• Journal of the Korea Society of Computer and Information
• /
• v.28 no.10
• /
• pp.291-300
• /
• 2023

In this paper, we propose a plan for prospective early childhood teachers to plan, design, and produce and the results of operating a teaching model. To this end, we will identify video content for each age and video content of various topics and video playback time required by early childhood education sites, actively collect opinions from workers currently in early childhood education institutions, and suggest ways to develop on-site video content in the university curriculum. This requires prospective early childhood teachers to improve their self-understanding capabilities, community capabilities, and creative convergence capabilities, including digital capabilities. Through this, we intend to contribute to fostering smart early childhood teachers and creating a kindergarten activity and environment applying the latest video technology.

• Journal of the Korea Convergence Society
• /
• v.12 no.10
• /
• pp.255-263
• /
• 2021

The purpose of this study was to identify the teaching competency for software education for young children. Teaching competency was derived through literature study and Delphi survey of expert groups. The derived competences are composed of 'selection of software education objectives-goals and educational contents', 'software curriculum planning and implementation' and 'evaluation and feedback of software curriculum'. The derived competencies were found to be 15 competencies in a total of 3 competencies groups. The relationship between the derived competencies and previous studies was discussed and implications were presented. The teaching competency derived from this study can be used for teacher education and instructional practice.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.16 no.3
• /
• pp.1785-1794
• /
• 2015

The purpose of this study is to examine differences between nursery teachers and kindergarten teachers in their perception on key elements of effective interactions and enhanced teaching competence. The subject of the study were 143 early childhood teachers in the Y region of Gyeonggi-do. The collected data was processed through frequency and percentage. For difference test, ${\chi}^2$ tests were conducted. The results of this study can be summarized as follows. First, both nursery teachers and kindergarten teachers perceived that listening and playing were the most important factors in effective interactions between young children and teachers. However, nursery teachers perceived the interaction through skin-ship and complimenting to be more important whereas kindergarten teachers perceived questioning and complimenting as necessary. For the teaching criteria, nursery teachers put more weights on playing while kindergarten teachers focus more on explaining and coorperating. In addition, about evaluation methods, nursery teachers perceived self-evaluation as important, whereas kindergarten teachers perceived observation notes as important. Second, about the elements to strengthen teaching competence, nursery teachers perceived that observation records should be utilized for understanding interest or desire. They also believe that development analysis and teaching methods should be improved through systematical teaching plan and evaluation and that enhancement of teaching material and education are necessary. In contrast, kindergarten teachers perceived that observation records should be utilized for teaching plan and development analysis and teaching methods should be improved through participating in the meetings related to career and education. They believe that providing a prize money through supervising evaluation is necessary.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.22 no.4
• /
• pp.83-89
• /
• 2021

This study examined how the learning styles and emotions of 234 students enrolled in early childhood education-related departments affected their ability to participate in the learning community. The research collected the variables of the pre-service early childhood teachers' ability to participate in the learning community, the emotions that they experienced while learning, and their learning styles. The collected data were analyzed through correlation analysis and regression analysis. The results indicate that the students' ability to participate in the learning community was positively correlated with the following: their analytical learning attitude (among learning styles); learning motivation; degree of preference for discussion and discussion types; positive and negative emotions, which are subcategories of learning emotion; and the degree of preference for experimentation and their practice type among teaching methods. Second, regression analysis showed that the students' ability to participate in the learning community could be predicted by negative emotion as a subcategory of their learning emotion, learning motivation, degree of preference for the experiment and practice type, their analytical learning attitude, and the degree to which students value studying the content of their major subjects.

• Journal of the Korea Society of Computer and Information
• /
• v.27 no.8
• /
• pp.263-269
• /
• 2022

This study is to propose a FOCUS Teaching & Learning model to educate pre-service early childhood teachers and in the era of convergence and integration and the Fourth Industrial Revolution. In an era where the use of digital technology is maximized due to COVID-19, boundaries of each fields are blurred and convergence is emphasized, a teaching and learning model is needed to strengthen capabilities of freshmen at colleges that train specialists. This study proposes ways to vitalize ICT education in early childhood education and proposes an integrated teaching and learning model. Through this model, pre-service early childhood teachers will be able to enhance their digital capabilities and contribute to the field of early childhood education by producing video content, activities and teaching aids to be provided to early childhood education institutions. In addition, the model can be applied to areas other than early childhood education to improve digital capabilities through video production and utilization.

• Journal of Korea Entertainment Industry Association
• /
• v.13 no.7
• /
• pp.385-395
• /
• 2019

The purpose of this study is to cultivate the attitudes of preservice early childhood teacher's commitment by analyzing the effects of education practicum, teacher efficacy, and emotional intelligence on teacher's education commitment and analyzing the relationship between them. To this purpose, a total of 150 questionnaires were distributed to 75 preservice early childhood teachers of the metropolitan area from November 1, 2018 to March 2019. The results of the study were as follows: First, education commitment of preservice early childhood teachers was positively correlated with teachers' efficacy, emotional intelligence, and education practicum experiences. Second, education commitment increased when the emotional intelligence increased before the education practicum experience, and education commitment increased when the teacher's efficacy increased after education practicum experience. In light of these, It suggests that programs or content education that can strengthen emotional intelligence are effective before education practicum. and that programs or content education that enhance teacher efficacy capacity are more effective after education practicum.

• The Journal of the Korea Contents Association
• /
• v.20 no.1
• /
• pp.605-616
• /
• 2020

The purpose of this study is to investigate the teacher's perception of maker education and to suggest the direction of teacher education curriculum for maker education in order to explore the possibility of applying maker education to early childhood education. To this end, a survey was conducted on the perception of maker education for preschool teachers. As a result of the data analysis, the perception of the concept, meaning, and educational environment of maker education were low, while the effectiveness, importance, value, continuous application and development of maker education were highly recognized and the necessity of maker teacher education and the educational environment was suggested. Based on the survey results, the teacher curriculum composition was classified into basic and advanced courses. The basic course included basic contents to understand maker education and maker space. The advanced course included information on how to use various tools, materials and digital media, how to conduct and evaluate maker education to apply maker education. The teacher curriculum composition for maker education can suggest basic directions for developing teacher education programs and strengthening the digital teaching competency of teachers in the future.

• Korean Journal of Childcare and Education
• /
• v.11 no.4
• /
• pp.109-125
• /
• 2015

The purpose of this study was to examine the relationships among teachers' conceptions of art education, and children's creative personality by mediating effects of teachers' role of creativity improvement. Participants included 156 teachers and 593 children in kindergartens and child care centers. Results indicated the following. First, the higher teacher's concepts of art education was the higher their role of creativity improvement was and children's creative personality was. Second, teachers' conceptions of art education and their role of creativity improvement were positively influenced by the children's creative personality. Third, the children's creative personality was influenced by the teachers' conceptions of art education and the their role of creative improvement control and the mediating effects of the teachers' role of creative improvement was significant in a partial way. The implication is that the teachers' conceptions of art education may enhance the their role of creative improvement and foster children's creative personality.

• Journal of Christian Education in Korea
• /
• v.72
• /
• pp.183-203
• /
• 2022

The purpose of this study is to construct factors of AI education utilization competency. AI education utilization competency is used as basic data for education to enhance the AI education competency of pre-service early childhood teachers. To this end, 7 studies related to competency factors and models were selected by searching for previous studies. Seven preceding studies were analyzed. As a result, 18 competency factors were extracted, including understanding of artificial intelligence. The extracted competency elements were divided into six areas, which are divided into understanding subject knowledge through coding, class preparation, class management, class result feedback, class guidance, and self-development. And 15 factors were constructed. The draft formed through coding was improved through review by three early childhood education experts. Factors improved through expert review were structured by classifying them into knowledge, skills, and attitudes to organize the curriculum. The validity of the structured competency factor was verified through expert Delphi. As a result of the Delphi verification, all factors were converged in the first survey. Through this, 6 competency areas, 11 competency factors, and 19 competency factors were composed of knowledge, 10 skills, and 5 attitudes. The implication is that the competency factors presented as a result of this study can be used as basic data for organizing a curriculum to improve the ability of pre-service early childhood teachers to use artificial intelligence education.

• Journal of Convergence for Information Technology
• /
• v.11 no.3
• /
• pp.147-158
• /
• 2021

The purpose of this study is to perform of composition of young children teacher's verbal interactions and problem solving strategies by semantic network analysis. The data was collected the narrative of teacher in young children's environmental education. Additionally, this study used categories as a unit of analysis in order to find out structural characteristics. The results of this study were as follows. First, teacher's verbal interactions, providing information was the most cental, high influence appeared along with integration. Second, teacher's problem solving strategies, suggestion was the most cental, high influence appeared along with divergent thinking. Third, teacher's verbal interactions and problem solving strategies, suggestion was the most cental, providing information and divergent thinking appeared a strong connection. Besides, suggestion and decision were mediated by concern of problem, assessment appeared connection. Through these results from this study it is suggested that in order to interact and support problem solving process in young children's environmental education, teacher education to respond and understand contextually with young children is necessary.