• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.1
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• pp.256-263
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• 2014

This research aims is to confirm the influence of a teacher's teaching style and teaching career on instructional analysis. Through this, the differences in the relevant elements' view points on a class and those in teachers' analysis view points on class criticism and instructional analysis at the education field can be investigated. For this study, the teaching styles of 198 elementary school teachers were categorized, their teaching careers were checked as teaching career and set them as covariate, and the differences in the view points on the analysis of the class climates were verified depending on each teaching style. As the research result, meaningful differences were found in four areas of the elements of class climates analysis, that is, creativity, vitality, precision, and gentleness. In the analysis of the class climates, the teachers with a professional style among the teaching styles gave the highest grades to creativity in the same class, those with a facilitating style to vitality, those with a role model style to precision, and those with a facilitating and role model style to gentleness. On the other hand, those with an authoritative and a delegating style were proved to give the lowest grades in general class climates. It means that teachers with different teaching styles have different viewpoints when analyzing a class, and those with a professional, a role model and a facilitating style have a relatively stronger intention to analyze a class through reflective introspection and permissive recognition.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.2
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• pp.413-421
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• 2018

This study is intended to look into the effects of children's forest experience activities on parent-child relationship and child attitude change. To achieve this, a survey was empirically carried out to 185 children. The results were as follows. First, the normality of parent-child relationship before and after forest experience activities showed that the parent-child relationship increased from 3.229 points before participation in forest experience activities to 3.841 points after participation in forest experience activities on average. And the child attitude increased from 3.226 points before participation in forest experience activities to 3.765 points after participation in forest experience activities, which there was a change of mean value before and after forest experience activities in both concepts. Second, the difference in parent-child relationship and child attitude change before and after forest experience activities showed that both parent-child relationship(Z=-10.98, p<.001) and child attitude(Z=-11.05, p<.001) did have significant differences before and after forest experience activities in the significant level of .05. As for the above-mentioned findings, children's forest experience activities improves the parent-child relationship and changes their behaviors outside the kindergarten. Consequently, nature-friendly forest experience education can provide emotional stability for children and help them build a positive rapport between teacher, parent and peer.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.2
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• pp.532-539
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• 2017

The objective of this study was to understand the degree of conflict in team teaching nursery teachers and also differences in conflict management methods and job satisfaction in accordance with conflict level. For this, a survey was conducted targeting 241 team teaching nursery teachers. In the results of the study, conflict management methods in accordance with conflict level of team teaching nursery teachers showed significant differences in the type of 'integration' and 'avoidance' between groups. Second, job satisfaction in accordance with the conflict level of team teaching nursery teachers showed significant differences in the whole like 'director's operation method & attitude', 'social perception & treatment', 'childcare environment and welfare', 'childcare work', 'relation with colleagues', and 'relation with parents' between groups. In other words, the group with low conflict showed higher job satisfaction than groups with middle or high conflict levels. Based on the results of the study, the efficient operation of team teaching nursery teachers was also discussed.

• Korean Journal of Childcare and Education
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• v.9 no.2
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• pp.357-377
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• 2013

This study aims to look for care quality factors reduce the daily stress of young children placed in care centers for long hours. Therefore, the research questions look into how the hours and care quality factors in child care centers affect young children's daily stress, and whether the care quality factor moderates the impact of the hours children spent in centers. The subjects in this study were 380 children from 3 to 5 years old from 10 child care centers. The Korean Preschool Daily Stress Scale(KPDSS) for children's daily stress and Early Childhood Environmental Rating Scale-Revised(ECERS-R) for quality of each classroom of centers were implemented. The main findings were summarized as following: (1) The more hours he/she spent in the center, the more stress he/she had. Children who spent 9 hours or more had more stress than children with 7 hours or less. (2) Among the 7 quality factors including space and furnishings, personal care routines, language reasoning, activities, interaction, program structure, parents staff, the interaction level between a teacher and a child and the level of parents and staff had the most impact on children's daily stress. (3) The qualitative factors of child care, language reasoning level, interaction level, parental support, and level of teachers reduced children's daily stress which was affected by the hours they spent in centers. Thus in order to reduce the daily stress of children who attend more than 9 hours a day, it is crucial to promote language reasoning activities and interaction between teachers and children and to improve parental support and teachers' professionalism.

• The Journal of the Convergence on Culture Technology
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• v.6 no.3
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• pp.293-300
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• 2020

This study aims to investigate the awareness and policy demands of after school care classes of mothers with elementary school children. The participants of study were 25 mothers with elementary school children in Seoul, Gyeonggi, Incheon, Gangwon. Data collection was conducted from June 23, 2017 to July 18, 2017 by focus group interview. Through the data analysis, the results of the study were analyzed as 'the reality of the after school care class that the mother sees' and 'the policy demands of the mother's after school care class'. 'The reality of the after school care class that the mother sees' is 'the overall level of after school care class is low', 'the probability of selecting the same as a lottery', 'the quality of education that varies depending on the level of the teacher', 'for the child attending the care class negative awareness'. 'Mother's policy demands for after school care classes' are presented as 'positioning as a substitute for thinking and caring', 'improvement of separation between parents' expectations', 'expansion of care recipients', 'request for resilient management'. As the conclusion of this study, first, after school care classes need to focus on the care function. Second, it is necessary to operate after school care classes by level. Third, the realistic needs of mothers should be reflected so that after school care classes can be positioned as alternatives to private education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.10
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• pp.6722-6742
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• 2015

This study is intended to look for implications through longitudinal exploratory research on the change of children's problem behaviors for their temperament and parenting behaviors. The results are as follows. The factors influencing children's problem behaviors rose to 62 factors between 1990 and 2000, and 93 factors between 2000 and 2010 from total 41 factors between 1970 and 1990, which they were more than doubled after the 2000s compared with the earlier studies, subdividing children's problem behaviors. The proportion of the factors influencing children's problem behaviors showed that parents' moral thinking had the highest, and their negative thinking or emotion for children were higher than their moral thinking, which their problem behaviors were more greatly affected by parenting attitudes toward them than their own temperament or attitudes. The earlier studies were more likely to find the cause of children's problem behaviors for looking into the factors and causes influencing children's problem behaviors in terms of children's personal mental health, but there was more proportion of social environment, peer and teacher relationship while soaring family, relationship, home environment and child care center environment factors as well as children's personal factors after the 2000s. Consequently, the alternative resources or the environments of the times should be applied in other ways.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.9
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• pp.466-472
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• 2020

The purpose of this study is to explore how to use location data for peer relations of infants in free-choice play activities. For this study, location data was collected using wearable devices for 14 students in one class at an early childhood education institution in Chungnam. For the pre-processing of the collected location data, a smoothing technique was applied to recover missing values during the collection process, and the data was visualized using Python's Matplotlib. Subsequently, the movement distance, distance between infants, and interaction types of infants were extracted from the location data using the formula. As a result of the study, it was possible to derive 1) change in moving distance, cumulative value, average value, 2) change in distance and average distance value between infants, and 3) change and trend in interaction type according to the passage of time. These results can provide valuable information on the process of forming peer groups for infants in situations where it is difficult for a teacher to closely observe all members, and can be used as meaningful information for the design and operation of educational programs.

• Korean Journal of Child Education & Care
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• v.17 no.2
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• pp.137-158
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• 2017

The purpose of current study was to investigate if there is a difference in perception of professionalism depending on MBTI personality types of infant childcare teachers. The subjects of present study were 350 infant childcare teachers. The results for each research question were as follows: First, when the relationship between MBTI personality types and perception of professionalism of infant childcare teachers was investigated, it was found that higher professionalism was evident when preference for judging(J) type of infant childcare teachers among MBTI personality types was stronger, and lower professionalism was evident if preference for perceiving (P) type was stronger. Second, the result of examining differences in perception of professionalism according to MBTI personality types of infant childcare teachers was that extrovert teachers had higher perception of professional knowledge and skills than introvert teachers and there was no difference in perception of professionalism between sensing and intuition types. Teachers of thinking type had higher perception about fairness and professional organizations than those of emotional type, and teachers of judging had higher perception about socio-economic status, community service, and professional knowledge and skills than those of perception. Based on this study result, discussion was made on the fact that provision of more proper role among child and infant classes may result in efficiency and emotional and professional support is necessary so that professionalism of infant childcare teachers may be heightened.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.7
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• pp.512-519
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• 2019

This study examined the components of we-ness perceived by elementary school teachers. The results of this research can be used as a new indicator based on the essential relationship of Korea to explain and improve the teacher culture and organizational culture of school. The subjects were 206 elementary school teachers. The data were analyzed using correlation, ANOVA, and exploratory factor analyses with SPSS 23, and confirmatory factor analysis with Mplus 7.1. The results of this study are as follows. First, 'psychological wellbeing', 'caring relationship', 'ethical legitimacy', and 'sharing time' were derived as the factors of early childhood teachers' perception of we-ness. In addition, considering that we-ness can be spread not only to individual relations, but also to the class, and to the same organization as a school, it can be used to form a school culture based on Korean culture and suggest a teaching culture. On the other hand, this study examined elementary school teachers; hence, the results cannot be applied to all teachers. In addition, this study was a quantitative study exploring the sub-factors through statistical analysis. The results of the quantitative research should be elaborated through interviews with school members, and follow - up studies should be conducted through case studies.

• Journal of Korea Entertainment Industry Association
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• v.14 no.8
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• pp.487-499
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• 2020

This study aims to planned Elementary Multicultural Education Program for Promoting Self Esteem. To this end, consider the application force of education and teaching system designed to reorganize the ADDIE Model study was carried out in accordance with the analysis, design, development, process evaluation. To this end, analyzing the between self-esteem and group theory related to them and the social identity theory and key concepts to consider in the context of multicultural education programs for elementary self-esteem enhancement identity, prejudice, cooperation and was composed of equality. Four key concepts are sub-elements of self-esteem individuals, homes, schools, set up a detailed learning objectives in accordance with the social and selecting the learning content and organization, which was composed of a total of 16 class periods. Considering the characteristics and interests of the target students, the teaching-learning method was designed to utilize various methods, including games, quizzes, and discussions, and each class was designed to be developed by organizing them into subjects-learning goals-activities(recognition-exploration-clearing). Since in the three-member expert review, modify the content on the basis of opinions and presented the final program. The program planned by this study, further research is required to verify the effectiveness and utilization in the educational field and expects effective multicultural education.