• Journal of Families and Better Life
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• v.31 no.5
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• pp.97-108
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• 2013

The purpose of this study was to investigate what variables have a significant effect on child care center teachers' mathematics teaching efficacy among teachers' individual variables, mathematics activity variables, and teachers' awareness variables, and also whether these results are different for teachers of 0 to 2-year-olds when compared to teachers of 3 to 5-year-olds. The subjects consisted of 438 teachers from child care centers located in D city and K province of Korea. The results of this study were as follows: First, mathematics activity variables had a significant effect on the mathematics teaching efficacy of both teacher groups. Second, teachers' awareness of the environment of mathematics education had a significant influence on the mathematics teaching efficacy of both teacher groups, and for teachers of 0 to 2-year-olds, that influence was the greatest among all of the variables. Third, teachers' awareness of the purpose of mathematics education had a significant effect on the mathematics teaching efficacy of only teachers of 0 to 2-year-olds. Lastly. teachers' awareness of the mathematics education curriculum had a significant influence on the mathematics teaching efficacy of only teachers of 3 to 5-year-olds, and that influence was the greatest. These results were discussed in terms of different types of support for each teacher group to improve the quality of mathematics education.

• Korean Journal of Childcare and Education
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• v.14 no.3
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• pp.97-115
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• 2018

Objective: This study aimed to analyse the influence of young children's playfulness at home and class characteristics on their playfulness at kindergarten. Methods: Twenty eight classes of 3, 4 and 5 year olds in Gyeonggi and Chungbuk provinces were recruited. Participants of this study were mothers and head teachers of the children of recruited classes. Analyses was implemented using hierarchical linear modeling with HLM 7.0. Results: Differences were found in children's playfulness at kindergarten according to their classes. Individual characteristics including, gender, age and playfulness at home were shown to have significant influences on playfulness at kindergarten, while relevance of variable class characteristics to playfulness at kindergarten was not observed. Conclusion/Implications: It is concluded that playfulness of children is more related to playfulness at home rather than class characteristics, implying the strong characteristic of playfulness as an individual trait.

• Korean Journal of Child Studies
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• v.28 no.3
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• pp.201-217
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• 2007

Subjects included Hyomin Kim and Eunha Sohn (fictitious names) of Purum Class (a class for 5-year-olds) at 'H' Kindergarten. Subjects were selected after interviews with teachers and observation by the researcher. This study examined communication with classmates focusing on spontaneous dialog situations and functions. Results showed that Hyomin and Eunha exercised power in the art group and the math groups, respectively. The power exercise processes comprised a variety of behaviors including : to become similar with each other; to assign an exclusive seat; to act as an elder sister; to allow to do something; to keep a friend ata distance; to defend oneself; to threaten or persuade with a diversity of linguistic strategies; to teach like a teacher.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.8
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• pp.389-396
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• 2016

This article aims to help improve day care qualitatively to offer base data for applying the standard childcare curriculum and improve the management, by analyzing the teacher's recognition, organization and management on the 3rd standard childcare curriculum. For this, we examined teacher's recognition, organization and management on the 3rd standard childcare curriculum and determined how much a teacher of an infant class and a teacher of a young children class conduct for every sector. A questionnaire was prepared to study the recognition, organization and management on the $3^{rd}$ standard childcare curriculum and the selected study subjects were educare teachers in G-do. T-test and one-way analysis of variance were conducted with the collected research data. The study results are as follows. First, the educare teachers mostly recognized the $3^{rd}$ standard childcare curriculum. Second, they were properly organizing and managing the 3rd standard childcare curriculum. Third, all the teachers of an infant class and a young children class were conducting the $3^{rd}$ standard childcare curriculum for every sector.

• Korean Journal of Childcare and Education
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• v.17 no.4
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• pp.29-47
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• 2021

Objective: The purpose of this study was to understand the teacher's role as play supporter in a carry out play generated curriculum and develop and implement an action plan in order to indoor free play. Methods: Participants were 14 kindergartners (9 boys, 5 girls) and one teacher. Processes of planning-implementation and observation- reflection were repeated in a cyclical procedure and the 3rd action plan was conducted based on strategies to support children's play. Results: Children experienced the following: Continuing and immersive play, play filled with experiments and challenges, play to make together, attitude to enjoy novelty and respect differences, and play of trial and error. And the researcher changed the following: Be sensitive to the child's words and actions, finding the 'real interest' of children in 'waiting', acquiring the perception that 'children are the masters of play', seeing the value of learning in children's expressive play, and gain confidence in play support. Conclusion/Implications: This study suggested the need for teacher to have patience and demonstrate reflective thinking in order to support children's play.