• Korean Journal of Childcare and Education
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• v.12 no.3
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• pp.41-60
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• 2016

The purpose of this study was to examine differences in multicultural early childhood teaching activities according to the general characteristics of early childhood teachers, to analyze the relationships and effects of early childhood teachers' happiness, variables of attitudes toward the teaching profession, and variables of multicultural teaching, and ultimately to identify variables related to early childhood teachers that explain multicultural early childhood teaching activities. For this study, 270 teachers in charge of young children from multicultural families at early childhood education institutions were sampled. When the 'age' variable, which might affect multicultural teaching activities, was excluded and the relationships among early childhood teachers' variables as independent variables were analyzed, happiness and obsessive passion were found to have an effect on multicultural teaching activities. These findings suggest that early childhood teachers' happiness and passion for teaching needs to be enhanced as an effort to set the direction of multicultural education fit for the characteristics of Korea in the field of early childhood education, where the foundation of culture is laid and prejudices are easily formed.

• International Journal of Advanced Culture Technology
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• v.4 no.3
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• pp.39-47
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• 2016

The state adopts the policies based on the goals pursued by the state and provides a basic policy for administrative activities related to early childhood education. Therefore, early childhood education policy should be established organically in consultant with the social consent in advance. In most countries will bear the costs of child care and early childhood education can reduce the financial burden of parents and early childhood education consumers are able to understand the will of the government to support the child care services, which they need in a variety of way. The conflict is deepening - among policy officials, front-line institutions participating in policy implementation, and parents - surrounding the infant and early childhood education. And the conflict has caused the difference between this policy and claims that cannot find hardly a solution. In this study, we argue how the policy differences between groups involved in the policy to analyze the influence, to find the policy conflict resolution strategies.

• Korean Journal of Comparative Education
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• v.26 no.4
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• pp.153-172
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• 2016

This study aims at comparing and analyzing early childhood education systems in both South and North Koreas and suggesting educational alternatives for integrating in various aspects based on it, in order to build directions of early childhood education system in the preparation of Unification. A comparative study on the early childhood education system in South and North Korea was done in terms of early childhood education, public education of early childhood. As a result, there were differences rather than similarities in many areas due to the differences of political ideology between the South and the North. First, early childhood is not compulsory, but becomes public in South, while it is partially compulsory and has an overall public system in North in terms of its compulsory education and Pulic education. Second, as a result of comparing operating systems depending on early childhood education institutions in the South and North, there were differences in various areas such as subjects of foundation, classification of age, operating types, etc. Third, looking at its administrative support system, two Koreas has a similarity of a overall dual system, but showed a specific difference. Fourth, its public support had a similarity that early childhood education is done free of charge in two Koreas. In light of the results of comparing the early childhood education system in South and North Korea, this study suggests the following implications. First, as part of an effort to restore similarities of the early childhood education system between two Koreas, a challenge that must be addressed with priority is to integrate early childhood education-nursery in the early childhood education for age 3-5. Second, we'll take an effort to include the early childhood education for age 3-5 in the basic disciplines with 'Making early childhood education public' being currently focused. In addition, we should an attitude to recover a similarity through mutual exchange and to have advantages of the early childhood education in two Koreas as a challenge of taking an effort to integrate the early childhood education in the South and the North various studies and debates, discussions will be made for the meaning of the early childhood education and the integration.

• Korean Journal of Human Ecology
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• v.7 no.3
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• pp.59-71
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• 2004

The purpose of this study is to emboss the importance of safety education by recognizing the instructor's thoughts on safety and the prevention of safety accidents of early-childhood through the examination, analysis of the education site of safety at early-childhood education facilities. The subject of this were 120 early-childhood teachers in the Jeonbuk areas. The data were collected using questionaries and analyzed by the statistical methods of frequencies. ANOVA with SPSS pc program. The research questions were as follows; 1. What is the understanding of early-childhood teachers on safety recognition? 2. Is there a difference in the understanding of the teacher on safety and the management of the education curriculum on safety education that is being taught at early-childhood education facilities? The main results and solutions of this study were as follows: 1. In order for early-childhood teachers to teach safety education in early-childhood education facilities, they must join a safety mutual aid association or join an insurance policy to furnish an appropriate compensation system. Also, safety education must be systematically taught at a $social{\cdot}national$ level so that teachers and young children can have an understanding on safety under the support and concern of early-childhood education facilities and administration authorities. 2. Results on the comparison of the understanding of safety education and management of actual education of teachers on the actual conditions of the education curriculum of safety education show that although teachers are aware of most items of safety education but the actual education was not being taught. This means that although the teachers are aware of the importance of safety education, the actual education is not being taught.

• Korean Journal of Childcare and Education
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• v.5 no.1
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• pp.41-57
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• 2009

This study investigated the teaching practice of students attending a three-year early childhood education course in K City, Gyeonggi Province, as well as the educational environments of 72 kindergartens and child care centers where they received field training and which were located in Gangseo-gu, Seoul, Incheon Metropolitan City, Bucheon, and Ilsan. After four weeks of teaching practice, those prospective teachers were surveyed for their objective opinions and current state regarding the practice guidance for students, teachers' working hours and wages, and female dominance in number among early childhood educators and heads of early childhood education institutions. Those data were collected to understand the operations of early childhood education institutions and the current teaching practice. According to the analysis results, the students of the early childhood education major said the four-week teaching practice was very helpful for them to understand the field and thus had positive receptions of it. Most of the prospective teachers felt the heaviest burden and experienced the biggest shortcomings in practical skills such as music, art, and hand play during class. They also felt a partial need for male counterparts. Those findings will help prospective teachers understand the field further before going out on the field and the teaching bodies have specific ideas about what kind of guidance is provided by kindergartens or child care centers. In addition, they will hopefully serve as basic data to form organic connections between the educational institutions and the field to produce more talented early childhood education teachers.

• Journal of Digital Convergence
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• v.19 no.12
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• pp.311-320
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• 2021

This study aims to explore the applicability of the HyFlex Learning Model as a new form of early childhood education in the post-COVID-19 era. In order to achieve the purpose of this study, first, the current challenges of early childhood education and the form of early childhood distance education in Korea were examined. Second, after examining the outline and characteristics of the HyFlex Learning Model(HLM) and the application cases of overseas institutions, in particular, the cases of applying the HLM in overseas early childhood education institutions were reviewed. Third, things to consider when applying the HLM in the field of early childhood education in Korea were derived. As a result, the HLM was investigated to be applicable not only in higher education but also in early childhood education as a model that emphasizes the learner's choice, learner-centered/directed, and activity. In order to apply the HLM to the early childhood education field in Korea, several points to be considered were proposed. Finally, the contribution of this study and further study were suggested.

• Journal of the Korea Society of Computer and Information
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• v.27 no.8
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• pp.263-269
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• 2022

This study is to propose a FOCUS Teaching & Learning model to educate pre-service early childhood teachers and in the era of convergence and integration and the Fourth Industrial Revolution. In an era where the use of digital technology is maximized due to COVID-19, boundaries of each fields are blurred and convergence is emphasized, a teaching and learning model is needed to strengthen capabilities of freshmen at colleges that train specialists. This study proposes ways to vitalize ICT education in early childhood education and proposes an integrated teaching and learning model. Through this model, pre-service early childhood teachers will be able to enhance their digital capabilities and contribute to the field of early childhood education by producing video content, activities and teaching aids to be provided to early childhood education institutions. In addition, the model can be applied to areas other than early childhood education to improve digital capabilities through video production and utilization.

• Journal of Fisheries and Marine Sciences Education
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• v.24 no.1
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• pp.56-78
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• 2012

This study which is an alternative exploration for improving the quality level of instruction considering the perception of the teachers in early childhood education field on instructional design is to develop Differentiated Instructional Design Model coincides with the purpose of differentiated instruction curricula and with instructional design principles, and to find out whether the model has significant effect on development of teacher's professionalism. With these purposes, the perception of 343 teachers from early childhood education institutions are investigated, and after component variables are set by drawing the instructional design model available in early childhood education field and reviewing the literature of differentiated instruction model, the Differentiated Instructional design Model for Early Childhood are developed based on FGI(Focus Group Interview) expert evaluation. The experimental study of 88 teachers working in childcare facilities was implemented for effectiveness verification. As a result, first, most teachers consider the priority on making the lesson plans as the development of early childhood and Kindergarten Educational Subjects, and they realize the development of instructional design model which contributes on lesson planning and implementation is much needed. Second, the Differentiated Instructional design Model for Early Childhood are developed, which consists of the cyclic process - pre-lesson phase, lesson implementation phase, and assessment phase -based on development characteristics of early childhood. Third, the experiment of the developed model showed that the scores of experimental group is significantly higher than those of comparative group in knowledge and technique development aspect, and self-understanding development aspect among the aspects of development of teacher's professionalism.

• Korean Journal of Childcare and Education
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• v.13 no.5
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• pp.65-91
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• 2017

Objective: This study aims to investigate early childhood teachers' perception of STEAM and suggest activation measures for STEAM according to teachers' background variables. Methods: The researchers conducted a pilot study, and then did survey research for 5 weeks. The participants of this study included 523 teachers of early childhood education institutions in Gwangju metropolitan city and Jeollanam-do Province. Results: The results of this study were as follows. First, early childhood teachers perceived the necessity of STEAM differently according to their age, experience, and academic background. The higher their age, experience, and academic background were, the more they wanted to participate in further teacher training and education. In particular, early childhood teachers' perception and activation measures were very different according to their workplace. These results come from the fact that the conditions in conducting STEAM are different according to their workplace. Conclusion/Implications: In order to activate STEAM, a teacher training program including practical contents and methods should be conducted. Also, it is necessary to carefully organize the content and structure of the teacher training program according to their workplace. This study is meaningful in terms of suggesting activation measures for STEAM by showing how early childhood teachers think about STEAM and what they demand.

• 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.