• The Journal of the Korea Contents Association
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• v.22 no.2
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• pp.305-316
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• 2022

This study attempted to analyze the jobs of early childhood special education teachers working in kindergarten's special classes using the DACUM technique. To this end, the DACUM Committee was formed with six early childhood special education teachers with extensive field experience. A total of six DACUM workshops were conducted to derive job definition, job descriptions, and job specifications. As a result, the job description of early childhood special education teachers consisted of 9 duties and 53 tasks, and the job specification consisted of 80 knowledge, 98 skills, and 22 attitudes. Early childhood special education teachers working in kindergarten's special classes were tasks differentiated from special education teachers working in elementary and secondary school including home-linked guidance, health and safety management, elementary school transfer guidance, environmental composition according to play topics, and indoor and outdoor play activities guidance. In the case of knowledge, the Special Education Act on the Disabled, etc. and knowledge on behavioral modification took precedence. Skill showed high frequency of observation-record, parental interviews and parental education skills. Attitudes as experts and administrators took priority. The results of this job analysis can help organize a curriculum to train early childhood special education teachers with high job competency in universities.

• Korean Journal of Childcare and Education
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• v.9 no.3
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• pp.253-272
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• 2013

The purpose of this study was to supplement the NURI Curriculum by investigating the practicing level of the NURI Curriculum for 5-year olds according to the demographic backgrounds of early childhood teachers. The subjects of this study were 201 early childhood teachers who work at kindergartens and child care centers located in Gyeonggi Province and were in charge of 5-year olds. The instrument used was a questionnaire measuring the practicing level of the NURI Curriculum. The results of this study were as follows. First, the practicing level of the NURI Curriculum for 5-year olds generally showed high scores. A total average of 3.24 on a 4 scale was found. In each case, educational contents have the highest score, 3.40, and educational evaluation has the lowest score, 3.03. Secondly, teachers' age, teaching career and educational background had an affect on the practicing level of the NURI Curriculum for 5-year olds, but their certificate and institution type did not. That is, the higher the teachers' age, teaching career and educational background, the higher the practicing level of the NURI Curriculum for 5-year olds.

• Korean Journal of Child Studies
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• v.15 no.1
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• pp.5-21
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• 1994

The purpose of this study was to develop a scale for evaluation of early childhood programs in Korea. The procedures included content validation and a pilot test. A total of 192 items in 10 major areas was developed based on the review of literature and discussions with professionals in early childhood education. The 10 areas include: scheduling, curriculum, interation, physical environment, materials, nutrition, health and safety, administration, staff qualifications, relationships with parents, and evaluation. The pilot scale was administered to 428 classroom teachers and directors, and 47 college professors in early childhood education. The items were rated on a 3-point scale in terms of importance as evaluation criteria. The methods for data analysis included item means and standard deviations for content validation, Cronbach ${\alpha}$ for reliability, and factor analysis for construct validity. Most items in 10 areas were rated as moderate to highly important (average 2.3), especially items in curriculum and staff qualifications. Two factors emerged from the data: institutional management, and curricular planning and implementation. The Cronbach ${\alpha}$ levels were .70 or higher in most areas, but the range covers from .48 to .91. Based on the pilot data, 143 items were selected for the second year study.

• Journal of the Korea Convergence Society
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• v.11 no.11
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• pp.451-459
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• 2020

In this study, data were collected from currently employed early childhood teachers in order to explore the factors affecting the teacher efficacy of early childhood teachers and 202 data were analyzed. Frequency analysis, correlation analysis, and multiple regression analysis were performed on the subjects' general characteristics, empathy, resilience, and teacher efficacy. As a result of the study, factors influencing early childhood teachers' teacher efficacy were identified as educational experience, job achievement, empathy, and resilience, and the explanatory power of the variable was 57.2% (F=45.848, p<.001). In conclusion, the higher the resilience (β=.480), job achievement (β=.286), teaching experience (β=.197), and empathy (β=.141) of early childhood teachers the higher the teacher efficacy was. Therefore, the development and education of a curriculum that combines regular and non-regular education programs that can improve resilience, job achievement, and empathy from the period as pre-service teachers are required to improve teacher efficacy of early childhood teachers.

• 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.

• Journal of Korea Entertainment Industry Association
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• v.14 no.5
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• pp.147-158
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• 2020

The aims of this study were to examine the grounds for the appropriateness of board games in daycare centers and kindergartens based on the child-centered, play-centerd activities of revised Nuri-curriculum and provide basic resources by the case studies of board game activities in each area of the Nuri-curriculum. For these aims, it suggested the rationale of board game use in early childhood education field: first, the value as an activity with concrete objects based on developmentally appropriate practice (DAP), second, children's voluntary participation and immersion due to the competition and rewards in gamification, third, integrated experience across all areas of the Nuri-curriculum. Also, it provided various samples of the integrated board game activities for children, and reviewed the precaution, pros and cons that emerged during the play. This study discussed the possibility and direction of board game activities in early childhood education and provided implications for organizing board game activities in the education field and developing new board game contents.

• Korean Journal of Child Education & Care
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• v.17 no.4
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• pp.187-208
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• 2017

This study surveyed 60 early childhood teachers at the kindergartens and day care centers in Incheon Metropolitan City to examine the contents and extent of the teachers' knowledge on early childhood history education by using the definition map designed by Novak and Gowin(1984). To be more specific, the researcher asked the participating teachers through group meetings to draw the definition maps and analyzed them. The results were as follow. First, 11 categories for high level definition of early childhood history education used by early childhood education were identified, among which the most frequently used high level definition were 'life style' followed in order by 'culture/art' and 'great men.' Second, in terms of the average number of dependent definitions included in the given high level definitions, the largest was 'life style' which was followed in order by culture/art, activity methods. It means that the widest area of early childhood teachers' knowledge on early childhood history education was about 'life style,' while it shows that the extent of knowledge on teaching-learning methods was relatively wide. However, in the case of great men, although it was frequently recognized in the high level of definition it was not so in the dependent definitions, meaning the extent of their knowledge was rather narrow. Scholars explain that the higher the teachers' attention and knowledge about the content of curriculum the more options of teaching method they tend to employ to teach in a more extensive and diverged way. Therefore, in order to improve early childhood education, efforts should be more focused on deepening and systemizing the knowledge of early childhood teachers.

• Journal of Fisheries and Marine Sciences Education
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• v.21 no.1
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• pp.78-95
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• 2009

The purpose of this study is to define areas and standards of kindergarten teacher's competency through survey research and interview with early childhood education community - kindergarten teachers, vice principals, principals, administrators, parents, and professors in early childhood education. Raw data from 62 interviewees were grouped into 25 codes including 'professional knowledge about young children's developmental characteristics, and labeled for representative themes. Based on the result of interview analysis, two areas of 'knowledge and skill' area (15 standards) and 'attitude and grounding' area (20 standards) were classified, survey researched for appropriateness and relative importance of each standard. 704 members of early childhood education community were collected through stratified sampling. The research findings indicate that 'observation and evaluation ability for young children' and 'affection for young children' showed high appropriateness in 'knowledge and skill area' and 'attitude and grounding area', respectively. In the relative importance analysis, 'understanding of young children's development', 'understanding of curriculum for young children', and 'understanding of young children's behavioral problem and counseling' for knowledge and skill area, and 'respect for young children', 'affection for young children', responsibility', 'positive attitude' for attitude and grounding area showed high relative importance in order.

• Korean Journal of Child Studies
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• v.21 no.1
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• pp.283-294
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• 2000

The purpose of this study was to determine early childhood education(ECE) and early childhood special education(ECSE) teachers' perceptions of (a)important teacher competencies needed for working in inclusive early childhood programs and (b)current levels of these competencies. Sixty-two ECE teachers and 77 ECSE teachers responded to the survey developed for this study. There were no differences between the ECE teachers and ECSE teachers in the ratings of importance of the competency domains. However, the ECSE teachers had significantly higher perceptions than the ECE teachers of their self-proficiency on competencies related to child development, curriculum and instruction, assessment procedures, working with other adults, and professionalism. Both the ECE and ECSE teachers perceived the greatest need for further training in competencies related to assessment procedures and working with families and other adults.

• Korean Journal of Child Studies
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• v.32 no.6
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• pp.49-62
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• 2011

The purpose of this study was to analyze recent research trends in early childhood inclusive education. For this purpose, a total of 408 theses, written between 1986 and 2010, were chosen and then analyzed in terms of years of publication, the main topics of research, and the research methodology used. The results of this study are presented and discussed as follows : First, the amount of research into inclusive education increased greatly after 2001. Second, the main topics of the research, as reflected in the theses studied, were general discussions of inclusive education, the attitudes and apprehension of those working with young children with disabilities and the rate of increase in the quantity of research produced has been gradually increased. Third, the methodologies of researches varied somewhat, as reflected in the review of the survey studies and experimental studies. Therefore, it can be said that research into Early Childhood Inclusion Education will continue to be a subject of interest and study and will continue to develop for the benefit curriculum, measurement, assessment and the families concerned.