• Korean Journal of Childcare and Education
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• v.11 no.1
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• pp.269-287
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• 2015

The purpose of this study was to survey collaborate learning in early childhood settings in Korea. Specifically, the study examined whether the realities of and the teachers' perception on collaborative learning would differ in terms of the teachers' belief on constructivism. To achieve this purpose, 210 teachers of kindergartens and daycare centers in Busan completed a questionnaire developed by the authors. The teachers' belief on constructivism was rated as high, medium, and low. The ${\chi}^2$-test, one-way analysis of variance, and the Scheffe test were used to analyze the teachers' interest on and practice level of collaborate learning. As a result of this analysis, the authors observed several significant differences in the realities of and the teachers' perception on collaborative learning in terms of the teachers' belief on constructivism. We discussed the results and provided practical implications for teacher training.

• The Journal of Korean Association of Computer Education
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• v.8 no.3
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• pp.19-28
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• 2005

The purpose of the research is to examine design of the educational computing course for early childhood teacher. It was based on a development of the early childhood and unification of the computer activities in the curriculum. For these purpose, a number of literatures for the early childhood computer activities and teacher's want of the computer training were reviewed. In a result, it was made prototype of the educational computing course for early childhood teacher. Then, It was corrected and strengthened since then answered by 15 national kindergarten teacher located in Taejon. Based on these quality analysis, we designed a curriculum model for educational computing course for early childhood teacher. The developed the educational computing course for early childhood teacher would help the teachers to have critical attitude and necessary skills to access useful information using a computer and to appropriately respond to the changing educational environments by adopting computers in schools.

• Korean Journal of Childcare and Education
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• v.9 no.3
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• pp.33-51
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• 2013

This study identifies the differences of creative leadership according to preschool children's peer popularity. The subjects of this study were 178 5-year-old children in institutes of early childhood education in G city and all collected data were analyzed by t-test. The results of the study are as follows: 1) Children's Peer Popularity and creative leadership in the overall score, and sub-elements such as creative thinking, self-management, respect for others and community care ability of young children have a positive relationship. 2) there were statistically significant differences in the whole creative leadership and sub-elements(creative thinking, self-management, and social leadership, respect for others and community care ability) depending on peer popularity. It suggest that the results of this study have a great value to provide fundamental data for the development of peer relation building program to enhance creative leadership.

• Journal of Convergence for Information Technology
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• v.7 no.6
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• pp.123-133
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• 2017

This study aims to examine the moderating effects of father's parenting participation on the effects of mother's parenting stress on children's problematic behavior. To reveal this, the 3rd year data of Panel Study on Korean Children was analyzed. The results of the analysis are like below. First, mother's parenting stress was a main factor having effects on children's internalization and externalization. The correlation and regression analysis showed that mother's parenting stress had positive effects on children's internalization and externalization. Second, father's parenting participation had no effects on children's problematic behavior. Third, mother's parenting stress had effects on children's internalization based on the interactions with father's parenting participation. In other words, father's parenting participation had moderating effects on the effects of mother's parenting stress on children's contraction and depression/anxiety. Based on it, the educational and welfare suggestions were made.

• Korean Journal of Child Studies
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• v.24 no.2
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• pp.35-49
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• 2003

Family factors included in this study of the relation of family environment to the moral development of young children were: socioeconomic status, maternal values, mother's religion and the quality of the home environment. Forty-one 6- to 7-year-old children and their mothers were interviewed and observed in their home settings. Results indicated that the quality of the home environment was positively related to the moral development of children. Mothers who provided a more stimulating home environment had children who received higher scores on the Moral Development Scale. Regression analyses indicated that the quality of the home environment was the most significant predictor of the moral development of young children.

• The Journal of the Convergence on Culture Technology
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• v.9 no.5
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• pp.453-462
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• 2023

This study explored the influence of conflict management styles (i.e., Integrating, Considering, Compromising, Dominating, Avoiding) adopted by early childhood teachers to deal with conflict that may arise with parents on parents' behavioral intentions (i.e., re-registration intentions, oral transmission intentions) with the mediating role of parents' trust in teacher on the relationship between conflict management styles and parents' behavioral intentions. The data were collected from 356 parents in southern Gyung-gi-do and data analysis was done through structural equation modeling using AMOS 26.0. The study results show that the Integrating style of teachers was positively related to the parents' intention of re-registration. Trust in teacher was found to have an mediation effect on the Integrating, the Avoiding and the Compromising styles and re-registration intentions and oral transmission intentions of parents respectively. The results imply the importance of conflict management styles and building trust for enhancing the parents' behavioral intentions.

• Korean Journal of Child Studies
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• v.26 no.5
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• pp.297-309
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• 2005

This study investigated the relationship between young children's narrative representation of mother and their self-concept. Subjects were 120 children of 5 years 01d(60 boys and 60 girls) at three nursery centers located in Daejon city. The children's narrative representation of their mother was examined using the tool of Ryu & Lee(200l) based upon MSSB made by Bretherton et al(1990). And the children's self-concept was examined using the tool of Lim(1995) based upon 'I feel${\cdots}$Me feel' made by Bently & Yeatts(1974). The data were analysed by frequency, two independent t-test and Pearson's correlation with SPSS program. The young children's narrative representation of mother was positive. And there were significant correlations between the young children's narrative representations of mothers and their self-concept.

• Korean Journal of Child Education & Care
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• v.17 no.4
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• pp.233-258
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• 2017

Although listening to music is the most basic musical experience that is ahead of all the other musical activities, it tends to be neglected due to lack of awareness and difficult teaching methods. This study is to compose integrative music appreciation by reflecting thoughts of children, draw children's attention to listening to music, and let them to discover and create musical concept and structures by themselves, accompanied by related activities through which children can express their thoughts and feelings with children's poem. Considering the peculiarities of three-four year-olds, it may be difficult for them to create poems individually, so we let them to write poems through small group discussion in which they can share their opinions and observe their peers' reaction. We provided a teaching method to teachers who find activities of listening to music and writing poems difficult, then we analyzed the effect. When children finished writing poems in small groups through integrative music appreciation reflecting their thoughts, they placed greater weight on preparing to listen to music at first, but going through the program, they discovered musical concepts and became active in music appreciation. In the related activity, writing poems inspired them to think creatively, listening to their peer's stories. Even children who were not interested in children's poem showed higher participation. Teachers found children's creative words to be interesting, discovering the joy of creation.

• The Journal of the Convergence on Culture Technology
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• v.6 no.1
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• pp.403-411
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• 2020

The purpose of this study is to explore the construct system and revision emphasis of curriculum for early childhood education and care in japan revised in 2017. First, the construct system of the revised early childcare curriculum and kindergarten curriculum of the three institutions in 2017 is different. However, it is more specific according to its characteristics, and the revision focus is given in the same direction. Second, The revised emphasis of the curriculum establish itself with three qualities and abilities that must be nurtured through infancy and clarifies ten childhood images. Also, Emphasis is placed on the establishment of curriculum and management to implement these. Expert review is needed to ensure that the content presented in childhood images is appropriate and does not emphasize the establishment of curriculum and management without ensuring teacher autonomy.

• Journal of Gifted/Talented Education
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• v.11 no.1
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• pp.99-117
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• 2001

This study looked at the validity of assessments of academic giftedness in young children, details of assessment procedures and tasks related to them. It has shown that academic giftedness in young children can be reliably observed and reported by parents and teachers through similar characteristics to older gifted children. But for young preschool children since the potentiality rather than the current performance level is more important to detect and children's abilities are not fully differentiated, more systematic and comprehensive assessments are needed. Parents'and/or teachers' referrals, behavior checklists for the gifted, tests for creativity, short or group forms of standardized tests and finally individualized tests can be used as a comprehensive battery but these methods can be used stepwise for the sake of efficiency and economy. Especially the variability of performance in young children during the rapid developmental phase as well as their vulnerability by situational factors ask for the repeated assessments as regular bases. In this study different measures for gifted young children, specialists' qualification, and procedural guidance were reviewed and the necessity for various screening tools for different programs for the gifted was discussed. Finally it was emphasized that early assessment and following educational arrangement are needed for gifted young children for their optimal development.