• Journal of the Korea Convergence Society
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• v.9 no.5
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• pp.113-119
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• 2018

The purpose of this study is to verify the effect of participating in teaching material development program using 3D printer on the recognition of universal design for learning of early childhood special education pre-service teachers. This study was conducted on 30 early childhood special education pre-service teachers who participated in teaching material development program using 3D printer. The results of this study showed that the early childhood special education pre-service teachers use of the 3D printer-based teaching material development program resulted in statistically significant differences in the 4 low rank factors of the universal design for learning. This research shows that direct experience in developing teaching material using 3D printers is very effective to improve universal design for learning awareness. In addition, the experience of developing teaching material for pre-service early childhood teachers is important for improving the instructional design ability, and they need the practice of the development of the teaching material using the latest technology for teaching students with various needs.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.11
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• pp.564-572
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• 2017

This study explores lectures experienced by pre-service early childhood teachers at 'S' university who took the linked-courses in Early Childhood Education major, and examine its in-depth meaning. The 29 study participants demonstrated a mock class during the Early Childhood Teaching Method course and developed teaching materials for demonstration during the Early Childhood Teaching Material and Teaching Method course in the first semester of 2017. The researchers analyzed group-based learning journal, teaching portfolio and focus-group interview of pre-service early childhood teachers. The conclusions of this study are as follows. First, pre-service early childhood teachers found that the balanced linkage of two subjects enabled them to effectively concentrate on the course. Second, they were able to organize linked-knowledge by creating teaching materials and preparing for the course after learning from their mistakes. Third, the teachers became able to understand the importance of the experience of linked-courses in Early Childhood Education major. Fourth, they also got to understand the value of special bonds among group members. To summarize, this study suggests the necessity and importance of pre-service early childhood teachers' experience of linked-courses in Early Childhood Education major for their education course.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.5
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• pp.417-426
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• 2019

This study examined to offer practical implications for the bullying for the prevention and response in early childhood education at the scene of the bullying that occur by to confirm the perception of the bullying to pre-service early childhood teachers. The survey questionnaire was completed by 313 pre-service early childhood teachers. SPSS Win program was used to perform frequency analysis, ANOVA. (1)The perception of bullying were significantly different according to grade and experience of child care practice, classroom observation, education program for taking preventive measure. (2)Teachers' perception about the action that can be seen as bullying followed by 'apply the violence, such as kicking, or were frequent', 'shared in things that often prevents','often to another carrier or shame in front of a friend'. (3)Perception about characteristics of bullying Perpetrators was 'aggressive behavior and talk much' and perception about characteristics of bullying victims was 'shy and not much'. (4)The reason of bullying perpetrators was 'Just for fun without a special reason' and the cause of bullying victims was 'problem of parents' child-rearing attitudes and home environment'. (5)Important institutions to combat bullying prevention followed by teacher, parents and family, community and the nation, preschool educational institution. Teachers guidance content of combat and prevent bullying was 'to be isolated from the class to infants continue to monitor'. Parents guidance content of combat and prevent bullying was 'communicate a lot and attention to children'. Early childhood education institutions guidance content of combat and prevent bullying was 'operations to come up with the bullying prevention education in educational time'. This study indicated that it is necessary to make efforts for increasing perception of bullying in pre-service early childhood teachers.

• Korean Journal of Child Education & Care
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• v.18 no.2
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• pp.147-165
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• 2018

The purpose of this study was to investigate how to develop of pre-service childcare teachers' perception about the image of childcare center teachers and self-image. In this study, participants' self-analysis method and in-depth interview were adopted to analyze the aspects of pre-service teachers' teacher image. Also, the narrative of pre-service teachers' a famous painting analysis were reported. The results of this study were divided into nine categories. Findings indicated that participants' self-image analysis work made pre-service teachers more enabled them to expend the significance of teacher's image of role in relation to their career decision and future their teacher's job. Moreover, through the experience of self-analysis work the pre-service teachers recognize their own ability to build up unique and healthy image. To foster the ability of pre-service teachers' self- image, special class teaching methods for pre-service teachers should be developed focusing on evoking them to have more positive self-image. This study suggested that self-image analysis work experiences should be emphasized in university class for pre-service teachers.

• Journal of Families and Better Life
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• v.25 no.4
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• pp.181-196
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• 2007

The present study was to investigate child care teather's and parents's recognition and need about child counseling and to analyse differences between them. The subjects for this study were 244 child care teachers and 260 mothers of the day care centers. The major finding were as follows; Most child care teachers are aware of child counseling through lecture, pre-service education, and internet. Most mothers hear about child counseling through internet. They think that child counseling is very effective for young children, especially for negative experience and emotion. Most child care teachers think that they can administer child counseling. especially daycare centers. But mothers think that special facilities is the most appropriate place by child counseling. Child care teachers and mothers regard the credibility of human being as personal characteristics required for child counseling. Counseling specialists are to be the most appropriate person for followed by child care teather's and parents. And they think that special training is needed for child counseling. but few of them receive special training. They perceive the necessity of professional education in child counseling. but they rarely experience related education of child counseling. Especially, they feel lack of time and information. They also want to apply to child counseling children education after learning it through counseling association or by observing real situations in child counseling center using morning time or during weekends. Most mothers and child care teachers know play therapy, art therapy. bibliotherapy, sand play therapy.

• International Journal of Computer Science & Network Security
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• v.22 no.7
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• pp.123-130
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• 2022

Researchers had theorized that the earliest years' experiences were extremely critical to a child's future development (Jung, 2008; Liu et al., 2020), and parental involvement was a key character (Lamb et al., 2002; Liu, 2020). Though the critical role of parental involvement in education has been confirmed, less attention has been paid to its influence on infants' development. For the sake of infants' appropriate development, infant teachers always met barriers to finding, designing, and implementing age-appropriate activities. This case study aims at exploring the role of parental involvement in the development in infancy by surveying one director, four infant teachers, and six early childhood pre-service teachers' perspectives and practices regarding parental involvement in infant rooms within a Reggio Emilia-inspired child development center. Findings revealed that all participants: (1) thought parental involvement was essential to their decision-making process; (2) were aware of the benefits of implementing parental involvement in infants' rooms; (3) gained an opportunity to reflect on their practices regarding parental in-volvement and reprocess their previous perspectives. This study recommends that, in order to facilitate infants' development appropriately, child-care centers need to take into account parental involvement and work with parents collaboratively.