• 한국보육지원학회지
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• 제16권2호
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• pp.47-65
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• 2020

Objective: This study investigated the relationship between preschool teachers' creativity, teaching efficacy, and creativity-fostering teaching and examined the mediating effect of teaching efficacy. Methods: A total of 202 preschool teachers participated in this study. The Creative Behavior Inventory (CBI), Teaching Efficacy Scale, and the Creativity-Fostering Teacher Behavior Index (CFTI) were used for the survey. A hypothesized model and alternative model were tested using structural equation modeling. Collected data were analyzed using 18.0 PSAW and AMOS. Results: The results showed that preschool teachers' creativity was positively associated with their teaching efficacy and creativity fostering teaching. Preschool teacher's teaching efficacy positively related to their creativity fostering teaching. Preschool teachers' creativity had a significant positive direct effect on creativity-fostering teaching and also an indirect effect on creativity-fostering teaching via teaching efficacy. Conclusion/Implications: Implications to foster creativity in preschool and kindergarten are discussed, highlighting the necessity for teacher education to promote teaching efficacy as well as teacher's creativity and creativity-related activities.

• 한국보육지원학회지
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• 제16권1호
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• pp.1-20
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• 2020

Objective: The purpose of this study was to explore the application of the multidisciplinary model, which is customized evidence-based counseling for abused preschool children done by a day care center teacher. Methods: The participants were 16 preschool children which were abused by a day care center teacher and their parents. The data were analyzed by using the Wilcoxon Signed-rank test. Results: The multidisciplinary cooperative service model based on customized evidence-based counseling for abused preschool children, their parents, and day care center teachers was developed. Based on this model, customized evidence-based Post-Traumatic Stress Disorder (PTSD) emergency intervention was provided to preschool children abused by a day care teacher in Incheon. The multidisciplinary cooperative emergency intervention service proved to be effective in reducing emotional and behavioral problems of abused preschool children and enhancing the mental health of parents. Conclusion/Implications: The results of this study indicated that the customized evidence-based counseling for abused preschool children done by a day care center teacher using the multidisciplinary cooperative linkage system would be effective, and that child abuse prevention by day care center teachers and intervention services should be provided systematically at the national level.

• 수산해양교육연구
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• 제25권1호
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• pp.53-64
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• 2013

This study examined the relationships between the cognitions and strategies of child's problem behaviors depending on the level of preschool teacher's professional development. Participants were 176 preschool teachers in B Metropolitan city. The teachers completed rating scales to measure teacher's professional development, the perception of child's problem behaviors, and teacher's guiding strategies for child's problem behaviors. The collected data were analyzed using descriptive statistics, one-way ANOVA, and Pearson correlations. Results showed that there were different cognitions of child's problem behaviors depending on the level of teacher's professional development. Secondly, child's problem behavior guiding strategies by the level of teacher's professional development were significant differences in the positive prevention strategy I, II, and the positive reaction strategy. Finally, there were somewhat different relationship between the cognition of child's problem behaviors and the problem behavior guiding strategies according to the level of teacher's professional development. Findings are discussed in terms of the importance of teacher's professional development in the context of teacher's education planning for teacher's guiding strategy about preschooler's problem behavior.

• International Journal of Advanced Culture Technology
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• 제6권4호
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• pp.233-239
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• 2018

The purpose of the study was to examine the effects of preschool teachers' qualification (education level, teaching experience, major, and certification) and competency variables (teaching efficacy and teacher-child interaction) on young children's development (cognition, language, and social development). The data came from $5^{th}$ Wave of Panel Study on Korean Children (PSKC) from the Korea Institute of Child Care and Education, and the multiple regression analyses as well as Pearson's correlation analyses were used. The results showed the positive associations between teachers' competency (teaching efficacy and teacher-child interaction) and child development. However, we did not find significant effects of teachers' qualification on young children's development. Based on the results, we proposed a policy implication that teacher qualification needed to be discussed with teacher competency to improve teacher quality.

• 사물인터넷융복합논문지
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• 제10권2호
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• pp.93-102
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• 2024

본 연구의 목적은 유아교사들의 디지털 역량 수준을 측정할 수 있는 도구를 개발하기 위해 디지털 역량 지표에 대한 타당성을 검토하는 것이다. 이를 위해 유아교사 272명 대상으로 자료를 수집한 후 탐색적 요인분석과 확인적 요인분석을 실시하였다. 탐색적 요인분석 결과 4개 요인이 도출되었으며 확인적 요인분석을 통해 각 역량군과 하위역량지표 구성 모형에 대한 적합도, 타당도(집중타당도, 판별타당도) 및 신뢰도를 검증하였다. 최종적으로 검증된 4요인은 '디지털 기술 이해', '디지털 기술 활용', '디지털 기술 기반 상호작용', '디지털 윤리 이해 및 실천' 역량군으로 명명하였다. 분석결과를 통해 유아교사들의 디지털 역량을 측정하는 도구에 대한 신뢰도와 타당도를 입증할 수 있었고 본 연구결과는 유아교사들의 디지털 역량을 측정하고 각 디지털 역량 수준에 적합한 교육을 실시하는데 기초를 제공할 수 있다는 점에서 의의가 있다.

• 아동학회지
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• 제36권1호
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• pp.99-124
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• 2015

This study developed a teacher training program aimed at promoting preschool teachers' competence in relation to pretend play and examined its effects on the teachers' knowledge, efficacy and interaction in pretend play. Regarding the learner's job characteristics and conditions, a small group session of 90 minutes per week was conducted for 8 weeks. To examine the effects of this program, the researcher collected data on the teachers' knowledge and the efficacy by means of questionnaires and the teachers' interaction by observation before and after the program execution. The fourteen child care centers were randomly assigned to both an experimental group or a control group, in which 38 teachers were included. In conclusion, the pretend play competence training program for preschool teacher was observed to be effective in improving their knowledge, efficacy and interactions in pretend play.

• 한국보육지원학회지
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• 제16권5호
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• pp.69-86
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• 2020

Objective: The purpose of this research was to examine the prediction models of conflict and intimacy in teacher-child relationships based on decision tree analysis. Methods: The participants were 297 preschool children from ages three to five including 166 boys and 131 girls. Teacher-child relationships were measured by the Student-Teacher Relationship Scale(STRS). Physical aggression, relational aggression, social withdrawal, and prosocial behaviors were measured by teacher ratings. Moreover, ADHD-RS(Attentive Deficit Hyperactivity Disorder Rating Scale) was used to measure ADHD. The data was analyzed with decision tree analysis. Results: According to the prediction model for teacher-child conflict, the significant predictors were physical aggression and social withdrawal. According to the prediction model for teacher-child intimacy, the significant predictors were prosocial behaviors and relational aggression. However, children's age, gender and ADHD were not significant predictors. Conclusion/Implications: The findings suggest that social behaviors may be closely related with teacher-child relationships for preschool children. Based on the results of this study, intervention suggestions were made.

• 아동학회지
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• 제24권2호
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• pp.51-62
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• 2003

This study investigated differences in play types of preschool children with disabilities both in mainstreamed and segregated classrooms. The play behaviors of 50 preschool children with disabilities were observed and videotaped during free play time. Differences were found in children's dramatic and group play. Conclusions were that mainstreamed preschool program emphasizing a play-based curriculum could be an effective model for children with disabilities by providing for a variety of play types. Implications for mainstreaming education and for teacher education were discussed.

• 수산해양교육연구
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• 제27권5호
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• pp.1252-1264
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• 2015

This study examined the moderating and mediating effects of teacher-child conflict relationship among child's language ability, emotional regulation and peer victimization. The participants were 152 children(77 boys, 75 girls) and 14 preschool teachers. The teachers completed rating scales to measure the child's emotional regulation, peer victimization and teacher-child relationship. Child's language ability was assessed by researcher using PRES(Preschool Receptive-Expressive Language Scale). The collected data were analyzed using Pearson correlations and hierarchical multiple regressions. Results showed that peer victimization was related to child's language ability, emotional regulation and teacher-child relationship. Hierarchical aggression analysis indicated that the interaction of child's receptive language ability and teacher-child conflict relationship predicated peer victimization. Child's language ability, whose demonstrated a lower teacher-child conflict relationship, was significantly with peer victimization. In addition, the association between a child's emotional regulation and peer victimization was partially mediated by teacher-child conflict relationship.

• 한국수학교육학회지시리즈A:수학교육
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• 제50권1호
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• pp.119-128
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• 2011

In this paper, we studied into a qualitative research to see mathematical understanding of preschool and kindergarten's teachers such as feeling attitude, parents' concern, difficulty of math teaching in kindergarten field, teacher's role, type of feed back, beauty of math, relationship of real life, and self philosophy of math education. We selected 10 teachers whose career was 7~10 years. Because this research way is qualitative, we can new aspect that teacher want to break their ignorance for math. Moreover, they would like to learn about math practicality, application, and beauty from art in professional training. Therefore we assert that fusion math lecture would support in the professional training for teacher, preschool or kindergarten's president training, and remuneration training.