• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.4
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• pp.2486-2494
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• 2015

This study is intended to look into the effects of forest experience activities for developing a moral sense on moral development of children. To achieve this, forest experience activities were performed to 40 5-year-old children from H kindergarten in Chungnam area through April 7 to July 25, 2014. They were classified into an experimental group(9 male children and 11 female children) and a control group(9 male children and 11 female children). Forest experience activities and Nuri curriculum-related forest experience activities were performed to the experimental group and the control group 10 times, respectively. The results were as follows. First, forest activity education had an effect on improving children's moral judgment. Second, moral behaviors showed that the experimental group improved in order, courtesy and moderation, which forest experience activities had a significant effect on improvement in their moral behaviors. As stated above, children's forest activities will valuable education to enhance moral development that identifies the preciousness of life through communion and interaction with nature along with peers, and order, manners and self-control by joint cooperative activities between peers.

• Korean Journal of Child Education & Care
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• v.17 no.2
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• pp.115-136
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• 2017

The purpose of this study was to exam the effect of the intergenerational program of character education for young children. For this purpose, the intergenerational program of character education for young children were constructed and implemented based on the previous studies of intergenerational program and of character education linking with nuri-curriculum. The subjects of this study were 24 children aged 3 and 6 elderly people in their 70s. The findings of this study were as follows; First, the elderly-children intergenerational program show the positive effect in order of filial duty, public order, cooperation, consideration, respect and sharing. Second, there were the changes of behavior and attitude from the children toward the elderly.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.12
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• pp.494-501
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• 2020

This study is aimed at exploring the effects of forest experience activities on promoting children's community spirit. To achieve this, a pre-post survey was empirically carried out with 40 children at Kindergarten A in the city of Chungnam. The comprehensive findings showed a significant difference between the experimental group, which had forest experience activities, and the control group, which had outdoor activities based on the existing Nuri curriculum. Based on a pre-test for intimacy, emotion, mutual public awareness, and participation consciousness as sub-factors of community spirit, which adopted all the research hypotheses, the results suggest that the forest kindergarten will become an educational place for children. Consequently, personality education using nature in forest kindergartens can become an excellent goal, helping to boost the development of children's sensitivity and emotional stability through awakening the five senses; building up self-awareness, self-reliance, and trust; learning consideration and respect for others; and developing positive attitudes, sociality, potential, imagination, and creativity through forest activities with their peers.

• The Journal of the Convergence on Culture Technology
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• v.9 no.4
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• pp.357-362
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• 2023

This study aims to investigate the perception of pre-service early childhood teachers regarding play-oriented education through metaphorical analysis, in order to comprehend its meaning that pre-service early childhood teachers perceive. A questionnaire was used, which asked the participants to express play metaphorically and provide reasons for their choices. The collected data were analyzed using a systematic metaphorical analysis approach. The results revealed that the metaphorical expressions of pre-service early childhood teachers regarding play-oriented education were categorized as instructional methods being the most prominent, followed by environment, enjoyment/happiness, autonomy, growth and development, interactive relationships, child-directedness, the essence of life, interest, creativity, potential, variability, everyday life, ambiguity of beginnings and endings, naturalness, and others. Based on these findings, it is expected that one can attain insights regarding the methods of training pre-service early childhood teachers on how to implement play-centered education in the revised Nuri curriculum.

• The Journal of the Convergence on Culture Technology
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• v.9 no.5
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• pp.311-317
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• 2023

The purpose of this study is to qualitatively examine the play experience and meaning of young children who enjoy the appreciation of picture books based on the 2019 revised Nuri curriculum centered on children and play, and furthermore, various play imaginations and ideas in picture books are realized by T robot. The collected various play cases were analyzed by arranging them into play flow diagrams centering on each picture book, and based on this, the meaning of play was discovered by categorizing play through reading the meaning of play. Therefore, this study is meaningful in that it supports <Picture Book-linked Young Children's Robot Play>, a play experience in which various playful imaginations in picture books are realized by young children's robots, and examines the experience of creatively creating play led by young children in depth, and furthermore, it is valuable in providing a basis for the direction of play-centered SW education centered on young children.

• Korean Journal of Child Education & Care
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• v.18 no.4
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• pp.39-50
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• 2018

Objective: Social attention is paid to the issues concerning child care teachers' work multisibility and ambiguous legal status. Child care teachers are employees based on the "Labor Standards Act" and the "Child Care Act". They also play the role of kindergarten teachers based on the "Childhood Education Act" because of the Nuri curriculum. Based on the main tasks of the child care teachers who protect and nurture infants and toddlers, the Nuri curriculum education for infants is conducted. However, the duties and rights of child care teachers are disproportionate because there are many areas where teachers' professional roles do not suit their legal rights. Methods: The purpose of this study is to investigate how teachers perceive their own rights through field experience using qualitative method based on interpretative epistemology. Participants were 61 child care teachers working in the metropolitan area and used protocol description and focus group interview (FGI) for data collection. The collected data were derived as a central theme according to the data analysis method proposed by Creswell (2013). Results: Participants in the study described the 'Right and autonomy of education as a professional occupation', 'Right to request for improvement on working conditions, guarantee of living and to request for welfare system' and 'Right to guarantee of a teacher's status and adjustment of grievance.' They pointed out poor working conditions and welfare benefits at daycare centers, and emphasized that education and autonomy are necessary conditions to be strengthened for quality child care activities. On the other hand, they did not realize that 'Right to guarantee of a teacher's status and adjustment of grievance' was their right. And they have endured the infringement of this right. Conclusion/Implications: This study reveals the gap between teachers' responsibilities and rights, indicating the urgency of institutional arrangements. It is discussed that the social expectation for strengthening personality and professionalism as an infant and child specialist is increased and a practical alternative for the improvement of the right of teachers working in the child care field is needed considering the change of values about work.

• Korean Journal of Childcare and Education
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• v.10 no.5
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• pp.133-158
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• 2014

This study's aims at seeking ways to support educational activity in 'Green-Growth' for children, in order for children to practice green life from their infancy and studying effects of their educational activity in knowledge of environmental conservation and receptivity to the natural environment, attitudes in environment conservation. This study conducted a survey of fifty-four children of five years of age attending the kindergartens in the Metropolitan City of Incheon. Twenty-seven were classified in the experimental group and the remaining Twenty-seven were in the comparative group. For the statistical analysis of the data collected, the t-test and the analysis of covariance(ANCOVA) were conducted using the SPSS WIN 17.0 program. The findings of this research are as follows: the children of the experimental group who experienced educational activity in green growth, demonstrated higher score than those of the comparative group in knowledge of environmental conservation and receptivity to the natural environment, attitudes in environment conservation. The result of the research indicates that educational activity in green growth, for children, enhances their knowledge in environment conservation, the receptivity to natural environment and the positive changes of attitudes in environmental conservation. It is then advisable to integrate and apply educational activity in green growth to the curriculum of kindergartens from early childhood.

• Journal of Science Education
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• v.41 no.2
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• pp.226-247
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• 2017

The purpose of this study is to develop the exhibition model of children's science museum for children and to present the guideline for the exhibition of children's science museum. To this end, we proposed an exhibition of 'body', 'surrounding things', and 'natural phenomenon' as exhibition topics based on the exhibit evaluation framework and kindergarten curriculum. The direction and color elements are important for the exhibition of 'the body', and the presentation of the 'natural phenomenon' is suitable for the use of contextual media applying color and lighting. And it can be said that it is important to provide clues and fixtures for exploring objects based on the theme of 'surrounding objects'. In addition, in order to secure the validity of the developed exhibition model, we developed an exhibition link program for the 'mirror' exhibition of the exhibition model and applied it to visitors to the Gwangju Museum of Science. Therefore, it is meaningful that it provides the basic guidelines for exhibition planning, and it is necessary to plan exhibition to maximize the exhibition effect by directing exhibition contents, exhibition media and exhibition space suitable for the audience.

• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.41-48
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• 2022

The purpose of this study is to compare the meaning of the experience of robot play in the free play time of 5-year-old children in daycare centers with the experience of 5-year-old children in the structural group activities of teachers. To this end, a total of 32 children (15 in the experimental group and 17 in the comparative group) aged 5 were conducted for 1 hour three times a week for 10 weeks. Robots were supported as toys in the classroom of the experimental group, and children in the comparative group freely experienced robot exploration and play during free play time, and children in the comparative group learned the robot's functions and performed structural group activities based on the 2019 Revised Nuri Curriculum national-level curriculum. As a result of analyzing the difference between pre-test and post-test, the use of robots in free play showed a significant effect in creativity and fluency of children, and a significant effect in expression of pleasure in playability. These results suggest that robots are meaningful as play materials in early childhood education, which aims for infant-led free play, and that it is worth studying the robot experiences of children in these free situations in the future.

• Korean Journal of Childcare and Education
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• v.11 no.2
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• pp.151-175
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• 2015

This study configured an integrated math program in which young children can directly participate through storytelling, a teaching technique that has recently earned great popularity. The purpose of the study is to have a positive effect on their mathematical disposition and self-efficacy through the adoption of this program. The program consists of the following five themes: 'understanding of the basic concept of numbers and calculation', 'understanding of the basic concept of space and figure', 'basic measurement', 'understanding of rules' and 'basic data collection and result representation'. The specific activities for each theme planned and executed according to a detailed plan were designed for 20 classes including integrated activities such as story sharing, fine arts and games. The study's participants were 48 five-year old children. The result of the research was that the experimental group's mathematical disposition and self-efficacy score was significantly higher than the control group. The Storytelling-Integrated Math Program was effective in young children's cultivating mathematical disposition and improving self-efficacy. Considering the reality that there has been some confusion and difficulty in carrying out storytelling math and an integrated math program based on the NURI curriculum, it appears that this study could provide a specific and effective teaching-learning program to teachers who want to introduce a program like this.g