Objective: This study attempted to verify the effectiveness of parent education programs which emphasize parents' direct interaction with young children even when using digital devices. For this purpose, parents' play beliefs and their interaction with their children were evaluated by taking a pre-test and post-test. Methods: The subjects of this study were parents of young children attending child care centers. The collected data were analyzed by one-way covariate analysis (ANCOVA) to find out if there was a significant difference in post-test scores after controlling the pre-test as a covariate to minimize possible errors between groups before the experiment. Results: Parents, who had participated in the parent education program which emphasized parents' direct interaction with young children when using digital devices, showed higher increases of play support beliefs and parent-child interaction than the comparative group. Conclusion/Implications: This study confirmed that in order to develop digital fluency from early childhood, parents should avoid indiscriminate use of digital devices at home, maintain direct interaction with their children even when giving them digital devices to play with, and support healthy growth by way of continuing sensitive interaction with their children.

Objective: The purpose of this study was to develop an early childhood teacher's autonomy scale in the implementation of the Early Childhood Curriculum and to verify its validity and reliability. Methods: A literature review and a delphi survey were conducted in order to explore conceptual characteristics and develop a preliminary questionnaire. A main survey was conducted on 375 early childhood teacher to test their item quality, validity and reliability. Results: The final scale was composed of 24 items with four factors: 'support for child-centered play environment and interaction' (7 items), 'use of learning community' (4 items), 'cooperation and participation with family and local community' (6 items), and 'flexible daily management' (7 items). And the scale was verified as a stable and reliable tool. Conclusion/Implications: This is expected to contribute to the correct understanding of children's education and to actively realize the autonomy of early childhood teachers in the implementation of the Early Childhood Curriculum.

Objective: In order to promote the rights of childcare teachers, there is a need to identify problems and demands about the rights of childcare teachers. Therefore, this study sought to examine the perception of childcare teachers' rights in order to identify the concepts of teacher rights. Methods: This study used the concept mapping method to identify the concepts of childcare teachers' teacher rights and interpreted these concepts utilizing the multi-dimension analysis method. Results: As a result of interviews from eight childcare teachers, 37 statements were derived. The result of similarities evaluated by 28 childcare teachers showed that 37 statements about teachers' rights consisted of two dimensions and four clusters (direct-indirect and indoor-outdoor of day-care center). Conclusion/Implications: This study suggested that direct and indirect efforts are needed to enhance the rights of childcare teachers and that change is necessary not only within daycare centers such as the principal but that change is also necessary outside daycare centers such as at government agencies in relation to daycare teachers's rights.

Objective: This study examined the experiences of pre-service Early Childhood teachers who participated in major-associated autonomous club activities. Methods: Participants were 31 students of the Department of Child Care at A University located in Gyeonggi-do, who participated in a major-associated autonomous music club activity. A content analysis was conducted to examine the meaning of the participation experience of pre-service Early Childhood teachers. Qualitative content analysis was the best method to analyze the meaning of their experience while participating in the activities. Results: The meaning of the experience of music club activities was organized into three categories: "enjoying abundant college life," "growing as a competent childcare teacher," and "being a responsible member of a community." Conclusion/Implications: The results show that pre-service Early Childhood teacher's participation in the activities of major-associated autonomous clubs has a positive impact on desirable changes in college life and adaptation to the department and on the growth of future professional Early Childhood teachers.