• The Journal of the Korea Contents Association
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• v.16 no.1
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• pp.13-23
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• 2016

This research studies the discrepancy between the perception and reality of the early childhood educators regarding the creative competency of the early childhood education institutions, and the differences stemming from the background characteristics of the educators. Subjects were 114 early childhood educators drawn from kindergartens in Daegu and Gyeongbuk province. 180 questionnaires were delivered through physical visit or mail to the institutions. The collected data were analyzed using t-tests, one-way ANOVA and the Scheffe post hoc test, and the result is as thus. Firstly, the discrepancy between the perception and the reality of the educators was significantly different in all sub-domains. Secondly, The discrepancy between the perception and reality, according to the background characteristics, showed significantly different in the following domains: according to the position of the educators, in some sub-domains of autonomy; according to the academic background, in some sub-domains of the leadership; according to the career of the educators, in some sub-domains of diversity; and according to the age of the educators, in some sub-domains of diversity and leadership.

• Korean Journal of Childcare and Education
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• v.11 no.2
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• pp.131-150
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• 2015

The aims of this study were to organize whether the Kindergarten After School Specialized Art Program could be applicable to young children, and whether this program would be effective to the development of young children's art competence. This study consisted of two steps: development of the Kindergarten After School Specialized Art Program and examination of its impact on children's art competence. This study used a two-group pretest/posttest design. Statistical analyses employed for this study were descriptive analysis, ANOVA, and repeated measure ANOVA. The results were as follows. Firstly, the Kindergarten After School Specialized Art Program was developed based on a literature review relevant of current art education. Secondly, the experimental group revealed a significant improvement in four components, whereas the control group showed a significant, but slight improvement compared with the experimental group in only three components. Thirdly, in between group comparison, a competencies on the four components based on multiple-creative ability in the experiment group were higher than that of the control group and the difference between both groups was statistically significant. Therefore, the program seemed to be effective in the improvement of art competence and multiple-creative ability. In addition, recommendation for the future research about after school teachers' and parents' recognition of the Kindergarten After School Specialized Art Program and strategies for its application are suggested.

• Korean Journal of Childcare and Education
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• v.8 no.4
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• pp.159-183
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• 2012

The purpose of this study was to examine any possible gaps between the recognition of early childhood teachers on instructional planning elements and their implementation. The subjects in this study were 341 teachers who worked in Province. The collected data were analyzed by paired t-test, one-way ANOVA - test. The alpha coefficients of the instruments were 0.92 and 0.94 respectively, which showed the instruments were both reliable. The teachers investigated scored high when a four-point scale was utilized, but they scored lower in implementation than in recognition. In conclusion, teachers were well aware of instructional planning elements and performed well, but they had more difficulties in implementation than in recognition. When their recognition and implementation were evaluated by the type of institution and preschooler age in charge, the national and public kindergarten teachers were rated highest, and those who were in charge of five-year- olds in Western age were rated highest. The above-mentioned findings suggest that it's necessary to take actions to boost the recognition and implementation of teachers in relation to instructional planning elements.

• Korean Journal of Child Studies
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• v.31 no.3
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• pp.67-82
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• 2010

The purpose of this study was to examine parents' image of kindergarten teacher in a bid to provide useful information on kindergarten teacher and parents education to improve the image of kindergarten teachers. The participants in this study were 90 mothers whose young children attended kindergarten in the city of Busan. They were asked to describe what words came into their mind about the image of kindergarten teacher and what an ideal image of kindergarten teacher should be like. Among the participants, ten mothers were interviewed to tell about the ideal image of kindergarten teacher. The largest number of the parents wrote down the words that represented the image of the personality of kindergarten teachers, and love and friendliness were the most common words that the parents mentioned. As for an ideal image of kindergarten teacher, they wanted kindergarten teachers to love preschoolers, to have a good and friendly personality, to see through young children's eyes and to be positive and happy. It indicated that the parents expected their children to be educated by teachers who are understanding, cheerful, have a good personality and love children as their own children.

• Journal of Internet of Things and Convergence
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• v.8 no.6
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• pp.93-97
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• 2022

The purpose of this study is to suggest implications for early childhood SW·AI education considering the characteristics of early childhood education through a survey on SW·AI education in kindergartens. For this study, data were collected from 194 kindergartens through convenience sampling. The data was analyzed using frequency distribution, and it was found that 44% of kindergartens are conducting SW·AI education. 22% are conducting SW·AI education in the form of regular curriculum, and 70% are conducting SW·AI education in the form of special activities after school. SW·AI education was found to be conducted mainly by external instructors (97%) in the classroom (80%). For SW·AI education, block coding-based programs developed by companies such as Naver and the Clova were used, and all of these programs used programs and teaching aids in a package format, including teaching aids and materials developed by companies. 56% answered that they are not currently conducting SW/AI education, and lack of awareness on SW·AI education and lack of human/environmental infrastructure were the main factors. In order to realize SW·AI education considering the characteristics of early childhood education based on this survey, First, SW·AI education programs should be developed to develop play-centered computational thinking skills. Second, systematic teacher education at the national level should be conducted. Finally, the establishment of a department dedicated to early childhood SW·AI consisting of early childhood education experts and SW·AI education experts and financial support at the national level should be provided.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.8
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• pp.5189-5197
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• 2015

This study is intended to look into early childhood teachers' perceptions and needs for forest experience activities. To achieve this, a survey was carried out to 170 early childhood teachers in kindergartens and child care centers in Daejeon city. The SPSS(Statistical Package for Social Science) v. 18.0 was used for data analysis through the process of data coding and data cleaning. The frequency analysis was conducted for the general state of those surveyed. The frequency analysis, ANOVA and factor analysis were conducted for the perceptions and needs for forest experience activities. The findings showed that early childhood teachers had positive perceptions for the educational effects of forest experience activities. Especially, they perceived that the educational programs of forest experience activities need to be highly recommended to early children as forest experience education is important for forest experience activities. Consequently, forest experience education is just as important and useful for early children to learn the importance of coexistence with human and nature, and develop a sense of community by interacting with nature.

• Korean Journal of Child Studies
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• v.33 no.5
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• pp.201-219
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• 2012

The purpose of this study was to examine the awareness of two major groups of early childhood teachers, (that is, kindergarten teachers and nursery teachers), in terms of the image of what constitutes an early childhood teacher. More specifically, this study sought to investigate any possible gaps between the two groups in that aspect, in an effort to shed light on (and understand in greater detail), the awareness of the two groups regarding the image of early childhood teachers in detail. The subjects in this study comprised 310 early childhood teachers, out of which 156 teachers worked in kindergartens and 154 teachers worked in daycare centers in Busan, Ulsan and South Gyeongsang Province. The findings of the study were as follows : First, kindergarten teachers' images of a kindergarten teacher were mostly associated with the professional domain, followed by the domain of personality, a physical domain and a professional attitude domain. As a result of checking the awareness of the nursery teachers regarding the image of a kindergarten teacher in more detail, their image of a kindergarten teacher appeared to be mostly associated with the professional domain, followed by the professional attitude domain, the domain of personality and the physical domain. There were statistically significant gaps between the kindergarten teachers and the nursery teachers in terms of their image of a kindergarten teacher. Second, as for the awareness of the kindergarten teachers of the image of a nursery teacher, their image of a nursery teacher was mostly linked to the domain of personality, followed by the professional domain, the physical domain and the professional attitude domain. Regarding the awareness of the nursery teachers of the image of a nursery teacher, their image of a nursery teacher was mostly associated with the professional domain, followed by the domain of personality, the professional attitude domain and the physical domain. Statistically significant gaps between the kindergarten teachers and the nursery teachers were found in the image of a nursery teacher.

• Korean Journal of Childcare and Education
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• v.10 no.1
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• pp.131-146
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• 2014

The purpose of this study was to examine the effects of ego-resilience and professionalism awareness on occupational stress of early childhood teachers. The subjects of this study were 154 early childhood teachers working at day care centers and kindergartens. The data and information were collected through questionnaires. Correlation analysis and multiple regression analysis were performed on the collected data with the SPSSWin 18.0 statistics program. The following results were shown: First, in regards to the relationship between ego-resilience, professionalism awareness and occupational stress, there were high correlations among them. Second, ego-resilience of early childhood teachers had a greater influence on occupational stress. Third, professionalism awareness of early childhood teachers had an influence on occupational stress. Forth, ego-resilience and professionalism awareness of early childhood teachers had influences on occupational stress, and their explained variance was 28%. These results imply that the support systems shoud be prepared to improve positive thoughts and attitudes of early childhood teachers.

• Korean Journal of Human Ecology
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• v.13 no.3
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• pp.407-415
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• 2004

The purpose of this study was to investigate the effect of kindergarten's factors on athletic movement ability in early childhood. The factors included teacher's perception of athletic movement, length of time for physical activity, and number of athletic facilities in the kindergarten. The subjects consisted of 551 children aged from four to five years in 8 private kindergartens. The instruments used for this study were the obstacle course of Project Spectrum for measuring athletic movement ability, and the questionnaire to investigate the teacher's perception, length of time for physical activity, and number of athletic facilities in the kindergarten. The data from all the tests were analyzed by correlation and regression analyses. The results of this study exhibited that the length of time for physical activity was the most important factor among three factors, and the teachers' perception of athletic movement and the number of athletic facilities in the kindergarten were also deciding factors for the children's athletic movement ability.

• The Journal of the Korea Contents Association
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• v.22 no.4
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• pp.519-534
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• 2022

This study attempted to prepare a realistic support policy for the early childhood education field by specifically grasping the reality and perception of the 2019 revised Nuri curriculum play-based Education experience of the childcare center teacher. To this end, individual in-depth interviews were conducted with childcare center teachers in Seoul and Gyeonggi-do, who had the current Nuri curriculum education experience. For the collected data, implications were derived using Hatch's(2002) pattern analysis and interpretative analysis, and Seidman's(2006) interview data analysis. As a result of this study, first, kindergarten and childcare center teacher apply the same integrated revised Nuri curriculum, but childcare center aims for education that considers childcare perspectives and safety more. Second, childcare center teachers had difficulties in educational matching in the process of linking self-directed open play activities in which infants were the main subjects. Third, childcare center teachers' educational understanding of play activities and ability to grasp values contribute to infant interaction and bond growth. In conclusion, there is an urgent need for a national policy plan for teacher education, exchange support, and infant ratio adjustment for effective education implementation of the current Nuri curriculum.