• 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 Childcare and Education
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• v.16 no.4
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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.

• Journal of the Korean Home Economics Association
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• v.44 no.3 s.217
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• pp.69-77
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• 2006

The purpose of this research was to provide recommendations for eco-centered early childhood education as a new paradigm in Korean society. Questionnaires were collected from directors, teachers, and parents of private & public kindergartens, as well as child care centers, in Bucheon city. The data were analyzed based on the frequencies, $X^2$ test, F test, and Scheffe test. The results were as follows. (a) Most directors, teachers, and parents positively agreed with the eco-centered early childhood education and recognized its benefits. (b) In order for the eco-centered early childhood education to be successful, development of various programs, systematic study, ongoing teacher training, and parents' education were required. (c) In order for the eco-centered early childhood education to develop more culturally appropriate program, close connection with local community, reorganization of the early childhood education curriculum, and government support were needed. The findings demonstrate that eco-centered early childhood education is necessary for the future wellbeing of Korean society.

• Korean Journal of Child Studies
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• v.32 no.5
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• pp.151-165
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• 2011

The purpose of this study was to examine the relationship between the information literacy of preschoolers and their developmental trends. The subjects in this study were 122 preschoolers. After taking tests in information literacy and early childhood development, the collected data was analyzed. The findings of the study were as follows : First, there were gaps among the preschoolers in the level of early childhood development according to the relative levels of their information literacy. When a post-hoc analysis was carried out to investigate intergroup differences in detail, there were statistically significant gaps between the preschoolers with excellent information literacy and those with intermediate-or poor information literacy, and between the preschoolers with intermediate information literacy and those with poor information literacy. Second, the differences in terms of the levels of information literacy and the impact these differences made to their body, cognition, language, sociability and emotions which comprise the five subfactors of the early childhood development inventory were checked after the mutual influence of the five subfactors was controlled. As a result, statistically significant gaps were apparent in all the subfactors of early childhood development according to relative levels of information literacy. The preschoolers who had a better level of information literacy exhibited a statistically significantly better level of development in every subfactor.

• Child Health Nursing Research
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• v.15 no.2
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• pp.236-244
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• 2009

Purpose: The purpose of study was to identify the influence of parenting efficacy on health promotion behavior during early childhood and to provide baseline data for developing health promotion programs. Methods: This study was a cross-sectional survey research study. The participants were 202 parents of children in early childhood selected by convenience sampling. From October 1 to October 8, 2008 data were collected using structured and self-report questionnaires. Results: The mean score for parenting efficacy for these parents was 3.54, and health promotion behavior had a mean score of 3.21. The health promotion behavior was statistically different according to the child's health status, fathers' smoking habits, and mothers' eating habits. Parenting efficacy (17%) was the best predictor, followed by child's health status in early childhood (2%), and mothers' eating habits (1%) which together explained 20% of the variance in health promotion behavior during early childhood. Conclusion: The findings indicate that parenting efficacy of parents is an important factor for enhancing health promotion behavior in early childhood. Therefore, health professionals must establish strategies to improve the parenting efficacy of parents in order to promote health promotion behavior for children in early childhood.

• Korean Journal of Child Studies
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• v.35 no.4
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• pp.263-279
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• 2014

The purpose of this paper is to explore the role of the variation of songs by teachers in early childhood classrooms where songs play an important role in managing the daily activities for young children. Early childhood teachers have demonstrated a high degree of competency to transform and modify a variety of songs that fit into children's developmental levels. The use of such songs enable both teachers and young learners to fully enjoy such classroom activities and are an important means for establishing rapport. The data were collected from direct observation and video recording in three early childhood classrooms, as well as through interviews with the teachers, and through the researcher's journals. The results of the study revealed that the teachers exhibit a high degree of professionalism in creating variations of the kind of songs that children seem to enjoy, and thereby creating high levels of classroom enjoyment generally. This study also showed that using a good variety of songs in early childhood classroom can facilitate understanding of the content in the curriculum Finally, this study also suggests that the teachers' skills in designing variations of songs can make early childhood education classrooms culturally attractive and aesthetically more creative.

• Journal of Korea Multimedia Society
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• v.20 no.7
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• pp.1113-1128
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• 2017

This study was practiced in order to develop a textbook to improve early childhood teachers' ability to use multimedia required by kindergartens and to examine its effects. First, investigation of the status of multimedia application of early childhood teachers in kindergartens was done along with looking through their attitude and anxiety. The expertise and the multimedia education was required in early childhood education and curriculum. As a result, 15 categories and 50 subcategories under 4 themes were drawn through the procedures of qualitative analysis. The conclusions obtained through this study were the following: First, the education for multimedia application related to the tasks required in kindergartens is needed instead of the common education for multimedia application, to improve the ability to use multimedia for early childhood teachers. Second, multimedia education based on visual theory for the purpose of early childhood education, rather than common features-centered multimedia education, is helpful for the improvement of early childhood teachers' ability to use multimedia. Finally, the improvement of early childhood teachers' ability to use multimedia will be a chance to provide children with a better educational environment.

• The Korean Journal of Food And Nutrition
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• v.27 no.1
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• pp.66-74
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• 2014

The purpose of this study is to compare the perceptions and needs for nutrition education between early childhood teachers and parents. This data will address the effective plans and suggest further nutrition education programs for early childhood education centers. This study was conducted with 200 early childhood teachers and 174 parents in Busan. We collected data through questionnaires from teachers and parents and then computed the frequency and ${\chi}^2$ test to analyze the data. The questionnaire was revised and complemented on the basis of related literatures and previous researches. According to our results in this study, there was a significant difference between the teachers' and parents' perceptions on the need of nutrition education and the reason for needing nutrition education. And there were differences among aims, contents, methods, and effective ways of nutrition education for children. In addition, there was a significant difference among the needs from teachers and parents on nutrition education. Finally, the results of this study suggest various implications for developing nutrition education programs in early childhood education centers. These results can be used to develop nutrition education program by considering the teachers' and parents' perceptions and needs. These may be useful data when planning for the nutrition curriculum in early childhood education centers.

• Korean Journal of Childcare and Education
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• v.15 no.2
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• pp.125-144
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• 2019

Objective: The purpose of this study was to examine the effects of early childhood teachers' music attitude and emotional leadership on their music teaching efficacy in the music education. Methods: 301 early childhood teachers answered the music attitude scale, music teaching efficacy belief instrument, emotional leadership scale, and questionnaire for socio-demographic characteristics and music experiences. Data were analyzed by t-test, one-way ANOVA, Pearson's productive correlation analysis and hierarchical regression analysis. Results: First, early childhood teachers had a higher music teaching efficacy in case of at least 10 years of teaching experiences period, having a post-graduate degree, having a music training experience, enjoying learning musical instruments and singing and listening to music during regular music lessons, and having a long music training experience. Similar results were derived from the subfactors of music teaching efficacy. Second, there were positive correlations(r=.172-.659, p < .001) in the total and subfactors scores among early childhood teachers' music attitude, emotional leadership, and music teaching efficacy. Lastly, early childhood teachers' music attitude and their emotional leadership were explained at 39~52 percent for their music teaching efficacy. Conclusion/Implications: This study suggests that it is important for early childhood teachers' perception of their belief, knowledge and feeling about music education.

• International journal of advanced smart convergence
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• v.8 no.3
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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.