• Korean Journal of Childcare and Education
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• v.11 no.6
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• pp.199-219
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• 2015

The purpose of this study was to identify the relationship among beginning early childhood teachers' role performance and self leadership, and childcare teachers's supports. The subjects in this study were 491 beginning early childhood teachers working in kindergartens and child care centers across the country. Childcare teachers' support questionnaire(Jae-Young Lee, 2012) role performance questionnaire(Bog-Mae Park, 2011), and self-leadership questionnaire(Dong-Hyen Park,2014) were used for this study. For the research analysis, frequency, Cronbach's ${\alpha}$ coefficient, ANOVA test, $Scheff{\acute{e}}$ post-hoc analysis and Pearson's correlation were calculated and regression analysis were conducted. The results are as follows. Firstly, it was revealed that there are statistically meaningful differences in beginning early childhood teachers 'role performance and self leadership, and childcare teachers's support which were related to early childhood teachers' salary, education background, and age. Also, there are statistically meaningful differences in beginning early childhood teachers' role performance and childcare teachers's support, which were related to type of child-care center role performance, but there were no differences in beginning early childhood teachers' self leadership. Secondly, childcare teachers's support have statistically meaningful positive influences on beginning early childhood teachers' role performance through the mediation of self leadership. Through this study, it is possible to provide basic information to seek ways to enhance beginning early childhood teachers' role performance and self leadership under the considerations of their individual background characteristics, and to promote the practical support for the director or colleagues.

• Korean Journal of Childcare and Education
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• v.11 no.1
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• pp.191-208
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• 2015

The purpose of this study was to identify the relationship among beginning early childhood teachers' stress coping strategies, role performance, and self leadership. The subjects in this study were 491 beginning early childhood teachers working in kindergarten and child care centers across the country. Stress coping strategies questionnaire(Chang-Soon Park, 2005) and role performance questionnaire(Bog-Mae Park, 2011), and self-leadership questionnaire(Dong-Hyen Park,2014) were used for this study. For the research analysis, frequency, Cronbach's ${\alpha}$ coefficient, and Pearson's correlation were calculated and regression analysis were conducted. The results are as follows. Firstly, it was revealed that passive stress coping strategies does not have statistically meaningful influences on role performance, but active stress coping strategies have statistically meaningful positive influences on role performance. Also, 491 beginning early childhood teachers' active stress coping strategies have statistically meaningful positive influences on role performance through the mediation of self leadership. That is, the results explain that the higher the self-leadership of beginning early childhood teachers is, the higher the role performance that they have experienced is. It shows that beginning early childhood teachers'self leadership mediates partially between active stress coping strategies and role performance. Through this study, it is possible to provide basic information to configure the subject content that enhance their self-leadership and develop active stress coping attitudes in a curriculum for beginning early childhood teachers.

• Korean Journal of Child Studies
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• v.26 no.6
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• pp.321-334
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• 2005

This research investigated television and video viewing of young children in early childhood all-day program settings and teachers' recognition of its effects on young children through the survey of 452 early childhood teachers. The results show that television and video viewing is used as a whole group activity during transition period and/or waiting time activity for children who come earlier in the morning and remain late until closing time. It means television and video viewing at early childhood settings is mainly used as a group baby sitter or pacifier. Daily viewing time is about 44.02 minutes and early childhood teachers show low recognition of their role in children's viewing habits. Young children's viewing patterns and time are differed by teachers' variables so that young children of beginning teachers at small size settings appear more viewing time. Teachers show more negative recognition of television and video viewing on young children when they are older and have higher educational level and longer education experiences. The results also show that the more teachers have positive recognition on television and video viewing, the more young children are exposed to television and video viewing in their classes.

• Journal of the Korea Convergence Society
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• v.11 no.1
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• pp.267-277
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• 2020

The purpose of this study is to analyze the needs of experts in childhood education field on what is the primary core competency of the beginning childhood teachers to cope with the future society. For this, the survey was conducted for 252 of teachers in charge, assistant directors, and directors who are currently working at the daycare centers and kindergartens in Busan and Gyeongsangnamdo. In order to derive the requirement and priority on the core competencies required to beginning childhood teachers, 3-step analysis method of paired t-Test, Borich Needs Model Analysis, and the Locus for Focus was used. As a result, seven sub-competencies of five competencies of cooperation, communication, self-improvement and development, vocational ethics, and emotional intelligence was identified as the core competencies required by priority to the beginning childhood teachers in order to cope with the future society. These results may provide the basic data for designing the competence and field-based curriculum in the teachers' training schools for pre-service childhood teachers.

• Journal of Korea Entertainment Industry Association
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• v.14 no.5
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• pp.159-170
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• 2020

Despite evidence that early childhood teachers play a critical role in guiding children through their child assessment, most beginning teachers in the survival stage face the greatest difficulties in this area. Using the intentional and purposeful tools of action research, this collaborative action study supports a beginning teacher in reflecting upon her perceptions of the 'child assessment' of young children and devising and evaluating good guidance practices. During the course of the study, the participating teacher became engaged in more reflective teaching which prompted her to perceive the "child assessment" of the children from different perspectives. As her understanding of the importance of making her curriculum and classroom climate more engaging and meaningful deepened and she reconceptualized her notion of child assessment, the teacher witnessed positive changes in her students' behaviors which, in turn, increased her sense of efficacy. These very positive, empowering results are strong recommendation for using collaborative action research especially in the novice years of teaching for it provides the teacher with a life-long transformative tool for professional development.

• Korean Journal of Childcare and Education
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• v.16 no.1
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• pp.51-74
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• 2020

Objective: This study tried to find out if a teacher education program that supports professionalism for beginning child care teachers in toddler classes is effective in professionalism, self-respect, and efficacy in teaching. Methods: The study subjects were 40 beginning child care teachers in toddler classes teaching in day care centers in Seoul, Incheon, and Gwangmyeong Gyeonggi-do. They were divided into an experimental group (20 teachers) and a comparative group (20 teachers). The collected data were applied to the SPSS 22.0 program. To find homogeneity of the two groups, a t-test was conducted. To analyze an intergroup difference, ANCOVA was conducted in the way of setting a pre-test score as a covariate. Results: The experimental group which participated in the program showed more positive effects than the comparative group in terms of professionalism, self-respect, and efficacy in teaching. Conclusion/Implications: Based on the results of this study, the program is expected to be meaningful in the field of early childhood education, and to lay the foundation for beginning child care teachers in toddler classes to become experts in their field.

• Journal of the Korea society of information convergence
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• v.8 no.1
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• pp.39-47
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• 2015

This study was conducted to identify the experience that applied Flip Learning to preparatory childhood teachers. The target of study is 76 students who were in the first semester of the first year of three-year early childhood education major and took teaching profession subjects for 2 credits. The semester was run for 13 week-course from the beginning of March to the middle of June. Flip Learning was applied to all the classes. Data was collected through qualitative analysis of participants' journals and was concluded with the category of three strengths and four weaknesses. The strengths were firstly active class participation, secondly repetition learning, and thirdly self directed learning. The weaknesses were firstly a burden on class time, secondly improvement on Flip Learning methods, and thirdly a need of ability for self-directed learning and fourthly the experience of environmental unstability for prior learning. It suggests application examples of more effective teaching and learning methods for college professors and students through the case that applied Flip Learning to preparatory early childhood teachers.

• Korean Journal of Childcare and Education
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• v.8 no.5
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• pp.129-156
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• 2012

The purpose of this study was to examine the meaning of the diverse experiences of preservice early childhood teachers during their participation in a career portfolio production program. A career portfolio production program was implemented during a nine-week period of time, and data were gathered to explore the meaning of their experiences in that process, which involved their journals, the report of their coaching professor and small- group interview data. The collected data were analyzed by encoding. As a result of analyzing the data, their experiences were categorized into eight categories: perceiving the flow of time, gathering scattered experiences, finding oneself amid chaos, being aware of being together, building psychological wellbeing, imagining one's own future as an early childhood teacher, mapping out one's future and making one's way to the world. The meanings of their experiences were reclassified into three stages: beginning, development and wrapping-up stages, in which there were two, four and two meanings respectively. The findings indicated that they were mostly cognizant of the meaning of their own experiences of producing career portfolio while they participated in the program step by step.

• The Korean Journal of Community Living Science
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• v.22 no.1
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• pp.163-179
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• 2011

This study was conducted in an inclusion class in M Inclusion Day Care Center in Busan. Thirteen sessions of cooperation teaching were applied in the inclusion class. In this sense, the purpose of this study was to identify what kinds of change occurred in the perspectives of teachers' role on both the general education teacher and the special education teacher during cooperation teaching. The data were collected through participation observations, teachers' reflective journals, and interviews. From the results of the study, it could be suggested that various types of teaching strategies need to be introduced to both teachers from the beginning of inclusion so that the general teacher and the special education teacher could understand each others roles and tasks, share opinions and ideas about daily activities, and experience the roles of the other teacher.

• Korean Journal of Childcare and Education
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• v.5 no.2
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• pp.73-90
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• 2009

The number of multi-cultural members, such as immigrant labors, international marriage women are gradually increasing in Japan society. Now it might be said that Japan has become a multi-cultural society. Recently in Japanese kindergartens and nursery schools the numbers of foreign and bi-cultural children are increasing. The aim of this paper is to review the researches on the cultural diversity in the Japan, especially in childcare. Methodology proceeds from a review of related literature to internet-based data and to the statistics issued by the government. Through reviewing them, the problems of teachers' assumptions and the importance of discussions about teachers' competencies to educate minority children and to communicate with their parents were suggested. As a switch over to multi-cultural society is occurring in Japan, the attitude of assimilationism is weakening, and the local community is now beginning to tolerate the multi-cultural childcare. Consequently, It was over to age that is distinguish identity from only nationality.