• 교육시설 논문지
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• 제18권6호
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• pp.57-64
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• 2011

This study is the spatial characteristics of child education facilities through the cognitive development of child. Early childhood is the most important period in every human developmental stage; physical, emotional, and mental parts. Thus, the education in early childhood should be conducted naturally by a variety of experiences, sensibility, and physical activities, not by knowledge-oriented education which has been conducted until today. The education based on experience has been adapted, not only domestically, but internationally, and the early childhood education focused on child's development is especially emphasized in Europe. It's because the industrialization started earlier in Europe than in other countries, and it leaded to the entry of women in public affair. Consequently, early childhood education was taken charge of by the nation. While it has gone through trial and error, and Now it leaded to the better way. This study checks the common factors which shows the spatial characteristics based on experience and the relationship between the features of infants and concept of space in Piaget's theory. And then, I am going to systemize the relationship of each factor and suggest the design plan so that it could be applied methodologically when the space is designed for child education facilities beyond the current education only focused on programs.

• 교육시설 논문지
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• 제24권1호
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• pp.11-22
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• 2017

The main purpose of this research is to consider educational environment, concept, and spatial organization and its characteristic based on the early 20th century European child-centered educational philosophy. For this process, the study of the following have been done : 1) Literature review, which includes educational ideology, perspective of child development of Maria Montessori, Rudolf Steiner, Peter Peterson, and Celestin Freinet. 2) Comparisons of spatial organization and classrooms of schools operated with the educational philosophy of mentioned philosophers from above. These schools have classrooms(or multi-purpose space near classroom) contained self-directed individual learning space, group and collaborative learning space, and training space of practical life. These configuration of learning space intended 1) learning based on individual child's interest, experience 2) developing of responsibility based on freedom 3) sociality and community spirit of children.

• 한국산학기술학회논문지
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• 제18권1호
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• pp.467-474
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• 2017

본 연구의 목적은 유아교사가 경험한 실외놀이의 의미와 어려움을 분석하여, 유아교육기관에서의 바람직한 실외놀이 운영을 위한 기초자료를 제시하는 것이다. 이를 위하여 유아교사 8명을 대상으로 유아교육기관 실외놀이의 의미, 실외놀이 운영의 어려움을 심층면담을 통해 살펴보았다. 연구결과, 첫째, 유아교사들은 신체발달을 도모하는 실외놀이, 소통으로서의 실외놀이, 에너지 발산으로서의 실외놀이, 자연과 함께하는 실외놀이의 의미를 인식하고 있었다. 이를 통해 유아들의 대 소 근육을 발달시키고 사회성 발달의 기회를 가질 수 있으며, 에너지의 발산과 자연과의 교감을 할 수 있다는 점에 의미를 두고 있었다. 둘째, 유아교사들은 여러 자료와 방법을 통해 유아들에게 의미있는 실외놀이 활동을 제공하고자 하였으나 계획과 일치하지 않는 실외놀이의 운영, 시간의 부족, 놀이지도 자질의 부족의 어려움을 제시하였다. 본 연구는 실외놀이의 운영에 대한 유아교사의 경험을 분석함으로써 실외놀이에 대한 의미를 되새겨보고, 실외놀이를 효율적으로 운영해 보도록 하는데 의미를 시사한다.

• 대한가정학회지
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• 제47권3호
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• pp.67-77
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• 2009

This study developed a model economic education program for young children related to Korean seasonal customs. The model was developed via literature reviews and survey research concerning teachers’' recognition of ‘'early childhood economic education’', consultations with professionals in the field, and testing and modifying the program. The goals of the model program were: teaching children to understand basic economic concepts, helping children to develop an economic attitude that emphasizes interdependence, and acknowledging the importance of eco-friendly economic values. The model includes three educational areas and 21 content areas including understanding the concept of exchange, sharing and cooperation, and circulation with nature. This study also developed 37 early childhood economic education activities using the teaching and learning methods of experiencing nature, virtual experience, real life experience, and traditional games experience.

• 아동학회지
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• 제29권3호
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• pp.23-40
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• 2008

This study investigated the beliefs in Developmentally Appropriate Practice (DAP) of 447 mothers of 4- and 5- year-old children by mother's childhood experience, parenting efficacy, and parenting behavior. Results showed that mother's beliefs in DAP were related to children's age, early childhood educational institution, monthly household income, mother's educational background, mother's childhood experience, parenting efficacy, and parenting behavior. Mothers with higher beliefs in DAP were mothers of kindergarten rather than mothers of daycare children; they had 4 years or more college education, and more than $3000 monthly household income.

• 디지털산업정보학회논문지
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• 제12권1호
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• pp.107-117
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• 2016

This study investigates design strategies for improving the educational quality of multimedia contents for early childhood education. It emphasizes both traditional education theory and developmental aspects in its exploration of interactive and educational qualitative multimedia contents for early children. Accordingly, for an effective early childhood education, it is necessary to experience of the playful learning for the conception of ideas and the understanding of the social life. Because this study 1) possibility of multimedia contents for early childhood education, 2) computer application method for early childhood education, 3) examines used in the designing of multimedia contents for early childhood education according to traditional education theory. Multimedia early childhood education system is possible to organize information such as test, image, sound and video based on hyperlink system. I use Microsoft's Ms-office and Asymetrix's ToolBook software that are useful for hyperlink and parameter. Multimedia contents and other pages are used by Dynamic Data Exchange(DDE). Therefore multimedia contents for early childhood education is a useful tool for students of early childhood education department, parents, and children.

• 한국생활과학회지
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• 제17권2호
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• pp.181-190
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• 2008

The study aims to find out and examine the variables that make a difference between pre-service teachers' child care efficacy (CCE) and general self-efficacy (GSE). The subjects were 232 pre-service child care teachers going to an educational institution and a college. The results are as follows. First, the variables of "age", "teacher training facilities", "field experience in child care centers", and "experience of child care" and "paraprofessional teachers" are important variables in pre-service teachers' CCE. Second, the variables of "age", "level of education", "teacher training facilities", "field experience in child care center", and "experience of child care or paraprofessional teachers" significantly affect the pre-service teachers' GSE. Third, the "age" variable is essential in explaining pre-service teachers' GSE. The Pre-service teachers' GSE is significantly related to the pre-service teachers' CCE.

• 한국수학교육학회지시리즈A:수학교육
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• 제41권3호
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• pp.257-271
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• 2002

As a part of attempts to understand better mathematics classroom culture, this paper first reviews plausible factors which influence the mathematics teacher's own development of instructional goals. The proposed factors consist of teacher characteristics and sociocultural factors. The teacher factors include learning and teaching experience, knowledge, beliefs, and personality traits. The sociocultural factors include cultural and educational norms, curriculum development and administration, teacher education, and professional models with community, This paper then presents detailed interview questions to explore significant influences on the teacher's conceptions of mathematics and its teaching. The interview probes 12 topic areas: (a) early influences on becoming a teacher, (b) the decision to become a teacher, (c) the teacher education years, (d) early mathematics interests, (e) early teaching experiences, (f) career path, (g) influence of peers within the school, (h) influence of administrators, (i) professional development, (j) professional self-development, (k) mathematics teaching, and (i) educational policies.

• 한국수학교육학회지시리즈A:수학교육
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• 제45권3호
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• pp.295-313
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• 2006

University teacher education programs have sought for ways of how to improve student teaching in order to supply mathematics teachers with practical theory to achieve the goals of the current educational reform in school mathematics. In this context, the purpose of this research is to investigate the effect of student teachers' teaching experience in the after-school mathematics programs and the ways of how to develop the after-school learning programs as an effective site for learning to teach based on the inquiry into student teachers' own teaching experience. For the purpose, data were collected through the interviews with the student teachers who had taught after-school mathematics class. In addition, data were collected through survey, class observation, and seminal meetings with the student teachers in order to supplement the findings from the interview analysis. Data analysis focused on the student teachers' experience with teaching in after-school mathematics classes, that is, what and how they had learned as teachers, what kinds of difficulties they encountered in their teaching and supports that they expect to improve their learning through teaching. The analysis shows that the teaching experience in the after-school programs had positively contributed to their development as future mathematics teachers. Specifically, the after-school programs provide the site for learning through teaching at the early stage of teacher education program. The after-school programs provided the students teachers for the opportunity to participate peripherally in educational practice of school. Through the participation, the student teachers developed positive attitudes toward teaching career and became to have more solid ideas about how to teach mathematics. Based on the analysis, this research provides following suggestions concerning how to improve student teaching. First, it is necessary to provide student teachers to participate into the practice of teaching at the early stage of teacher education programs. Second, it is important to give students teacher opportunity to participate in teaching at peripheral and legitimate positions. Finally, it is necessary to construct mentoring networks to support student teachers to move from a peripheral position toward a center of teaching practice.

• 한국융합학회논문지
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• 제11권11호
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• pp.451-459
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• 2020

본 연구는 유아교사의 교사효능감에 영향을 미치는 요인을 탐색하기 위해 현재 재직 중인 유아교사를 대상으로 자료 수집하여 202명 자료를 분석하였다. 대상자의 일반적 특성과 공감, 회복탄력성, 교사효능감에 대한 빈도분석, 상관분석, 다중 회귀분석을 시행하였다. 연구결과 유아교사의 교사효능감 영향요인은 교육경력, 직무성취도, 공감, 회복탄력성으로 확인되었으며 설명력은 57.2%로 나타났다(F=45.848, p<.001). 결론적으로 유아교사의 교사효능감은 회복탄력성(β=.480)이 높을수록, 직무성취도(β=.286)가 높을수록, 교육경력(β=.197)이 많을수록, 공감(β=.141)능력이 높을수록 증가되는 것으로 나타났다. 따라서 유아교사의 교사효능감 증진을 위해 예비유아교사 시기부터 회복탄력성, 직무성취도, 공감능력을 증진시킬 수 있는 정규교육과 비정규교육과정을 융합한 교육과정 개발 및 교육이 요구된다.