• Journal of the Korean Dietetic Association
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• v.27 no.4
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• pp.209-231
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• 2021

The purpose of this study was to compare differences between essential tasks and delegable tasks among public kindergarten dietitians. A survey study was conducted through a self-administered online method from November 18 to December 28, 2019. The survey consisted of essential tasks and delegable tasks, including 6 Duties, 25 Tasks, and 94 Task Elements. The survey was distributed to a sample of 500 kindergartens in Korea, after excluding incomplete surveys and outliers, and a total of 224 responses were used for the analysis. Descriptive statistics were used to compare essential tasks and delegable tasks. The results show that 'Duty A. Nutrition Management', 'Duty B. Foodservice Management Practices', 'Duty C. Hygiene management of kindergarten foodservice', 'Duty D. Nutrition-Diet Education and counseling', and 'Duty F. Professionalism Enhancement' were recognized as essential tasks to be performed by kindergarten dietitians. All 16 tasks elements (100.0%) in 'Duty E. Managing snacks during semesters, and lunch/snack during breaks' were identified as delegable tasks. In conclusion, most tasks were recognized as essential tasks to be performed by kindergarten dietitians. On the other hand, 'Duty E. Managing Snacks during semesters, and lunch/snack during breaks' was considered a delegable task by public-attached kindergarten dietitians. It is recommended that public-attached kindergartens should consider additional workforce related to 'Duty E'. This study is expected to offer basic data on laws and regulations about the duties of kindergarten dietitians.

• Proceedings of the Korea Society of Mathematical Education Conference
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• 1990.07a
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• pp.7-59
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• 1990

• Journal of Family Resource Management and Policy Review
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• v.16 no.1
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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.

• The Korean Journal of Emergency Medical Services
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• v.15 no.3
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• pp.81-96
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• 2011

Purpose : The purpose of this study was to analyse early childhood teachers' perspectives and actual conditions of earthquakes and tsunami safety education. Methods : A total of 119 teachers were recruited from kindergarten and child-care center located in J city, all of whom gave consent to take part in these research. The data have been collected for 45 days from May to July in 2011. The data was analyzed by SPSS (version 17.0) and chi-square test. Results : The results of this study are summarized as follow. 1. 97.5% of the subjects considered earthquakes and tsunami safety education necessary, however, only 34.6% of them were given the education related to earthquakes and tsunami. 2. 63.9% of the early childhood teachers provided children in the kindergarten or childhood center with earthquakes and tsunami safety education, however, 30.3% of them were found to be without any experiences of earthquakes and tsunami safety education. 3. 68.5% of the teachers were informed earthquakes and tsunami safety knowledge. 4. 35.0% of respondents answered that the single session of earthquake and tsunami education was not efficient, thus expecting to receive continuing education. Conclusions : The study suggested that more teachers necessarily provide earthquake and tsunami safety education to reduce children's mortality rate in earthquakes and tsunami. The education program should be developed and systematized to improve teacher's knowledge. Moreover, the program should be continuously provided to teachers and children in the kindergarten or childhood center.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.1
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• pp.248-258
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• 2019

The purpose of this study is to examine the relationship between self-leadership of teachers who conduct free-selection activities in kindergartens. In addition, we analyze the mediating effect of teacher self-efficacy. This study was conducted using data gathered through a survey conducted on 325 kindergarten teachers in Seoul and Gyeonggi-do areas from September 17 to 28, 2018. To analyze the data, the author used SPSS Statistics 22.0 and AMOS 20.0 programs to conduct reliability analysis, confirmatory factor analysis, correlation analysis, and structural equation modeling. The result of the verification of the hypothesis showed that self-leadership of kindergarten teachers who engaged in free-selection activities positively influenced self-efficacy. Self-leadership of teachers who employed free-selection activities had a positive effect on the expertise of teachers as well. Also, self-efficacy of kindergarten teachers positively affected expertise of these teachers. In addition, the self-leadership of kindergarten teachers mediated self-efficacy, so that the indirect effect on teacher expertise was statistically significant. Also, the direct effect of self-leadership on expertise of teachers was significant, which showed that the self-efficacy of the kindergarten teachers indirectly mediated the relationship between self-leadership and expertise of the teachers. This study showed that to enhance expertise of kindergarten teachers, this requires enhancing self-leadership of teachers. Also, in order to enhance the level of self-efficacy of teachers, necessary knowledge and skills that can enhance self-efficacy of these teachers in their working environment should be provided. In addition, someone who can play the role of active facilitator or helper is needed in order to enhance expertise of these teachers.

• The Journal of the Korea Contents Association
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• v.22 no.2
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• pp.305-316
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• 2022

This study attempted to analyze the jobs of early childhood special education teachers working in kindergarten's special classes using the DACUM technique. To this end, the DACUM Committee was formed with six early childhood special education teachers with extensive field experience. A total of six DACUM workshops were conducted to derive job definition, job descriptions, and job specifications. As a result, the job description of early childhood special education teachers consisted of 9 duties and 53 tasks, and the job specification consisted of 80 knowledge, 98 skills, and 22 attitudes. Early childhood special education teachers working in kindergarten's special classes were tasks differentiated from special education teachers working in elementary and secondary school including home-linked guidance, health and safety management, elementary school transfer guidance, environmental composition according to play topics, and indoor and outdoor play activities guidance. In the case of knowledge, the Special Education Act on the Disabled, etc. and knowledge on behavioral modification took precedence. Skill showed high frequency of observation-record, parental interviews and parental education skills. Attitudes as experts and administrators took priority. The results of this job analysis can help organize a curriculum to train early childhood special education teachers with high job competency in universities.

• Journal of the FoodService Safety
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• v.5 no.1
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• pp.5-11
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• 2024

For successful food safety education in kindergartens, enjoyable play is essential. However, Korea lacks food safety education materials that help teachers create play activity plans suited to specific situations. This study aimed to develop food safety education guideline based on the Ministry of Education's guidelines and the 2019 Revised Nuri Kindergarten Curriculum. We reviewed current guideline and conducted focus group interviews to create content aligned with these guidelines. In our research, we structured educational content on elements of 'food safety management practices', including 'hand washing habits', 'food poisoning management', and 'food labeling information'. Nutrition and early childhood education professionals designed objectives and activities suitable for 3-, 4-, and 5-year-old children. The resulting guidebook provides a comprehensive resource for planning annual, monthly, and weekly food safety education. Educational topics, content, examples of children's experiences, and related Nuri curriculum were summarized in the food safety education guidebook. Guidebooks were provided to kindergartens to facilitate the application of these activities. The guideline developed in our study will enable kindergartens to make structured plans for food safety education, ultimately contributing to children's health and the formation of safe eating habits.

• Journal of the Korean Institute of Educational Facilities
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• v.2 no.2
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• pp.51-64
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• 1995

This study investigates possible of linkage between kindergarten infants and the lower level elementary school students so aims to take a triangular position which direction of architectural space plan. The results of the study are as follows: 1) The results of analysis which infants and lower level elementary school students' behavior and activity showed similar play patterns in space attitude, rule of space use, similar to satisfaction and kinds of play, the time required, groups scale and place of play. 2) Architectures of kindergarten and lower level elementary school can classify style of selfhelp-singleness, establishment as an annex-singleness, establishment as an annex-attachment and divides space of education, management, service and analogized kinds of necessary space. 3) Infants of four, five years old and six, seven years old(first, second elementary school students) are similar to physical, intellectual, emotional development and have special characters of successions so kindergarten and lower level elementary school buildings must be necessary for organic linkage and intergration.

• Journal of the Korean Institute of Rural Architecture
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• v.7 no.3
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• pp.57-67
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• 2005

Recent architecture of church purport to develop churches that are open towards regional society, and volunteer program are executed to benefit diverse regional societies. As a means of various programs, church-affiliated of kindergarten, the awareness that it does not merely benefit and satisfy the needs of regional residents. accordingly, diverse forms and structures are emerging within the protestant church both in term of education and construction. Accordingly, this research conducted by fousing on the User's Satisfaction of Church-affiliated Kindergarten. The result are summarized as follow.

• Korean Journal of Child Studies
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• v.22 no.4
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• pp.225-241
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• 2001

This study examines the effect that mathematics teaching efficacy has on teacher's mathematics education practices. Data was obtained from 220 kindergarten teachers who responded to the questionnaire, the mathematics teaching efficacy belief instrument (developed by Enochs). Among these 220 teachers, upper and lower 5 % of the teachers on mathematics teaching efficacy belief were chosen to identify the influence of mathematics teaching efficacy on mathematics activity style, teaching strategy, and teacher-child interaction. The results indicated that teacher's interest in math, previous participation in mathematics teaching method course mainly influenced mathematics teaching self-efficacy. Teachers with high mathematics teaching efficacy belief preferred providing mathematical learning activity than providing other learning areas. They employed effective mathematics teaching strategy such as high and medium cognitive distancing strategy and established positive teacher-child relationship. Implications for teacher education and professional development activities were discussed.