• Korean Journal of Childcare and Education
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• v.5 no.2
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• pp.1-20
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• 2009

This paper is intended as an investigation of relation between pre-service kindergarten teacher's creative personality and teacher's efficacy. Subjects of this study were 160 third grade students of S collage & Y collage. They were major in infant or early childhood education and have an field practice experience of nurture and education. Tool for measurement is Creative Personality Scale of Ha Juhyun and TEBI(Teaching Efficacy Belief Instrument) teacher's efficacy test which is modified by Kim Sunnam. The collected data were analyzed by one-way ANOVA, post hoc Scheffe' test, Pearson's correlation and stepwise regression. The following results were obtained. First, there is no difference in creative personality according to academic grade, age, experience of leadership in collage. Second, there is a static relation between age of pre-service kindergarten teacher and teacher's efficacy especially personal teacher's efficacy. Third, points of creative personality is relative to teacher's efficacy, especially relative to personal teacher's efficacy. Among the sub-factors of creative personality, factors estimates teacher's personal efficacy are 'self belief, imagination and open mind'. On these ground, I comment on curriculum which will educate creative personality of pre-service kindergarten teacher.

• Korean Journal of Childcare and Education
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• v.6 no.3
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• pp.153-174
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• 2010

The purpose of this research was to investigate the effects of servant leadership, teacher development stage and organizational effectiveness. Subjects in this study were 259 teachers working at kindergartens and child care centers in Seoul and the Capital area of Korea. Servant Leadership Questionnaire(Kim, 2004), Teacher Development Stage Questionnaire(Lee, 2007), Organizational Commitment Questionnaire(Kim, 1998), Job Satisfaction Questionnaire(Kim, 2007), Teacher Job Satisfaction Questionnaire(Noh, 2001), and Job Performance Questionnaire(Kim, 1983) were used. Descriptive statistics, T-tests, Pearson's correlation, and hierarchical regression analysis were performed. Results showed that servant leadership, teacher development stage and organizational effectiveness were highly correlated with one another. Variables of servant leadership and teacher development were significant predictors of organizational effectiveness. Conclusions suggest that organizational effectiveness was multiply determined.

• Korean Journal of Childcare and Education
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• v.9 no.5
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• pp.407-436
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• 2013

This study, based on understanding the play features of the participants, explores early children's peer-relation strategies of maintaining and altering play frame and understanding the meaning of the strategies. Free play of 5-year-old children's was observed. The child-care center was visited 1 or 2 days a week, from March to October, 2012. The data collected were based from field notes, interviews with participants, their workbooks and more. The participants used strategies such as 'refusing', 'incapacitating', 'interpreting in a way to sympathize', and 'changing the rules of play' to maintain the play, whilst 'tell-on', 'being on the same side', 'accepting 3rd party' features were used to alter play frame. Participants using these various play-frame strategies experienced life implications of 'dialectic of exclusion and selection' and 'quiver of boundary'. This study, specifying efforts of the children to maintain and alter the play frame, will provide an understanding of perception of "social exclusion" to children, which has been viewed negatively in the past. It will also benefit on-site teachers in helping them understand peer-relationship within children and provide a more in-depth intervention for peer-relationship issues.

• Korean Journal of Childcare and Education
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• v.10 no.6
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• pp.25-42
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• 2014

The primary purpose of this study was to examine the variables as related to self-determination in preschoolers. In order to meet the purpose of this study preschoolers' self-determination, their playfulness, self-regulation, and self-esteem as well as goodness of fit between mother and child were taken into account as study variables of interest. Furthermore, the mediating effect of preschoolers' self-esteem in the effects of study variables on their self-esteem was examined. Three hundred thirty seven preschooler(aged 6-7 years old)-mother pairs who attended public subsidized child care facilities, located in Seoul and Gyeongi province were sampled. The data were obtained from mother-filled surveys, and on-site observations from both head teachers of the children as well as trained researchers. The obtained data were analyzed by using SPSS 21.0, and structural equation model (SEM) was tested with AMOS 21.0. The main results of this study were in the following. First, it was proven that self-determination of the preschoolers' influenced directly or indirectly on their self-esteem, their playfulness, and self-regulation, as well as goodness of mother-child fit. Also, the result pertaining to the mediational effects of child's self-esteem in the effects of study variables of interest on the child's self-determination were revealed. Along with results of this study, there is a strong need to empower the preschoolers' self-determination through improvement of their self-esteem in early childhood education and care as well as in family settings.