• 디지털콘텐츠학회 논문지
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• 제17권5호
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• pp.349-357
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• 2016

본 연구의 목적은 영유아교육기관을 위한 저작권 교육 연수 요구를 분석하는데 있다. 본 연구에서는 영유아교육기관 원장과 교사 248명을 대상으로 영유아교육기관을 위한 저작권 교육 연수 요구를 조사하였다. 질문지를 사용하여 조사한 자료는 내용에 따라 빈도, 평균, 표준편차 등을 산출하였고, 기초 변인에 따른 차이를 알아보기 위해서 t-검증과 ANOVA 검증을 사용하였다. 영유아교육기관 원장과 교사는 소속기관, 직위, 교육경력 등에 따라서 저작권 교육 연수 요구가 다르게 나타났다. 저작권 교육 연수 주제로는 '영유아교육기관의 업무와 관련된 저작권의 이해'에 대한 요구가 가장 높게 나타났고, 연수 내용으로는 글자체(폰트)와 음원 사용 등의 저작권 침해에 대한 요구가 가장 높게 나타난 것으로 보아 영유아교육현장과 직접 관련있는 내용의 저작권 교육 요구가 높음을 알 수 있었다. 본 연구결과는 영유아교육기관을 위한 저작권 교육 연수 프로그램 개발과 실행에 시사점을 제시하였다.

• 한국컴퓨터정보학회논문지
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• 제27권8호
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• pp.263-269
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• 2022

본 연구는 4차 산업 혁명 및 융·복합 시대에 예비유아교사 양성을 위해 유아교육분야에서 적용 가능한 교수학습방법을 제안한다. 코로나19 등으로 디지털기술 활용이 극대화되고, 각 분야의 경계가 모호해지고 융복합을 강조하는 시대에 전문직업인을 양성하는 전문대학에서 신입생 대상 디지털 역량 강화를 위한 교수학습모형이 필요하다. 본 연구는 4차 산업혁명시대에 유아교육에 있어서 ICT교육 활성화 방안을 제시하고, 융복합 교수학습모형을 제안하고자 한다. 이를 통해 예비유아교사는 디지털역량을 강화하고 유아교육기관에 제공할 영상콘텐츠 및 활동, 교재교구 제작을 통해 유아교육분야에 기여하도록 한다. 또한 유아교육뿐만 아니라 다른 전공분야로 공유·확산하여 디지털 역량을 향상시키며 각 분야의 영상 제작 및 활용에 대한 과목 운영이 가능하다.

• 한국보육지원학회지
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• 제16권4호
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• pp.93-110
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• 2020

Objective: The purpose of this study was to explore the early childhood education teacher's ability to implement play-centered curriculum that is recognized by an early childhood education expert based on an analysis of focus group interviews. Methods: Two professors of early childhood education, two directors of daycare centers, and two early childhood education teachers participated in the focus group interview. The interview was conducted three times. The interviewed data were categorized and compared. Results: The action competence of the play-centered curriculum required for early childhood teachers were categorized into the following categories; comprehending play, recognizing play, and practicing child-centered play. Detailed factor competencies were required for understanding play, reflective thinking, reading play, recording play, playing like a child, and supporting play. Conclusion/Implications: For actualizing play-centered curriculum, early childhood education teachers needed to comprehend, recognize, and practice for child's play. Furthermore, we discussed the necessity and direction of teacher education to improve the teacher's action competence for play-centered curriculum.

• International journal of advanced smart convergence
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• 제8권3호
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• pp.138-144
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• 2019

Understanding teachers in the early childhood education is crucial as it can not only affect the quality of children's education but also cause many critical problems such as child abuse. A significant amount of research work has been made on the use of robots in childcare classrooms. The finding from the research has shown many advantages such as the improvement of learning performance, social/emotional skills, creativity, concentration period, physical and cognitive development. However, most of the study has been implemented at the K-12 classrooms but not much has been focused on the education at the early childhood classrooms. Importantly, it is very crucial to understand teachers' perception, demands and technical competence about the new teaching tool, in order to maximize its educational effect. This paper investigates some critical issues existing in both teaching and managing in the early childhood education. It will also explore teachers' perceptions and expectations on the use of robots to identify some dilemmas that exist in their working and teaching environment. A survey study was conducted with 119 early childhood educators in South Korea. It analyzed the educators' perception of using robots to improve their teaching performance and to make better outcomes for children, investigated job satisfaction and difficulties that they have in the current work environment. This paper concludes with several guidelines for integrating and setting robotics in the early childhood environment, in order to engender productive outcomes for the future early childhood education.

• 한국보육지원학회지
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• 제12권3호
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• pp.41-60
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• 2016

The purpose of this study was to examine differences in multicultural early childhood teaching activities according to the general characteristics of early childhood teachers, to analyze the relationships and effects of early childhood teachers' happiness, variables of attitudes toward the teaching profession, and variables of multicultural teaching, and ultimately to identify variables related to early childhood teachers that explain multicultural early childhood teaching activities. For this study, 270 teachers in charge of young children from multicultural families at early childhood education institutions were sampled. When the 'age' variable, which might affect multicultural teaching activities, was excluded and the relationships among early childhood teachers' variables as independent variables were analyzed, happiness and obsessive passion were found to have an effect on multicultural teaching activities. These findings suggest that early childhood teachers' happiness and passion for teaching needs to be enhanced as an effort to set the direction of multicultural education fit for the characteristics of Korea in the field of early childhood education, where the foundation of culture is laid and prejudices are easily formed.

• 한국생활과학회지
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• 제21권5호
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• pp.819-835
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• 2012

The purpose of this study was to develop and test the validity of an assessment scale for determining the competency of early childhood teachers practicing unification education. For this purpose, an evaluation scale was constructed and then tested for reliability and validity. Participants for this study included 266 early childhood teachers in the unification education field. In order to the measure reliability and validity of this scale, Exploratory Factor Analysis and Confirmatory Factor Analysis were conducted with SPSS 18.0 and AMOS. The result of this study identified four principal factors: 1) Instruction skills, 2) Evaluation, 3) Attitude, and 4) Knowledge. The results of this study supported the scale's reliability and legitimacy as a valid instrument for the evaluation of early childhood teacher's competence in unification education.

• 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.

• 한국콘텐츠학회논문지
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• 제21권9호
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• pp.391-403
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• 2021

본 연구는 교육 공공성의 개념적 요소에 비추어 현재 유아교육의 현황을 짚어보고, 향후 유아교육 발전을 위한 정책적 과제들을 도출하기 위해 수행되었다. 정부 공식문서, 국책연구기관 보고서를 수집하여 정성적 문헌분석을 실시하였으며, 공공성 구성요소들을 준거로 하여 유아교육의 공공성 수준을 평가하였다. 연구결과 그 동안의 우리나라의 유아교육 정책은 누리과정 도입 등 유아교육의 공공성을 강화하는 방향으로 추진되어 왔다. 공공성의 양적 확대는 이루어졌으나, 이제는 공공성의 질적 강화에 초점을 둔 정책방향의 재설정 및 제도보완이 요구된다. 본 연구는 유아교육 전반에 대한 재검토 방향에 대한 시사점을 제공하였다.

• 한국생활과학회지
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• 제18권3호
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• pp.597-607
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• 2009

The purpose of this study was to investigate the perception of kindergarten teachers about which content should be included in early childhood mathematics education. Then the researcher looked into the findings according to the 2007(7th) national kindergarten curriculum. The results showed that kindergarten teachers perceived the important of balanced content areas of early childhood mathematics education. But the results also showed that kindergarten teachers perceived classification as the most important content areas of early childhood mathematics education. This implicates that the kindergarten teachers revealed somewhat conflicting beliefs about mathematics education. The results also showed that kindergarten teachers did not perceive space and data analysis as the most important content areas of early childhood mathematics education according to the 2007 national kindergarten curriculum The kindergarten teachers also suggested basic and restricted mathematics concepts. The results of this study were discussed related with the problems in early childhood mathematics education, especially the problems in teacher education.

• 한국보육지원학회지
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• 제16권6호
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• pp.155-183
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• 2020

Objective: In this study, we tried to verify the effects of program by constructing an effective maker education program that can cultivate the maker's capabilities through voluntary production activities by utilizing various technologies and tools. Methods: First, prior research on maker education and the station teaching strategy was considered, and interviews and surveys were conducted on prospective early childhood teachers in order to find out the degree of demand for maker education. The final program was finalized through verification of the contents validity. Results: The developed program was applied to a total of 49 prospective early childhood teachers (24 in the experimental group, 25 in the comparative group) attending U College, and it was found to be effective in enhancing convergence talent, education knowledge of early childhood teachers' technology, and self-directed learning skills. Conclusion/Implications: These findings show that the preliminary early childhood teacher maker education program using station teaching strategy has educational value that can be used as an effective teaching method in early childhood education.