• Korean Journal of Childcare and Education
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• v.16 no.5
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• pp.127-154
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• 2020

Objective: This study aimed to show and analyze the flow, content, and meaning of (prospective) early childhood educators reflective thoughts entailed in the process of planning, implementing and evaluating storybook reading by analyzing reflective journals written by technical college students enrolled in an advanced major curriculum after they completed a storybook reading assignment. Methods: The subjects of this study were 39 technical college students enrolled in an advanced major curriculum that participated in a 15-week-long 'storybook seminar' course. This study analyzed journals on storybook reading written by the students as an assignment for the storybook seminar course. Results: As a result, four categories of selecting a storybook, planning the reading of the selected storybook, actual reading of the storybook and subsequent activities were extracted according to the implementation process of storybook reading. Through this series of experiences, (prospective) early childhood educators had a childt-centered view of reading picture books, changed the method of reading picture books, re-recognized the importance of early childhood literature education, and developed a will to develop professionalism through reflective thinking. Conclusion/Implications: This study finds its meaning in showing the reflective thinking that occur within early childhood educators that plan, implement and evaluate storybook reading.

• Journal of Internet of Things and Convergence
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• v.8 no.6
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• pp.49-54
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• 2022

Rapid changes in modern society after the COVID-19 have highlighted artificial intelligence talent as a major influencing factor in determining national competitiveness. Accordingly, the Ministry of Education planned a large-scale SW·AI camp education project to develop the digital capabilities of 4th to 6th grade elementary school students and middle and high school students who are in a vacuum in artificial intelligence education. Therefore, this study aims to develop a camp-type SW·AI education program for students in grades 4-6 of elementary school so that students in grades 4-6 of elementary school can acquire basic knowledge in artificial intelligence. For this, the meaning of SW·AI education in elementary school is defined and SW·AI contents to be dealt with in elementary school are: understanding of SW AI, 'principle and application of SW AI', and 'social impact of SW AI' was set. In addition, an attempt was made to link the set elements of elementary school SW AI education and learning with related subjects and units of textbooks currently used in elementary schools. As for the program used for education, entry, a software coding learning tool based on block coding, is designed to strengthen software programming basic competency, and all programs are designed to be operated centered on experience and experience-oriented participants in consideration of the developmental characteristics of elementary school students. In order for SW·AI education to be organized and operated as a member of the regular curriculum, it is suggested that research based on the analysis of regular curriculum contents and in-depth analysis of SW·AI education contents is necessary.

• Korean Parent-Child Health Journal
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• v.5 no.2
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• pp.145-160
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• 2002

The primary purpose of this study was to suggest midwife education programs which could be recognized and exchanged internationally by examining and analyzing both domestic and foreign midwife education programs. The secondary purpose of this study was to offer a plan to raise the level of national examination. Specific aims of this study were as follows: 1) to identify the international standard of the education and practices of midwives 2) to analyze both domestic and foreign midwife education programs 3) to offer a new curriculum for educating midwives 4) to suggest a prerequisite to raise the standards of the national examination 5) to suggest subjects for the national examination The results of this research were as follows: 1. The concept of midwife and midwifery practices recognized internationally by WHO and ICM(International Confederation of Midwives) was identified. In addition, Core Competencies for Basic Midwifery Practice suggested by ACNM(American College of Nurse-Midwives) of the U.S.A. were examined. 2. Midwife education programs of the U.S.A., Sweden, Australia, and Japan were investigated and analyzed. In addition, the midwife education program stated in the public health related law of this country as well as curriculums of institutions for midwife education were also investigated and analyzed. 3. As for the midwife education system, both a graduate program for midwife education in the college of nursing sciences and a postgraduate professional midwife education program centered medical institutions were suggested. 4. A new curriculum that could promote more international exchanges and extend the role of midwives was suggested after studying both domestic and foreign midwife education programs. 5. A prerequisite to raise the level of national examination for midwives was suggested. In addition, subjects for the examination which could evaluate the applicant's comprehensive thinking ability were presented with its respective range and ratio. A midwife is a medical professional who has a nursing license and is licensed nationally as a midwife with an additional year of education. An effort to extend a midwife' role and to improve its service is imperative. The laws related midwives should be revised in regard to education, service, and the national examination to the level of developed countries so that international recognition can take place. In addition, midwife curriculum and its service should be evaluated periodically. A system must be established to renew midwife licences.

• Korean Journal of Childcare and Education
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• v.20 no.3
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• pp.125-147
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• 2024

Objective: This study aims to implement an ecological transition education program for young children, based on a project approach, to investigate its effectiveness in enhancing sustainable development awareness, ecological literacy, and problem-solving skills. Methods: In this study, 56 five-year-old children from a preschool in S City were assigned to either a quasi-experimental group or a control group, with 28 children in each group. The project-based ecological transition education program for young children was conducted from July 14 to September 15, 2023. The experimental group explored the themes of 'marine life' and 'pets and animal welfare,' while the control group focused on different topics. The research employed independent sample t-tests and analysis of covariance (ANCOVA) for data analysis. Results: The project-based ecological transition education program effectively enhanced young children's awareness of sustainable development, ecological literacy, and problem-solving skills. Conclusion/Implications: This study is significant in developing an integrated, project-based ecological transition education program within a play-centered curriculum. It demonstrates how sustainable values can be effectively incorporated into play. Furthermore, the findings can serve as foundational data for implementing educational and childcare programs that nurture young children to become ecological citizens, leading sustainable futures.

• (The)Study of the Eastern Classic
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• no.72
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• pp.265-298
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• 2018

This paper examines the contents and meaning of the education reform theory among the social reform theory of Wie Baek-gyu(1727~1798), a representative Confucian scholar of Honam in the 18th century, and suggests the moral educational implications of his educational reform theory. Wie Baek-gyu, who lived through the Yeongjo and Jeongjo eras, diagnosed the contradictions and problems of society at that time as the absence of morality. And emphasized the reform of school education as a center of ways to overcome social disruption. The educational reform theory he envisioned was to systematize the process from child education to higher education centered on the system reorganization of the school, and to formulate school education in conjunction with the selection of talent. He emphasized the cultivation and practice of moral character in the course of admission and curriculum of the school, and suggested a system that reflects the opinions of the local people in the admission process, thereby establishing the school as the center of the local society. His educational reform theory, which embodies the school system based on moral education and further shapes the school system and educational contents as the center of edification and recruitment of talented people, is a big indication of the curriculum of the current moral curriculum that emphasizes the cultivation and practice of inner morality based on personality education. In this paper, I summarized and reviewed the general contents of his perception of the times and social reform theory, the diagnosis of the educational reality that is the basis of his educational reform theory, and the specific contents of the education reform theory. Based on this, I presented the meaning to the current moral and curriculum.

• Journal of The Korean Association For Science Education
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• v.34 no.1
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• pp.10-20
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• 2014

This study compares the perceptions of elementary gifted child and science teacher in a science class for the gifted. In order to explore the research problem, students and teachers answered a written semi-structured questionnaire and participated in interviews regarding the gifted science class. The data was collected and analyzed. Science teachers recognized the characteristics of a good science class, especially in terms of educational content and teaching methodology. First, they suggested promoting inquiry skills, presenting a challenging task in atypical topic selection, student-centered curriculum, and controlling the pace of learning to recognize individual differences. Second, in terms of the science class skills and attitudes category, teachers recommended raising mutual satisfaction through vigorous interaction within a permissible atmosphere. Finally, science teachers need to strive for continued professional growth. Gifted children, meanwhile, want to investigate a wide range of topics without time constraints. Additionally, they may have to explore challenging topics further. They prefer to act like scientists in that they enjoy group activities, communication and cooperation. In particular, they want to be evaluated by others in a totally embedded assessment. Gifted children also expect teachers to understand the life circumstances and needs of the students. In addition, they asked for teachers to respect individual experiments and to show them how to safely use new equipment or research methods. As a result, gifted children and science teachers have to recognize the differences of opinion concerning a good science class for the gifted. This study can help formulate strategies to establish quality management of materials in gifted science classes.

• 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.6
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• pp.833-841
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• 2023

The study is to suggest the example of convergence capstone design operation in department of early childhood education at a college and intellectual property rights application and registration. Based on key experiences such as practical training, students derived ideas for solving problems across the field related to young child, and overlaps with existing intellectual property rights ideas were verified. Linkage with industry and engineering experts was established for mentoring, after going through a refinement process, it contains the process by which five teams among the winning works of the school competition achieved the result of patent application and registration. Through this, we revitalize convergence capstone design education that goes beyond a creative and practical competency-centered curriculum and is linked to the performance of securing intellectual property rights.

• Child Health Nursing Research
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• v.7 no.4
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• pp.434-450
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• 2001

This study is designed to understand the meaning and nature of raising children with cerebral palsy. It researches the experience of mothers of schoolchildren with cerebral palsy by the research method of hermeneutic phenomenology. The study was conducted from November 10, 1999 to December 20, 2000. When children with cerebral palsy usually show symptoms in the early stage of cerebral palsy, mothers do not take children to a doctor for diagnosis. And, most of mothers have a difficult time to accept the reality; they usually respond to the initial diagnosis with shock, reproach, and deny. When mothers start recognizing the reality, they consider that their children have cerebral palsy due to the their mismanagement during pregnancy, delivery, nursing, and initial treatment. They shelter their children from view and feel guilty that they cannot afford to try folk remedies for their children. As time passes, mothers face conflicts between families in diverse ways. Families put the blame on genetic effects. Mothers-in-law give their daughters-in-law a hard time, husbands shift the responsibility of raising children onto their wives, and trouble arises between families-in-law and mothers native families. When children grow up, it is physically difficult for mothers to take care their children. In addition, they suffer from all the troubles in family due to childrens handicap. Mothers try the diverse methods of bringing up children. However, they start getting tired of raising children as they experience failures and financial difficulties. Mothers feel collapsed recalling the ways of raising children. They feel anxiety, miserable, lonely, and worrying when they think how children would attend school, make friends, and live in the future. In this stage, mothers do their best to raise their children with hope. They tend to compare their children with others without handicap and spend money and time in attempting all the treatments. When mothers and children join the society at school, they find that the society does not understand disabled people, teachers show inconsiderate attitude, friends avoid them, and children hardly follow classes. Such experiences make mothers feel angry and frustrated. However, when children adapt to school, mothers see the possibility that children could accomplish schoolwork. They appreciate teachers help and others consideration. Mothers place appropriate expectations on their children and help them to prepare for the future. I would make following suggestions based on the results. 1. As a primary basic course of rehabilitation nursing intervention, solution-centered nursing intervention system should be developed. The intervention needs to be based on the understanding of mothers, who raise children with cerebral palsy, through in-depth interview. 2. Advance researches on the development of individual nursing intervention should be conducted. Individual nursing intervention needs to prevent and release actual pain focusing on mothers raising children with cerebral palsy. 3. Integrated curriculum that help children with cerebral palsy lead a normal school life with ordinary children should be developed. 4. Basic research on using of facilities and effective application of service volunteer to help children with cerebral palsy in school needs to be conducted.

• Korean Journal of Childcare and Education
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• v.10 no.4
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• pp.29-49
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• 2014

This study focused on how early childhood in-service teachers and pre-service teachers understood the concept of Forest Education. By applying the analysis of conceptual maps, introduced by Novak and Gowin's (1983, 1984), this study examined the number of upper category and subcategories, characteristics, hierarchy, and density of teachers' knowledge of Forest Education. 39 early childhood teachers and 60 pre-service teachers participated in this study. First, in-service teachers put 'nature(forest)' and 'living creatures' in the highest level of knowledge of Forest Education. On the other hands, pre-service teachers put 'the effect of Forest Education' and 'program' as well as 'nature(forest)' in the highest level of knowledge. In-service teachers seemed to construct their knowledge by understanding Forest Education as curriculum or activities such as math, language, music or multicultural education. Therefore they had a tendency to talk more about specific concepts including four seasons, insects, air, or climate change. However, pre-service teachers described 'the interconnectedness between human and nature', 'deep relationship with nature' and 'provision of nature.' This tendency might relate to their prior educational experiences of Eco-centered Early Childhood Education. With regards to the density and hierarchy of knowledge on Forest Education, both groups revealed the relatively low degree of density with average of around 2.00. This result can be interpreted that both groups of teachers might not have strong hierarchical and organizational knowledge of Forest Education. For the teacher education, philosophical background and practical knowledge of Forest Education should be included more.