• International Journal of Advanced Culture Technology
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• 제7권1호
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• pp.43-48
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• 2019

The purpose of the study was to examine early childhood teachers' content knowledge of economic education. The subjects, 60 early childhood teachers, were asked to draw concept maps about early childhood economic education. Their concept maps were analyzed in terms of superordinate and subordinate concepts by contents and frequencies. The results were as follows. First, 248 superordinate concepts were shown, and they were categorized into nine representative terms: 'Scarcity and Choice,' 'Decision Making,' 'Monetary Value,' 'Production,' 'Consumption,' 'Distribution,' 'Restrain,' 'Reuse,' and 'Economic Education Activity.' Second, 1,440 subordinate concepts were shown, and 'coin,' 'bill,' 'saving,' 'bank,' and 'money' were frequently shown. Third, the mean numbers of subordinate concepts per superordinate concepts showed that early childhood teachers had more knowledge about 'Consumption,' 'Monetary Value,' and 'Economic Education Activity' than other superordinate concepts. The results showed the need for early childhood teachers to have more systematic and hierarchical pedagogical content knowledge on economic education.

• International Journal of Advanced Culture Technology
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• 제11권4호
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• pp.163-168
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• 2023

The purpose of the study was to examine the mediating effect of early childhood teachers' professional development in the relationship between intrapersonal intelligence and teacher-child interactions. We conducted a cross-sectional study with 324 early childhood teachers working at kindergartens and child-care centers in South Korea. The empirical data using survey questionnaires were collected by administering the Adult Introspective Intelligence Scale, the Professional Development Scale for Early Childhood Teachers, and the Teacher-child Interactions Scale. SPSS and Hayes' PROCESS macro weres utilized. The results showed the statistically positive correlations between the major variable and the mediating effect of early childhood teachers' professional development in the relationship between intrapersonal intelligence and teacher-child interactions.

• 한국보육지원학회지
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• 제11권4호
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• pp.19-37
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• 2015

본 연구는 개념도 분석을 통해 유아교사의 유아영양교육 내용에 대한 지식과 지식수준이 어떠한지를 파악하기 위해 실시되었다. 대구 경북지역 유아교사 105명을 대상으로 유아영양교육 내용에 대한 개념도를 작성하도록 한 후 개념도 분석을 하였다. 연구결과 첫째, 유아교사의 유아영양교육 내용에 대한 지식을 살펴본 결과, 상위개념 빈도가 가장 높은 것은 식습관이었고, 유아영양교육 내용요소별 재분류한 결과 빈도가 가장 높은 것은 청결과 위생이었다. 둘째, 유아교사의 유아영양교육 내용에 대한 지식수준을 살펴본 결과, 상위개념에 포함된 종속개념 수와 위계의 평균이 가장 높은 것은 식문화였고, 특성점수에서는 음식이 가장 높았다. 밀도는 비슷한 수준으로 분포되어 있었다. 본 연구결과를 통해 교사가 유아영양교육 내용에 대해 보다 위계적, 조직적, 통합적 지식을 갖고 교육현장에서 활용할 수 있도록 돕는 교사교육이 필요함을 시사 받을 수 있다.

• 한국보육지원학회지
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• 제13권3호
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• pp.55-81
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• 2017

Objective: The purpose of this study was to classify turnover intention of early childhood teachers. This study also analyzed the characteristics of each types of turnover intentions. The research questions were as follows: First, what are the types of turnover intention among early childhood teachers?. Second, what are the characteristics of the types of turnover intention among early childhood teachers?. Method: This study has adopted the Q methodology as a method. first, open surveys were conducted among 101 early childhood teachers and principals who work at kindergartens or child care centers along with literature research, followed by the establishment of Q samples(48 questions). Second, the Q sample was classified among the P sample and was comprised of 90 participants. Ninety early childhood teachers as P sample sorted the 48 Q statements. Results: The findings of this study were summarized as follows: First, the types of early childhood teacher's turnover intentions were identified as four-factors. Second, the characteristics of the four-types of turnover intention were interpreted as follows: 'The type of complex psychological conflict', 'The type of pursuit of social value', 'The type of dependence on organizational environment', 'The type of realistic self-development'. Conclusion/Implications: We suggested political and institutional supporting ways for each type of early childhood teachers.

• 한국수학사학회지
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• 제23권2호
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• pp.123-140
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• 2010

교육과정은 역사적으로 각 시대의 사상과 철학, 문화의 영향으로 교과중심, 경험중심, 학문중심, 인간중심, 관계중심 교육과정으로 변천하여 왔다. 본 논문에서는 우리나라 유치원 교육과정의 변천을 고찰하고, 특히 2007년 개정 유치원 교육과정의 수학영역과 미국 NCTM (National Council of Mathematics)의 유치원 수학교육과정을 비교 분석하여, 현재 연구 중인 제 7차 유치원 교육과정의 수학영역에서 내용과 과정, 계열을 정하는데 있어서 문화적, 사회적, 인지적으로 적합하고 적절한 제언을 하고자 한다.

• 한국보육지원학회지
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• 제18권1호
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• pp.23-50
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• 2022

Objective: The purpose of this study was to develop an early childhood teacher's autonomy scale in the implementation of the Early Childhood Curriculum and to verify its validity and reliability. Methods: A literature review and a delphi survey were conducted in order to explore conceptual characteristics and develop a preliminary questionnaire. A main survey was conducted on 375 early childhood teacher to test their item quality, validity and reliability. Results: The final scale was composed of 24 items with four factors: 'support for child-centered play environment and interaction' (7 items), 'use of learning community' (4 items), 'cooperation and participation with family and local community' (6 items), and 'flexible daily management' (7 items). And the scale was verified as a stable and reliable tool. Conclusion/Implications: This is expected to contribute to the correct understanding of children's education and to actively realize the autonomy of early childhood teachers in the implementation of the Early Childhood Curriculum.

• 한국보육지원학회지
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• 제18권6호
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• pp.59-73
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• 2022

Objective: The purpose of this study is to verify the effect of early childhood teacher's constructivist educational beliefs and teaching efficacy on creative teaching behavior. Methods: The subjects of this study were 262 early childhood teachers working in daycare centers and kindergartens all over the country. A questionnaire was administered which assessed early childhood teacher's constructivist educational beliefs, teaching efficacy, and creative teaching behavior. SPSS 28.0 was used for data analysis. Results: First, the constructivist educational beliefs of early childhood teachers had a positive effect on teaching efficacy. Second, it was found that early childhood teachers' constructivist educational beliefs and teaching efficacy had a positive effect on creative teaching behavior, and at the same time, early childhood teachers' constructivist educational beliefs were partially mediated by teaching efficacy. Conclusion/Implications: This study revealed the mediating effects of teaching efficacy in constructivist educational beliefs and creative teaching behavior relationships. Therefore, in order to promote creative teaching behavior of early childhood teachers, efforts should be made to increase teaching efficacy based on constructivist educational beliefs.

• 융합정보논문지
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• 제10권12호
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• pp.100-109
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• 2020

유아 소프트웨어 교육에 대한 관심과 논의가 지속적으로 이루어지고 있는 시점에서, 본 연구는 유아 소프트웨어 교육프로그램을 적용하고 이를 통해 소프트웨어 교육 효과성과 컴퓨팅 사고력 함양에 관해 분석하고자 하였다. 본 연구에서는 컴퓨팅 사고력 함양이라는 소프트웨어 교육의 궁극적인 목적을 달성을 할 수 있도록 소프트웨어 교육 내용 요소와 컴퓨팅 사고력 요소가 균형 있게 분포하고 있는 교육 프로그램을 적용하였다. 이를 통해 체험과 놀이 활동을 하며 자연스럽게 사고하는 방법을 일깨워 주고 문제를 발견하고 스스로 해결책을 찾아내는 경험을 할 수 있는 교육을 진행하였다. 연구 결과 본 연구에서 적용한 교육프로그램이 유아의 소프트웨어 교육 효과성과 컴퓨팅 사고력 함양에 도움을 주는 것으로 나타났다. 이러한 결과를 바탕으로 컴퓨팅 사고력을 함양할 수 있는 체계적인 유아 소프트웨어 교육을 위한 교육 프로그램을 제안하였다.

• 한국산학기술학회논문지
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• 제18권11호
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• pp.564-572
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• 2017

본 연구의 목적은 유아교육과의 전공교과 연계형 강의를 수강한 S대학교 예비유아교사들이 경험한 수업 탐색과 그 의미를 심층적으로 살펴보는 것이다. 연구 참여자 29명은 2017-1학기 영유아교수법 과목에서 모의수업을 시연하였고 유아교과교재 및 연구법과목에서는 수업시연을 위한 교과교재 제작을 하였으며, 연구자들은 예비유아교사들의 스터디 그룹별 학습과정 저널과 개인 수업 포트폴리오, 포커스-그룹 면담 등을 분석하였다. 연구결과 첫째, 예비유아교사들은 유아교육 전공교과 연계형 강의 경험의 교육적 효과로 균형 잡힌 두 교과목의 연계로 효율적인 수업 집중이 가능함을 장점으로 인식하였다. 둘째, 예비유아교사들은 유아교육 전공교과 연계형 강의 경험의 교육적 효과로 시행착오를 통한 교구 제작과 수업 준비로 연계지식을 구성하게 되었다고 하였다. 셋째, 전공교과 연계형 강의 경험을 통한 예비유아교사의 깨달음은 유아교육 전공교과 연계형 수업의 중요성을 예비유아교사 교육과정 중에 인식한 것이다. 넷째, 전공교과 연계형 강의 경험을 통한 예비유아교사의 깨달음은 연계한 그룹 조원들과의 상호 유대감 증진의 소중함으로 나타났다. 본 연구는 유아교사를 위한 교사교육과정에서 전공교과 연계형 수업 경험의 필요성과 중요성을 시사한다.

• 수산해양교육연구
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• 제24권1호
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• pp.56-78
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• 2012

This study which is an alternative exploration for improving the quality level of instruction considering the perception of the teachers in early childhood education field on instructional design is to develop Differentiated Instructional Design Model coincides with the purpose of differentiated instruction curricula and with instructional design principles, and to find out whether the model has significant effect on development of teacher's professionalism. With these purposes, the perception of 343 teachers from early childhood education institutions are investigated, and after component variables are set by drawing the instructional design model available in early childhood education field and reviewing the literature of differentiated instruction model, the Differentiated Instructional design Model for Early Childhood are developed based on FGI(Focus Group Interview) expert evaluation. The experimental study of 88 teachers working in childcare facilities was implemented for effectiveness verification. As a result, first, most teachers consider the priority on making the lesson plans as the development of early childhood and Kindergarten Educational Subjects, and they realize the development of instructional design model which contributes on lesson planning and implementation is much needed. Second, the Differentiated Instructional design Model for Early Childhood are developed, which consists of the cyclic process - pre-lesson phase, lesson implementation phase, and assessment phase -based on development characteristics of early childhood. Third, the experiment of the developed model showed that the scores of experimental group is significantly higher than those of comparative group in knowledge and technique development aspect, and self-understanding development aspect among the aspects of development of teacher's professionalism.