• Korean Journal of Childcare and Education
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• v.14 no.4
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• pp.109-126
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• 2018

Objective: The purpose of the present study was to explore the moderating role of children's verbal ability in the relation between shyness and teacher-child relationships. Methods: Participants were 200 children, their mothers, and their kindergarten teachers. Children's shyness was rated by their mothers and teachers, and children's verbal ability was measured using the language problem solving ability test. And teachers completed a rating scale in order to examine the teacher-child relationship. The collected data were analyzed using correlations and hierarchical multiple regressions. Results: Children's shyness had a negative relation to close teacher-child relationships. And child's verbal ability was significantly related to teacher-child relationships. Hierachical regression analysis indicted to the interaction of child's shyness and verbal ability predicted close teacher-child relationships. Children's shyness, those who demonstrated the lowest level of child's verbal ability, was significantly associated with close teacher-child relationships. Children's shyness had no significant relation to close teacher-child relationships, especially for the highest level of children's verbal ability. Conclusion/Implications: We suggested that verbal ability training for children might be valuable for shy children in order to buffer the link between shyness and teacher-child relationships.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.8
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• pp.3466-3471
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• 2011

This study is to examine how media education is recognized and used in the field of early childhood education. For this, it analyzed awareness and problems of media education by kindergarten teachers and parents and set the following research questions to find out a new alternative of media education for children. First, what are differences in concerns and educational experiences on media education for children by teacher-parents? Second, what are differences in teaching-learning methods on media education for children recognized by teachers-parents? Third, the present study examined problems and effective improvement methods of media education for children with 250 teachers in the field of early childhood education and 250 parents and obtained the following conclusions. The teaching-learning method preferred most by teachers and parents was talking activity and as a result of asking the preferred type of group, it was found that teachers-parents answered small group activity was most ideal and what are to be improved in the media education for children included the extension of teachers' opportunities to have research training and non-establishment of the genral theory of media education in our whole society.

• Journal of Gifted/Talented Education
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• v.9 no.1
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• pp.63-84
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• 1999

This study is to examine the current problems of teaching gifted children and suggest elements(or factors) to be considered in setting up goals thereof by analyzing incumbent teachers awareness. 121 teachers were arbitrarily selected from 30 different kindergartens located in Seoul and Anyang, and they were interviewed with two parts questionnaires(or opinions) of improving current practice. The first part of the questionnaire is composed of the questions about teachers awareness of gifted children, actual state of teaching gifted children, effects of teaching in kindergarten for gifted children, and desired direction for teaching improvement. The second part of the questionnaire provided interpretation of precociousness by study habit, creativity and definitive properties and asked the number of children qualified in their classes. Since the results of the first interview as to awareness of gifted children were dismal, 40 teachers were thereafter randomly selected again, and the second interview was warranted. The results alarmingly revealed that program of teaching gifted children were barely existing even though the teachers awareness for the needs of special education for the precocious as well of study materials and programs thereof was high. In addition, the teachers familiarity of gifted children was surprisingly low. At the second interview whereby gifted children was explained, the teachers awareness of gifted children was dramatically improved to 40% in comparing with 7.4% at the first interview without explanation of gifted children. Teachers awareness of gifted children was low because of lacking direct or indirect experience of having gifted children and special programs therof in their classes as well as teachers nonchalance. Therefore not only adequate training and education of teachers, but also cultivation of qualified teachers for special programs for the precocious are obligatory. Training of incumbent teachers and determination of gifted children are prerequisite for timely discovery of gifted children and adequate education for them. Development of special education programs and diffusion are also crucial.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.2
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• pp.462-471
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• 2018

Even though software (SW) education has not been considered part of the current national kindergarten curriculum, in practice there is growing interest in adopting it. Teachers would be expected to play a key role in the successful introduction and implementation of new educational changes, such as SW education. In preparation for its adoption in ECE, it would be useful to determine ECE teachers' perception and attitudes toward early childhood software education. For this study, 219 ECE teachers' level of concern toward SW education was surveyed using the Stages of Concern Questionnaire. It was found that the teachers' level of concern was the highest at stage 0-Unconcerned and that they had high levels of stage management, personal and informational concern. Thus, a non-user pattern was mostly indicated. However, compared to the typical non-user pattern, the pattern aspect close to critical non-user ever appeared to some extent. In addition, a significant difference in the level of concern was shown at all stages depending on the awareness of the necessity for SW education. The teachers with SW training experience showed a higher intensity only at stage 0. There was a statistically significant difference in stages 0 and 6 depending on the future implementation decision. These results will be utilized as a resource in building an ECE teachers' support system according to their level of concern about SW education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.9
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• pp.5931-5941
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• 2015

It should be given the opportunity to acquire information about the health of infants for a new type of way of life with the passage of time, of which the internet is a lot of people are required to use the media in the modern world. So, we want to find out the status of kindergarten teachers' internet utilizing and how to utilize the internet health information on field. The purpose of this study is to explore the direction of improvement. We produce this research based on a precedent study about perception and actual condition of health information utilizing. The objects of this study are 180 kindergarten teachers working in Dae-jeon and most of them have experience of searching health information through internet. The collected data calculated frequency and percentage with SPSS 18.0 program. As a result, first, kindergarten teachers think the information of infants' health is relatively important, still they obtain it from the Internet. But they feel a difficulty in finding the proper information because it takes so much time. Second, they utilize the Internet whenever necessary to find health information and they could find it. However, health information obtained from the Internet, have not been unexpectedly useful. Therefore, training about the content of infant's health and utilizing method of internet health information is needed.

• Korean Journal of Human Ecology
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• v.7 no.2
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• pp.13-30
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• 2004

The purpose of this study was to investigate the status of teacher's perception about the nutrition education of elementary schooL The results of this study were as follows. Most of the teachers responded that nutrition education necessitate in curriculum of elementary school, the main reason for necessity of nutrition education was for proper growth, they thought starting period of nutrition education was to begin when children are in a kindergarten and a infant home. The perception for a suitable person to teach the nutrition education showed dietician, parents, class teacher and a related teacher in oder and the time of that is a related class, as a spare time at everyday, a special activity time, and service a meal in order. Importances of the contents of a nutrition education were proper eating habits, growth and nutrition, a food hygiene and a disease in order. Problems of elementary students' nutrition were a unbalanced eating, a ingestion a processing and instant food too much, lack of table manner, fatness and a weak child in order. The most of expected effects through the nutrition education were a good table habits and manners, the way of a efficient nutrition education were a need of link with parents, a need of link the dietician. a teacher's class and training in order. The average score of nutrition knowledge was 6.3$\sim$6.9 out of 10 and teachers of Gwangju scored more higher on nutrition knowledge than teachers of Jeonnam, as they arranged a dietician was so.

• The Journal of the Korea Contents Association
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• v.21 no.11
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• pp.389-402
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• 2021

The purpose of this study is to examine early childhood teacher's perception and current implementation toward autonomy and to provide basic data for related research. The survey was conducted with 121 public and private kindergarten teachers. The study results are as follows: First, as for teachers' perception of autonomy, the majority of the survey respondents answered that "I am very interested in the concept of autonomy and have tried to practice it." In terms of areas for which they expect to be given autonomy, "autonomy in developing and operating education plans" was most answered. Second, as for teachers' practice of autonomy, teacher autonomy was answered most for "work and operation" in the development and implementation of education plans among "institutional autonomy." In terms of communication between parents and the local community, "operation of the kindergarten website" and "operation of teachers' personal e-mail" were most answered. In addition, "participation in teacher training" was most answered for the development of teachers' expertise, and "interaction with infants" for "autonomy in educational activity." Lastly, it is expected for follow-up research to perform case studies to understand the context of the implementation of teacher autonomy.

• Journal of Nutrition and Health
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• v.31 no.4
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• pp.787-798
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• 1998

This study is an analysis on how current elementary teachers think about nutrition education, how they are teaching it, and problems that have occurred. The main purpose of this analysis was to deal with future problems in nutrition education by analyzing the present situation . The survey was done on 544 currently working elementary school teachers. from the 9 education departments within Seoul, 2 schools were chosen from each department by stratified random sampling. The survey used a questionnaire that was passed out personally to teachers from September 1, 1997 to the 19th. The 544 usable questionnaires were analyzed by using the teachers had nutrition education training and the average score of nutrition knowledge was 13.30 $\pm$2.73 out of 20. Nutrition education was being taught as apart of other subjects in 87.9% of the schools, and mainly by lecture. Audio visuals aids were used by 53.7% of the teachers and the most common was the VTR. Nutrition education was taught as a part of physical education and 41.5% were using teacher guides to help them. 91.9% of the teachers supported the idea of nutrition education in elementary schools. Nutrition education was supported by 80. 0% of teachers to begin when children are in kindergarten, proving that early nutrition education is supported. The analysis showed that nutrition education should be taught by parents(29.4%) , teachers(29.2%), and nutritionists(25.9%) relating that family , education, and school lunch programs should tie in with each other. 96.7% of the teachers responded that they would teach nutrition education. However, 41.0% disagreed with having a separate course for nutrition education . Proper eating habits, nutrition and its diseases, and growth with nutrition were the main categories within nutrition education and the most effect method was thought to have audio visuals, guides for teachers , and to link the subject matter with school lunch programs. The teachers main responses to problems with children were that they are too much instant food, did not eat in a variety , and had no manners in eating. Ironically, the believed that malnutrition, fainting and growth stunt were not important nutrition problems.

• Korean Journal of Comparative Education
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• v.27 no.3
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• pp.161-184
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• 2017

This study aims to draw implications by analyzing the direction of the reorganization of French teacher policy focusing on ESPE which was introduced in 2013 according to the flow of French education reform. When looking at the major changes in the French teacher training system, three revisions have been made over the last 25 years and starting from IUFM introduced in 1991 and through in 2009, ESPE, a new teacher training institute, has been introduced in 2013 and been running. ESPE is an independent professional teacher training institution for educating teachers (from kindergarten to university) as well as education specialists and the understanding of ESPE has a significance in that it can see the direction of reform of French teacher policy in the fact that all advantages of the former system is succeed at maximum and the disadvantages are complemented. When looking at the major reorganization direction of French teacher policy, first, it has strengthened its position as a research teacher by connecting teacher training with the master's degree program. Second, it pursued the balance between theoretical education and field training in teacher training. Third, eligibility criteria of teacher training become diversified and it's downgrading from master degree to bachelor degree. Fourth, teacher training, teacher recruitment exam, master degree in teaching and teacher certification are linked each other. Fifth, teacher training is made in two aspects, teachers as well as education specialists. In conclusion, French teacher policy has a great significance in terms of the fact that the will of reform improving the quality of education ultimately through establishing the status as research teacher and improving the quality of teachers can be seen.

• Korean Journal of Community Nutrition
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• v.9 no.6
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• pp.716-724
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• 2004

The purpose of this study was to investigate the elementary school dietitian's status and recognition of nutrition education (NE) in Incheon. A cross-sectional study was carried out using a self-administered questionnaire and subjects were 100 elementary school dietitians. The results are as follows. As for training in NE, $61.2\%$ of the dietitians attended training in NE. After training in NE, $86.5\%$ of the dietitians who attended training in NE were more concerned about NE. Also $59.5\%$ of the dietitians gave students NE and most of them did as a weekly printout 2-4 times per month. There was a significant difference in experience of NE for teachers between subgroups by experience of training in NE; while $48.1\%$ of the dietitians with training in NE gave teachers NE, $20.0\%$ of the dietitians without training in NE gave teachers NE. The main reason for not giving NE was too much work load and low concern of school administration. Also $96.4\%$ of the dietitians answered that NE is necessary in elementary school and the main reason for being necessary was correction of unbalanced diet and good table manner, As for proper time to start NE for children, $51.8\%$ of dietitians answered 'kindergarten' and $45.8\%$ of them answered 'lower grade of elementary school'. As for effective type for NE, $59.5\%$ of the dietitians answered 'NE as a part of other subject' and $23.8\%$ of them answered 'NE as a separate subject'. Also $79.5\%$ of the dietitians answered 'teacher' as the suitable person for NE. Most of the dietitians recognized menu formation as the ideal major work load and office work as the most time-consuming work load. As to job satisfaction, most of them were dissatisfied with office work and NE. Therefore, it is nationally supported for elementary school students' health and well-being that school dietitians as NE specialists give NE with minimizing their office work and developing a standardized NE program.