• 한국보육지원학회지
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• 제16권5호
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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.

• 가족자원경영과 정책
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• 제16권1호
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• pp.21-39
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• 2012

The purpose of this study is to propose the direction of environmental education for early childhood children based on the environment-friendly life style and to improve the possibility of application of it at home and kindergarten. This study reviewed reflectively the early studies on the concepts of ecocentrism, the emerging process of it, the importance of environmental education for early childhood children based on the ecocentrism, and the practice of these kinds of education at home and kindergarten. The main concepts connected to the environment-friendly life style based on ecocentrism, that is, 'preservation of nature', 'interdepentence', 'wholeness', 'equilibrium' are the foundations of environmental education for early childhood children. When these kinds of concepts are considered, the aims of environmental education for early childhood children should be focused on the life style that attaches great importance to the symbiosis of human being and nature. The educational contents and methods in harmony with ecocentrism are as follows: The educational methods should be connected to the education based on ordinariness, the learning through adults' model, the family-community-centered activities, and ways of thinking of the unity of knowledge and conduct. And educational contents should include all of the life styles in clothes, food, and shelter. And the educational methods also should be connected to the education through joint working of children and teacher, play-centered education, activities considering ages and individual variations, and education connected home. And educational contents should include many different kinds of activities of experiencing nature outside home and kindergarten.

• 아동학회지
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• 제24권6호
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• pp.95-115
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• 2003

This research examined he effects on preschool children's recognition of and attitude towards earth's nature of an early childhood environmental education program using children's literature. The subjects were 36 four-to six-year old children. The education program lasted for 8 weeks. Children were interviewed and surveyed about earth's nature, and the meanings of children's writings about nature were analyzed. The children who participated in this research showed a positive recognition of and attitudes towards the nature of the earth. Participants became keen observers of the world around them, examined the concept of change in nature, acquired knowledge about the earth through firsthand experiences, and developed caring attitudes for the natural world of the earth.

• 한국환경교육학회지:환경교육
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• 제5권1호
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• pp.9-18
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• 1993

Present situation and problems of environmental education in teacher education of 1079 kindergartens located in Seoul were investigated. More than 90% of kindergarten teacher recognized the need of environmental education in early childhood education of Korea. However, only 65% of kindergarten teachers had experiences of providing environmental education for their children. They complained that they had a poor knowledge about environmental problems and environmental education. They reported that kindergarten had no systematic programs and useful materials for environmental education. Firstly, the emphasis of environmental education in teacher education and on-the-job training programs for kindergarten teachers was discussed. And the development of environmental education programs and educational materials for young children on the basic of national policy was proposed.

• 한국실내디자인학회논문집
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• 제24권2호
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• pp.197-205
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• 2015

Recently in most homes, children are mostly cared in early childhood education facilities. However, the increased number of safety accidents on children cared in such facilities has become a social issue. For that, the purpose of this study is to suggest interior environmental planning elements to improve safety level of early childhood education facilities. This study was carried out by performing literature review analysis and survey. First, in total of 42 environmental planning elements that can be applied domestically were derived from analyzing safety related guidelines for children facilities located both domestically and internationally then a survey was carried out targeted for teachers and staffs in the facilities on importance of the factors. The results of this study are as followings. First, it is required to intensify the level of safety related training for teachers and staffs in the facilities including better treatment for them. Second, the necessity of safety environment by each space in such facilities is required to be approached upon the level of child activities. Third, facilities planning and finalizing planning are important for improving safety of early childhood education facilities. Forth, from factor analysis on the extracted environmental planning elements that are considered as important by the teachers from both day care centers and kindergartens, they were categorized in 5 groups including 'collision and fall prevention plan', 'physical characteristic consideration plan', 'evacuation safety plan', 'lock security plan' and 'outer control plan'. It is fair to say that constructing a better safety environment for children can be achieved by the environmental planning factors by this study.

• 한국생활과학회지
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• 제21권3호
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• pp.527-537
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• 2012

Green consumption refers to a variety of activities including use and purchase of eco-friendly products and services and disposing of products in an eco-friendly manner. The goal of this research was to evaluate the effects of a green consumption education and awareness program offered to young children in a university-sponsored daycare. The education and awareness program was designed to improve young children's knowledge and behaviors toward the environment through green consumption education. The program was presented to 22 5-year old children in 15-20 minutes sessions, once a week for 4 weeks. Evaluation of the program was carried out through individual interviews with the children and their mothers. Upon the completion of the green consumption education program, there were noticeable changes in children's knowledge and behavior toward the environment. Mothers of participating children reported that children's environmental behaviors changed significantly, displaying a stronger green consumption attitude. This study suggests that environmental educational program during early childhood educational is an effective way of improving children's perceptions of environmental and conservation practices.

• 한국산학기술학회논문지
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• 제15권10호
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• pp.5995-6003
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• 2014

본 연구는 환경교육 경험활동을 통하여 유아들의 환경에 대한 인식의 변화와 그 효과에 대해서 알아보고 그 결과를 토대로 유아들에게 적합한 환경교육 프로그램을 구성하기 위한 기초자료를 얻기 위해 수행하였다. 연구대상은경북에 소재한 M유치원 학부모 어머니 200명과 그 자녀들 200명으로 유아들에게 환경교육 프로그램을 적용하여 실시한 후 환경적 생활태도 변화를 어머니들이 관찰하여 조사도구에 응답하였다. 환경교육프로그램활동을 실시한 후 결과는 첫째, 유아들의 환경생활태도를 향상시키며, 둘째, 인지능력의 발달에 따라 환경에 관한 지식, 가치정립수준의 변화를 보였다. 다만 그 효과가 단기간에 도출되는 것이 아니므로 지속적 노력이 필요하며 체험적 환경교육이 더욱 유익하였다. 하위영역별 효과를 보면 재활용, 절약, 환경오염방지 순으로 그 효과가 높았으며 성별에 따른 효과는 남아보다 여아가, 만4세아보다는 만6세아가 더 높았다. 본 연구는 환경교육프로그램을 활동이 유아에게 환경 생활태도, 인지능력에 따른 환경관련 지식, 가치정립수준에 미치는 효과를 검증하는 것에 시사하는 바가 크다.

• Child Health Nursing Research
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• 제21권2호
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• pp.91-97
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• 2015

Purpose: The purpose of this study was to examine the awareness of fathers about early childhood parenting. Methods: Selected fathers of children in early childhood were interviewed, and an open-ended questionnaire was utilized to identify the fathers' awareness of the meaning of parenting, priority for parenting, opinions on paternal roles as a child raiser, parenting difficulties, and what education they wanted to receive as fathers. After their statements were collected, a content analysis was done. Results: Results of the content analysis showed there were 45 significant statements, which were classified into 17 categories. The fathers saw the meaning of parenting as being in five different domains: social, cognitive, emotional, physical and environmental. As for paternal roles, they thought that a fathers should serve as emotional supporters. The parenting difficulties that they faced were attributed to time constraints. Conclusion: For fathers, development of parent education programs that deal with early childhood parenting knowledge, communication methods and how to play with children according to their developmental stages are required, and qualitative research should be implemented to keep track of the process of changes in parenting characteristics.

• 문화기술의 융합
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• 제7권2호
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• pp.61-68
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• 2021

과거 한국에서는 자녀를 돌보는 역할을 여성이 담당하는 경우가 많았고 그에 따라 여성의 사회 활동 참여 정도 역시 적었으나, 영유아 교육을 전문 기관 및 교사에 맡기는 경우가 차츰 많아지고 있다. 이는 남녀평등과 여성의 권리 신장 측면에서 긍정적이지만 영유아 전문 기관 및 교사들의 부담은 늘어가는 추세이다. 최근 국내에 나타난 유아 교육기관에서의 학대 문제들은 새로운 사회문제로 대두되고 있는 상황이다. 본 연구는 유아의 권리가 존중받기 위해 어떤 요인들을 관리해야 하는지 파악하고자 하였고, 교육 환경을 크게 심리적, 업무적, 사회적 요인으로 구분하여 그 영향력을 살폈고 유의미한 시사점을 제공하였다.

• 한국생활과학회지
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• 제12권5호
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• pp.687-697
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• 2003

This study was conducted to investigate the antecedents of teachers' science teaching efficacy in day-care setting. Also, this study aimed to identify relationships between day-care teachers' personal science teaching efficacy and their perspectives on early childhood science education. The subjects were 176 day-care teachers in rural area of ChoongCheongNam-Do. The survey method was used to collect data from the day-care teacher. The instrument were Rigg & Enochs(1990)'s Science Teaching Efficacy Belief and Kim(l998)'s scales for the Goa1s in Early Childhood Science Education. Main results were as follows: 1. Day-care teachers' personal science teaching efficacy were significantly related with the personal variables such as teachers' education, in-service science workshops, science book reading, science-related hobby but not with teachers' age, pre-service science credits and total years of teaching experience. 2. Among the environmental variables, science activity areas were significantly associated with day-care teachers' personal science teaching efficacy. However, location of day-care center, age of children, number of children, teacher-child ratio, facilities for science education and scheduled time for science education did not affect it. 3. Day-care teachers of high content- and process-oriented goals in early childhood science education were highly efficacious teacher, while the teachers of low content- and process-oriented perspectives gained the lowest score. However, the content-oriented teachers and the process-oriented teachers did not differ in terms of day-care teachers' personal science teaching efficacy.