Journal of People, Plants, and Environment (인간식물환경학회지)

Society For People, Plants, And Environment (인간식물환경학회)
권호 표지
DOI QR코드

DOI QR Code

Components for Early Childhood Horticultural Education Program derived from Expert Delphi Research

  • Jeong, Yeojin (Dept. of Horticulture, The Graduate school, Daegu Catholic University) ;
  • Kim, Mijin (Mellia) ;
  • Chang, Taegwon (Dept. of Advertising & Public Relations, Daegu Catholic University) ;
  • Yun, Sukyoung (Dept. of Horticulture, Daegu Catholic University)
  • Received : 2021.01.07
  • Accepted : 2021.02.17
  • Published : 2021.04.30
⟨ Previous Next ⟩

Abstract

Background and objective: This study was conducted to identify the components of kindergartener horticultural education by deriving objective components of horticultural education using the Delphi survey method, and then to provide basic data that can be used when creating horticultural programs in the regular curriculum. Methods: A total of 32 experts including professors of early childhood education, kindergarten directors, horticultural therapy professors, and horticultural therapists were selected as the Delphi panel. Of the 32 selected, only 29 answered all three rounds of the surveys. For the first round of the survey, an open-ended questionnaire, was used, and in the second and third rounds closed-ended questionnaires were used. Results: Results indicated that under the category of the goals of horticultural education, there were 7 items related to the current problems of horticultural education, 16 items related to the need for horticultural education in the smart age, 18 items related to the direction of horticultural education, and 5 items related to the areas most suitable for horticulture education for young children in the Nuri Curriculum. Results in the category of the implementation of horticultural education indicated that 2 items related to horticultural education hours, 3 items related to the venue for horticultural education, 2 items related to the activity types applicable to the Nuri Curriculum, and 4 items related to the objects of horticultural activities were derived. As the current problems of horticultural education, the following items were identified: event-oriented activity (M = 4.24) and lack of kindergarten teachers' opportunities for systematic gardening education (M = 4.21). The results related to the necessity of horticultural education indicated the following items: education on respect for life through caring (M = 4.59), emotional intelligence and stability (M = 4.55), directly experience of the growth process of plants (M = 4.55), and development of the five senses (M = 4.55). Finally, within the direction of horticultural education: nurturing the desire to live with nature (M = 4.50), and learning about life (M = 4.44) was identified, which had higher averages. Within the areas of the Nuri Curriculum, which is most consistent with horticultural education, nature exploration (M = 4.69) and the integration of all areas (M = 4.59) were derived as priorities. Also, regarding the implementation of horticultural education, the following items were derived as the priority from the expert group: 30-40 minutes (M = 4.14) and 40-50 minutes (M = 4.14) for class periods, outdoor garden in a kindergarten(M = 4.66) for the venue of gardening education, outside play (M = 4.59) for the activity type, and vegetable crops (M = 4.55) for the objects of gardening activities. Conclusion: It is significant that the goal and implementation of kindergartner horticultural education were objectively derived through collecting opinions of expert panels. Based on the results of this study, a horticultural education program for kindergarten teachers should be implemented.

Keywords

References

  1. Ahn, J.J. and Y.J. Park. 2018. A development of evaluation indicators for performance improvement of horticultural therapy garden. J. Korean Inst. Tradit. Landsc. Archit. 36(4):113-123. https://doi.org/10.14700/KITLA.2018.36.4.113
  2. Cho, W.J. 2020. Experience of early childhood teachers in the initial application of 2019 revised Nuri curriculum. Early Child. Educ. Care. 15(3):104-125. https://doi.org/10.16978/ECEC.2020.15.3.005
  3. Hahm, S.Y. 2012. Development of selection criteria of recognized technology home economics textbook. J. Korean Pract. Arts Educ. 18(3):81-101. https://doi.org/10.17055/JPAER.2012.18.3.81
  4. Im, E. A., K. C. Son, and J. K. Kam. 2012. Development of elements of horticultural therapy evaluation indices(HTEI) through delphi method. Korean J. Hortic. Sci. Technol. 30(3):308-324. https://doi.org/10.7235/hort.2012.12037
  5. Jeong S.J., Y.J. Song, M.S. Kim, M.I. Jeong, and H.D. Kim. 2009. Effect of young children's horticultural program on the young children's natural- environment attitude, scientific attitude and exploration ability, and emotional intelligence. J. Korean Soc. People Plants Environ. 12(6):37-43.
  6. Jeong, M. I., E. S. Jea, S. M. Lee, and B. Y. Yi. 2014. Effects of horticultural activities program focusing on four-season ornamental rooftop garden to be released on preschoolers' creative thinking. J. Korean Soc. People Plants Environ. 17(1):9-14. https://doi.org/10.11628/ksppe.2014.17.1.009
  7. Jeong, Y.J., M.J. Kim, T.W. Chang, and S.Y. Yun. 2020. An analysis on the preference of early childhood teachers in horticultural activities based on conjoint analysis. J. People Plants Environ. 23(5):495-506. https://doi.org/10.11628/ksppe.2020.23.5.495
  8. Kang, H.K. 2016. The invention of forest personality activity program connected with day care center and experience of the activity by pre-service early childhood teachers. J. Future Early Child. Educ. 23(2):205-229.
  9. Kang, Y.S. and J. H. Park. 2010. The effect of the program of ecological experience on the emotional intelligence of young children. J. Korea Acad. Ind. Coop. Soc. 11(10):3680-3687. https://doi.org/10.5762/KAIS.2010.11.10.3680
  10. Kim, B.M and H.I. Hwang. 2015. Development of evaluation scale for the early childhood education policy based on Delphi survey. J. Korea Open Assoc. Early Child. Edu. 20(2):13-142.
  11. Kim, K.C., I.A. Kim, and H.J. Park. 2018. Analysis of the use of Delphi research method in early childhood education: Focusing on domestic journal articles. J. Early Child. Educ. Educare Adm. 22(4):567-591. https://doi.org/10.22590/ecee.2018.22.4.567
  12. Kim, M. J. and C. B. Kim. 2015. A Delphi study of teaching goals and content of relationship-oriented happiness for young children. J. Korea Open Assoc. Early Child. Edu. 20(1):1-81.
  13. Kim, O.J. 2016. A fundamental study for the development of a pre-training program supporting pre-service kindergarten teacher's kindergarten practicum: using the Delphi method. Korea J. Child Care Educ. 101(6):67-93.
  14. Kim, S.J. and H.J. Hong. 2015. The development and validation of a coexistence literacy instrument for young children. J. Korea Open Assoc. Early Child. Edu. 20(2): 349-373.
  15. Lawshe, C.H. 1975. A quantitative approach to content validity. Pers. Psychol. 28(4):563-575. https://doi.org/10.1111/j.1744-6570.1975.tb01393.x
  16. Lee, B.N. and M.S. Choi. 2015. The effects of play activities through a forest experience on young children's scientific inquiry ability and life respect attitude. J. Parent Edu. 7(1):53-66.
  17. Lee, J.S. 2001. Delphi method. Gyoyukgwahaksa, Seoul. Korea.
  18. Ministry of Education(ME) and Ministry of Health and Welfare(MEOH). 2019. A Manual on the Nuri Process as revised in 2019. Seoul: Ministry of Education and Ministry of Health and Welfare. Retrieved from http://www.mohw.go.kr/react/jb/sjb030301vw.jsp?PAR_MENU_ID=03&MENU_ID=032901&CONT_SEQ=352183
  19. Noh S.Y. 2006. Delphi Technique: Predicting the future through specialized discernment. Korea Spat. Plan. Rev. 299:53-62
  20. Shin S.H., M.S. Cho, and T.Y. Kim. 2012. Response to horticultural activities using herb plants of kindergarten children. J. Korean Soc. People Plants Environ. 15(1):1-8.
  21. Son, H.J., J.E. Song, and K.C. Son. 2015. Horticultural activities using colorful food for the improvement of emotional intelligence and the reduction of unbalanced vegetable diet of young children. Korean J. Hortic. Sci. Technol. 33(5):772-783. https://doi.org/10.7235/hort.2015.14192
  22. Sung, Y.R. 2016. A study on the development and effect of economic education program for young children. Doctoral dissertation. Joongbu University, Chungnam, Korea.
  23. Yun, S. Y., G. A. Seol, H. H. Jang, M. J. Kim, and B. J. Choi. 2019. Forest activities for developing emotional vocabulary and lowering cortisol levels in kindergarteners. J. People Plants Environ. 22(4):385-393. https://doi.org/10.11628/ksppe.2019.22.4.385