• 아동학회지
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• 제27권3호
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• pp.1-27
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• 2006

This study investigated kindergarten teachers' experience and perceptions of education about death concepts in kindergarten children. Twenty kindergarten teachers were interviewed for this qualitative study. Results were that most kindergarten teachers perceived the necessity of the practice of the education about death concepts for kindergarten children; most kindergarten teachers recognized that all kindergarten teachers need to have professional knowledge for the successful practice of education about death concepts for kindergarten children; most kindergarten teachers recognized that education about death concepts needs to be included in the early childhood education curriculum.

• 한국생활과학회지
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• 제18권3호
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• pp.597-607
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• 2009

The purpose of this study was to investigate the perception of kindergarten teachers about which content should be included in early childhood mathematics education. Then the researcher looked into the findings according to the 2007(7th) national kindergarten curriculum. The results showed that kindergarten teachers perceived the important of balanced content areas of early childhood mathematics education. But the results also showed that kindergarten teachers perceived classification as the most important content areas of early childhood mathematics education. This implicates that the kindergarten teachers revealed somewhat conflicting beliefs about mathematics education. The results also showed that kindergarten teachers did not perceive space and data analysis as the most important content areas of early childhood mathematics education according to the 2007 national kindergarten curriculum The kindergarten teachers also suggested basic and restricted mathematics concepts. The results of this study were discussed related with the problems in early childhood mathematics education, especially the problems in teacher education.

• 대한가정학회지
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• 제42권2호
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• pp.69-82
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• 2004

The purpose of this study is to evaluate a practical consumer education program for kindergarten children and to investigate whether consumer education affects their consumer knowledge and consumer behavior. The subjects of this study were 32 5-year-old kindergarten children who participated (experimental group) and 25 kindergarten children who did not participate (control group) in the consumer education program. Consumer education was held for 6 hours twice a week during October 8 to 29, 2002. Questionnaire surveys were conducted before and after the education program. Percentiles, frequencies, means, and ANCOVA were utilized for data analysis with SPSS program. The results of this study showed that consumer education had very positive and significant effects on consumer knowledge (p<.01) and consumer behavior (p<.05) among kindergarten children. Furthermore, consumer education for only three weeks had effectively enhanced kindergarten children's ability as consumers. These results imply that consumer education should be served periodically and systematically from an early age. Diverse subjects and teaching methods must be developed and utilized for consumer education of kindergarten children.

• 아동학회지
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• 제3권
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• pp.97-113
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• 1982

Problems This study was aimed to find out the effects of Kindergarten education on primary school child's learning achievement and it's continuance. The specific question to be investigated in this study can he summarized as follows. 1. How did the kindergarten education effect upon primary school child's learning achievement and behavioral development? 2. How did the differences of learning achievement and behavioral development between groups of children attending kindergarten and not attending kindergarten? Methods 1. Subjects One hundred and twenty children of sixth grade and one hundred primary school's teachers were employed 1) Sixty of children were experimented groups who had received kindergarten education. Sixty of Children are Control group who had not received Kindergarten education. The subjects were sampled in N primary school in seoul and Y primary school in Taejeon. Sixty of children were boys and sixty of children were girls. 2) Fifty of teachers were sampled in N primary school in Seoul and Fifty of teachers were sampled in Y primary school in Taejeon. 2. Instrument 1) School cumulative record. School cumulative record was referred to find out the differences of school records on learning achievement in morality, National language, social studies, arithmatics, natural science, gymnastics, music, fine arts and behavioral development in industry, responsibility, coorperation, indeperdence, law abiding spirit between experimental group and control group. 2) Questionnaire paper which constructed 10 articles. Questionnaire paper asked to primary school teachers for effects of kindergarten education. Results The results of date analysis can summarized as follows. 1. Kindergarten education, generally, is regarded effective at least for school work achievement but not so effective for morality and physical education. 2. Kindergarten education is not so effective in all school works of primary school in its continuance since its effectiveness begins to fade away from the 4th grade of primary school. But such continuance tends to be outstanding especially in national language, social subjects and arts. 3. The experiences of kindergarten education is not much helpful to behavioral development during primary school. 4. Primary school teachers recognize that kindergarten education contributes to curriculum work and behavioral development for primary school children.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제4권1호
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• pp.1-17
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• 2000

The purpose of this study is to analyze the articulation between the kindergarten and 1st grade in mathematics education. for this purpose, the problems of this study selected as follows ：(ⅰ) What is the mathematical concepts related between the kindergarten curriculum and the 1st grade curriculum\ulcorner (ⅱ) How is the mathematics classroom in the kindergarten and 1st grade\ulcorner (ⅲ) Which instructional materials are used in the kindergarten and the 1st grade\ulcorner (ⅳ) What is the new direction of articulation between the kindergarten and first grade in mathematics education\ulcorner The results of this study are as follows ： (ⅰ) According to examining each curriculum the focus is on understanding the basic concepts of number in the kindergarten, on the concepts of number, addition and subtraction in the 1st grade. (ⅱ) By being analyzed the mathematics classrooms of the kindergarten and the 1 st grade, it is different the focus of lessons or the teaching strategies. (ⅲ) As a result of analysing the teaching plans in the kindergarten and the survey in the first grade teachers, used instructional materials are manipulative ones. While mainly used materials are puzzles and blocks in kindergarten, a paduk stone, number cards, sankagi are used in 1st grade. (ⅳ) Finally, we propose the direction of articulation between the kindergarten and 1st grade in mathematics education.

• 한국생활과학회지
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• 제18권3호
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• pp.571-581
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• 2009

The purpose of this study was to examine teacher's perception, practices about the multicultural education. The subjects were 382 kindergarten teachers in G province. Kim A Young(1996)'s questionnaire which is modified and improved after preliminary research was used to measure teacher's perception and practices about the multicultural education. The data were analyzed by the descriptive statistics, t-test, one-way ANOVA, Scheffe test. The results of this study were as follows. First, Kindergarten teacher's perception about multicultural education were significantly different by teacher's teaching careers, teacher's kindergarten types, children's age, learning experience in preservice curriculum. Second, Kindergarten teacher's practices about multicultural education were significantly different by teacher's teaching careers and kindergarten types.

• 국제교류와 융합교육
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• 제2권2호
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• pp.1-8
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• 2022

In March 2021, the <Guidance on Promoting the Scientific Interface between Kindergarten and Elementary School> issued by the Ministry of Education of China clearly pointed out that it is necessary to adhere to child oriented. This goal of this policy is based on the idea of "living education" proposed by Mr. Heqin Chen in 1940, which indicates that a true understanding of children is necessary before talking about educating them. The core goal of "bidirectional articulation" is to strengthen the sense of articulation between kindergartens and elementary school, scientifically prepare for and adapt to school enrollment, and promote the smooth transition of children. Moreover, the <Guidance Points for Kindergarten Readiness Education> and the <Guidance Points for Elementary School Adaptation Education>, which were released at the same time as the <Guidance on Promoting the Scientific Interface between Kindergarten and Elementary School>, also place special emphasis on the cultivation of children's life preparation and adaptability. The aim of the bidirectional articulation "bridging" is to realize a two-way exchange of curriculum between kindergarten and elementary school, and to reform the curriculum at three levels through the curriculum spirit of "gamification", the continuous curriculum structure, and the developmental curriculum evaluation.

• 한국생활과학회지
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• 제12권5호
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• pp.619-634
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• 2003

The purpose of this study was to the real situation of the safety education in the kindergarten by investigating the actual condition of the safety education and kindergarten teachers' knowledge about it. Questionnaire was adopted to obtain data required for pertinent analysis. The subjects were 234 kindergarten teachers located in Choongnam and Daejeon province. SPSSWIN v10.0 was utilized to calculate percentage, mean and standard deviation and to conduct t-test, one-way ANOVA and Duncan's multiple range test. The main results of this study were as follows. There was a significant difference between the actual condition of the safety education and kindergarten teachers' knowledge about it according to demographic variables. Especially, these differences were due to teachers' academic career, age, teaching experience, and the experience of bringing up children by themselves. The importance of the safety education must be emphasized. There were urgent needs to develop the way of teaching and the program about the safety education.

• 수산해양교육연구
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• 제28권6호
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• pp.1683-1694
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• 2016

This study aims to investigate perception of kindergarten directors regarding prerequisites for inclusive education and its improvement plans, and to establish basic data required for future implementation of inclusive education in kindergartens. This study was carried out oriented to 116 kindergarten directors and inquired into the differences in background characteristics of age, education level, operation career, major, special/inclusive education training and operation of inclusive classes, based on SPSS 1.5 for Window, independent sample t-test and Chi-square test. The research results of this study are as follows: Firstly, as for the perception of kindergarten directors as prerequisite of inclusive education, they show active supports for inclusive education and recognize that classes composed of the same age and same ability are the advisable forms of inclusive education. As for class operations, they perceive that inclusive classes based on small group activities and full inclusive classes are suitable. Moreover, as qualified teachers for inclusive classes, they manifest that teachers who completed special/inclusive education training are appropriate. Secondly, as for the perception of kindergarten directors regarding improvement plans for inclusive education, this study suggests that they prioritize the training operation regarding inclusive education oriented to general infants and parents. As for vitalization of inclusive education, they find that financial supports at the national level and administrative supports for facilities are indispensable.

• International Journal of Human Ecology
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• 제17권1호
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• pp.39-51
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• 2016

This pilot study examined programs for early childhood education and care in three Chinese cities. The samples for this study were one university-based kindergarten, one private kindergarten (rural area), and one public kindergarten (urban area). Six types of instruments were used to assess early childhood education and care services regarding quality matters. Most questions asked were open-ended; consequently, the interview answers by kindergarten directors or teachers (as well as observations made by the researcher) formed the basis for collecting the data. Quality components for each program were determined by a comparison method. The comparison allowed the researcher to understand the range of quality education and care available as well as the variability of existing kindergarten programs in China. The findings of the investigation revealed important information on; (a) demographic information (fees, class hours, total weeks of class, vacation, number of children and staff, class size, and teacher-child ratio) (b) teacher characteristics, (c) health practices, (d) safety practices, (e) work environment, (f) physical settings, (g) play materials, (h) parent involvement, (i) nutrition, (j) daily schedule. Implications within the Chinese context for quality practices and issues to further develop and strengthen early childhood education and care systems are discussed.