• Korean Journal of Childcare and Education
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• v.11 no.2
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• pp.131-150
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• 2015

The aims of this study were to organize whether the Kindergarten After School Specialized Art Program could be applicable to young children, and whether this program would be effective to the development of young children's art competence. This study consisted of two steps: development of the Kindergarten After School Specialized Art Program and examination of its impact on children's art competence. This study used a two-group pretest/posttest design. Statistical analyses employed for this study were descriptive analysis, ANOVA, and repeated measure ANOVA. The results were as follows. Firstly, the Kindergarten After School Specialized Art Program was developed based on a literature review relevant of current art education. Secondly, the experimental group revealed a significant improvement in four components, whereas the control group showed a significant, but slight improvement compared with the experimental group in only three components. Thirdly, in between group comparison, a competencies on the four components based on multiple-creative ability in the experiment group were higher than that of the control group and the difference between both groups was statistically significant. Therefore, the program seemed to be effective in the improvement of art competence and multiple-creative ability. In addition, recommendation for the future research about after school teachers' and parents' recognition of the Kindergarten After School Specialized Art Program and strategies for its application are suggested.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.10
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• pp.490-498
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• 2017

The purpose of this study was to investigate how many kindergarten parents use after-school programs and specialization activities and to suggest effective policy improvement plans based on the results. After 693 parents were interviewed by the investigators, the collected data were presented by calculating the percentages, averages, and standard deviations. First of all, the results of after-school are presented. First, about 38.2% of the surveyed parents spent additional expenses to use after - school program, and the average of additional costs was about 62,850 won. When the cost burden and satisfaction were evaluated as 5 points, it was rated as normal. Second, the main reason for participating in the after-school program was both parents were working, followed by the parents' wishes for their children to spend time with their friends. Next, the results for specialization activities at kindergartens are presented. First, the proportion of children using after-school specialization activities was 68.2%, of which 79% were expenditures, the number of activities was 2.69, and the average cost was 83,540 won. Second, the most preferred after-school specialization activity by age group was English, and the most common reason for this was that the children liked to participate. Improvement of the educational contents suggested as the most important thing to improve after-school specialization activities. Lastly, the results showed that after-school specialization activities reduced parents' spending on private education. On the basis of the results, some discussions are presented included the development after-school programs focusing on the different needs of children and parents accordingly.

• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.569-580
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• 2022

The Minister of Education has officially announced that the Ministry of Education will promote the integration of early childhood education and care. The core of integration is the integration of kindergartens and child care centers, and it is necessary to develop the specific model, so this study was conducted. After the discussion of integration, the discussion has focused on the "Young Children School", and there were differences of opinion on specific issues. Therefore, this study was conducted to propose the specific model for the "Young Children School" after kindergartens and child care centers were integrated with the Ministry of Education. The research question is to find out what the model of the 0-5-year-old young children school model centered on the Ministry of Education. In this study, assuming that integration of early childhood education and care was realized, a plan for integrating early childhood education institutions by type of establishment was proposed. As a conclusion of this study, first, a model of a 0-5-year-old young children school centered the Ministry of Education under the government responsibility is required. Second, a detailed school model that reflects the characteristics of each type of establishment should be developed. Finally, specific measures such as the reform of the teacher training system, the after-school course operation model, and the integration plan with the office of education and local governments should be presented during the young children school system.

• Korean journal of communication and information
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• v.37
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• pp.139-167
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• 2007

This study aimed to investigate the current status of media education in Korea by analyzing the media education cases which are being implemented in education field. Analyses were conducted on educational media, education contents, education methods, education fields, education levels, age of educated people, education cycle, school curriculum patterns and education-performing organizations. The educational media were in the rank order of vision media, new media such as internet, newspaper and movies. The education contents were mainly composed of knowledge and information about media followed by media production and media literacy. The media education was conducted in the cooperative relationships among school, society and family. For the education methods, message analysis, media monitor education, media production and media in education were dominantly used. Elementary school students were found to be the main target of media education, while there was no media education for pre-school children. Current media educations in school were being performed using club activity, creative activity, talent-raising education after school and regular class.