• Journal of Industrial Convergence
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• v.20 no.5
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• pp.39-59
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• 2022

We analyze the perceptions and requirements of early childhood teachers for artificial intelligence(AI) education to develop an AI education program for 5-year-olds. As for the research methodology, we conducted a survey and an in-depth interview to extract the AI educational elements centering on the analysis stage, the first stage of the ADDIE model. The research result is that first, it is necessary to design a curriculum that combines the contents of early childhood education and AI education to be naturally accepted as AI education for 5-year-olds. Second, an evaluation tool for AI education that can showcase the teacher's reflection should be developed systematically. Third, it is necessary to support a play-centered AI education support and environment for early childhood teachers. Lastly, it is essential to establish a system that can be continuously operated in the field of early childhood education in consideration of AI education in the non-curricular curriculum. It is expected that in the future, a play-oriented AI education program for 5-year-olds will be developed to spread awareness of AI education for infants and present an AI education approach for each age and stage of learners.

• Korean Journal of Childcare and Education
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• v.19 no.2
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• pp.119-141
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• 2023

Objective: This study aimed to investigate Pre-service early childhood teachers' perceptions and roles regarding young children's free play time. Methods: The study utilized the photovoice method and involved 21 pre-service early childhood teachers who expressed interest in participating. Participants were enrolled in an infants teaching methodology class in B city. The study involved four virtual meetings conducted via untact teams, and the automatic recordings of these meetings were transcribed for analysis. Results: The results revealed that pre-service early childhood teachers recognized young children's free play time as a period to enjoy full freedom, develop as the main agent of their lives, and express their imagination. Furthermore, pre-service early childhood teachers perceived their roles during young children's free play time as a specialist infant observer, a connector between play and learning, and a versatile supporter. Conclusion/Implications: The findings suggest the need for a systematic curriculum to provide pre-service early childhood teachers with a balanced perspective and awareness of the meaning of free play and teacher roles. The study highlights the importance of expanding pre-practice courses for observation of play and field-oriented curriculum for incumbent teachers.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.12
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• pp.588-596
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• 2019

The purpose of this study is to propose an ICT-oriented teacher curriculum in order to improve early childhood teacher's competency using ICT instructional media. To this end, a survey was conducted to investigate the importance and current level of early childhood teacher's competency. After identifying the necessity of ICT instructional media competency, the contents of an ICT-oriented teacher curriculum were designed. A survey of teacher competency among 207 teachers showed the highest educational need for ICT instructional media competency. In addition, ICT-based teacher curriculum was classified into ICT literacy education and ICT utilization education based on the analysis results of sub-indexes on ICT instructional media competency. Each part was hierarchized into three levels of awareness, application, and spread according to the teacher's competency level and the educational contents were suggested based on the goals set for each level. In this study, it consisted of ICT literacy education, including understanding educational policy related to ICT utilization, understanding the goals and assessment of the ICT curriculum and ICT utilization education, including the use of teaching and learning methods, application of digital technology, ICT learning environment building and management for developing teacher professionalism related to ICT instructional media.

• The Journal of the Korea Contents Association
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• v.22 no.8
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• pp.455-466
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• 2022

This study was aimed at finding the direction to be supplemented in early childhood creativity education by identifying difficulties and revitalization methods for early childhood education experts such as early childhood education scholarships, directors of early childhood education institutions, and daycare center support staffs at childcare support center. For this study, we collected data of total 33 early childhood education experts, from August to October 2019. As a result of the study, first, the difficulties in early childhood creativity education were found to be 'Evaluation certification system (evaluation meeting)', 'Quality of teachers', 'Number of teachers to children', and 'Lack of definition and direction of creativity'. Second, as revitalization methods to active creativity education for early childhood, they answered with 'Establishment of infant-centered, play-centered curriculum considering on-the-ground characteristics', 'Securing the quality of teachers through their own efforts and supporting various policies', 'Autonomous and diverse program operation of early childhood education institutions', and 'Cooperation with parents'. Through this, it was possible to broadly understand difficulties and revitalization methods of early childhood education experts, and the results of this study can be used as basic data to prepare measures to improve and support in the field of creativity education in early childhood education in the future.

• Korean Journal of Child Studies
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• v.21 no.4
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• pp.177-196
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• 2000

A large sample (1090) of randomly selected early childhood education professionals and government officials rated each of the 133 standards of "A Model for Institutional Accreditation for Early Childhood Education and Care"(Yang, 1999) on a scale of 1 (least important) to 5 (most important). Findings were that all kindergartens and child care centers should be evaluated for accreditation every 3 years with 3-6 months for self-study and on-site validation visits by representatives of the appropritates agencies for 1-2 days. Evaluation results are should be used by institution personnel as a guide to self-supervision, by government officials as a funding standard and by parents as criteria of program quality. Essential accreditation standards included: facilities and equipment; curriculum; nutrition, health and safety; administration and management; and support systems. Safety and teacher-child interactions were most highly rated while parent involvement was not highly rated.

• (The) Research of the performance art and culture
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• no.41
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• pp.69-92
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• 2020

This study describes the impact of early childhood teacher's artistic competence on art education pedagogy and improved curriculum design. Furthermore, the effect of drama as a way of improving early childhood teacher's artistic competence is explained. Many researchers have mentioned that early childhood is a period of sensitivity and potential. Therefore, it will be helpful if children meet a teacher who understands them and inspires their innate artistic sense at a level of their eyes. It explained which aspect of artistic competence should be focused for the teacher training education. There are many approaches to develop early childhood teachers' artistic competence. Adopting drama is one of them. The strong points of drama to improve their artistic competence are as follows. Firstly, human's movement and voice are the main artistic channel in drama. What we are doing in daily life is found are drama world. It means if early childhood teachers experience drama activity, they will feel more comfortable and intimate with it. In addition, early childhood teachers tend to be familiar with dramatic play, so they can more easily access to drama world. Secondly, drama will be helpful to understand different feelings and to broaden and deepen understandings of others' standpoints. For early childhood teachers, drama activity will be helpful to understand how dramatic art form works and to lead children's play in diversified and sincere way. In addition, drama activity will be useful to build horizontal and democratic relationships between children and the teacher. It is one of the main emphases of 2019 revised Nori national curriculum. To sum up, drama will be a excellent method to develop artistic competence for early childhood teachers. Thus, it is expected that They have more opportunities to experience drama as an art form.

• Korean Journal of Child Studies
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• v.29 no.4
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• pp.147-166
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• 2008

This study investigated perceptions of early childhood teachers about children of Female International Marriage Migrants(FIMM) and their classroom conditions. Data was collected from 117 teachers of kindergartens and day care centers in Jeonnam Province using a 28-item inventory composed of classroom conditions and perceptions of teachers about the children of FIMM. Results showed that over 70% of teachers' students were children of FIMM. Children's traits included poor language skills, confusion of identity, and socio-emotional problems due to passive interaction with peers. Programs specifically for FIMM and their children are rare. Teachers considered difficulties teaching children of FIMM are due to lack of economic support, hardship of managing multicultural curriculum, restrictions in application of that curriculum, and institutional inertia.

• Journal of Internet of Things and Convergence
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• v.8 no.6
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• pp.93-97
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• 2022

The purpose of this study is to suggest implications for early childhood SW·AI education considering the characteristics of early childhood education through a survey on SW·AI education in kindergartens. For this study, data were collected from 194 kindergartens through convenience sampling. The data was analyzed using frequency distribution, and it was found that 44% of kindergartens are conducting SW·AI education. 22% are conducting SW·AI education in the form of regular curriculum, and 70% are conducting SW·AI education in the form of special activities after school. SW·AI education was found to be conducted mainly by external instructors (97%) in the classroom (80%). For SW·AI education, block coding-based programs developed by companies such as Naver and the Clova were used, and all of these programs used programs and teaching aids in a package format, including teaching aids and materials developed by companies. 56% answered that they are not currently conducting SW/AI education, and lack of awareness on SW·AI education and lack of human/environmental infrastructure were the main factors. In order to realize SW·AI education considering the characteristics of early childhood education based on this survey, First, SW·AI education programs should be developed to develop play-centered computational thinking skills. Second, systematic teacher education at the national level should be conducted. Finally, the establishment of a department dedicated to early childhood SW·AI consisting of early childhood education experts and SW·AI education experts and financial support at the national level should be provided.

• International Journal of Human Ecology
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• v.3 no.1
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• pp.21-36
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• 2002

Recently, early childhood education in England has experienced a significant level of government intervention including reforms for improving it. This study examines to what extent new Labour government initiatives impact preschool education in England and how effectively the English government implements its preschool education policies. This empirical study uses a combination of methods, including documentary analysis, questionnaire, and observation. Findings show that recent English government policy, especially the introduction of a national preschool curriculum framework combined with an inspection process and funding mechanism, appears to have had a strong influence on preschool practices.

• Journal of Industrial Convergence
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• v.18 no.5
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• pp.102-107
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• 2020

The purpose of this study is conduct development and assessment of the on-site customized education program in college curriculum with utilizing Living Lab. The development process is conducted in Living Lab's mechanism ; idea expression, setting agenda, actual activities, and feedback. The developed early education program is constructed four subjects, sixteen sub themes, and fifty three activities. For the assessment of the program, the satisfaction survey was conducted to sixty eight teachers who work for early education institutes in Busan, S. Korea. In the result, more than 80% of respondents answered that the program was satisfying. The study is meaningful as a basic data to utilize Living Lab in various subjects and majors in college.