• 대한가정학회지
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• 제44권3호
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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.

• 아동학회지
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• 제37권5호
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• pp.101-116
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• 2016

Objective: This study aimed to investigate how the eco-centered early childhood education by seasonal divisions influences the child's nature-friendly attitude and emotional intelligence. Methods: Forty 5-year-olds from 2 preschools in Gyeonggi were selected through convenience sampling and were divided into the experimental group (21) and the comparative group (19). The experimental group received eco-centered childhood education by seasonal divisions 2 or 3 times a week (33 in total). Pre-post data were collected on both groups and analyzed via t-test and ANCOVAs. Results: The key result was as follows: eco-centered childhood education by seasonal divisions influenced positively the nature-friendly attitude and emotional intelligence of children. Conclusion: Based on the result, it is recommended that eco-centered early childhood education be applied in childhood education and that relevant program be developed. Eco-centered education by seasonal divisions is meaningful in early childhood so that children can be harmonious with the nature. Furthermore, the study should be continued for the development of qualified eco-centered education.

• 한국보육지원학회지
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• 제14권1호
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• pp.269-286
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• 2018

Objective: The purpose of this study was to clarify the influences of constructivist educational beliefs and eco-friendly teaching attitudes on early childhood teachers' mathematics teaching efficacy. This study also examined the mediating effect of eco-friendly attitudes on the relationship between the other two variables. Methods: A total of 399 teachers teaching 3,4 and 5-year-olds in Seoul, Gyeonggi and Incheon participated in this study. The data were analyzed using the SPSS Win 21.0 program and the Sobel test. Results: First, mathematical teaching efficacy of early childhood teachers was significantly correlated with constructivist educational beliefs and eco-friendly teaching attitudes. Second, with teacher's career as the control variable, constructivist educational beliefs have more influence in mathematical teaching efficacy than the other variable. Third, eco-friendly teaching attitude partially mediated between the other two variables. Conclusion/Implications: The results of this study imply that constructivist educational beliefs and eco-friendly teaching attitudes are important factors on mathematics teaching efficacy. It is expected that it will be used as basic data for various programs that increase constructivist educational beliefs and eco-friendly teaching attitudes.

• 가정과삶의질연구
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• 제28권3호
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• pp.151-165
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• 2010

The purpose of this study was to examine teachers' practices of Eco Early Childhood Education (EECE) according to the characteristics and perceptions of daycare teachers, and the impacts of teachers' characteristics and perceptions on their EECE practices. The subjects in this study were 110 teachers who were worked at daycare centers in the Gyeongnam area of Korea. The teachers completed questionnaires concerning their perceptions and practices within the EECE. The collected data were analyzed by t-tests, one-way ANOVA, correlation coefficients, and regression. The results of this study were as follows: 1) The daycare teachers differed in their degree of EECE practices depending on their characteristics. 2) The daycare teachers were significantly different in their practices of EECE according to their perceptions. 3) The teachers' characteristics and perceptions of ECCE explained their practices of EECE. Particularly, teacher educational levels and the perceptions of ECCE by teachers were positively associated with their practices.

• 대한가정학회지
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• 제47권3호
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• pp.67-77
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• 2009

This study developed a model economic education program for young children related to Korean seasonal customs. The model was developed via literature reviews and survey research concerning teachers’' recognition of ‘'early childhood economic education’', consultations with professionals in the field, and testing and modifying the program. The goals of the model program were: teaching children to understand basic economic concepts, helping children to develop an economic attitude that emphasizes interdependence, and acknowledging the importance of eco-friendly economic values. The model includes three educational areas and 21 content areas including understanding the concept of exchange, sharing and cooperation, and circulation with nature. This study also developed 37 early childhood economic education activities using the teaching and learning methods of experiencing nature, virtual experience, real life experience, and traditional games experience.

• 한국콘텐츠학회논문지
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• 제16권7호
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• pp.566-574
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• 2016

본 연구의 목적은 생태유아교육의 연구동향을 알아보는데 있다. 분석대상은 2008년 3월부터 2015년 10월까지의 학위논문 총 97편을 대상으로 연도별 동향, 연구내용, 연구방법 등을 분석하였다. 그 결과 첫째, 생태유아교육 연구대상은 유아대상, 교사대상, 실내외 환경 대상, 부모대상 순으로 이루어졌으며 단일연령 중 만 5세를 대상으로 한 연구가 가장 많았으며, 만4세, 만3세, 만2세 순으로 나타났다. 둘째, 연구방법으로는 실험연구가 가장 많이 이루어졌으며 조사연구, 문헌연구, 문화 기술적 연구 순으로 나타났다. 셋째, 연구내용으로는 생태유아교육의 관련변인 모색, 생태유아교육 프로그램이 가장 많았으며 학문적, 이론적 기초방향모색, 생태유아교육과정의 이해와 국가 수준의 교육과정, 보육과정의 연계, 생태교사교육 프로그램 순으로 나타났다. 넷째, 교육내용으로는 숲 체험학습이 가장 많았으며 텃밭 가꾸기, 산책활동, 생태미술, 영성활동, 동 식물 기르기, 환경교육 순으로 나타났다.

• 한국생활과학회지
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• 제21권3호
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• pp.527-537
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• 2012

Green consumption refers to a variety of activities including use and purchase of eco-friendly products and services and disposing of products in an eco-friendly manner. The goal of this research was to evaluate the effects of a green consumption education and awareness program offered to young children in a university-sponsored daycare. The education and awareness program was designed to improve young children's knowledge and behaviors toward the environment through green consumption education. The program was presented to 22 5-year old children in 15-20 minutes sessions, once a week for 4 weeks. Evaluation of the program was carried out through individual interviews with the children and their mothers. Upon the completion of the green consumption education program, there were noticeable changes in children's knowledge and behavior toward the environment. Mothers of participating children reported that children's environmental behaviors changed significantly, displaying a stronger green consumption attitude. This study suggests that environmental educational program during early childhood educational is an effective way of improving children's perceptions of environmental and conservation practices.

• Human Ecology Research
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• 제54권5호
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• pp.451-459
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• 2016

This study was to develop environmental education activities using advertisement as well as investigate the effect of environmental education using advertisements on children's eco-friendly attitudes and environmental preservation knowledge. The effect of the environmental education activity using advisements was examined based on 24 children aged five attending a daycare center located in Incheon metropolitan city (12 in the experimental group and 12 in the control group). This study was executed 12 times (twice a week) in both the experimental group and comparative group as the environmental education using advertisements was developed and executed in the experimental group as environmental education according to the life theme's in the Nuri curriculum of the comparative group. The instruments used in this study were the children's eco-friendly attitude scale (two factors, 18 items) and environmental preservation knowledge scale (four factors, 16 items). Children's eco-friendly attitude and environmental preservation knowledge were assessed by pre-tests and post-tests using the SPSS ver. 18.0 program. Results indicated that after 6 weeks application, the experimental group exhibited higher scores than the control group in the children's eco-friendly attitude as well as environmental preservation knowledge. This study showed that environmental education activities using advertisement had a positive effect on children's eco-friendly attitudes and environmental preservation knowledge.

• 한국보육학회지
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• 제18권4호
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• pp.227-245
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• 2018

본 연구는 자연재해의 발생이 급증하는 현상을 반영하여 자연재해 안전교육의 중요성을 강조하고자 교육 활동을 구성하였으며, 유아의 안전문제해결사고와 환경 친화적 태도를 향상 시키는데 목적이 있다. 행정안전부와 충청북도 교육청에서 다루고 있는 자연재해 종류를 참고하여 지진, 황사, 폭염, 홍수, 태풍, 낙뢰, 화재, 폭설, 지구온난화를 교육내용으로 포함시켜 자연재해 안전교육 활동을 20회기로 계획하였다. 연구대상은 충청북도 C시에 위치한 K병설 유치원 만 4세 유아 20명을 실험집단으로, N병설 유치원 만 4세 유아 20명을 통제집단으로 선정하였다. 실험집단의 경우 본 연구 활동을 진행하였고 통제집단의 경우 누리과정 생활주제에 기초한 일상적인 활동을 실시하였다. 연구결과 자연재해 안전교육을 실시한 실험집단 유아들이 통제집단 유아들보다 안전문제해결사고와 환경 친화적 태도가 향상되었다. 이를 통해 본 연구에서 이루어진 자연재해 안전교육이 유아의 안전문제해결사고와 환경 친화적 태도 향상에 효과를 줄 수 있는 교육활동으로 밝혀졌다. 따라서 본 연구는 실제로 유아교육현장에서 자연재해 안전교육을 실시하고자 하는 현장 교사들에게 구체적인 정보를 제공할 수 있을 것으로 기대된다.

• 문화기술의 융합
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• 제9권4호
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• pp.291-301
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• 2023

본 연구는 지속가능발전교육 지향 생태미술활동에 관한 유아교사 인식에 대하여 알아보고자 하였다. 연구결과는 다음과 같다. 첫째, 유아교사는 생태미술활동의 교육적 의의에 대해 자연매체의 시각예술, 공동체적 가치추구, 사회구성원의 참여와 소통의 순으로, 실천하는데 장애요인으로는 교육환경의 어려움, 생태미술 수업자료 및 구체적 예시부족, 교사의 생태미술에 대한 이해부족의 순으로, 생태미술활동을 통해 함양할 수 있는 누리과정 예술경험영역의 핵심역량으로 자연친화적 소통능력, 생태친화적 감수성, 창의융합능력의 순으로 나타났으며, 생태미술활동을 실시하는데 예술경험영역의 자료가 충분하지 않다고 보는 것으로 밝혀졌다. 둘째, 생태미술활동과 지속가능발전교육에 대해 거의 모든 교사가 둘 간에 연관성이 있으며, 실천에 있어서 어려운 점으로 지속가능발전에 관한 인식부족, 교재교구 및 자료의 부족, 교육정책과 지원의 부족, 연수프로그램의 미흡 등의 순으로, 이러한 교육실행을 위한 지원은 교재교구 및 자료의 확충, 교육정책과 지원 확대, 지속가능발전교육에 대한 인식 확대, 연수프로그램 확대 등의 순으로 필요하다고 하였다. 또한, 생태미술활동에서 실천할 수 있는 지속가능발전교육 내용에서 교사들은 '기후변화 대응', '깨끗한 에너지', '물과 위생', '양질의 교육', '건강과 웰빙'과 '해양생태계'의 순으로 높게 인식하고 있으며, 생태미술활동 프로그램이 개발된다면 활용할 것으로 응답한 비율이 높아, ESD 지향 생태미술활동 프로그램 개발이 시급할 것으로 사료된다.