• Korean Journal of Child Studies
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• v.37 no.3
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• pp.69-82
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• 2016

Objective: This study aimed to explore early childhood educators' anxiety regarding science education via Q-methodology. Methods: As the first step, 268 Q samples were collected from resources such as books and research papers related to science education for young children. Through five stages of excluding and modifying, a set of 33 Q statements was finalized. The P sample consisted of 40 early childhood educators and was based on educational levels, years of teaching experiences and types of centers. The collected data were analyzed using QUANL statistical program. Results: The results of this study indicate that science anxiety among early childhood educators are classified into four types, explaining 45.13% of the total variance. Conclusion: We conclude that early childhood educators' science anxiety stems from "preparing educational environment and materials," "instructional methods focused on process and scientific inquiry skills," "lack of understanding regarding early childhood science education," and "simple science avoidance."

• Korean Journal of Child Studies
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• v.25 no.6
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• pp.259-277
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• 2004

The effects of two literacy programs, Balanced Literacy Instruction(BLI) and Phonics Instruction were studied in 40 three- and four-year old children. BLIwas created to compensate for the limits of the Whole Language Approach(WLA) and of Phonics Instruction(PI). The WLA focuses on writing and communication but lacks concrete instruction methods and overlooks technical aspects of reading and writing. On the contrary, PI is logical, stressing phonemic recognition, skill in distinguishing words, and the rules of consonants and vowels. By combining the best of both PI and WLA to create BLI, this study showed that children who received BLI significantly improved their ability of phoneme recognition, reading, writing and understanding of the content of a book, letting us conclude that BLI is the more effective method for teaching literacy.

• The Journal of Korean Physical Therapy
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• v.14 no.2
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• pp.116-132
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• 2002

In the management of the child with mental retardation, the physical therapist is challenged to use various skills. The many complex and persistent difficulties encountered by retarded children often require innovative methods physical therapy. These methods must incorporate not only he basic principles of physical therapy, but also an understanding of the teaching and learning as they relate to the mentally retarded person. Movement Play needs to parents and other professionals requires not only technical expertise on the part of the therapist, but also psychosocial skills and the ability to be a sensitive listener and teacher. We can help the mentally retarded child strive to attain goals in life.

• The Journal of the Korea Contents Association
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• v.16 no.1
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• pp.391-402
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• 2016

The purpose of this study is to use meta-analysis as a research method to investigate the correlation between early child teachers' teaching efficacy and their job satisfaction, and thereby look into the effect size of the two variables and their sub-variables. To achieve the purpose, this researcher chose a total of 37 theses for analysis and collected 289 data for analyzing the effect size. Based on the data, CMA(Comprehensive Meta Analysis) 2.0 was applied. According to the analysis, the correlation between early childhood teachers' teaching efficacy and their job satisfaction was higher than the medium effect size on the basis of Cohen(1992) research. In the sub-variables of teaching efficacy, the correlation of personal teaching efficacy with job satisfaction showed higher effect size than that of general teaching efficacy. In the sub-variables of job satisfaction, the correlation between the belief in job and teaching efficacy showed the highest effect size. In terms of thesis type as a moderating variable, Ph.D dissertations showed higher effect size than journals or M.A. theses. As the result of the meta-analysis on publishing year and the number of samples, there was no statistical significance. On the basis of the analysis results, discussions and limitations of this study were suggested.

• Human Ecology Research
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• v.54 no.1
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• pp.1-11
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• 2016

This study developed and evaluated a Seoul National University literacy program for multicultural family children (SNU-LPMFC). The program was developed to enhance Korean language ability for children from multicultural backgrounds. The characteristics of this program were education using fairy tales and nursery rhymes, individual education from home visiting teacher, and parent participation education for effective children's learning support. The effectiveness of this program was examined based on 54 young children and their mothers (34 in the experimental group and 20 in the control group). To examine the effect of SNU-LPMFC, we assessed children's literacy ability as pre-tests and post-tests as well as interviewed the home visiting teachers. After 8 weeks' field application, the experimental group exhibited higher scores than the control group in total language ability and phonology. Home visiting teachers highly praised the effectiveness of the program as the children showed a higher level of interest and attention. SNU-LPMFC was shown to be an effective program to improve multicultural family children's literacy. Implications for research and practice were discussed along with the main results of this study. This study extends the limitations of existing language education programs with uniform teaching methods, configured a customized education approach for children from multicultural families and helps develop concrete teaching material that validated its effectiveness.

• Korean Journal of Childcare and Education
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• v.11 no.2
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• pp.221-238
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• 2015

This study examined the effects of emotional intelligence, teaching efficacy and job stress on happiness among early childhood teachers. Data were collected from 246 early childhood teachers. To collect the data, emotional intelligence, teaching efficacy, job stress, and happiness instruments were used. All research variables were measured using self-reported questionnaires, and were analyzed with one-way ANOVA, t-test, Pearson's correlation and pathway analysis. The results indicated teachers' happiness had no difference by demographic variables. Emotional intelligence had a direct effect and an indirect effect through teaching efficacy and job stress on happiness among early childhood teachers. Teaching efficacy and job stress had a direct effect on happiness among early childhood teachers. Additionally, emotional intelligence was the most important variable predicting early childhood teachers' happiness. Teaching efficacy and job stress had a mediating effect between emotional intelligence and happiness.

• International journal of advanced smart convergence
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• v.8 no.3
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• pp.138-144
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• 2019

Understanding teachers in the early childhood education is crucial as it can not only affect the quality of children's education but also cause many critical problems such as child abuse. A significant amount of research work has been made on the use of robots in childcare classrooms. The finding from the research has shown many advantages such as the improvement of learning performance, social/emotional skills, creativity, concentration period, physical and cognitive development. However, most of the study has been implemented at the K-12 classrooms but not much has been focused on the education at the early childhood classrooms. Importantly, it is very crucial to understand teachers' perception, demands and technical competence about the new teaching tool, in order to maximize its educational effect. This paper investigates some critical issues existing in both teaching and managing in the early childhood education. It will also explore teachers' perceptions and expectations on the use of robots to identify some dilemmas that exist in their working and teaching environment. A survey study was conducted with 119 early childhood educators in South Korea. It analyzed the educators' perception of using robots to improve their teaching performance and to make better outcomes for children, investigated job satisfaction and difficulties that they have in the current work environment. This paper concludes with several guidelines for integrating and setting robotics in the early childhood environment, in order to engender productive outcomes for the future early childhood education.

• Korean Journal of Human Ecology
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• v.16 no.3
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• pp.455-463
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• 2007

The purpose of this study was to compare Korean mothers' and fathers' reactions to their children's negative emotions. The survey with questionnaire was performed with 179 mothers and 179 fathers of children aged three to five-years-old from three child care centers in Seoul and Kyoungki Province. Parental emotion-related practices regarding children's negative emotions were assessed with an adaptation of the CCNES-R(Cortes, 2002), and parental reactions were categorized as problem-focused, emotion-focused, expressive encouragement, emotion-teaching, punitive, parental distress and minimizing. The main results were as follows. First, Korean mothers and fathers, in general, used more positive reactions than negative reactions when their children showed negative emotions, in particular problem-focused reactions were mostly used. In addition, Korean mothers were significantly higher than fathers on problem-focused and emotion-teaching reactions. Second, Korean mothers' and fathers' reactions to their children's negative emotions were significantly different depending on the educational level of mothers, mothers' job and fathers' job. But there was no significant differences in parent's reactions according to children's sex and age. The findings in this study provide implication for an association between parent's reactions to children's negative emotions and parent's socioeconomic background.

• Korean Journal of Child Studies
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• v.37 no.6
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• pp.83-94
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• 2016

Objective: The purpose of this study was to investigate differences in self-leadership and job involvement based on the education levels, majors, and teaching experiences of multicultural family home-visit instructors and the influence of self-leadership on job involvement. Methods: 668 home-visit instructors participated in the online survey from 140 multicultural family support centers in Seoul, 6 metropolitan cities, 9 provinces, and other cities and counties. Data were analyzed through frequency, percentages, Pearson's correlations, one-way ANOVA, $Scheff{\acute{e}}$ post-hoc test, and stepwise multi-regression using SPSS 21.0. Results: The main findings are as follows. First, instructors who were high school graduates had significantly higher scores in self-leadership than the other groups. There was only a significant difference in self-reward of self-leadership based on their majors. There were no significant differences in job involvement based on the education level and major. The greater their home-visit teaching experiences, the higher their scores in self-leadership and job involvement. Second, the stepwise multiple regression model showed that self-expectation, self-goal setting, constructive thinking, and rehearsal of self-leadership explained 49% of the total variance in job involvement. Conclusion: Even though the high school graduates had significantly higher scores in self-expectation, rehearsal, and constructive thinking of self-leadership than the other groups, over-generalization should be avoided because the sample size was relatively small. Based on the finding that greater home-visit teaching experiences was associated with higher self-leadership and job involvement, it would be necessary to improve working condition to prevent instructors from changing jobs. These findings stress the importance of providing opportunities for home-visit instructors to develop leadership, thus improving job involvement.

• The Korean Journal of Community Living Science
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• v.21 no.1
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• pp.81-90
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• 2010

This study aimed to identify the contributors of extra-curricular activities of preschool children focusing on home environmental factors(financial capital, human capital, and social capital) and maternal belief about factors on academic achievement(child's effort, child's ability, teacher's instruction, and maternal teaching). One hundred and seventy three mothers whose preschool children were attending child-care centers in Seoul and Kyunggi-Do participated in the survey. Kinlaw et al.(2001)'s Importance of Effort/Ability Scale was used to assess the mother's belief about the factors on academic achievement. Stipek et al.(1992)'s Activities Sub-scales was revised to measure a social capital, that is the mother's formal and informal activities providing to their preschool child. Educational level was utilized as human capital and monthly income was considered as financial capital. Also, using open ended questions, the subjects were asked to respond to the numbers of extra-curricula activities their child was presently attending, and when he or she began to attend the extra-curricular activity. The main results are as follows. In general, the mothers provided informal activities to their preschool child more than formal activities. Also, they believed the teacher's instruction is the most important and the child's ability the least important in their child's academic achievement. The number of extra-curricular activities was predicted by mothers' formal activities and their belief on their child's ability. The age of starting extra-curricular activities were explained by mothers' formal activities and their educational level.