Korean Journal of Human Ecology (한국생활과학회지)

Korean Association of Human Ecology (한국생활과학회)
권호 표지
DOI QR코드

DOI QR Code

Child Care Curricula According to Teacher's Teaching Method Types

보육교사의 교수 신념 유형에 따른 보육과정 운영

  • Kwon, Yeon-Hee (Dept. of Early Childhood Education, Pukyong National University) ;
  • Choi, Mock-Wha (Dept. of Child Development and Guidance, Hannam University) ;
  • Rha, Jong-Hay (Dept. of Child Development and Guidance, Hannam University)
  • 권연희 (부경대학교 유아교육과) ;
  • 최목화 (한남대학교 아동복지학과) ;
  • 나종혜 (한남대학교 아동복지학과)
  • Received : 2011.02.15
  • Accepted : 2011.03.15
  • Published : 2011.04.30
Download PDF
⟨ Previous Next ⟩

Abstract

The purpose of this study was to examine different child care curricula according to teacher's teaching method types. The subjects of the study were three hundred and fifty-six teachers, who were divided into four groups according to their teaching method: mixed method(type A), child oriented method(type B), teacher oriented method(type C), and beliefless method(type D). The data on the duration of free play and outdoor play time, activities frequently practiced in class, and outside one the playground were collected. The dimensions of child care programs were measured using Moore(1994)'s "The Early Childhood Dimensions of Education Rating Scale". The results of this study were as follows: first, teachers who used child oriented teaching methods gave more free play time than teachers using teacher oriented or mixed teaching methods. Second, teachers using teacher oriented methods showed the closeness and teachers using child oriented methods showed the openness in child care programs. Last, the activities teachers thought were the most important differed according to the teachers' methods even though in actual practice, there was no difference shown.

Keywords

References

  1. 강순미. (2000). 어린이집 종사자의 DAP 신념 지각에 관한 연구. 성균관대학교 석사학위논문.
  2. 권창길. (1995). 유치원 교사의 교육신념과 유아의 발달 수준과의 관계. 건국대학교 박사학위논문.
  3. 김수영. (1992). 유치원 교사의 교육신념과 교수행위에 관한 연구: 대구지역을 중심으로. 이화여자대학교 박사학위논문.
  4. 김연희. (2002). 유치원 교사의 DAP 신념과 교육실제와의 관계. 성균관대학교 석사학위논문.
  5. 민용성. (2004). 초등학교 교사의 교수행동과 신념에 관한 사례 연구. 학습자중심교과교육연구, 5(1), 173-194.
  6. 보건복지부. (2010). 2009년 보육통계. 서울: 보건복지부.
  7. 심숙영. (2001). 아동중심 교수방법과 기본 학습 중심 교수방법에 대한 유아 교사의 신념. 한국영유아보육학, 26, 21-39.
  8. 유구종, 조희정. (2008). 영유아보육학개론. 고양: 공동체.
  9. 이숙재. (2004). 유아를 위한 놀이의 이론과 실제. 서울: 창지사.
  10. 오상철. (2009). 교사의 교수 신념과 교수 행위에 관한 사례 연구: 영국 초등학교를 중심으로. 초등교육연구, 22(4), 427-449.
  11. Charlesworth, R. Hart, C. H., Burts, D. C., Mosley, J., & Fleege, P. O. (1993). Measuring the developmental appropriate of kindergarten teacher's beliefs and practices. Early Childhood Research Quarterly, 8, 255-276. https://doi.org/10.1016/S0885-2006(05)80067-5
  12. Elkind, D. (1986). Formal education and early childhood education: An essential difference. Phi Delta Kappa, 68, 631-636.
  13. Kagan, D. (1992). Implications of research on teacher belief. Educational Psychology, 27, 65-90. https://doi.org/10.1207/s15326985ep2701_6
  14. Karnafel, M. A. (1993). Contrasting child-centered and teacher-directed kindergarten programs. Unpublished doctoral dissertation. University of California, Los Angeles.
  15. McMullen, M. B. (1998). The beliefs and practices on early childhood educators in the U. S.: Does specialized preparation make a difference in adoption of best practices? International Journal of Early Childhood Education, 3, 5-29.
  16. McMullen, M. B., Elicker, J., Goetze, G., Huang, H., Lee, S., Mathers, C., Wen, X., & Yang, H. (2006). Using collaborative assessment to examine the relationship between self-reported beliefs and the documentable practices of preschool teachers. Early Childhood Education Journal, 34(1), 81-91. https://doi.org/10.1007/s10643-006-0081-3
  17. Moore, G. T. (1994). Early childhood physical environment observation schedules and rating scales. Center for Architecture and Urban Planning Research, University of Wisconsin-Milwaukee.
  18. Peterman, F. P. (1993). Staff development and the process of changing: A teacher's emerging constructivist beliefs about learning and teaching. In Tobin, K. (Ed.), The practice of constructivism in science education(pp. 227-245). Hillsdale. NJ: Lawrence Erlbaum.
  19. Raymond, A. M. (1997). Inconsistency between a beginning elementary school teacher's mathematics beliefs and teaching practice. Journal for research in mathematics education, 28(5), 550-576. https://doi.org/10.2307/749691
  20. Schickedanz, J. A., York, M. E., Stewart, I. S., & White, D. A. (1983). Strategies for teaching young children. Englewood Cliffs. NJ: Prentice-Hall.
  21. Scottish Office. (2002). Early education and child care plans 2001-2004. HMSO: Edinburgh.
  22. Stipek, D., & Byler, P. (1997). Early childhood teachers: Do the practice what they preach? Early Childhood Research Quarterly, 12(3), 305-325. https://doi.org/10.1016/S0885-2006(97)90005-3

Cited by

  1. Classification of Daily Routine Types in Child Care Center and Teacher Behaviors Based on Daily Routine Types vol.21, pp.5, 2012, https://doi.org/10.5934/KJHE.2012.21.5.837
  2. An Analysis of Variables Affecting Teacher Sensitivity of Infant Classes in Childcare Centers: Focus on Emotional Stability, Interpersonal Relationship Stress and Work Environment Variables vol.38, pp.2, 2017, https://doi.org/10.5723/kjcs.2017.38.2.205
  3. The Influence of Educational Beliefs in a Developmentally Appropriate Practice to Mathematics Pedagogical Content Knowledge of Early Childhood Teachers: Focusing on the Mediating Effects of Curriculum Implementation vol.39, pp.2, 2018, https://doi.org/10.5723/kjcs.2018.39.2.1