• 대한가정학회지
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• 제44권9호
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• pp.9-19
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• 2006

The purpose of this study was to investigate the relationships among early childhood teachers' attitudes toward music education, music teaching practice, and music teaching efficacy. A total of 255 early childhood teachers participated in the study and data were analyzed through frequency, percentile, mean, standard deviation, t-test, and Pearson's correlation. The results of this study indicated that early childhood teachers' music teaching efficacy, attitudes toward music education and music teaching practice were influenced mainly by the teacher's own educational level. They also showed that early childhood teachers' music teaching efficacy, attitudes toward music education, and music teaching practice were correlated with one another. In conclusion, the early child teachers' sense of music teaching efficacy turned out to be a very important factor in early childhood teachers' music education.

• 한국컴퓨터정보학회논문지
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• 제20권11호
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• pp.97-104
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• 2015

In this study, the investigator distributed total 100 questionnaires by childcare center teachers in final analysis. The purposes of the study were to examine teachers' perceptions of early childhood music education provided by childcare centers or kindergartens and also the difficulties they experienced with the instruction of early childhood music education and thus provide basic data to develop an educational program for early childhood teachers and search for a direction in early childhood music education in the field of education. The findings were summarized as follows: Both kindergarten and childcare center teachers showed a high perception level of need for and importance of early childhood music education. The teachers thought that early childhood music education facilitated the development of young children across all areas and promoted their pleasure and expressive abilities. Providing music education, the teachers faced difficulties due to the lack of musical knowledge, basic musical skills, and experiences with and confidence in musical activities. They also felt a need for teacher education.

• 한국보육지원학회지
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• 제15권2호
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• pp.125-144
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• 2019

Objective: The purpose of this study was to examine the effects of early childhood teachers' music attitude and emotional leadership on their music teaching efficacy in the music education. Methods: 301 early childhood teachers answered the music attitude scale, music teaching efficacy belief instrument, emotional leadership scale, and questionnaire for socio-demographic characteristics and music experiences. Data were analyzed by t-test, one-way ANOVA, Pearson's productive correlation analysis and hierarchical regression analysis. Results: First, early childhood teachers had a higher music teaching efficacy in case of at least 10 years of teaching experiences period, having a post-graduate degree, having a music training experience, enjoying learning musical instruments and singing and listening to music during regular music lessons, and having a long music training experience. Similar results were derived from the subfactors of music teaching efficacy. Second, there were positive correlations(r=.172-.659, p < .001) in the total and subfactors scores among early childhood teachers' music attitude, emotional leadership, and music teaching efficacy. Lastly, early childhood teachers' music attitude and their emotional leadership were explained at 39~52 percent for their music teaching efficacy. Conclusion/Implications: This study suggests that it is important for early childhood teachers' perception of their belief, knowledge and feeling about music education.

• 한국생활과학회지
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• 제17권3호
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• pp.389-397
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• 2008

This study is investigating the perceptions of early childhood teachers on early childhood music activity. The subjects are early childhood teachers(N=217) working at kindergartens and day care centers in Jeonbuk Province. The data were collected from a questionnaire and analyzed with the tests of frequency, Cronbach's $\alpha$, t-test, ANOVA and Duncan. The results are as follow: first, the early childhood teachers are being aware of importance of infant music activity in the order of "aesthetic exploration", "artistic expression", and "art appreciation". Second, according to teachers' working place, the teachers have no differences of perception in early childhood music activities, while, according to children's age in the class which the teachers are taking charge of, they show differences of perception in the activities of "exploring movements " and "respect for artistic expression". Third, according to the early childhood teacher's career, they have difference of perception in "singing" activity only, while according to their education level, they have no differences of perception in all music activities. According to teachers' age, they have differences of perception in the activities of "aesthetic exploration", "exploring sound", and "singing".

• 아동학회지
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• 제24권4호
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• pp.71-88
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• 2003

Concept mapping was used to analyze the knowledge of kindergarten teachers about early childhood music instructional content. Data obtained from the 85 subjects was analyzed by Yun's method(1998) based on Novak & Gowin(1984), Morine-Dershimer(1993), and Markhan, Mintzes & Jones(1994). The majority of the teachers perceived the superordinate concepts of early childhood music instructional content to be listening to music, singing, movement, and playing musical instruments. They perceived early childhood music instructional content to be activity rather then knowledge. Listening to music was high in frequency among superordinate concepts and musical attitudes were high among subordinate concepts. Teachers used 285 words in expressing their cognitive maps. There was no effect on cognitive maps by teaching career or level of education.

• 한국엔터테인먼트산업학회논문지
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• 제15권1호
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• pp.117-129
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• 2021

최근 유아교육의 흐름은 각 교과와 영역의 융합을 통한 학습자 중심의 통합적인 경험으로 학습의 질을 높일 수 있는 교육활동을 모색하는 데 중점을 두고 있다. 예비유아교사의 음악극 활동은 예술 교과 간의 통합교육으로 예술의 역할과 가치를 이해할 수 있고 나아가 인성과 창의성 계발에 직접적인 영향을 미치기도 하며 다양한 학습에 직접적인 흥미를 유발시키는 동기가 되기도 한다. 또한 유아교육현장에서 음악극을 기획하고 실행, 지도할 수 있는 능력을 향상시킬 수 있는 활동이다. 피아노 앙상블을 활용한 창의적인 음악극 지도 방안의 개발은 교원양성과정의 통합교육활동에 대한 기초연구를 지원하고 음악극 활동이 활성화할 수 있을 것으로 기대된다. 연구 결과 및 제안은 다음과 같다. 첫째, 음악극 활동은 예비유아교사의 협동학습과 창의적인 계획에 의하여 관람 대상에 맞게 체계적이고 단계적으로 실행되도록 한다. 둘째, 음악극의 등장인물의 특징을 이해하고 효율적인 출연진의 역할을 분담하는 것은 예비유아교사 음악극 활동의 접근도를 높이고 활성화의 효과를 가져올 수 있다. 셋째, 음악극 활동 중 음악 만들기는 예비유아교사의 음악적 이해력과 수준에 맞게 창작, 편곡하여 실행할 수 있다. 넷째, 교육과정 중 단기간에 효율적인 방법으로 예비유아교사들이 실행한 통합적인 경험과 평가를 통해서 나온 음악극에 대한 교수방법 및 활동자료, 기록들이 교육현장에서 유아음악극을 지도하는데 참고자료가 되도록 한다.

• 수산해양교육연구
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• 제20권2호
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• pp.266-285
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• 2008

This study investigated the relationship between musical understanding and expression, the purpose of music education. It also intended to present the theoretical basis of integrated early childhood music education by examining into the necessity of it as a method to help young children with musical understanding and expression. The results of the study showed that either of the understanding and expression of music should be necessary and there is a mutual promotional relationship between them. It was found out that real musical understanding can be formed not by mechanical skill, but when the relationship between notes is understood with various experiences. Therefore an integrated early childhood music education became necessary as a principle of educational method to help young children with musical understanding and musical expression. Concretely it was found out to be necessary in terms of the characteristics, interest and concern of young children, the use and development of multi intelligence and the translation of the same knowledge into the same level.

• 한국산학기술학회논문지
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• 제19권1호
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• pp.270-278
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• 2018

본 연구는 유아 교사의 음악교육을 위한 음악교수내용지식과 음악교수효능감, 음악교육에 대한 교사의 태도 사이에 관계를 실증적으로 검증 하고자 하였으며, 검증을 위해 유아교육기관에 근무하는 유아 교사 132명을 대상으로 수집된 자료를 분석하였다. 통계적 분석은 SPSS와 AMOS를 사용하여 구조방정식모형분석을 하였다. 본 연구의 결과, 연구모형에 대한 적합도는 적절하였으며, 유아교사의 음악교수내용지식과 음악교수효능감, 음악교육에 대한 교사의 태도 변수 사이의 인과관계를 명확하게 확인하였다. 첫째, 유아 교사의 음악 교수내용지식은 음악교육에 대한 교사의 태도에 통계적으로 유의미한 영향을 미치는 것으로 나타났다. 둘째, 유아 교사의 음악 교수내용지식은 유아 교사의 음악교육에 대한 교수효능감에 통계적으로 유의미한 영향을 미치는 것으로 나타났다. 셋째, 유아 교사의 음악 교수내용지식은 음악교육에 대한 교사의 태도에 음악교수효능감을 매개로 간접적으로 영향을 미치는 것으로 나타났으며, 매개 효과는 부분매개 효과로 나타났다. 본 연구의 결과는 유아의 음악적 발달을 위한 유아 교사의 전문성 강화에 중요한 기초 자료로 활용될 수 있다. 특히, 유아 교사의 음악교수내용지식 변수가 유아들의 음악교육에서 매우 중요한 변수임을 확인할 수 있다.

• International Journal of Advanced Culture Technology
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• 제6권4호
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• pp.240-246
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• 2018

The purpose of the study was to examine early childhood teachers' content knowledge of movement education. The subjects, 60 early childhood teachers, were asked to draw concept maps about early childhood movement education. Their concept maps were analyzed in terms of superordinate and subordinate concepts by contents and frequency. The results were as follows. First, 263 superordinate concepts were shown, and they were categorized into 10 representative terms (body movement/health, music, expression, movement type, movement element, games, integration/arts, social studies, tool/instrument, and math/science). Second, 2,186 subordinate concepts were shown, and running, movement, jumping, musical instrument, and expression were frequently shown. In conclusion, early childhood teachers' content knowledge of movement education were various but insufficient in aspect of its systematic organization.

• 한국보육지원학회지
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• 제18권1호
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• pp.71-90
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• 2022

Objective: This study examined the experiences of pre-service Early Childhood teachers who participated in major-associated autonomous club activities. Methods: Participants were 31 students of the Department of Child Care at A University located in Gyeonggi-do, who participated in a major-associated autonomous music club activity. A content analysis was conducted to examine the meaning of the participation experience of pre-service Early Childhood teachers. Qualitative content analysis was the best method to analyze the meaning of their experience while participating in the activities. Results: The meaning of the experience of music club activities was organized into three categories: "enjoying abundant college life," "growing as a competent childcare teacher," and "being a responsible member of a community." Conclusion/Implications: The results show that pre-service Early Childhood teacher's participation in the activities of major-associated autonomous clubs has a positive impact on desirable changes in college life and adaptation to the department and on the growth of future professional Early Childhood teachers.