• The Journal of the Korea Contents Association
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• v.21 no.1
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• pp.343-351
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• 2021

The purpose of this study was to examine kindergarten teachers' the difficulties and needs on early childhood value education. In order to provide basic data by grasping of teachers, a survey was conducted on 815 teachers of kindergartens in Gyeonggi-do. As a result, first, the difficulties in applying value education to teachers are lack of information on specific teaching methods. Second, what is required is connecting the 2019 revised Nuri curriculum and value education, teacher's will and parents' understanding and participation. The implications are that the discussion on the right character emphasized in the Nuri curriculum and the needs of teachers who wish to link early childhood value education into an unseparated context were identified.

• The Journal of the Korea Contents Association
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• v.21 no.1
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• pp.446-455
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• 2021

The purpose of this study was to examine kindergarten teachers' perceptions on early childhood. Questionnaires were distributed to kindergarten teachers throughout Gyeonggi-do areas in Korea. A total of 794 questionnaires from kindergarten teachers were analyzed. The data were analyzed by frequency analysis and percentage, chi-squre verification using SPSS Win 21.0 Program. As a result of the study, it was found that most of the teachers are aware of the high interest and importance of children's value education, and most of them responded that they conduct value education. The recognition that the implementation method should be done through kindergarten life guidance was highest, followed by interaction during play. In the current status of implementation, teachers were mainly practicing values education through life guidance.

• The Journal of the Convergence on Culture Technology
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• v.5 no.1
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• pp.281-286
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• 2019

The purpose of the present study was to investigate pre-service early childhood teachers experiences in major-associated service-learning. The participants were eight sophomores in I University and participated in major-associated service-learning during the Spring semester, 2018. They were asked to write journals about their experiences before, during, and after service-learning activities. As results, pre-service early childhood teachers reported that they realized the value of service-learning, learned the importance of concrete preparation and professional operation of activities, and experienced the enhancement of teaching efficacy.

• Journal of Digital Contents Society
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• v.16 no.5
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• pp.727-740
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• 2015

In the information-oriented society of 21st century, the added value of creativity has never been so important to need any further discussion. This research investigates an implication of metonymic activities in early childhood Convergence arts education as a basis of the creative education by analyzing EduDrama, the program which helps children acquire creativity through metonymic activities. To this end, this research proposes a desirable way of early childhood arts education by organizing limited situation of early childhood education in Korea with domestic and foreign cases applying metonymic activities. Despite actively conducted studies on arts education led by existing arts management field in Korea, arts education research for early childhood is still not entirely satisfactory. Therefore, this research makes clear the value of arts education using metonymic activities provided during early childhood on the assumption that the added value of our life depends on the creative human resource of 21st century.

• Proceedings of the Korean Society of Computer Information Conference
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• 2020.01a
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• pp.103-104
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• 2020

본 논문은 예비유아교사 양성과정에서 요구되는 핵심역량 중 재개념화가 필요한 지식정보처리역량의 구성방향과 이를 위한 교육내용 탐색을 목표로 한다. 이를 위해 과거 정보화역량과 지식정보처리역량의 개념 및 가치를 비교하여 기초내용을 구성한 후 현장전문가, 교육전문가, 예비교사 등 15인을 대상으로 포커스그룹 인터뷰 연구방법을 통하여 연구결과를 도출한다. 본 논문에서는 선행연구를 참고하여 예비유아교사의 지식정보처리역량을 교육현장의 문제해결을 위하여 다양한 영역의 지식과 정보를 처리하고 활용할 수 있는 역량이라 개념정의 하였고 전문가 인터뷰를 통해 이를 위한 교육내용을 설정할 것이다. 본 논문을 통해 제시된 예비유아교사의 지식정보처리역량의 개념 및 교육내용은 예비유아 교사양성과정의 교육과정개발을 위한 기초자료로 활용될 것이다.

• Communications of Mathematical Education
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• v.12
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• pp.21-32
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• 2001

쌓기놀이는 유치원에서의 주요 활동이며, 유아들이 가장 선호하는 놀이일 뿐 아니라 교육적 가치도 크다고 보고 있다. 특히 쌓기놀이는 다양한 크기, 형태의 나무 적목을 사용하여 구성하게 되므로 공간 관계, 기하학적 도형, 대칭, 합동 등의 수학적 경험을 제공할 수 있다는 것이다. 그러나 교육현장에서의 쌓기놀이는 유아가 자유롭게 구조물을 만든 후 이를 극화놀이로 확장되어 전개되는데 그치고 있어 이를 통한 수학적 경험은 크게 기대할 수 없으며 우연적일 수 밖에 없다. 따라서 본 연구에서는 유아의 쌓기놀이를 보다 기하학적 사고와 탐색을 포함하는 교수-학습의 방안을 모색하고 현장 적용성을 검토하고자하였다. 본 연구의 내용은 유아의 쌓기놀이 활동에 기초한 기하학습의 모형을 설계하고, 이를 기초로 한 적용사례를 제시하는 것이다.

• Korean Journal of Childcare and Education
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• v.11 no.1
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• pp.435-459
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• 2015

It is generally agreed that the 21st century is the era of postmodernism. Postmodernism emerged with opposition and resistance to modernism which pursued values like the absoluteness of truth and knowledge, the Enlightenment, rationalism, objectivism and consequentialism among others. Now postmodernism is currently given a great deal of attention as it is considered a new ideology that can help explain many of the different and continuous changes which are occurring in a variety of fields including politics, economy, society and culture, not to mention education. In this sense, this study's purpose is to examine postmodern aspects found specifically in the field of early childhood education. As a result, this study found that those aspects could be briefly described by four main phrases, or 'early childhood education whose contexts are based on relativity', 'early childhood education operating under the system of rhizome' 'early education in which inter-directionality is pursued' and 'early education in which process-orientation is being intensified'. In the chapter of conclusion, finally, this study discusses how those aspects are correlated with one another and what implications they may have for the field of early childhood education.

• Korean Journal of Culture and Social Issue
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• v.18 no.1
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• pp.127-152
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• 2012

The research investigates the attitudes toward children among mothers young children and maternal grandmothers, focusing specifically on the ideal number of children, gender preference, old age security and positive and negative values of children. A total of 442 respondents, consisting of 221 young mothers (average age of 35) and 221 maternal grandmothers (average age of 63) completed a questionnaire developed by Kim, Park and Kwon (2005). The reliability of the scales ranged from Cronbach α of .78 to .91. The results are as follows. First, as for the ideal number of children, young mothers reported that they would prefer two children, while grandmothers reported that they would prefer four children. As for the ideal number of male child, young mothers reported that they would prefer that they would prefer one son, while grandmothers reported two sons. Second, as for the gender of the child, young mothers did not show a gender preference, while grandmothers stated that at least one child should be a son, especially if it is the only child. Third, grandmothers had higher expectation of old age security in their male child than young mothers but two groups did not show any difference for the female child. Fourth, as for positive values of children, young mothers were more likely to emphasize personal aspects (i.e., psychological pleasure and happiness) and family cohesiveness, while grandmothers were more likely to emphasize social aspects (i.e., continuing the family line and old age security. As for negative values of children, young mothers were more likely to emphasize personal aspects (i.e., parental role and responsibility), while grandmothers were more likely to emphasize social aspects (i.e., family conflict and relationship). Fifth, as for factors that influenced the number of children that they decided to have, young mothers were more likely to report negative values of children (i.e., financial constraints), while grandmothers were more likely to emphasize positive values of children (i.e., continuing the family line).

• (The) Research of the performance art and culture
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• no.41
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• pp.69-92
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• 2020

This study describes the impact of early childhood teacher's artistic competence on art education pedagogy and improved curriculum design. Furthermore, the effect of drama as a way of improving early childhood teacher's artistic competence is explained. Many researchers have mentioned that early childhood is a period of sensitivity and potential. Therefore, it will be helpful if children meet a teacher who understands them and inspires their innate artistic sense at a level of their eyes. It explained which aspect of artistic competence should be focused for the teacher training education. There are many approaches to develop early childhood teachers' artistic competence. Adopting drama is one of them. The strong points of drama to improve their artistic competence are as follows. Firstly, human's movement and voice are the main artistic channel in drama. What we are doing in daily life is found are drama world. It means if early childhood teachers experience drama activity, they will feel more comfortable and intimate with it. In addition, early childhood teachers tend to be familiar with dramatic play, so they can more easily access to drama world. Secondly, drama will be helpful to understand different feelings and to broaden and deepen understandings of others' standpoints. For early childhood teachers, drama activity will be helpful to understand how dramatic art form works and to lead children's play in diversified and sincere way. In addition, drama activity will be useful to build horizontal and democratic relationships between children and the teacher. It is one of the main emphases of 2019 revised Nori national curriculum. To sum up, drama will be a excellent method to develop artistic competence for early childhood teachers. Thus, it is expected that They have more opportunities to experience drama as an art form.

• The Journal of the Convergence on Culture Technology
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• v.8 no.5
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• pp.385-392
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• 2022

Our society, which has arrived in the 4th industrial revolution, emphasizes covergence education to cultivate creative convergence talents. Therefore, this study is to develop a convergence education program consistent with the direction of the 2019 revised Nuri course and to help teachers who want to implement convergence education. In order to achieve this purpose, in this study, voluntary questions that occurred in play using the educational robot 'Turtle' were classified as STEAM elements. After that, frequency analysis and correlation analysis were conducted. Therefore, this study is meaningful in collecting children's questions about the same robot by age, and it is valuable in establishing future convergence education directions by analyzing the correlation by STEAM elements.