool education, we need to survey the actual conditions of preschools and recognition of teachers and parents. The first part of this study is to survey the theoretical foundations of early English education; 1) the definition of early English education. 2) the situation of early foreign language education in foreign countries. 3) the relationship between the language acquisition and the cognitive development. The second part is to analyze the results of the Questionnaire which was distributed among 86 teachers and 103 parents in Cheonan-city preschools. As a conclusion, some suggestions will be given for the development of early English education in the near future.

• 한국컴퓨터정보학회:학술대회논문집
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• 한국컴퓨터정보학회 2016년도 제53차 동계학술대회논문집 24권1호
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• pp.97-98
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• 2016

본 논문에서는 XNA Game Studio를 이용하여 Kinect 기반의 Bubble Pang 게임을 설계하고 구현한다. 이 게임은 유아용 게임으로 3개 스테이지 과일마을, 숫자학교, 영어하우스로 구성되어 있다. 게임 캐릭터와 각 스테이지는 유아용에 적합하도록 부드러운 느낌을 주기 위해 전체적으로 둥근 곡선을 이용하여 구현한다. 각 스테이지에서는 게임 캐릭터가 플레이어에게 힌트를 주고, 그 힌트를 참고하여 해답을 찾는다. 또한, Kinect 센서로 얻은 플레이어의 뎁스 정보와 스켈레톤 정보를 이용하여 플레이어의 동작과 게임 캐릭터 동작을 연동시킨다.

• 한국콘텐츠학회:학술대회논문집
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• 한국콘텐츠학회 2013년도 춘계 종합학술대회 논문집
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• pp.19-20
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• 2013

스마트폰의 확산에 따라 스마트폰의 교육적 용도에 대한 조사를 실시하였다. 본 연구에서는 스마트폰의 용도에 대한 양적인 조사를 연구 범위로 하고 조사방법론으로는 T-스토아의 분야별 어플리케이션 숫자를 파악하는 방법을 취하였다. 조사 결과는 어학/교육 어플리케이션의 숫자가 게임보다는 많았으나 FUN 어플리케이션에 비해서는 1/4도 되지 않는 실정이었다. 어학/교육 어플리케이션의 경우 유아와 초중고생을 위한 어플리케이션이 주류를 이루고 다음으로는 생활영어 어플리케이션이 뒤를 이었다. e-book의 경우에도 소설이 60%에 달하는 등 아직 교육적 용도로 개발된 어플리케이션의 비중이 미약하다는 사실이 조사되었다.

• 한국생활과학회지
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• 제16권4호
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• pp.699-710
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• 2007

The study purposes to explore the effects of individual characteristics and home environments of children on their bilingual language aquisition, that is, to examine whether their English language competency is different from their Korean language competency depending on those variables. Thus English or Korean language competency of children who had had early exposure in English learning were studied in terms of child's individual characteristics such as age, gender, exposure period to English, intelligence, and experiences of visiting English-speaking countries, and home environments such as parental age, educational level, income level, their perceived English competency, their perceived significance of English and Korean language, and the frequency of using English at home. 72 children who went to English kindergarten were tested with Peabody Pictures Vocabulary Test-Revised (PPVT-R) in Korean version and in English version respectively. The results show that child's intelligence and experiences of visiting English-speaking countries influence their Korean language competency. Also child's age, exposure period to English and experiences of visiting English-speaking countries influence their English language competency. Moreover their mother's educational background, father's English fluency, mothers' English fluency, and the frequency of using English at home influence child's English language competency, whereas any variables did not influence child's Korean language competency. Accordingly, child's English and Korean language competencies are related to each other.

• 아동학회지
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• 제22권4호
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• pp.299-313
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• 2001

This study examines the current state of English education in private kindergartens in Korea. Among 1700 kindergarten teachers surveyed for this research, 680 replied that their institutions provided English lessons for children. Analyses of the data collected from these 680 teachers showed : 1) They started to teach English not because of educational considerations but because of pressure from children's parents or kindergarten principals; 2) Most of the English teachers were part-time instructors specially recruited for English lessons. Generally, English lessons were given two or three times a week, with one session lasting for about 20 minutes. A variety of teaching methods and materials were used for the lessons given to children aged three to five. Focus of the lessons was given to listening and speaking words and sentences; 3) Most of the teachers considered the scarcity of qualified English instructors as the most serious problem for providing English education in kindergartens, and they did not want to teach English themselves. They evaluated positively the performance and role of Korean part-time English instructors. The evaluations were generally poor as to native speakers serving as kindergarten English teachers.

• 한국생활과학회지
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• 제13권4호
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• pp.497-506
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• 2004

This study examines the influence of early English education on children's bilingual language development to see whether the early exposure to English education affects children's competencies of both English and Korean. Based on this purpose, it attempts to examine whether it supports additive or subtractive bilingualism. The competencies of both English and Korean of the children with early English education were, therefore, compared with those of the children without it, and the relation between the two competencies was also studied. For this research, two different groups of children - one with 48 children who attend English kindergarten and the other with 60 children who attend only Korean kindergarten - took PPVT-R in Korean and in English each. The result shows that children with early English education have more English competency than those without it. No significant differences, however, are found in Korean competency between the two groups. The relation between the two competencies proves positive in children with early English education. It can thus be concluded that the effect of early English education is partially positive on children's language development, which may support the additive bilingualism that children's second language can improve without losing their native language competency. In addition, this result will be able to provide for us the direction and the guideline to the policy of foreign language education and early education.

• 농촌지도와개발
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• 제16권1호
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• pp.125-152
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• 2009

The objective of this study, which applies the multiple-disciplinary approach to the developmental characteristics of children, is to study and develop a class model that can be applied to actual kindergarten classes in rural area. For this purpose, this study proposes teaching and learning methodologies for children based on English children's tales to help make the English education of children more effective and efficient. Based on the findings, the following suggestions should be considered for improving the English-education class model for kindergartners for rural areas: First, various activities based on the multiple-intelligence approach are important methods of children-oriented education advanced by the Sixth Children's Curriculum, helping children grow their independence and creativity. Second, various activities developed by this study on the basis of the multiple-intelligence approach to promote children's reading, listening, speaking, and writing abilities helped children improve their linguistic capacities, improve creativity, and remain motivated, which was reinforced by the differences found between the test group and the control group.

• Human Ecology Research
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• 제58권4호
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• pp.585-599
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• 2020

This study investigated children's interests in learning English, affected by educational activities in and out of institutes, and mothers' perceptions regarding early childhood English education. We recruited, 253 mothers of 3- to 5-year-old children in either general kindergartens or English immersion institutes. They answered questions on socioeconomic status, perceived interest in English by their children, their perceptions regarding early childhood English education, and English education outside institutes. In addition, 42 English teachers provided information within institutes such as class time per week, teacher-pupil rate, and language use policy during class. The collected data were analyzed through SPSS 22 for frequency analysis, descriptive statistics, independent t-test, and hierarchical multiple regression analysis. The major findings are as follows. First, the two groups were in distinct learning environment. Second, mothers' perceptions and outside-institute activities were significantly different between the two groups. Third, the English interests of children at both institutes were influenced by mothers' worries and at-home English interactions. Fourth, education within institutes did not affect both group's English interests. Fifth, private education and socioeconomic status did not affect both group's English interests. Lastly, only the children's interests in English immersion institutes were affected by gender and mother's perceived necessities. Focusing children's interests, this study helps in understanding young children's affective aspects regarding learning English. The findings are expected to be a guideline for each home and institute to increase children's interest in learning English.

• 한국생활과학회지
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• 제21권4호
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• pp.629-647
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• 2012

This study explored what Korean college students, especially preservice teacher in early childhood education, experienced and how they constructed the meanings of experiences about their subject- matter course (early childhood mathematics education) taught in English. One cohort- 20 senior students- majoring in early childhood education in a 4-year university was participated in this study. Using action research method and narrative research method, data were analyzed. The findings were as follows: 1) preservice teacher experienced some difficulties to construrct professional knowledge through English. 2) They challenged to overcome these difficulties through active participation. 3) They got supports from instructor and peer group. 4) They accomplished the course with self-satisfaction. 5) They experienced the conflicts between social requirements and personal needs.

• 한국컴퓨터정보학회:학술대회논문집
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• 한국컴퓨터정보학회 2017년도 제55차 동계학술대회논문집 25권1호
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• pp.33-34
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• 2017

본 논문에서는 Kinect 센서 기반의 Connecting Dots 게임을 설계하고 구현한다. 이 게임은 유아용 게임으로 3개 스테이지로 구성되며 각 스테이지는 난이도에 따라 벨, 꽃, 사자 점선 그림으로 구성한다. 각 스테이지에서는 그림 내의 점선을 연결하여 하나의 그림을 완성한다. 각 스테이지 마다 그림 하단에 힌트로 영어 단어가 제시되어 사용자가 그 힌트를 이용하여 그림을 유추 할 수 있다. 또한, Kinect 센서로 얻은 플레이어의 스켈레톤 정보와 점선 좌표를을 이용하여 플레이어를 연동시킨다.