• The Journal of the Convergence on Culture Technology
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• v.9 no.4
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• pp.77-83
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• 2023

This study aimed to analyze the personality of 141 pre-service early childhood teachers who will be in charge of the quality of education in the early childhood curriculum and to verify the differences in the career resilience according to the personality types. Career resilirnce, which measures the ability to cope with various problems and create ideas according to the work environment, was judged to be a very important factor for teacher-child interaction and successful operation of the early childhood curriculum. The results of the study showed that, among personality types, in the case of extraversion and conscientiousness, groups with average scores or higher scored higher in creativity, flexibility, challenging spirit, and future orientation than the groups below. In the case of the openness personality, higher scores in creativity, flexibility and challenging spirit, and in the case of the agreeable personality, the group showed significantly higher scores in flexibility and future orientation. In the case of the neurotic personality, on the contrary, the group with below average score received higher scores in flexibility, challenging spirit, and future orientation. The significance of this study is that it suggests the need for comprehensive programs such as various extracurricular programs, curricula, and counseling to help and promote the formation of more positive personalities of pre-service early childhood teachers.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.5
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• pp.89-97
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• 2021

The purpose of this study was to examine the awareness of early childhood teachers for early childhood creativity programs using physical computing in an effort to provide future direction for program development. The findings were as follows: First, 43.8 percent of teachers answered they were neutral about the need for these programs, while 40.5 percent replied these programs were necessary. Second, 73.8 percent thought the utilization of physical computing tools would be useful. Third, the largest group thought that the programs should be provided for five-year-olds. Regarding the frequency of programs, once or twice a week were considered most appropriate. Concerning the length of each activity, 20 to 30 minutes was identified as ideal, and study subjects preferred small group activities. In regard to the most effective theme for these programs, tools for daily life were considered best. As for educational content to be included in program planning, scientific inquiry and experiment were viewed as best, followed by the design/ production/utilization of creative works, game and play, and producing and playing musical instruments. Evaluation by a creativity test was chosen as the most desirable evaluation method.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.6
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• pp.448-459
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• 2019

The purpose of this study is to investigate the differences between children's internal variables (gender, temperament, development) and environmental variables (teaching efficacy, teaching - child interaction, classroom environment) The data collected for this study were analyzed using descriptive statistics, reliability analysis, correlation analysis, cluster analysis, and t-test using the SPSS 22.0 program. The results are as follows. First, the peer interaction of the infant showed a difference in sex between the types. Second, children's peer interaction showed differences in interstitial temperament, language development, and cognitive development. Third, the peer interaction of young children was different between the types of environment variables such as teaching efficacy, teacher - infant interaction, and classroom environment. As a result, it is suggested that the children's social temperament will lead to healthy peer interaction, and that language development and cognitive development will lead to a positive developmental process. In this study, the meaning and meaning of children's intergenerational behaviors in children's gender and temperament, language and cognitive development, and environmental variables such as teaching efficacy, teacher - infant interaction, I checked. In addition, it is meaningful that the positive and negative peer interactions are segmented and analyzed in detail to examine the peer interaction of infants. However, the limitation of this study is that it is not possible to investigate all the fields belonging to the infant's personal variables and environmental variables.

• Korean Journal of Child Studies
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• v.7 no.2
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• pp.1-15
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• 1986

Korea is a rapidly industrializing nation. As a consequence, more mothers are working outside the home. This trend is likely to continue into the future and raises the problem of infant-toddler care during the mother's working hours. Considering that Korea is making such rapid economic advances, quality care for children of working mothers Is not only desirable but affordable as well. Variety in options for child care is recommended by Beck (1982). Some of the alternatives in child care have been discussed elsewhere (KWDI, 1984). This paper, thus, concentrated on center-based, worksite child care. Because the human environment is the most important aspect of the center, qualified staff and a low ratio of children per staff member is Vital. Philosophy of program and its actualization ensures that the children have a worthwhile experience at the center. The physical plant houses the center and includes provision for space, materials, and equipment for staff and child use in carrying out the program. Adequate health protection is a critical factor in infant-toddler group care programs.

• Journal of Music and Human Behavior
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• v.3 no.1
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• pp.29-62
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• 2006

The early development of an infant is crucial due to the enormous impact it has throughout an infant's life. Therefore, it is important to understand the development process of an infant and provide a high-quality educational environment so that an infant can progress at an innate pace to learn how to exercise, understand, speak, socialize, and empathize as well as having a balanced growth. When educating an infant, joy is a substantial factor in the formation of trust and development of relationship that makes education efficient. Music can be an effective means to offer a fun atmosphere vto the infant in which it stimulates active participation of the infant and development of a variety of dimensions to the infant's development. Also, the purpose of music therapy education is utilizes to plan for the different age groups' level of understanding of music and allow the infant to have a positive experience and develop properly. The purposes of this study are as following: to examine characteristics according to an infant' developmental steps thoroughly, to suggest interventions using music therapy education to stimulate development of an infant, to prove that infants age 3 to 6 obtain the necessary ability and skill through the effective educational therapy through music, and finally to create a music program for educating infants or music therapy. This study has examined theories of the music approach targeting infants age 3 to 6 and made character observations of infant' Motor, Cognition, Communication, Socialization, and Emotions. With the basis of the above theory, the different levels of development has been divided, specific goals has been set up according to the levels, and various music therapy education for infants have been created. The music therapy education activity has been approved by five professionals who are renown in their specific field. They made comments that the development levels were properly divided in the paper. They also commented that the music program is adequate for achieving the goal of each developmental level and it stimulates the different levels of an infant's development. In conclusion, the study reflects that the approach of music therapy education stimulates the different levels of infant development. Music therapists can utilize this music program to help handicapped children identify characteristics of progress and develop at their own ability.

• Journal of the Health Care and Life Science
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• v.9 no.1
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• pp.153-160
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• 2021

This study is to investigate the effect of early childhood teachers' resilience and social support on job stress. The degree of resilience, social support, and job stress was measured for 250 teachers of early childhood education institutions located in City I, and the relationship and relative influence were analyzed. For data processing, correlation analysis and multiple regression analysis were performed using the SPSS 18.0 program. As a result, first, early childhood teachers' resilience and social support were measured at a slightly higher level than average, and job stress at a slightly lower level. Second, the resilience and social support of early childhood teachers had a positive relationship, and the resilience and social support had a negative correlation with job stress. Third, as a result of analyzing the relative influence of early childhood teachers' resilience and social support on job stress, 83% explained that organizational environmental factors, material support, and behavioral factors affect job stress. These results suggest that it is most important to provide resilience and social support that can affect the reduction of job stress of in-service teachers.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.5
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• pp.417-426
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• 2019

This study examined to offer practical implications for the bullying for the prevention and response in early childhood education at the scene of the bullying that occur by to confirm the perception of the bullying to pre-service early childhood teachers. The survey questionnaire was completed by 313 pre-service early childhood teachers. SPSS Win program was used to perform frequency analysis, ANOVA. (1)The perception of bullying were significantly different according to grade and experience of child care practice, classroom observation, education program for taking preventive measure. (2)Teachers' perception about the action that can be seen as bullying followed by 'apply the violence, such as kicking, or were frequent', 'shared in things that often prevents','often to another carrier or shame in front of a friend'. (3)Perception about characteristics of bullying Perpetrators was 'aggressive behavior and talk much' and perception about characteristics of bullying victims was 'shy and not much'. (4)The reason of bullying perpetrators was 'Just for fun without a special reason' and the cause of bullying victims was 'problem of parents' child-rearing attitudes and home environment'. (5)Important institutions to combat bullying prevention followed by teacher, parents and family, community and the nation, preschool educational institution. Teachers guidance content of combat and prevent bullying was 'to be isolated from the class to infants continue to monitor'. Parents guidance content of combat and prevent bullying was 'communicate a lot and attention to children'. Early childhood education institutions guidance content of combat and prevent bullying was 'operations to come up with the bullying prevention education in educational time'. This study indicated that it is necessary to make efforts for increasing perception of bullying in pre-service early childhood teachers.

• Journal of Korea Entertainment Industry Association
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• v.13 no.8
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• pp.469-478
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• 2019

This study is an empirical survey of the job status and job satisfaction of early childhood teachers. The subjects of this study were teachers of early childhood education in (the province of) Chungcheongnam-do. The Early Childhood Education Institution was conducted with 255 teachers for teachers working in public day care centers, private day care centers, public kindergartens and private kindergartens. o carry out this study, we analyzed the collected questionnaires by using the SPSS statistical package program. T-test, χ²-validation and ANOVA analysis were used for this study, and Scheffé analysis was applied as a post hoc analysis. As a result of this study, job status was examined by type, age, educational attainment, and educational experience. The satisfaction level of educational institutions was highest in the national public day care centers, and the age was 50 years or older, and the education level was high in graduate school. In addition, the job satisfaction of early childhood teachers was significantly analyzed in relation to fellow teacher, relationship with the director, self-identity and teaching environment. Through this study, understanding the current job status and satisfaction of early childhood education teachers can be used as an important data in preparing a plan to raise their job performance and work efficiency.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.10
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• pp.309-317
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• 2019

This study examined the effects of cooperative art activities according to visiting a forest on fulfilling young children's leadership ability and happiness. To achieve this, a study was conducted on experimental and non-experimental groups of 20 young children in classes A and B at S kindergarten, and also a group of children of the same age in a similar environment. The 16-session forest experience play activity program was planned for conducting research on the children's leadership ability and happiness fullness when using the Nuri curriculum, and this was carried out on the experimental group for 2 months. The pre- and post-analyses were carried out on the non-experimental group after outdoor activities on the topic of the Nuri curriculum-related activities. The results were as follows. First, cooperative art activities through the forest experience had a positive effect on the children's reinvention ability, human relations, goal achievement and direction power, which are all sub-factors of their leadership. Second, cooperative art activities through the forest experience had a positive effect on positive emotions, commitment, personal relations, meaning and achievement, which are sub-factors of their total happiness. Overall, their cooperative art activities during the forest experience were judged to be facilitating factors that have a positive effect on their leadership and happiness fullness.

• Journal of Gifted/Talented Education
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• v.11 no.3
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• pp.131-153
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• 2001

The importance of identifying gifted children during early childhood is becoming recognized. Nonetheless, most researchers preferred to study the primary and secondary levels where children are already and more clearly demonstrating what talents they have, and where more reliable predictions of gifted may be made. Comparatively lisle work has been done in this area. When we identify giftedness during early childhood, we have to consider the potential of the young children rather than on actual achievement. Giftedness during early childhood is still developing and less stable than that of older children and this prevents us from making firm and accurate predictions based on children's actual achievement. Dynamic assessment, based on Vygotsky's concept of the zone of proximal development(ZPD), suggests a new idea in the way the gifted young children are identified. In light of dynamic assessment, for identifying the potential giftedness of young children. we need to involve measuring both unassisted and assisted performance. Dynamic assessment usually consists of a test-intervene-retest format that focuses attention on the improvement in child performance when an adult provides mediated assistance on how to master the testing task. The advantages of the dynamic assessment are as follows: First, the dynamic assessment approach can provide a useful means for assessing young gifted child who have not demonstrated high ability on traditional identification method. Second, the dynamic assessment approach can assess the learning process of young children. Third, the dynamic assessment can lead an individualized education by the early identification of young gifted children. Fourth, the dynamic assessment can be a more accurate predictor of potential by linking diagnosis and instruction. Thus, it can make us provide an educational treatment effectively for young gifted children.