• The Journal of the Convergence on Culture Technology
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• v.9 no.1
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• pp.281-286
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• 2023

We aimed to find out how teaching ethics and empathy affect the perception of children's rights with 297 pre-service early childhood teachers enrolled in the Department of Early Childhood Education at universities located in Busan. Through this, the purpose of this study was to present basic data for the development of a character development program for a high-quality early childhood teacher training institution. We derived the following research results. First, as a result of examining the degree of recognition of pre-service early childhood teachers' teaching ethics, empathy, and awareness of children's rights, the average value was high in the order of teaching ethics, awareness of children's rights, and empathy. Second, there was a positive correlation between pre-service early childhood teachers' empathy ability, teaching ethics and awareness of children's rights, and empathy ability and awareness of children's rights. Third, as a result of examining the relative effects of teaching ethics and empathy of pre-service early childhood teachers on the recognition of children's rights, social ethics was found to be the strongest predictor among teaching ethics. In this study, we identified that teaching ethics and empathy are effective in various approaches to promote awareness of children's rights in pre-service early childhood teachers. And the results of this study provides the basic data for the character development of desirable teachers that pre-service early childhood teachers should have.

• Korean Journal of Childcare and Education
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• v.11 no.3
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• pp.103-127
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• 2015

This study is based on the criticism against life contempt tendency in the educational environment of our society. The purpose of this study is to find out the perception and expectation about the realities and formations of partnership between the home and early childhood educational setting of parents and teachers. The ultimate aim is to build a foundation which transforms educational settings into warm educational communities. The research participants were 4 mothers whose children attended the setting and 4 teachers of the early childhood educational setting (8 participants in total). The research results were as follows. The perception of the realities about partnership of parents and teachers was sub-categorized into four categories: 1)"partnership": essential aspect in children's positive development, 2) practicing with vague concepts, 3) lacking the awareness of companion or partnership, 4) disturbing cooperation between parents and teachers from external issues and problems. The expectation of parents and teachers about formation of partnership between home and early childhood educational setting was sub-categorized into five categories: 1) building of community consciousness for better partnership, 2) developing empathy and communication skills between parents and teachers for mutual understanding, 3) considering various strategies to promote partnership with different styles of parents, 4) activating teacher training and parent education in link with local universities and on-line, 5) providing support from the national level to establish new relationships between home and educational settings. Consequently, it will lead early childhood education settings to be transformed into warm educational communities which orientate respect for life.

• Korean Journal of Child Education & Care
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• v.17 no.3
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• pp.111-151
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• 2017

The purpose of this study is to investigate the perception and actual condition of early childhood teachers about the activities of cooperative art in early childhood education institutions. The subjects of the study were 280 teachers of early childhood education institutions in Y city. The research method was a questionnaire survey on the perception and actual condition of the cooperative art activities. For the research problems, frequency, percentage, and average were calculated by using descriptive statistics, and t - test, F - test, and ${\chi}^2$ - test were conducted to examine the differences according to background variables of early childhood teachers. In conclusion, this study showed that the need for cooperative art activities of early childhood education institutions was highly perceived, and there were significant differences according to the background variables of teachers in educational goals, contents and method. There were significant differences according to the teachers' background variables in the actual cooperative art activities in terms of frequency, method, time, evaluation method, teacher training and support. Based on the results of this study, various supporting methods such as activities plan and method, teacher education and training appropriate for the cooperative art activity program and the presentation of young children are sought so that more desirable and efficient cooperative art activities can be operated in the field of early childhood education suggesting that it should be done.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.1
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• pp.417-424
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• 2017

This study investigated the relationship between pre-service early childhood teacher's metacognition and emotional intelligence on character development efficacy. The subjects were 218 pre-service early childhood teachers at university. A questionnaire, which required self-reporting by these teachers, was used to investigate the effect of their metacognition and emotional intelligence on character development efficacy. The data were analyzed by Pearson's correlation and stepwise regression. The study results were as follows. First, metacognition and emotional intelligence exerted an effect on the character development efficacy of pre-service early childhood teachers. Second, there were significant positive correlations between the metacognition and character development efficacy of the teachers. Third, there were significant positive correlations between the emotional intelligence and character development efficacy of the teachers. Fourth, emotional comprehension of others, emotional comprehension of own, error correction, and emotional activity were meaningful and influential variables on the teachers' self-leadership. These results increased the perception for the development of pre-service early childhood teacher curriculum about character development efficacy, metacognition and emotional intelligence of pre-service early childhood teachers.

• International Journal of Advanced Culture Technology
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• v.7 no.1
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• pp.58-63
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• 2019

The purpose of the study was to examine the moderating effect of childcare teachers' role conflict on the relationship between their professionalism perception and teaching. The subjects were 365 childcare teachers who had children. They were asked to complete the survey on professionalism perception, role conflict in women, and teacher efficacy along with their background information. The collected data were analyzed using SPSS version 24.0 software. Descriptive, Pearson's correlation analyses, and a hierarchical regression analysis were conducted. As results, first, the childcare teachers with high professionalism perception showed high teacher efficacy, and the childcare teachers with high role conflict showed low teacher efficacy. Second, there was the moderating effect of role conflict on the relationship between professionalism perception and teacher efficacy.

• Korean Journal of Child Studies
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• v.30 no.3
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• pp.161-175
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• 2009

The purpose of this study is to develop proper early childhood information communication ethics education program and apply it to children based on previous researches and demands of early childhood teacher in order to protect children who remain defenseless in the information society. The draft was developed after analyzing previous research and survey of early childhood teachers' perception and demands on early childhood information communication ethics education. On the basis of the draft and the survey, the early childhood information communication ethics education program was developed after examining the adequacy of each item and subordinate areas which was conducted by early childhood professionals and applied 17 children. Moreover, early childhood information communication ethics attitude surveys were carried out before and after the program to obtain effects of the early childhood information communication ethics education program. The early childhood information communication ethics education program was effective. There was significant difference (t=-2.27, p<.05) of mean score between experiment group and control group.

• Korean Journal of Childcare and Education
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• v.11 no.1
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• pp.269-287
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• 2015

The purpose of this study was to survey collaborate learning in early childhood settings in Korea. Specifically, the study examined whether the realities of and the teachers' perception on collaborative learning would differ in terms of the teachers' belief on constructivism. To achieve this purpose, 210 teachers of kindergartens and daycare centers in Busan completed a questionnaire developed by the authors. The teachers' belief on constructivism was rated as high, medium, and low. The ${\chi}^2$-test, one-way analysis of variance, and the Scheffe test were used to analyze the teachers' interest on and practice level of collaborate learning. As a result of this analysis, the authors observed several significant differences in the realities of and the teachers' perception on collaborative learning in terms of the teachers' belief on constructivism. We discussed the results and provided practical implications for teacher training.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.12
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• pp.8915-8926
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• 2015

The purpose of this study was to find out difference by early childhood teachers' personality and individual factor. Also we wanted to find out the status, need and awareness of character education for early childhood education. Our targets are 194 early childhood teachers who are working in D city in Chungcheongnam-do. We analyzed out data with by SPSS 21.0 program. The results show that First, there was significantly difference in teachers' personality by career and age. Second, while early childhood teachers sympathize importance and need of personality education, absence of methods for practice is obstacle. Third, A high level personality group notices that respect for early children' life, humanity and virtue of relationship is importance virtue. Fourth, Therefore they consider respecting people as aim of personality education and recognize that they need to teach right values through whole area as education contents. Fifth, A low level personality group notices that performance of their duty and manners of early children is needed virtue. They consider manners education as aim and content of personality education also recognize guiding with connecting home teaching is desirable. So, teachers need, above all, chance for reflective thinking by themselves for early childhood character Education.

• Journal of Christian Education in Korea
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• v.64
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• pp.323-345
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• 2020

This study investigated the recognition and difficulty of Christian early childhood education curriculum of Christian early childhood education by analyzing cases of Christian early childhood curriculum experienced by 10 Christian early childhood teachers with more than 4 years of experience in the metropolitan area. From April 4 to June 24, 2018, data were collected by transcribing through a total of 22 interviews: individual interviews (20 times) and group interviews (2 times). In order to categorize the interview data, derive the core categories, and increase the accuracy and validity of data interpretation, it was sent to the study participants for member check and verified by two early childhood education experts. As a result, the perception and difficulty of Christian early childhood teachers' perceptions and difficulties in the Christian curriculum were analyzed as 'Applying Church Education to Nuri Course', 'Applying Nuri Course to Church Education', and 'Learners Understanding for Integration of Church Education and Nuri Course' did. It is hoped that the understanding of the Christian early childhood curriculum will be helped through the recognition and difficulty of the Christian early childhood curriculum experienced by Christian early childhood teachers, and will be provided as basic data for finding a desirable Christian early childhood curriculum.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.3
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• pp.1785-1794
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• 2015

The purpose of this study is to examine differences between nursery teachers and kindergarten teachers in their perception on key elements of effective interactions and enhanced teaching competence. The subject of the study were 143 early childhood teachers in the Y region of Gyeonggi-do. The collected data was processed through frequency and percentage. For difference test, ${\chi}^2$ tests were conducted. The results of this study can be summarized as follows. First, both nursery teachers and kindergarten teachers perceived that listening and playing were the most important factors in effective interactions between young children and teachers. However, nursery teachers perceived the interaction through skin-ship and complimenting to be more important whereas kindergarten teachers perceived questioning and complimenting as necessary. For the teaching criteria, nursery teachers put more weights on playing while kindergarten teachers focus more on explaining and coorperating. In addition, about evaluation methods, nursery teachers perceived self-evaluation as important, whereas kindergarten teachers perceived observation notes as important. Second, about the elements to strengthen teaching competence, nursery teachers perceived that observation records should be utilized for understanding interest or desire. They also believe that development analysis and teaching methods should be improved through systematical teaching plan and evaluation and that enhancement of teaching material and education are necessary. In contrast, kindergarten teachers perceived that observation records should be utilized for teaching plan and development analysis and teaching methods should be improved through participating in the meetings related to career and education. They believe that providing a prize money through supervising evaluation is necessary.