• Journal of Korea Entertainment Industry Association
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• v.15 no.7
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• pp.107-123
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• 2021

This research aims to review the training systems and curriculums of early childhood educators in Korea and France and seek directions to improve teachers training in Korea. To achieve the research purpose, this article compares three criteria, namely teacher training institutes, training systems, and curriculums based on the legal systems of Korea and France. Below are the summaries of the comparison. First, the training for teachers in France is carried out by the INSPÉ, the state-level single training system, for those who have bachelor's degrees. Second, the second year INSPÉ students or preliminary teachers take national teacher qualification tests. If they pass the tests, they are sent to the teaching fields as licensed teachers. Third, there are 3-year scholarship programs and support for practicums as part of the INSPÉ curriculum through the teacher support system in France to select highly qualified teachers. Fourth, the French curriculums prioritize basic knowledge skills, integration of school systems, teaching practicum experiences that are tied to the teaching fields, and research and analysis of practicum experiences.

• Korean Journal of Childcare and Education
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• v.18 no.1
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• pp.23-50
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• 2022

Objective: The purpose of this study was to develop an early childhood teacher's autonomy scale in the implementation of the Early Childhood Curriculum and to verify its validity and reliability. Methods: A literature review and a delphi survey were conducted in order to explore conceptual characteristics and develop a preliminary questionnaire. A main survey was conducted on 375 early childhood teacher to test their item quality, validity and reliability. Results: The final scale was composed of 24 items with four factors: 'support for child-centered play environment and interaction' (7 items), 'use of learning community' (4 items), 'cooperation and participation with family and local community' (6 items), and 'flexible daily management' (7 items). And the scale was verified as a stable and reliable tool. Conclusion/Implications: This is expected to contribute to the correct understanding of children's education and to actively realize the autonomy of early childhood teachers in the implementation of the Early Childhood Curriculum.

• Korean Journal of Child Studies
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• v.23 no.4
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• pp.199-213
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• 2002

This preliminary study aimed to develop 3 assessment scales for self-evaluation by day care directors and teachers. The development of major areas of evaluation and items as well as evaluation criteria for each item was based on the analysis of related research and major evaluation instruments. A panel of experts in early childhood education examined the contents. The 3 preliminary scales were administered in 87 day care centers; data were analyzed by item response distribution, item discrimination, and reliability of the scales. Items indicating low item discrimination were deleted and minor revisions were made to improve psychometric characteristics of each scale. The final version of the 3 scales is valid for use as self-evaluation instruments by day care directors and teachers.

• The Journal of Korea Institute of Information, Electronics, and Communication Technology
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• v.11 no.4
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• pp.355-361
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• 2018

Recently, there are efforts to improve my learning ability by using various learning tools based on ICT technology. The application such as games is used in conjunction with lecture class to induce interest in the class and to enhance the learning effect by using smartphone app as learning tool. In addition, we are trying to improve creative thinking ability, problem solving ability and logical thinking ability through early coding education. In this paper, we describe the learning and quiz app using the app inventor and conducted the related questionnaire. We developed a learning philosophy for preliminary early childhood teachers using the developed apps and taught them how to utilize them in early childhood education by explaining the apps and using the app inventor. Through questionnaires, we confirmed the learning effect and the willingness to use in early childhood education. Through this study, I hope to improve the ability of early childhood teacher learning and to utilize the coding in early childhood education with the app developed as the app inventor.

• Journal of Families and Better Life
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• v.28 no.5
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• pp.89-100
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• 2010

The purpose of this study was to develop a "Korean Childcare Teacher's Job Satisfaction Scale"(KCTJSS) and to evaluate its reliability and validity. KCTJSS was 72 items and 6 point Likert scale. Participants consisted of 211 childcare teachers by purposive sampling. Results were as follows: First, Exploratory factor analysis resulted in 40 items composed of 6 factors : The principal's childcare center operation system, working environments and welfare, social recognition, amount of work and time management, relationships with co-workers, relationships with parents. Second, the confirmatory factor analysis supported a 6 factor structure. Third, Criterion-related validity was confirmed by significant correlations of the present scale with Early Childhood Job Satisfaction Survey(Jorde-Bloom, 1989). Fourth, the reliability of factors using Cronbach's ${\alpha}$ appeared high, ranging from .83 to .93.

• 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.

• Korean Journal of Human Ecology
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• v.18 no.3
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• pp.571-581
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• 2009

The purpose of this study was to examine teacher's perception, practices about the multicultural education. The subjects were 382 kindergarten teachers in G province. Kim A Young(1996)'s questionnaire which is modified and improved after preliminary research was used to measure teacher's perception and practices about the multicultural education. The data were analyzed by the descriptive statistics, t-test, one-way ANOVA, Scheffe test. The results of this study were as follows. First, Kindergarten teacher's perception about multicultural education were significantly different by teacher's teaching careers, teacher's kindergarten types, children's age, learning experience in preservice curriculum. Second, Kindergarten teacher's practices about multicultural education were significantly different by teacher's teaching careers and kindergarten types.

• Korean Journal of Childcare and Education
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• v.10 no.4
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• pp.97-118
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• 2014

The purpose of this study was to investigate perception and demand on early childhood science education lectures. In order to verify this purpose, it was applied to 228 pre-service teachers in a 3-year early childhood teacher - training department. There were 3 grades which finish the teacher practice. The results of this study were the following. First, they reported that the educational contents and the teaching skills they acquired in their preliminary program helped them in making class leading plans and leading skills for every activity pattern. Second, pre-service teacher wanted hands on practical activity that can be directly applied in the field.

• Korean Journal of Childcare and Education
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• v.11 no.2
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• pp.177-200
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• 2015

The purpose of this study is to analyze physical activities in 'Teachers' Guidance Books for the Nuri Curriculum of 4-year-old children' through simulated instruction of pre-service teachers and, through this, to help them better perform physical activities in their field education for early-aged. The subjects of the study were 30 sophomore students in the early-aged children's Education Department in their 2ndsemester of K University located in Gyeonggi-province. For the analysis of physical activities in 'Teachers' Guidance Books for Nuri Curriculum of 4-year-old children', a qualitative study was conducted and data were collected through informal interviews, reflective journals of pre-service teachers and 30 sessions of education assessment sports. The results of the analysis on the physical activities in 'Teachers' Guidance Books for Nuri Curriculum of 4-year-old children' are as follows; first, preliminary teachers of early-aged children understood the major goal of physical activities in 'Teachers' Guidance Books for Nuri Curriculum of 4-year-old children' as 'expressing.' Second, the teachers thought careful analysis is required on media such as 'video, illustration books, sounds, picture materials' presented together with physical activities in 'Teachers' Guidance Books for Nuri Curriculum of 4-year-old children.' Third, teachers pointed out 'activities that were difficult to understand for pre-service early childhood teachers' and 'improperly presented activities different from the title' as errors and problems in the performance of the Nuri Curriculum. Fourth, as for 'points to make improvement on', pre-service early childhood teachers' requested basic physical activities before the actual activities, the provision of proper actual materials, the necessity of active demonstrations of teachers and making a regulation for the situation of physical activities by early-aged children and teachers together. The results of the study illustrate that deep contemplation and judgment is required of the teachers before conducting physical activities of the Nuri Curriculum.