• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.11
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• pp.5601-5609
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• 2013

The purpose of this study is to figure out the application of perceived quality and authentication evaluation system of teaching materials and implements for children in the early childhood education field. To achieve this, a survey was carried out from April 20 to April 30, 2013 on 150 guidance teachers who teach children classes for more than 3 years at kindergartens in Daejeon area, Chungnam. The results of the analysis are as follows. First, for the use of teaching materials and implements, 96.1% of teachers thought the quality of teaching materials and implements in their interaction with children was important. Most of them had a high perception of the quantity and quality when using teaching materials and implements with early childhood curriculum. For the most inconvenience when using teaching implements, developmental appropriateness was the highest by 47.3%. And the convenience of the application to children was 3.54 points on average. Above this, the application of teaching implements to children when using play and teaching implements was useful by 3.89 points on verage. The current teaching materials and implements for children in the early childhood education field was normal by 3.29 points on average. Second, teachers' perception of teaching materials and implements was relatively positive by 3.99 points on average, proving that the quality of teaching materials and implements based on the application of teaching materials and implements to early children in kindergartens was very important. Consequently, considering the importance and usefulness of teaching materials and implements, it is necessary to introduce institutional policies that teaching materials and implements with quality standard and institution evaluation can introduce the evaluation authentication system to guarantee the convenience of children' safety and use by the supply of quality-guaranteed products.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.2
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• pp.793-800
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• 2014

The purpose of this study is to analyze the perception and need of the early childhood education field on authentication of teaching materials and implements for young children. To achieve this, a survey was carried out on 350 teachers and directors in Daejeon-based kindergartens and child-care centers from September 21 to September 30, 2013. The results of the analysis are as follows. First, 59.4% of them thought that it needed the evaluation authentication of teaching materials and implements for young children. 32.9% of them had a high perception of the early childhood education field. 39.4% of them had high need of the early childhood education field. And 45.1% of them expected a high effect of introducing the evaluation authentication system of teaching materials and implements for young children. Second, most of them had the highest need of the evaluation authentication of teaching materials and implements for young children in terms of education, followed by function and field. And most of them placed the highest emphasis on social development, safety and language in terms of education, function and field, respectively. Consequently, the use of teaching materials and implements, which the social development and safety in terms of education and function are respectively evaluated and authenticated by the diversity of teaching materials and implements for young children, has need of the high evaluation and authentication of teaching materials and implements that can guarantee the quality when young children use a lot of experiment and observation implements such as block play, reading materials, manipulating materials, making implements.

• Journal of The Korean Association For Science Education
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• v.1 no.1
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• pp.73-88
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• 1978

The survey is intended to improve science education by the analysis of problems produced in the following nine aspects (objectives, contents, materials, inquring methods, teaching methods, teachers, children, evalutions, admininative supports) during the past five years often the revision of new science curriculum. 1. View for science education. 1) The teacher's and children's view for science education can be seen renewed, being different from the old one. 2) Inquring method in learning and teaching began to take firm root and children came to know that it is the only way to study science. 3) Writers think that the new science education has stepped into the stage of being fixed to a considerable degree. 2. The aspect of administrative policy. 1) The amount of materials in possession is small and the present materials are lacking in solidity and precision. 2) Class room teacher's over load with miscellaneous things is a difficult problem to solve. 3) The shortage of the printed materials and books for children and teachers has an influence on the development of inquring method. 4) It causes cramming to examine all children at the same time by paper test. 5) It is more desirable to appoint qualified teacher only for science teaching. 3. Contents of science curriculum. 1) In current science textbooks. There can be found some contents which are difficult for teachers to understand and not in accordance with the reality of Korea. Therefore, it is imperative that contents of science textbooks should be reexamined. 2) As it is hard to teach concepts of reciprocal action and to prepare materials with teaching of the system of biological concepts, the teaching of contents is likely to be a cramming. 4. The aspect of in-service education. 1) It is obsolutely predominant reation that in-service education is making a great contribution to class room teaching. 2) As adiministrators' policy for science education has a great effect, in-service education for their enlightenment is needed.

• Korean Journal of Child Studies
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• v.26 no.6
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• pp.111-126
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• 2005

Subjects were two teachers each with higher or with lower play teaching efficacy, and the 111 four and five-year-old children they taught. Using naturalistic observation, children's constructive play was videotaped and transcribed for 60 minutes on ten consecutive days in each classroom. Play was analyzed by level of constructive play, continuous length of play, variety of materials, enrichment of activities, and coherence of content. Constructive play of children whose teachers had higher efficacy in teaching play showed longer continuous play, used a higher variety of materials, and their play had more creative integrity. Five-year-olds exhibited longer continuous play, used a larger variety of play materials, more enrichment of play activity, and more coherence in play contents than four-year-olds.

• Korean Journal of Child Studies
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• v.10 no.1
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• pp.1-10
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• 1989

This study compared the effects of open and directed teaching styles on creativity and mathematical achievement. The subjects were 32 three- and four-year-old children enrolled in the Home Economics Laboratory Nursery School at the University of Arkansas during the fall semester of 1987. In this study, the open teaching style was a child-oriented method of teaching with the help or guidance rather than the actual instruction of teacher, while the directed teaching style was a teacher-oriented method of teaching with actual instruction of the teacher. Forty-eight activities and materials relevant to mathematical concepts appropriately designed for the subjects were used. The nursery school children were divided into morning and afternoon groups. Utilizing a Latin square design, the children in the morning group were taught by the directed teaching style for four weeks followed by a three week period of no planned mathematical activities, then taught by the open teaching style for four weeks. The children in the afternoon group followed the same schedule except the open teaching style was first. At the end of the two four-week sessions of mathematics experiences Thinking Creatively in Action and Movement and selected items of Tests of Basic Experiences 2: Mathematics were administered. The scores of each of the two tests were analyzed using a t-test of dependent measures for the two teaching styles, the sex, and the age of the children. Children taught using the directed teaching style showed a significantly higher originality and mathematical achievement scores than those taught using the open teaching style. Differences for sex and age revealed that the directed teaching style was a significantly better method of instruction to foster the originality for boys and the mathematical achievement for four-year-old children.

• Journal of English Language & Literature
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• v.54 no.2
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• pp.189-215
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• 2008

This study proposes using children's literature as a means of teaching and learning English as a foreign language and suggests practical strategies on the basis of transactional theory of reading suggested by Rosenblatt (1994, 1995). This study suggests three novels written for children or young adults: On My Honor (1986) by Marion Dane Bauer, The Giver (1993) by Lois Lowry and Hatchet (1987) by Gary Paulsen. These texts were selected because of their diverse topics, easy and comprehensible language, engaging stories, and authentic and rich expressions, making them effective materials for foreign language learners. This paper is organized as follows: First, it reviews research on teaching literature in English education and response-oriented language teaching to provide theoretical background of literature-based language teaching and learning. Second, it provides the background of the texts selected for the study. Third, it develops diverse, practical strategies for instructors who intend to use children's literature in EFL teaching. We expect to guide EFL instructors in adopting children's literature in their English class by connecting theory and practice and by providing diverse methods and strategies, and sample responses by EFL university students.

• Journal of Gifted/Talented Education
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• v.9 no.1
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• pp.63-84
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• 1999

This study is to examine the current problems of teaching gifted children and suggest elements(or factors) to be considered in setting up goals thereof by analyzing incumbent teachers awareness. 121 teachers were arbitrarily selected from 30 different kindergartens located in Seoul and Anyang, and they were interviewed with two parts questionnaires(or opinions) of improving current practice. The first part of the questionnaire is composed of the questions about teachers awareness of gifted children, actual state of teaching gifted children, effects of teaching in kindergarten for gifted children, and desired direction for teaching improvement. The second part of the questionnaire provided interpretation of precociousness by study habit, creativity and definitive properties and asked the number of children qualified in their classes. Since the results of the first interview as to awareness of gifted children were dismal, 40 teachers were thereafter randomly selected again, and the second interview was warranted. The results alarmingly revealed that program of teaching gifted children were barely existing even though the teachers awareness for the needs of special education for the precocious as well of study materials and programs thereof was high. In addition, the teachers familiarity of gifted children was surprisingly low. At the second interview whereby gifted children was explained, the teachers awareness of gifted children was dramatically improved to 40% in comparing with 7.4% at the first interview without explanation of gifted children. Teachers awareness of gifted children was low because of lacking direct or indirect experience of having gifted children and special programs therof in their classes as well as teachers nonchalance. Therefore not only adequate training and education of teachers, but also cultivation of qualified teachers for special programs for the precocious are obligatory. Training of incumbent teachers and determination of gifted children are prerequisite for timely discovery of gifted children and adequate education for them. Development of special education programs and diffusion are also crucial.

• Journal of Engineering Education Research
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• v.15 no.5
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• pp.36-41
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• 2012

Student members from The University of Tokushima worked voluntarily at the science school for elementary school children and high school students under the support of Japan Science and Technology Agency. The teaching classes for the science school were held in 2010 as follows: (1) Science handicraft class for children on "Wonder in light, sound, temperature and force", (2) Family Science School for children and parents on "Measurement of length, temperature, weight and energy", (3) "Tatara steel making" for high school students, (4) "Wave motion in strings" for high school students. This paper describes how the students prepared the teaching materials and what they obtained from the teaching activities.

• School Mathematics
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• v.7 no.2
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• pp.169-192
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• 2005

The purpose of this study is to provide the conformity for developing project-based teaching$\cdot$learning materials for the mathematically gifted students. And this study presents development procedural model in order to improve the effectiveness, analyze its practical usage and examine the verification of the developed materials. It made the following results regarding the development of project-based teaching$\cdot$learning materials for gifted children in mathematics. First, it is necessary to provide appropriate teaching$\cdot$learning model to develop the materials, and the materials should be restructured to be available to other level students. Second, it is suggested to develop a prototype in order to develop teaching$\cdot$learning materials for gifted children in mathematics, further the prototype needs to be restructured until it satisfies theoretical frame. Third, an introduction should be made before the activity to perform the projects effectively. Fourth, a teacher's guidance should introduce children's examples corresponding to the objectives of learning, the examples of topics examined by students, and teacher's manual and attention for teaching. This study has a point of presenting the detailed guidelines with regards to development of teaching$\cdot$learning materials for gifted students in mathematics. This study has a point of presenting the detailed guidees with regards to development of teaching$\cdot$learning materials for gifted students in mathematics.

• Korean Journal of Child Studies
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• v.22 no.1
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• pp.191-211
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• 2001

This in-depth study of portfolio method centered on efficient methods of application, including teacher education. The study was carried out in 2 public kindergartens in Taegu. The efficient portfolio assessment method was developed by revisions after successive applications, observations, and discussions with the teachers of both kindergartens. The resulting efficient portfolio method is composed of step 1: portfolio conference and planning; step 2: development of the portfolio in the process of teaching and learning; step 3: selection of the materials for the portfolio; step 4: analysis of the portfolio; and step 5: use of the portfolio method. The practical application of the portfolio assessment is included in the forms used for teachers' observations of children's play and educational interventions. Teachers' interventions include verbal interaction, presentation of materials, and participating as partners. This teaching-learning method consists of teaching and assessment by sensitive and instant responses to children's needs.