• Korean Journal of Childcare and Education
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• v.16 no.5
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• pp.219-237
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• 2020

Objective: The research aimed to help understand the lives of those living in today's Korean society by analyzing the positionality of experienced childcare teachers, and to obtain relevant policy implications. Methods: The participants were 111 childcare teachers with more than seven years of job experience. The metaphors expressing themselves were collected and implemented the metaphor analysis in terms of positionality. Results: First, the participants who recognized themselves as experts were positioned as teachers who cared for and taught children, as co-learners with children, and as leaders of junior teachers. Second, the participants who recognized themselves as minorities were positioned as non-subjects, and as oppressed persons who had to obey in the lower levels of the organizational system of childcare centers. Third, the participants who recognized themselves as marginal persons were positioned as problem solvers, and as border-crossers who conflict and adjust in complex relationships. Conclusion/Implications: Based on the results, the following policy suggestions were made. First, policies must be expressed in public language that respect childcare teachers as a key worker in society; second, the job policies must be shifted toward employment security of childcare teachers. Third, substantial support for labor costs for childcare teachers should be expanded.

• Korean Journal of Childcare and Education
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• v.13 no.2
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• pp.115-131
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• 2017

Objective: This study aimed to examine the status of South Korean unification education for young children by reviewing Nuri curriculum developed by the Korean government. Method: Literature review was adopted in order to analyze the contents of the Nuri curriculum teachers'manuals under the areas and elements of unification education. Results: Unification education has been designed to accelerate unification, to promote the values and attitudes toward the unification of the two Koreas, and to prepare for the post-unification period. This education can be categorized into specific areas: democratic community, democratic citizenship, peacekeeping and multiculturalism. These areas account for 24.24% of the total contents in the Teachers'Manual of the Nuri curriculum. The percentage of the contents helpful to understand North Korea and unification, however, is merely 0.25% of the total contents, and the elements are not fairly balanced. Such content coverage of the teacher's manuals for kindergartens is 2.83% higher than that for preschools. Conclusion/Implications: The implications of this analysis include that the elements of unification education should take a more balanced approach with more integrated and broader coverage. The elements also need to be revised so that both kindergarteners and preschoolers can get access to unification education of the same quality.

• Human Ecology Research
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• v.55 no.4
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• pp.433-440
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• 2017

The purpose of the research was to examine the moderating effects of children's prosocial behavior on a potential relationship of attention-deficit/hyperactivity disorder and peer rejection as well as friendship. Participants consisted of 252, 3 year old including 136 boys and 116 girls. They were recruited from day care centers and preschools in Gyeonggi province and Incheon city. Prosocial behavior and attention-deficit/hyperactivity disorder syndrome were assessed based on teacher ratings. A peer nomination inventory was used to assess peer rejection and friendship. Children were asked to nominate three peers that they liked and considered friends as well as three peers that they did not like and did not consider friends. Findings suggested that prosocial behavior moderated the relation between attention-deficit/hyperactivity disorder and peer rejection as well as friendship. ADHD was related to peer rejection and fewer friends for children with lower levels of prosocial behavior. However, the association of attention-deficit/hyperactivity disorder and peer rejection was not significant for children who had higher levels of prosocial behavior. Moreover, attention-deficit/hyperactivity disorder did not influence to friendship for children who had the higher levels of prosocial behavior. The results indicate that increasing prosocial behavior may improve peer relationship functioning of children with attention-deficit/hyperactivity disorder.

• Journal of Korean Home Economics Education Association
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• v.9 no.2
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• pp.131-142
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• 1997

The purpose of this study was to collect fundamental data for sex education by investigating the actual conditions of sex education, concerns about sex, knowledge of sex and consciousness about sex. The subjects were 212 middle school girls and 219 high school girls in Ggyeong Nam. The results were as follows 1. There was no significant difference between middle school girls in knowledge of sex. 2. The most frequently experienced problem concering other sex was about dating and the many consultants were friends. 3. The stimulation of sexual desire was brought by film$.$TV$.$VTR, and advertisement, and sex information was acquired from friends or magazines in both schools students. 4. The reason of high school students for needing sex education was to solve moral problems and the reason of middle school students was to solve the anxiety in adolescence. 5. The students wanted their sex educator to be the expert in the field of sex education, home economist and nurse teacher, in order. 6. The contents of sex education desired by students were； physiological differences of a man and woman, etiquette and matter with other sex, a sexual problem of teenager and pregnancy$.$delivery$.$child care.

• Korean Journal of Childcare and Education
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• v.14 no.4
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• pp.63-83
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• 2018

Objective: The purpose of this study was to analyze how the elements and principles of fine arts were reflected in art related activities in the teacher's manual on standard childcare curriculum for a period of 2 years. Methods: The analysis criteria for the elements of fine arts were modified and complemented based on Kim and Gang(2011) and the same was done for the principles of fine arts based on Lee et al(2015). Results: First, as a result of analyzing the art contents according to life theme in art related activities, 'artistic expression' appeared the most in all nine life themes. Second, as a result of analyzing the art related contents in the standard childcare curriculum for 2 years based on the elements of fine arts, plane, texture, shape, color, volume, line, spot, space, composition, light and shade appeared in order. Third, as a result of analyzing the art related contents on the principles of fine arts, movement, emphasis, variety, unity, rhythm, proportion, balance and pattern appeared in order. Conclusion/Implications: The results of this research suggest that the childcare activities have to be devoloped in order to provide the balanced experiences with fine arts activities.

• Korean Journal of Childcare and Education
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• v.17 no.5
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• pp.105-128
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• 2021

Objective: This study aimed to explore the experience and meaning of pre-service early childhood teachers who practiced health promoting activities for themselves. Methods: Research participants were 115 pre-service early childhood teachers enrolled in the health education for children course at one college in G region. The reports of activity records of their eight-week long health promotion activities were collected as qualitative data followed by content analysis being implemented. Results: First, the experience of the health promoting activities the participants took part in was categorized into 'Early phase of experience: A mix of worries and anticipation, and success and failure', 'Mid phase of experience: Being motivated by physical changes and records', and 'Late phase of experience: Continuous execution through habituation.' Second, the meaning of health promotion activities the participants took part in was categorized into 'A great opportunity for introspection', 'A meaningful start of college life', and 'A valuable chance to consider desirable roles of a teacher for early childhood health education.' Conclusion/Implications: The results of this study suggest that pre-service early childhood teachers should pay close attention to their health management, and that contents that emphasize the importance of teachers' health should be included in health education.

• Korean Journal of Childcare and Education
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• v.15 no.3
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• pp.61-81
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• 2019

Objective: This study aimed to examine the effects of collaborative activities by utilizing picture books in order to improve the self-regulation and perspectivetaking abilities among four-year-olds. Methods: A total of 52 four-year-olds(control group 26, experimental group 26) attending two classes at D kindergarten located in B city participated in this study. Before and after the activities, all participants individually took a social perspective taking ability instrument and rated their self-regulation with a teacher. Data were analyzed by conducting ANCOVA in the way of setting pre-test scores as the covariate and post-test scores as the dependent variable. Results: First, the total and subarea of self-regulation in the experimental group was higher than the control group. Second, the cognitive and emotional perspective taking abilities in the experimental group were higher than the control group in all cares. Conclusion/Implications: The results of this study suggest that collaborative activities using picture books are effective in improving young children's selfregulation and perspective-taking abilities.

• Korean Journal of Childcare and Education
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• v.15 no.2
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• pp.125-144
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• 2019

Objective: The purpose of this study was to examine the effects of early childhood teachers' music attitude and emotional leadership on their music teaching efficacy in the music education. Methods: 301 early childhood teachers answered the music attitude scale, music teaching efficacy belief instrument, emotional leadership scale, and questionnaire for socio-demographic characteristics and music experiences. Data were analyzed by t-test, one-way ANOVA, Pearson's productive correlation analysis and hierarchical regression analysis. Results: First, early childhood teachers had a higher music teaching efficacy in case of at least 10 years of teaching experiences period, having a post-graduate degree, having a music training experience, enjoying learning musical instruments and singing and listening to music during regular music lessons, and having a long music training experience. Similar results were derived from the subfactors of music teaching efficacy. Second, there were positive correlations(r=.172-.659, p < .001) in the total and subfactors scores among early childhood teachers' music attitude, emotional leadership, and music teaching efficacy. Lastly, early childhood teachers' music attitude and their emotional leadership were explained at 39~52 percent for their music teaching efficacy. Conclusion/Implications: This study suggests that it is important for early childhood teachers' perception of their belief, knowledge and feeling about music education.

• Korean Journal of Childcare and Education
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• v.15 no.1
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• pp.91-106
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• 2019

Objective: The purpose of the present study was to examine the moderating role of childcare teachers' sense of humor in the relationship between their job stress and happiness Methods: Participants were 294 childcare teachers working at 83 childcare centers located in Busan and Gyeongnam. Teachers completed a rating scale in order to examine their demographic variables, job stress, sense of humor, and happiness. The collected data were analyzed using product-moment correlation and hierarchical multiple regression. Results: Childcare teachers' job stress was negatively correlated with their happiness. And childcare teachers' sense of humor had a positive relationship with their happiness. Hierarchical regression analysis indicated that the interaction of childcare teachers' job stress and sense of humor predicted their happiness. Childcare teachers' job stress was significantly associated with their happiness among those who demonstrated the lowest level of sense of humor. Childcare teachers' job stress had no relationship with their happiness, especially for those with the highest level of sense of humor Conclusion/Implications: We suggested that having a sense of humor might be valuable for childcare teachers in order to buffer the link between their job stress and happiness.

• Korean Journal of Childcare and Education
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• v.16 no.6
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• pp.1-17
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• 2020

Objective: The purpose of this study is to examine whether the 'Ordinance for Guaranteeing Children's Right to Play' is has been implemented well and investigate play practice in elementary school. Methods: For this study, a survey was conducted on 319 elementary school teachers in Jeollanam-do. Results: First, elementary school teachers' perception of the enactment of the 'Ordinance on Children's Right to Play' is high. And their perception is positive about the effect of the 'Ordinance on Children's Right to Play'. Second, among the roles of the Office of Education, play-related training and club support were relatively low. The role of the elementary school director was relatively low in the analysis and disclosure of play performance. Third, the time that children mainly play in school is the middle play time. The sufficiency and safety of play spaces differed by region. Fourth, the contents to be added to the 'Ordinance' are securing play space, budget support, and mandatory play time. Conclusion/Implications: In the future, 'Ordinance on Children's Right to Play' should go through a process of improvement so that children's play is realized as a right.