• Korean Journal of Childcare and Education
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• v.7 no.1
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• pp.93-120
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• 2011

This study was aimed at inquiring into the role characteristics of a early childhood teacher, who can put an act of tending & examining into practice, and organizing a role by analyzing the concrete reality based on the relationship with a early childhood teacher's role in Korea and Japan. As a result, this study could take a look at the characteristics, such as relation with conversation, relation through sensation and body, relation with familiarity, and relation by living through the cases in Korea. As for the cases in Japan, there appear the characteristics, such as relation through natural things, relation as an equal participant, relation with bodily movement, and relation with daily life. Based on the result of the analysis, this study organized a early childhood teacher's role as relationship through object-oriented language, relationship based on sensation, relationship based on fellowship, and ecological relationship.

• Journal of the Korean Home Economics Association
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• v.45 no.8
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• pp.49-59
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• 2007

This study was intended to investigate the influence of teacher empowerment on organizational? effectiveness, and the moderating effects of personal and organizational characteristics on the relationship of teacher empowerment and organizational effectiveness in early childhood educational institutes. The subjects in this study were 808 teachers who worked at kindergartens and childcare centers located in all parts of Korea. This study was surveyed with the questionnaires. The results are as follows. Firstly, teacher empowerment had a positive and meaningful influence on all components of organizational effectiveness, such as organizational commitment, job satisfaction, and job performance. Secondly, as for the moderating effects of personal and organizational characteristics on the relationship of teacher empowerment and organizational effectiveness, teachers' educational background had moderating effects on job performance of organizational effectiveness, and married or unmarried status of teachers, teachers' experiences in other institutes, type of institute, and the number of teachers working in an institute had moderating effects on organizational commitment. Also, the number of teachers working in an institute had moderating effects on job satisfaction. However, teachers' period of service in their present institutes didn't have moderating effects between teacher empowerment and organizational effectiveness.

• Korean Journal of Child Studies
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• v.33 no.3
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• pp.149-175
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• 2012

This study is designed to positively transform a teacher's emotional state whilst teaching their classes and be able to create happier lessons for preschool children. To do this, a teacher needs to reflect upon current problems and take steps to deal with them. The data for this study was collected from participatory observation and in-depth interviews, making use of photos, a reflective teacher's journal and interview records from Mar. 28, 2011 through Oct. 7, 2011. The problems identified were, (1) teacher centered classes, (2) a daily routine filled with large group activities, (3) disruptive students, and (4) repetitiveness. The routes to greater classroom "happiness" are (1) rearranging seats, (2) "story sharing activities" in small groups, (3) making a separate "story sharing activity" area, (4) using small groups instead of large groups, (5) changing the daily routine. The role of the teacher in finding greater "happiness" are (1) meaningful, 'real observation', (2) discovering genuine change from small points, (3) power sharing, and (4) growing and developing with children.

• The Journal of the Korea Contents Association
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• v.20 no.1
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• pp.605-616
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• 2020

The purpose of this study is to investigate the teacher's perception of maker education and to suggest the direction of teacher education curriculum for maker education in order to explore the possibility of applying maker education to early childhood education. To this end, a survey was conducted on the perception of maker education for preschool teachers. As a result of the data analysis, the perception of the concept, meaning, and educational environment of maker education were low, while the effectiveness, importance, value, continuous application and development of maker education were highly recognized and the necessity of maker teacher education and the educational environment was suggested. Based on the survey results, the teacher curriculum composition was classified into basic and advanced courses. The basic course included basic contents to understand maker education and maker space. The advanced course included information on how to use various tools, materials and digital media, how to conduct and evaluate maker education to apply maker education. The teacher curriculum composition for maker education can suggest basic directions for developing teacher education programs and strengthening the digital teaching competency of teachers in the future.

• The Journal of the Convergence on Culture Technology
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• v.7 no.3
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• pp.19-25
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• 2021

The purpose of this study is to explore the effectiveness of teacher education using applications. To do this, we conducted research on pre-school teachers. To summarize the performance of the study, it is as follows. Teacher training was conducted through music creation activities. The subjects of the study were 56 students(29 experimental group, 27 control group) in early childhood education of A University located at Gyeonggi, Korea. The music creation activities using the application were conducted on the 10th week and the experimental research was carried out. Analysis of the difference between the experimental and control groups in the pre-test and post-test, showed a statistically significant effect on belief in musical teaching efficacy of the control group. The results showed that the teachers' positive attitude toward the role of teacher in the teacher education program using the application was positively influenced. The results of this study by taking advantage of new educational media of applications in teacher education and to provide a basis for exploring concrete action plans for utilizing the application in the teacher training curriculum for future educational.

• Journal of Korea Entertainment Industry Association
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• v.14 no.2
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• pp.131-139
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• 2020

This study intended to analyze the early childhood education freshmen's academic interest. For this study relationship pre-service early childhood teacher's playfulness and play teaching efficacy. The study subjects were 145 early childhood education students in third grade at K-college in Deagu. They answered the survey regarding playfulness scale and play teaching efficacy scale. The collected data were analyzed by frequency analysis, descriptive statistics, pearson correlation and multiple regression analysis using SPSS 18.0 program. The study finding are as follows. First, the average of playfulness and play teaching efficacy were near at the intermediate-level. Second, playfulness and play teaching efficacy were significantly correlated. Third, when examining the relative effect of pre-service early childhood teacher's playfulness on play teaching efficacy, cheerfulness and improvisation is influential factor in play teaching efficacy.

• International Journal of Advanced Culture Technology
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• v.7 no.1
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• pp.143-149
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• 2019

The purpose of the study was to examine early childhood teachers' content knowledge on green growth education. The subjects, 45 early childhood teachers, were asked to draw concept maps about early childhood green growth education. Their concept maps were analyzed in terms of superordinate and subordinate concepts by contents and frequencies. The results showed that early childhood teachers used 182 superordinate and 1,292 subordinate concepts in the concept map of green growth education for young children. Although early childhood teachers had a wealth of content knowledge on green growth education as proposed by the Ministry of Education, their knowledge was disproportionate to some areas and sub-areas of green growth education. These results implied the needs of developing teacher education programs for early childhood green growth education.

• Journal of Christian Education in Korea
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• v.61
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• pp.165-201
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• 2020

The purpose of this study is to explore the development of language education of Christian early childhood education by exploring the change of pre-Christian preschool teachers through the development of biblical language education activities. Interviews, surveys, action plans, and reflections of 19 Christian education students who participated in the development of bible-based language education activities for children based on the language of early childhood language, were conducted from September 3 to December 28, 2018. The data were collected through a portfolio. By analyzing the collected data, the key categories were derived and categorized. For the objectification of data analysis and interpretation, two thematic and early childhood education specialists were identified. As a result, the preparatory Christian teacher experience for the development of bible-based langage education activities for young children was categorized into cognitive change, personality change and practical change. First, through the development of bible-based early childhood language education activities, Christian pre-service early childhood teachers have brought cognitive changes as 'processes not outcomes', 'integration not separation', 'living non-curriculum' and 'meaning not effect'. In developing bible-based language education activities for young children, Christian pre-service early childhood teachers experienced a cognitive change in the 'process of language education activities' rather than the developmental achievements and results of early childhood language education. Christian pre-service early childhood teachers recognized the necessity of 'integration of listening-speaking-reading-writing', not the separation of early childhood language education. They recognized the importance of 'informal language education in kindergarten life', as well as teacher-centered formal language education. In addition, they have made a cognitive change that 'child-centered meaningful language education experience' is more important than the effectiveness of early childhood language education. Second, in developing bible-based language education activities for young children, Christian pre-service early childhood teachers showed personality changes as 'confident teachers', 'professional teachers', and 'teachers with reflective thoughts and attitudes'. Finally, in developing bible-based language education activities for young children, Christian pre-service early childhood teachers recognized the power of positive language and practiced it to form habits of using the right language and to link Christian education with early childhood education. Through the development of bible-based language education activities for young children, Christian pre-service early childhood teachers are equipped with the heart attitude and enthusiasm required to become true early childhood teachers for young children in unpredictable educational conditions and rapidly changing educational realities. Teacher efficacy has improved. In the future, it is expected that various teacher education programs linking Christian education and early childhood education will be continuously and systematically implemented.

• Korean Journal of Child Studies
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• v.30 no.6
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• pp.209-221
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• 2009

The early childhood education in Korea has made a great progress during the last thirty years. However, understanding the early childhood education is a challenging task because of the diversity of the fields. Currently 38% of 3-5 year old children are enrolled in kindergarten. And several efforts to develop and distribute the standard curricula on a national level were underwent successfully. Researches are rapidly expanding in volume and the topics are becoming diverse. Focuses of researches moved from the area of cognitive development, science and mathematics in 80s, social and emotional aspects in 90s to language, curriculum and teacher education in 2000s. One of the emerging issues is the inclusion of kindergarten to public education system and free kindergarten education for young children. The second issues is more interdisciplinary policies are in need related to the low-birth rate in nation. The third one is about teacher training policy. The fourth one is related to the health, nutrition and safety of young children. And the fifth issue is moving educational system and policies that provide better future of young children while focusing on the children in low income families and children with absolute poverty.

• Korean Journal of Human Ecology
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• v.6 no.2
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• pp.15-26
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• 1997

The purpose of this study was to investigate the teacher's and parent's recognition of kindergarten and elementary school about the public education in early childhood education. Especially they included the recognition of concept and necessity, preconsideration, and the direction of future policy of early childhood education to public one. The subjects were 182 teachers and 190 parents in kindergarten and elementary school in Korea. The data was analyzed by Frequency, Percentage, and Chi-Square. The main results were as follows; 1. Teachers and parents defined the concept of public education of the early childhood education as a system which puts a direction in operation and support the finances of national and local government for public and private kindergarten. In addition, teachers and parents thought that the public education was necessary because early childhood was important in developmental aspects. 2. Teachers and parents insisted that the expansion of understanding about public education should be preconsidered and various early childhood programs should be developed. 3. Teachers and parents also agreed that the public education policy should be based on the model and should be progressed sequentially. But they distrusted the current policy.