• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.8
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• pp.397-406
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• 2016

The purpose of this descriptive study was to identify the relationship between maternal self-efficacy and young children's ego-resilience on their children's adjustment to educational institutions. The study population consisted of 162 young children's mothers and teachers from seven kindergartens in A city. Data were collected from June 1 to June 30, 2016. The questionnaire consisted of 73 items about maternal self-efficacy, children's ego-resilience and children's preschool adjustment. The collected data were analyzed by frequency, descriptive methods and Pearson's correlation coefficient using SPSS/WIN 22.0 version. The study results were as follows. First, maternal self-efficacy was weakly positively(+) correlated with the activeness of children's preschool adjustment. Second, children's ego-resilience was significantly positively(+) correlated with children's preschool adjustment. Third, regarding the relationship between maternal self-efficacy and young children's ego-resilience on their children's adjustment to educational institutions, maternal self-efficacy was weakly positively(+) correlated with children's ego-resilience and children's preschool adjustment, while children's ego-resilience was strongly positively(+) correlated with maternal self-efficacy and children's preschool adjustment. In conclusion, this study finding of a positive(+) relationship between maternal self-efficacy and young children's ego-resilience on their children's adjustment to educational institutions indicates that children's ego-resilience is a reliable predictor of children's preschool adjustment. These study results imply that children's ego-resilience is strongly influenced by children's preschool adjustment.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.1
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• pp.467-474
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• 2017

The objective of this study is to analyze teachers' experience in the operation of outdoor play in an early childhood educational institute. For this purpose, the experience obtained in planning/operating the outdoor play in early childhood educational institutes, as well as the difficulties experienced in their operational process, were examined. The data was collected through interviews with eight early childhood teachers. In the results of the study, first, the teachers' perception of outdoor play was analyzed. The teachers considered outdoor play as meaningful in that the children could develop gross/fine-motor skills, have the chance to develop their sociality, relieve their stress, and also commune with nature through outdoor play. Second, regarding the plan/operation of the outdoor play activities, even though they aimed to provide the children with meaningful outdoor play activities through various materials and methods, most of the teachers could not put their original plans into practice, because of the numerous variables in the actual site. The teachers' difficulties included insufficient time, spatial limitations, and insufficient qualifications for play instruction.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.10
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• pp.4478-4486
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• 2012

The purpose of this stud is to find out what factors that multicultural awareness and multicultural attitude of early childhood teachers affect multicultural efficacy are. In order to achieve this research purpose, the survey was carried out by using questionnaires targeting 394 early childhood teachers working in Early Childhood Educational Institutions located in I city. The response results are as follows: First, multicultural awareness, multicultural attitude, multicultural efficacy of early childhood teachers did not show any difference by workplace. Second, it turned out that there is a significant correlation between multicultural awareness, multicultural efficacy of early childhood teachers. Third, it turned out that multicultural awareness and multicultural attitude of early childhood teachers have a positive influence on multicultural efficacy. In view of the results of this study, multicultural efficacy can be improved when awareness and attitude of early childhood teachers on multicultural education are changed so it is thought that various studies that can continuously conduct multicultural education training programs etc. for early childhood teachers should be conducted.

• The Journal of the Korea Contents Association
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• v.21 no.4
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• pp.347-358
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• 2021

The purpose of this study was to investigate the stage of concern and use level of early childhood teachers' STEAM, and to find out whether there is a difference in the stage of concern according to individual teachers' variables. The subjects were 242 teachers in charge of 3-5 years old kindergarten and daycare center in G city. The research tool was the stages of concern questionnaire (SoCQ). The collected data were converted to relative intensity by applying percentile conversion chart in the guidelines, and this was expressed as a concern profile graph, and t-test and ANOVA were performed to find out the difference in concern according to teacher's background variables. The research results are as follows. First, the stage of concern in early childhood teachers' STEAM was identified as a critical non-user profile. Second, the stage of concern in the teacher's STEAM was judged as a person who did not use, or was implemented for less than 2 years, and was a non-user or a novice. In addition, it was found that most of the teachers did not receive formal education for STEAM. third. There were differences in the educational background, career, current execution status of teachers, whether or not to take related courses in pre-service teacher education, and whether to plan for future implementation. And there were no differences in the majors and institution types of teachers. Based on these results, a support plan for changing the stage of concern of teachers about STEAM and improving the level of use was suggested.

• Korean Journal of Child Studies
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• v.32 no.5
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• pp.1-12
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• 2011

The purpose of this study was to investigate the relationship between supervisors' transformational leadership, teachers' depression and the psychological empowerment of teachers in kindergartens and childcare centers. The subjects were 208 teachers employed in kindergartens or childcare centers in Daegu and Gyeongbuk Province. Questionnaires, which required self-reporting by teachers, were used to investigate supervisors' transformational leadership, teachers' depression and psychological empowerment. The data thus collected were analyzed by mean of Pearson's correlation, hierarchial regression, and by the use of SPSS Win 15.0. The results of our study were as follows. First, Supervisors' transformational leadership was positively associated with teachers' psychological empowerment. Second, teachers' depression was negatively associated with teachers' psychological empowerment. Finally, The interaction effects of supervisors' transformational leadership and teachers' depression on teachers' psychological empowerment were observed.

• Korean Journal of Child Studies
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• v.29 no.1
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• pp.1-14
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• 2008

This study reviewed communication between mothers and teachers of early childhood educational institutions and the effect of communication on mothers' satisfaction with the institution and on parenting stress. Results showed that (1) the most discussed topic pertained to children's friendships at the educational institutions. (2) Attitudes during communication were comparatively favorable. (3) Increased communication of mothers with the teachers showed increased satisfaction with the early childhood educational institution. (4) Mothers with positive understanding of communication and understanding of teachers showed higher satisfaction rate towards the early childhood educational institution. (5) Mothers showing higher satisfaction towards early childhood educational institution and positive attitudes during communication with teachers exhibited less parenting stress.

• The Journal of the Korea Contents Association
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• v.9 no.10
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• pp.482-491
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• 2009

The purpose of this research is to design and develop teacher assistant contents 'My Class' for an intelligent robot iRobiQ, using in early childhood educational setting. After observing daily activities and correspondence role of teachers in educational settings, we selected the robots' target contents as 6 main functions (Attendance, Activity, Gallery, Learning, Role Calling, and Timer). We designed the contents according to the PLU (Player-Learner-User) model which suggests importance of entertainment, education, and enabling features to meet player, learner, and user requirements. We also considered 'emotional' features to satisfy 'companion' requirements. The developed contents in this study was deployed in kindergarten classrooms consisting of five-years-old for 4 weeks to see how they response and use the contents. We found that both teachers and children were likely to show positive responses to the contents. Especially, young children responded to the entertainment and emotional features more actively than to the other features. And they continually explored for something new inside the contents. Finally, this paper discusses what should be considered to develop more useful teacher assistant contents for iRobiQ.

• Korean Journal of Child Studies
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• v.31 no.4
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• pp.1-14
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• 2010

The purpose of this study was to investigate the relationship between depression, colleagues/ supervisor's emotional support and burnout experienced by teachers in kindergartens and childcare centers. The subjects were 195 teachers who worked in kindergartens or childcare centers in Daegu and Gyeongbuk Province. Questionnaires, which required self-report by teachers, were used to investigate depression, colleagues/supervisor's emotional support and burnout. The data collected were analyzed by means of paired t-test, Pearson's correlation, simple regression, hierarchial regression, using SPSS Win 15.0. The results are as follows. (1) The emotional support from colleagues was significantly higher than from that provided by the supervisor. Moreover, teachers' depression levels were positively associated with burnout. (2) Colleagues' emotional support operated as major determining factor with the effect that burnout decreased as colleagues' emotional support levels increased. There were observable interactional effects between depression and the emotional support provided by colleagues' to colleagues experiencing burnout. (3) The supervisor's emotional support operated as a major factor with the effect that burnout decreased with a rise in the levels of a supervisor's emotional support. No interactional effects were observed between depression and supervisor's emotional to colleagues dealing with burnout.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.4
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• pp.1999-2011
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• 2014

This research is objective that we investigate the effects of transformational leadership type of the head of pre-school institution on its operation and management. In order to test, we selected the subject of 200 teachers at 50 preschools in Seoul city randomly and we measured leadership type of the head and the level of its operation and management to 174 pre-school teachers. Based on the collected questionnaire, simple correlation and multiple regression analyses were conducted to produce the following results: First, analyzed result, participants were higher recognition that the relationship between the institution head's transformational leadership and its operation and management, and between the two variable were significant static positive correlation. Second, we analyzed the difference between type of transformational leadership to the institution head's perceived by its teachers individuals variables. As a results, we found that the academic ability(a college to university graduation) was significant the ethical leadership and teachers gives a positive evaluation on the head's transformational leadership regardless of the teacher's background variables. Third, we analyzed the transformational leadership affect institution on its operation and management. its results, the transformational leadership was significant on its operation and management. In particular, it were affect according to the order, political leadership, educational leadership, cultural leadership. Our finding contribute that pre-school institution have to change consistently, and were asked higher quality by enhancing competition, politics and its operation and management. in order to it is important that there is transformational leadership of the head.

• Proceedings of the KHMA Conference
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• 2008.11a
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• pp.245-245
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• 2008