• Korean Journal of Childcare and Education
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• v.12 no.6
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• pp.227-248
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• 2016

The purpose of this study was to investigate the contents of pre-service early childhood teacher's practicum experience in kindergartens and child care centers through the analysis of practice teaching journals. The subjects of this study were a total 52 practice teaching journals of 26 pre-service early childhood teachers who completed their practicum in kindergartens and child care centers. This study analyzed the type of teaching practice management, the type of activities, and the contents of journal writings. The findings are as follows; First, pre-service teachers experienced a similar ratio of the type of teaching practice management in both types of teaching practice. Second, pre-service teachers performed more group activities in practicum in kindergartens, but more choice activities in practicum in child care centers. Third, the journal writing contents of pre-service teachers in both types of teaching practice mainly addressed the operating of educational and child care activities, and the execution of observing young children. But some categories of teacher's competency were hardly addressed. The results of this study could be used as basic data for designing early childhood practicum programs.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.10
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• pp.4487-4495
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• 2012

This study analyzes the meal guidance and meal service management of early childhood teachers. The subjects were 171 early childhood teachers who were working in kindergartens and day care centers in Gwangju. A questionnaire was made by the researcher on the basis of relevant materials. The data was analyzed by statistical methods such as frequency, Cronbach's ${\alpha}$, $x^2$, ANOVA and Duncan with the SPSS for Windows 18.0 program. The results are as follow: First, there are significant differences in meal hours, amount of food and meal admeasurer according to workplace type of early childhood teacher. Also, there are significant differences in meal hours, amount of food, meal admeasurer and guidance for late eating infants according to children's age. Second, early childhood teacher consider in order content after meal, content before meal and content during meal. Also, there are significant difference content after meal according to workplace type of early childhood teacher. And there are significant differences in content before meal and content during meal according to children's age.

• Korean Journal of Childcare and Education
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• v.16 no.5
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• pp.105-126
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• 2020

Objective: This study aimed to reveal pre-service early childhood teachers' perception of children's environmental education using concept mapping and demonstrating its importance. Methods: Based on Kane and Trochim's(2007) procedure, 33 pre-service early childhood teachers conducted brainstorming and statement writing, and then the importance of selected statements were rated by 202 pre-service early childhood teachers. Selected statements were analyzed through multidimensional scaling and hierarchical cluster analysis. Results: Pre-service early childhood teachers perceived children's environmental education as concept mapping with 2-dimensions and eight clusters. The following eight clusters were established (1) daily practice through hands on experience, (2) nature environment, (3) recognizing and coping with environmental issues, (4) environmental preservation practices, (5) environmental sensitivity and consideration, (6) purpose of children's environmental education, (7) necessity for children's environmental education (8) Practice through connection with child's home and community. And then among the eight clusters, the most important was recognized as 'daily practice through hands on experience', and among the statements 'young children learn through the method of playing in nature and experience nature' was considered the most important. Conclusion/Implications: Based on these results, we discuss the importance of children's environmental education of pre-service early childhood teachers and how to support to develop teacher's training program.

• Korean Journal of Childcare and Education
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• v.19 no.1
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• pp.1-21
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• 2023

Objective: The purpose of this study was to examine the structural relationship among child care center innovativeness, the early childhood(EC) teacher's digital literacy(DL), technostress and teacher efficacy. Methods: The participants were 454 EC teachers and were selected only if they had worked for more than one year. The innovativeness of childcare centers, the teacher's DL, technostress, and teacher efficacy were assessed through online self-report questionaries. Data were analyzed through ANOVA, t-test, and SEM. Results: First, DL and technostress of EC teachers differed in some ways depending on the teacher's demographic background, the characteristics of their working institution, and their educational level of digital skills. Second, the childcare center innovativeness directly had a significant positive effect on DL, technostress, and efficacy of the teachers. In addition, the effect of the innovativeness on teacher efficacy was mediated by DL and technostress of the teachers. Conclusion/Implications: The more efforts made of childcare centers for recognizing the rapid development of DL and trying to change, the better the teacher's scores of DL and the appropriate technostress were, which increases teacher efficacy. So, continuous training and education for teachers with consideration of age and teaching experience, as well as public aid to improve teachers' DL skills are required.

• International Journal of Advanced Culture Technology
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• v.10 no.4
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• pp.126-136
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• 2022

The purpose of this study is to investigate the application experience and observation of young children's teachers' digital devices. The participants of this study were 6 young children teachers using digital devices. Individual interviews were conducted as a data collection method. It was conducted 2-3 times per research participant. Data collection was conducted from November to December 2020. The Data analysis was focused on the young children's teachers' digital device application experience and observation use. 'Easy and simple use', 'using existing familiar apps', 'providing healing to teachers', and 'improving the utilization of spare time' were derived as early childhood teachers' experience of applying digital devices. 'Easy use of observation records', 'Use together in various ways', 'Use for parent counseling', 'Use appropriate for observation of revised Nuri Curriculum' through early childhood teacher's experience of observing digital devices ' was derived. As a conclusion of this study, first, it is easy for young children's teachers to apply digital devices to the field. Second, if young children's teachers use digital devices, they can make a wide range of observations, enabling high-quality early childhood education practices.

• The Mathematical Education
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• v.50 no.1
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• pp.119-128
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• 2011

In this paper, we studied into a qualitative research to see mathematical understanding of preschool and kindergarten's teachers such as feeling attitude, parents' concern, difficulty of math teaching in kindergarten field, teacher's role, type of feed back, beauty of math, relationship of real life, and self philosophy of math education. We selected 10 teachers whose career was 7~10 years. Because this research way is qualitative, we can new aspect that teacher want to break their ignorance for math. Moreover, they would like to learn about math practicality, application, and beauty from art in professional training. Therefore we assert that fusion math lecture would support in the professional training for teacher, preschool or kindergarten's president training, and remuneration training.

• Korean Journal of Childcare and Education
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• v.19 no.2
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• pp.119-141
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• 2023

Objective: This study aimed to investigate Pre-service early childhood teachers' perceptions and roles regarding young children's free play time. Methods: The study utilized the photovoice method and involved 21 pre-service early childhood teachers who expressed interest in participating. Participants were enrolled in an infants teaching methodology class in B city. The study involved four virtual meetings conducted via untact teams, and the automatic recordings of these meetings were transcribed for analysis. Results: The results revealed that pre-service early childhood teachers recognized young children's free play time as a period to enjoy full freedom, develop as the main agent of their lives, and express their imagination. Furthermore, pre-service early childhood teachers perceived their roles during young children's free play time as a specialist infant observer, a connector between play and learning, and a versatile supporter. Conclusion/Implications: The findings suggest the need for a systematic curriculum to provide pre-service early childhood teachers with a balanced perspective and awareness of the meaning of free play and teacher roles. The study highlights the importance of expanding pre-practice courses for observation of play and field-oriented curriculum for incumbent teachers.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.6
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• pp.470-477
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• 2017

The Quality of Early Childhood Teachers has recently become More Important as the Amount of Time Spent by Early Childhood Educational Institutions Increases. The Purpose of this Study was to Investigate the Effects of Professionalism Awareness and Occupational Stress on Teacher and Child Interactions in Early Childhood Teachers. The Questionnaires were Distributed to 150 teachers in 30 Early Childhood Education Centers and 134 completed Questionnaires were Collected and Analyzed Using SPSS 18.0 Program. The Results of this Study are as Follows. First, the Lack of Leadership and Administrative Support Adversely Affects Teacher's Professionalism Awareness. Behavior Interaction and Verbal Interaction among Teachers and Children are Influenced by Emotional Interaction. Second, analysis of the Influence of Professionalism Awareness and Occupational Stress on Emotional Interaction of Early Childhood Teachers revealed that Among the Sub-factors of Professional Awareness, the Variables of Work Ethics, Professional Knowledge and Technical Requirements Positively Influenced Affective, Emotional, Verbal, and Behavioral Interactions.

• Korean Journal of Childcare and Education
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• v.13 no.5
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• pp.93-109
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• 2017

Objective: The purpose of this study is to provide basic data in order to increase the flourish of early childhood pre-service teachers by examining pre-service teacher's basic psychological needs and characteristics on flourish. Methods: A questionnaire survey was conducted on 200 pre-service teachers majoring in early childhood education in Busan and the results were analyzed. Results: First, the level of basic psychological needs, characteristics and flourish of pre-service teachers was above average and there was a significant positive correlation between basic psychological needs, characteristics and flourish. Second, the characteristics of pre-service teachers were relatively more influential on flourish than basic psychological needs. Conclusion/Implications: The main variables predicting early childhood pre-service teacher's flourish are characteristics and basic psychological needs. And as characteristics and basic psychological needs of pre-service teachers are promoted, the flourish of pre-service teachers is increased.

• Korean Journal of Child Studies
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• v.31 no.4
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• pp.91-110
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• 2010

The purpose of this study was to develop a valid and reliable early childhood teacher efficacy scale. As part of this process, the final version of the early childhood teacher efficacy scale was examined in order to reflect the characteristics of the subjects who participated in this study, namely, 598 in-service teachers employed at kindergartens and child care centers. Our data was analyzed according to both the reliability and validity of the scale. the main results of this study were as follows. The overall internal consistency was relatively high (Cronbach's ${\alpha}$ = .91~.93). In addition, the content reliability was examined by a panel of experts in the field. The results of the factor analyses identified 6 sub-constructs with 59 items, thus clearly establishing the construct validity. Moreover, the concurrent validity of this scale was established. The results of correlational and t-test analyses found that the constructs of this scale reflected the characteristics of early childhood teachers.