• The Journal of the Convergence on Culture Technology
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• v.9 no.4
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• pp.291-301
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• 2023

The purpose of this study is to examine the perception of early childhood teachers on ecological art activities oriented to education for sustainable development. The research results are as follows. First, Early childhood teachers recognized the visual art of natural media, the pursuit of community values, and the participation and communication of social members as educational significance of ecological art activities. And difficulties in practicing ecological art were recognized as lack of educational environment, lack of ecological art teaching materials and specific examples, and teachers' lack of understanding of ecological art. Also, they recognized that ecological art activities foster core competencies in art experience area, such as nature-friendly communication skills, eco-friendly sensibility, and creative convergence skills. Second, regarding ecological art activities and sustainable development education, early childhood teachers considered the difficulties in practice as lack of awareness about sustainable development, lack of play meia and materials, lack of educational policies and support, and insufficient teacher training programs. Also, regarding the SDGs that can be practiced in ecological art activities, teachers were found to be highly aware of 'grow affordable and clean energy', 'improve clean water and sanitation', 'provide quality education' in the order. In the contents of education for sustainable development that can be practiced in ecological art activities, teachers are given the order of 'climate change response', 'clean energy', 'water and sanitation', 'quality education', 'health and well-being' and 'marine ecosystem'. was highly recognized. If an ecological art activity program is developed, the rate of responding that it will be used is high, so it is considered that the development of an ESD-oriented ecological art activity program is urgent.

• The Journal of the Korea Contents Association
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• v.16 no.7
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• pp.566-574
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• 2016

The purpose of this study was to determine the viewing trends in eco-childhood education. Analyte is analyzed, such as from 10 March 2008 and 2015 annual target of 97 pieces of thesis until March trends, research content, research methods. As a result, first, the ecological childhood education subjects infant destination, Teachers, took place in indoor and outdoor environments subject, parent targeted net was a study of the most frequent targets 5 years of single age, 4 years old, 3 years old, It was a three-order. Second, the research method consisted of the most experimental studies. Third, research topics include ecology toddler exploring related variables of education, ecological infant was the most common educational programs academic and theoretical basis for the direction sought, ecological Early Childhood Curriculum understanding and national levels of the education process, linking childcare courses, ecology teacher education the program was in order. Fourth, training in experiential learning is the most common forest garden gardening had appeared, walking activities, ecology, art, spirituality, work, raise animals and plants, environmental education in order.

• KIEAE Journal
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• v.4 no.3
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• pp.109-112
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• 2004

• The Korean Journal of Community Living Science
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• v.20 no.3
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• pp.331-341
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• 2009

The purpose of this study is to develop a nature friendly education program that would support ecological literacy of preschool children and to examine the effects of the program on their ecological knowledge and positive attitudes toward nature. The subjects of the study were 59 children from two child-care centers located at Gyeonggi Province. 30 preschoolers from one center were allocated into an experimental group, while 29 preschoolers from the other center were regarded as the control group. The program was composed of 24 sessions, performed three times a week for 20-30 minutes from May to June 2009. The instrument included the knowledge and attitudes toward the environmental scale for preschool children. The following results were obtained. First, the experimental group was found to attain higher level of ecological knowledge and more positive attitudes about nature as a result of the program. Second, after the program was administrated, the experimental group showed higher level of the knowledge and more positive attitudes about nature than the control group. These results suggest a program which conducts within a integrated teaching frame of meeting and getting familiar with nature and taking care of animals and plants, can become an effective early childhood education tool which fosters positive attitudes and knowledge concerning the environment.

• Korean Journal of Child Studies
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• v.28 no.3
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• pp.163-173
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• 2007

This study analyzed ecological elements of 140 nursery rhymes, stories, and plays in the $6^{th}$ edition of the Guide for Educational Activities and Materials for Kindergarten. The results show that 24 works(17.1%) have ecological elements. Content analysis of ecological elements in these works show works that deal with the side effects of environmental development(3 nursery stories), the cult of nature(1 nursery rhyme), recognition of the eco-cycle(2 nursery rhymes, 4 stories, 2 plays), dignity of life and recovery of human nature(12 nursery stories). On the basis of the results, children's literature containing ecological elements were suggested.

• Journal of the Korean Home Economics Association
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• v.40 no.10
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• pp.191-200
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• 2002

The purpose of the study was to investigate parenting stress of mothers with handicapped children. The study employed an ecological model. Data were collected from 142 mothers of handicapped children enrolled in early childhood education classes at welfare facilities in Seoul, Korea. The main results of the study were as follows: 1. The parenting stress of subject mothers was at a severe level. 2. The hierarchical regression analysis yielded the results that mother's depression(β=.383, p<.001), the degree of child's handicap(β=.307, p<.001), child's age(β=.274, p<.01), and mother's participation at parent education program(β=.176, p<.05) were significant factors in explaining mothers' parenting stress. The research model explained 45% of variance.

• Korean Journal of Childcare and Education
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• v.7 no.1
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• pp.93-120
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• 2011

This study was aimed at inquiring into the role characteristics of a early childhood teacher, who can put an act of tending & examining into practice, and organizing a role by analyzing the concrete reality based on the relationship with a early childhood teacher's role in Korea and Japan. As a result, this study could take a look at the characteristics, such as relation with conversation, relation through sensation and body, relation with familiarity, and relation by living through the cases in Korea. As for the cases in Japan, there appear the characteristics, such as relation through natural things, relation as an equal participant, relation with bodily movement, and relation with daily life. Based on the result of the analysis, this study organized a early childhood teacher's role as relationship through object-oriented language, relationship based on sensation, relationship based on fellowship, and ecological relationship.

• Journal of the Korean Home Economics Association
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• v.49 no.3
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• pp.87-98
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• 2011

The purpose of this study was to examine the life satisfaction of adolescents in the ecological contexts of their individual, family, school, and social-cultural experiences. The participants were 1,099 middle and high school students in Chungnam-do. Instruments were the Satisfaction with Life Scale, Rosenberg Self-Esteem Scale, Parent-Adolescent Communication Inventory, the School Life Satisfaction Scale, and Social-Cultural Satisfaction Scale. Data analysis involved the use of descriptive statistics, t- and F-tests, Duncan's multiple range test, product-moment correlations, multiple regression, Cronbach's ${\alpha}$, and factor analysis. Results were as follows: Firstly, middle school students showed the highest levels of life satisfaction, and vocational high school students reported the lowest levels. Also, life satisfaction was inversely related to school grades. Secondly, for all the students, life satisfaction was positive correlated with self-esteem, open communication with parents, school life satisfaction, and social-cultural satisfaction. Lastly, open communication with parents and overall satisfaction with life at school explained more of the variance in adolescent life satisfaction than any other factors.

• Journal of the Korean Society of Food Science and Nutrition
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• v.12 no.1
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• pp.12-18
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• 1983

An ecological survey of early childhood nutrition was conducted from January 23 to February 18, to study the feeding method and weaning practice in Whaseong-gun, Kyonggi-do. This study covered a total of 283 children. Seventy three percent of the subjects had been breast-fed; 10% had been bottle-fed; others had been combination-fed before the introduction of supplementary foods. Only 26.9% of the subjects began to be fed supplementary food before the age of 6 months. The supplementary food used most frequently by the majority of children at the beginning of weaning was plain cooked rice; rarely special preparation, or different from the food eaten by the family. As for age of termination of breast feeding, 42.7% of the subjects were before 12 months; 32.8% were between 13 and 18 months of age; 24.5% were more than 19 months old. As for methods of stopping breast feeding, 44.5% of the subjects were naturally terminated while 38.5% were forced to terminate by the application of sticking plaster or medicines to the mother's nipples. The results indicate a need for nutrition and hygiene intervention to improve the weaning practice of rural area through the community nutrition education.

• Journal of the Korean Home Economics Association
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• v.48 no.9
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• pp.69-78
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• 2010

The purpose of this study was to examine the effects of mentoring on the professional development of kindergarten teachers. The subjects in this study were 60 teachers in two affiliated kindergartens that belonged to the offices of education of two areas in Gyeonggi Province. The findings of the study were as follows: First, there was a significant difference in overall professional development between the experimental group that participated in mentoring and the control group that didn't. Second, there was a significant gap between the experimental group and the control group in knowledge-skill development, self-understanding development, and ecological development. Thus, mentoring was shown to have a positive effect on the professional development of the kindergarten teachers.