International Journal of Advanced Culture Technology

The International Promotion Agency of Culture Technology (국제문화기술진흥원)
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Early Childhood Teachers' Content Knowledge on Movement Education

  • Cheon, Mi Hyang (Graduate School of Education, Incheon National University) ;
  • Kim, Sang Lim (Department of Early Childhood Education, Incheon National University)
  • Received : 2018.11.29
  • Accepted : 2018.12.10
  • Published : 2018.12.31
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Abstract

The purpose of the study was to examine early childhood teachers' content knowledge of movement education. The subjects, 60 early childhood teachers, were asked to draw concept maps about early childhood movement education. Their concept maps were analyzed in terms of superordinate and subordinate concepts by contents and frequency. The results were as follows. First, 263 superordinate concepts were shown, and they were categorized into 10 representative terms (body movement/health, music, expression, movement type, movement element, games, integration/arts, social studies, tool/instrument, and math/science). Second, 2,186 subordinate concepts were shown, and running, movement, jumping, musical instrument, and expression were frequently shown. In conclusion, early childhood teachers' content knowledge of movement education were various but insufficient in aspect of its systematic organization.

Keywords

Table 1. Contents and Frequencies of Superordinate Concepts

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