• Title, Summary, Keyword: Early Childhood Education

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Differences on the Importance of Recognition of Contingency from Early Childhood to Elementary Education Between Early Childhood and Early Childhood Special Education Teachers at Inclusive Child Care and Education Settings (어린이집 통합학급 보육교사와 특수교사의 유·초 연계 중요도에 대한 인식 차이)

  • Kim, Minjung;Cho, YounKyung
    • Korean Journal of Childcare and Education
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    • v.16 no.2
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    • pp.67-87
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    • 2020
  • Objective: In order to provide basic data that can strengthen the recognition of continuity of early childhood and primary education, early childhood education and early childhood special education teachers at inclusive child care and education settings participated in this study. Methods: The researchers conducted a survey on 192 early childhood teachers and 167 early childhood special education teachers in Seoul and Gyeonggi-do province. The collected data were analyzed statistically. Results: First, early childhood special education teachers were higher than early childhood teachers statistically on the prerequisite elements of continuity. Second, early childhood education teachers were higher than early childhood special education teachers statistically regarding the prerequisite educational techniques required for continuity of early childhood and primary education. In particular, early childhood teachers put more of an emphasis on learning and sociality-communication than early childhood special education teachers did. Conclusion/Implications: It is necessary that in-service education on prerequisite elements be stressed, and there be more detailed activities and education about programming and its utilization for early childhood special education teachers.

The Conflicts Experienced by Early Childhood Teachers Regarding Early Childhood English Education (유아영어교육에 대한 유아교사의 갈등)

  • Seo, Hyun-Ah;Youn, Jeong-Jin;Cha, Mi-Young;Kim, Jung-Ju
    • The Korean Journal of Community Living Science
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    • v.20 no.4
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    • pp.523-537
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    • 2009
  • This research aimed to understand the current status of early childhood education and to develop a future direction of early childhood English education. One group interview and three private interviews were conducted with 10 early education teachers to obtain in-depth understanding of the problems inherent in English education. The findings show that there is an internal conflict in the teachers regarding the value of English education in early childhood. In addition, there are external conflicts with the children the parents, the English teacher, the program director, and the government in English education. It is concluded that the early childhood educators felt an internal conflict regarding the current, inappropriate execution of early English education which is lacking a suitable educational plan including goals and practices. Furthermore, the teacher's preference for English also contributed to the internal conflict regarding the belief in early childhood English education. Secondly, the external conflicts included: English teachers with inadequate understanding of comprehensive early childhood development, parents who show excessive interest in early childhood English education without regard to childhood development, the reality that early childhood English education is mostly influenced by the attitudes of the program director without regard for the conflicts experienced by the early childhood teacher, and the politics of the government continuing to ignore the reality that early childhood English education ontinues in practice without being included in the national curriculum.

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A Study on Early Childhood Music Education and Their Difficulties with Its Instruction of Early Childhood Teachers'Perceptions

  • Song, ju-seung;Chung, hae-myoung
    • Journal of the Korea Society of Computer and Information
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    • v.20 no.11
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    • pp.97-104
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    • 2015
  • In this study, the investigator distributed total 100 questionnaires by childcare center teachers in final analysis. The purposes of the study were to examine teachers' perceptions of early childhood music education provided by childcare centers or kindergartens and also the difficulties they experienced with the instruction of early childhood music education and thus provide basic data to develop an educational program for early childhood teachers and search for a direction in early childhood music education in the field of education. The findings were summarized as follows: Both kindergarten and childcare center teachers showed a high perception level of need for and importance of early childhood music education. The teachers thought that early childhood music education facilitated the development of young children across all areas and promoted their pleasure and expressive abilities. Providing music education, the teachers faced difficulties due to the lack of musical knowledge, basic musical skills, and experiences with and confidence in musical activities. They also felt a need for teacher education.

The Development and Application of Early Childhood Information Communication Ethics Education Program (유아 정보통신윤리교육 프로그램 개발 및 적용)

  • Jo, Jun-Oh;Hwang, Hae-Ik
    • Korean Journal of Child Studies
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    • v.30 no.3
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    • pp.161-175
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    • 2009
  • The purpose of this study is to develop proper early childhood information communication ethics education program and apply it to children based on previous researches and demands of early childhood teacher in order to protect children who remain defenseless in the information society. The draft was developed after analyzing previous research and survey of early childhood teachers' perception and demands on early childhood information communication ethics education. On the basis of the draft and the survey, the early childhood information communication ethics education program was developed after examining the adequacy of each item and subordinate areas which was conducted by early childhood professionals and applied 17 children. Moreover, early childhood information communication ethics attitude surveys were carried out before and after the program to obtain effects of the early childhood information communication ethics education program. The early childhood information communication ethics education program was effective. There was significant difference (t=-2.27, p<.05) of mean score between experiment group and control group.

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Early Childhood Teachers' Content Knowledge on Green Growth Education

  • Yang, Jea Min;Kim, Sang Lim
    • International Journal of Advanced Culture Technology
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    • v.7 no.1
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    • pp.143-149
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    • 2019
  • The purpose of the study was to examine early childhood teachers' content knowledge on green growth education. The subjects, 45 early childhood teachers, were asked to draw concept maps about early childhood green growth education. Their concept maps were analyzed in terms of superordinate and subordinate concepts by contents and frequencies. The results showed that early childhood teachers used 182 superordinate and 1,292 subordinate concepts in the concept map of green growth education for young children. Although early childhood teachers had a wealth of content knowledge on green growth education as proposed by the Ministry of Education, their knowledge was disproportionate to some areas and sub-areas of green growth education. These results implied the needs of developing teacher education programs for early childhood green growth education.

Comparative Study on the Early Childhood Education System in South and North Korea for the Preparation of Unification (통일대비 남·북한 유아교육제도 비교)

  • Jang, Won-Ju;Lee, Hwa-Do
    • Korean Journal of Comparative Education
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    • v.26 no.4
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    • pp.153-172
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    • 2016
  • This study aims at comparing and analyzing early childhood education systems in both South and North Koreas and suggesting educational alternatives for integrating in various aspects based on it, in order to build directions of early childhood education system in the preparation of Unification. A comparative study on the early childhood education system in South and North Korea was done in terms of early childhood education, public education of early childhood. As a result, there were differences rather than similarities in many areas due to the differences of political ideology between the South and the North. First, early childhood is not compulsory, but becomes public in South, while it is partially compulsory and has an overall public system in North in terms of its compulsory education and Pulic education. Second, as a result of comparing operating systems depending on early childhood education institutions in the South and North, there were differences in various areas such as subjects of foundation, classification of age, operating types, etc. Third, looking at its administrative support system, two Koreas has a similarity of a overall dual system, but showed a specific difference. Fourth, its public support had a similarity that early childhood education is done free of charge in two Koreas. In light of the results of comparing the early childhood education system in South and North Korea, this study suggests the following implications. First, as part of an effort to restore similarities of the early childhood education system between two Koreas, a challenge that must be addressed with priority is to integrate early childhood education-nursery in the early childhood education for age 3-5. Second, we'll take an effort to include the early childhood education for age 3-5 in the basic disciplines with 'Making early childhood education public' being currently focused. In addition, we should an attitude to recover a similarity through mutual exchange and to have advantages of the early childhood education in two Koreas as a challenge of taking an effort to integrate the early childhood education in the South and the North various studies and debates, discussions will be made for the meaning of the early childhood education and the integration.

The Selection Factors and the Satisfaction Degree of Parents on Early Childhood Education Institutions (부모의 유아교육기관 유형별 선택요인 및 만족도)

  • Kim, Youn-Hee;Park, Ung-Im
    • Journal of the Korean Home Economics Association
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    • v.44 no.8
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    • pp.89-99
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    • 2006
  • The purpose of this study was to examine parents' selection factors and satisfaction degree in selecting an early childhood education institute according to various types of early childhood education institutes. The subjects were 650 parents of early childhood education institutes from Andong city. The result of the study can be summarized as follows. The parents' consideration degrees in the selection factors were different according to the types of early childhood education institutes. The parents' satisfaction degree on the early childhood education institutes was also different according to the types of early childhood education institutes. This result might be helpful in determining future directions for the improvement of the qualitative growth of early childhood education reflecting the demands and characteristics of parents.

A Study on the Procedures of Entrance into Early Childhood Teachers College and the Career Progression of Students Majoring in Early Childhood Education (유아교육과 학생들의 진학과 진로에 대한 연구)

  • Song, Ju-Yeon;Jo, Jun-Oh
    • Korean Journal of Child Studies
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    • v.31 no.1
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    • pp.249-265
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    • 2010
  • The purpose of this study was to investigate pre-service early childhood teachers' procedures for entering college, their perception of major areas of satisfaction and career progression. The subjects of this study were 522 students majoring in early childhood education in Busan. The findings of this study were as follows. First, the major motivation of entering into college for these students majoring in early childhood education was 'to become an early childhood teacher'. Second, the majority of students majoring in early childhood education were satisfied with their majors for their aptitude for studying in this area. Third, the most commonly expressed employment preference for such students was that of a public kindergarten teacher due primarily to job security and appropriate rates of pay.

Multimedia Contents Design for Early Childhood Education to Traditional Education Theory (전통적 교육이론에 따른 유아교육용 멀티미디어 콘텐츠 설계 방안)

  • Lee, Bumsuk
    • Journal of the Korea Society of Digital Industry and Information Management
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    • v.12 no.1
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    • pp.107-117
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    • 2016
  • This study investigates design strategies for improving the educational quality of multimedia contents for early childhood education. It emphasizes both traditional education theory and developmental aspects in its exploration of interactive and educational qualitative multimedia contents for early children. Accordingly, for an effective early childhood education, it is necessary to experience of the playful learning for the conception of ideas and the understanding of the social life. Because this study 1) possibility of multimedia contents for early childhood education, 2) computer application method for early childhood education, 3) examines used in the designing of multimedia contents for early childhood education according to traditional education theory. Multimedia early childhood education system is possible to organize information such as test, image, sound and video based on hyperlink system. I use Microsoft's Ms-office and Asymetrix's ToolBook software that are useful for hyperlink and parameter. Multimedia contents and other pages are used by Dynamic Data Exchange(DDE). Therefore multimedia contents for early childhood education is a useful tool for students of early childhood education department, parents, and children.

A Study on Korean Early Childhood Mathematics History (우리나라 유아수학교육사 연구)

  • KYE, Young Hee;HA, Yeon Hee
    • Journal for History of Mathematics
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    • v.28 no.6
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    • pp.349-363
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    • 2015
  • In this paper, we explore about Korean early childhood mathematics education history. Actually, mathematics education history is mathematics education curriculum's history. Korean education curriculum has been influenced by the US and European prominent educators: Montessori, Piaget, Bruno, and Dewey, etc. We investigate how those philosophy and thoughts were adopted in Korean early childhood mathematics education curriculums from 1st to 2015 amended curriculum. Also, we can see that NCTM's content standards and Korean Nuri curriculum are the same in the basic concepts: number and operations, space and shapes, measurement, understanding of patterns and data collection.