• Korean Journal of Child Studies
• /
• v.37 no.5
• /
• pp.101-116
• /
• 2016

Objective: This study aimed to investigate how the eco-centered early childhood education by seasonal divisions influences the child's nature-friendly attitude and emotional intelligence. Methods: Forty 5-year-olds from 2 preschools in Gyeonggi were selected through convenience sampling and were divided into the experimental group (21) and the comparative group (19). The experimental group received eco-centered childhood education by seasonal divisions 2 or 3 times a week (33 in total). Pre-post data were collected on both groups and analyzed via t-test and ANCOVAs. Results: The key result was as follows: eco-centered childhood education by seasonal divisions influenced positively the nature-friendly attitude and emotional intelligence of children. Conclusion: Based on the result, it is recommended that eco-centered early childhood education be applied in childhood education and that relevant program be developed. Eco-centered education by seasonal divisions is meaningful in early childhood so that children can be harmonious with the nature. Furthermore, the study should be continued for the development of qualified eco-centered education.

• Korean Journal of Comparative Education
• /
• v.28 no.3
• /
• pp.217-242
• /
• 2018

This study was conducted to compare and analyze the curriculum of early childhood education in South Korea and North Korea in order to establish the direction of early childhood curriculum. Based on this, the purpose of the study is to propose educational alternatives for possible integration. The comparison of North and South Korean early childhood education curriculum was conducted in terms of educational goals, early childhood curriculum area and daily management, teaching and learning methods, and assesment. As a result of the study, there were more differences found than similarities in various areas due to differences in the educational philosophy between South and North Korea, and the following implications were drawn. First, in order to integrate North and South Korea's early childhood curriculum, a new educational ideology that reflects the unique function and purpose of education should be established first, and specific curriculum and contents should be developed accordingly. Second, the most significant difference in the content and operation of North and South Korean early childhood education curriculum is political ideology education, which is the most important content of the North Korean early childhood education course. Third, in order to integrate the South and North Korea early childhood education curriculum in preparation for unification, it is necessary to organize and standardize the terms related to early childhood education in order to unify them. In order to do this, it is necessary to try to integrate them gradually starting from areas showing similarities, and to endeavor to overcome discrepancies through mutual exchange between South and North Korea.

• Korean Journal of Human Ecology
• /
• v.19 no.3
• /
• pp.471-485
• /
• 2010

This qualitative study explores how volunteering to help in early childhood education is conceptualized from the perspectives of three parties involved; university students, university professors, and principals as well as teachers, and children‘s mothers from a local daycare center and a kindergarten. Data was collected through journals, interviews, and several other artifacts, such as student portfolios, and letters from mothers. Findings were as follows: firstly, preservice early childhood teachers defined voluntary activity in early childhood education as a service that requires motivation and responsibility, and as an activity that helps to establish their identities as teachers. Secondly, university professors constructed the system for service learning activities and helped preservice early childhood teachers’ change the view from volunteering activity to volunteering learning. Thirdly, the local community referred to these activities in terms of the partnerships made for children‘s education and the possibility of cooperative childcare. The findings of this study describe the perspectives of parties involved and may be helpful in planning and executing specialized volunteer projects as well as in understanding volunteer behavior.

• Korean Journal of Child Studies
• /
• v.33 no.3
• /
• pp.177-197
• /
• 2012

The purpose of this study is to discuss current problems and the directionality of multicultural education by examining the perceptions of teachers regarding the implementation of multicultural education and the actual practice of it within early childhood classroom. The study participants included a total of 7 teachers and 41 young children (3 children from multicultural families). Data were gathered by in-depth interviews with 7 teachers and non-participant observations in two classrooms. The results of our examination of teachers' perceptions of multicultural education were as follows. It is addressed only when there are children from multicultural families present in the classroom. Furthermore, it is only addressed in terms of specific life themes, and it requires external supporting instruction and resources because it is difficult to implement multicultural education by most teachers. The current practice of multicultural education is being addressed through an assimilative approach. It was also clear that teachers respond ambivalently to the issue of cultural particularity in children from multicultural families and use an individualized educational approach situated within the cultural deficit model. etc. Based on these results, the implications and limitations were also discussed.

• Korean Journal of Childcare and Education
• /
• v.17 no.6
• /
• pp.53-72
• /
• 2021

Objective: This study aimed to reveal early childhood teachers' perceptions of teacher competency for ESD using concept mapping and demonstrating its importance. Methods: 16 early childhood teachers in charge of 3-5 year olds conducted statement writing, and then the importance of selected statements were rated by 160 early childhood teachers in charge of 3-5 year olds. Selected statements were analyzed through multidimensional scaling and hierarchical cluster analysis. Results: Early childhood teachers perceived teacher competency for ESD in early childhood as concept mapping with two-dimensions and six clusters. The following six clusters were established (1) ethics for sustainable development, (2) willingness to participate in ESD, (3) development and operation of a sustainable development curriculum, (4) recognition and practice of environmental issues, (5) realization of value for sustainable development, and (6) practical thinking for ESD. And then among the six clusters, the most important cluster was recognized as 'ethics for sustainable development', and among the statements 'having an open mind to understand multiculturalism and the disabled' was considered relatively important Conclusion/Implications: Based on these results, we discussed the importance of teacher competency for ESD in early childhood, development of teacher competency scale, and preparation of a teacher education plans for each competency.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
• /
• 2021.10a
• /
• pp.576-577
• /
• 2021

In this paper, we describe the learning and quiz app using the app inventor and conducted the related questionnaire. We developed a learning philosophy for preliminary early childhood teachers using the developed apps and taught them how to utilize them in early childhood education by explaining the apps and using the app inventor. Through questionnaires, we confirmed the learning effect and the willingness to use in early childhood education. Through this study, I hope to improve the ability of early childhood teacher learning and to utilize the coding in early childhood education with the app developed as the app inventor.

• Korean Journal of Child Education & Care
• /
• v.17 no.4
• /
• pp.187-208
• /
• 2017

This study surveyed 60 early childhood teachers at the kindergartens and day care centers in Incheon Metropolitan City to examine the contents and extent of the teachers' knowledge on early childhood history education by using the definition map designed by Novak and Gowin(1984). To be more specific, the researcher asked the participating teachers through group meetings to draw the definition maps and analyzed them. The results were as follow. First, 11 categories for high level definition of early childhood history education used by early childhood education were identified, among which the most frequently used high level definition were 'life style' followed in order by 'culture/art' and 'great men.' Second, in terms of the average number of dependent definitions included in the given high level definitions, the largest was 'life style' which was followed in order by culture/art, activity methods. It means that the widest area of early childhood teachers' knowledge on early childhood history education was about 'life style,' while it shows that the extent of knowledge on teaching-learning methods was relatively wide. However, in the case of great men, although it was frequently recognized in the high level of definition it was not so in the dependent definitions, meaning the extent of their knowledge was rather narrow. Scholars explain that the higher the teachers' attention and knowledge about the content of curriculum the more options of teaching method they tend to employ to teach in a more extensive and diverged way. Therefore, in order to improve early childhood education, efforts should be more focused on deepening and systemizing the knowledge of early childhood teachers.

• Journal for History of Mathematics
• /
• v.24 no.1
• /
• pp.45-61
• /
• 2011

The starting point of education is the ancient Greek philosophy. In this paper, we research the Hellenism culture: two famous poleis such as Sparta and Athens. Moreover, we investigate prominent philosopher Plato and Aristotle. In particular, we notice early childhood and female education through Hellenism culture. Finally, we study culture, politics and educations of the ancient Roman in order to compare those of our society.

• Journal of the Korean Home Economics Association
• /
• v.42 no.8
• /
• pp.65-76
• /
• 2004

The purpose of this study is to offer essential information related to early childhood education and care policy. Using the Korea Labor and Income Panel Study(KLIPS) Vol.5., this study analyzed sociodemographic factors that decide the use and type of institute for early childhood education and care. The following results are obtained： First, it is not easy for young children under three years old to use education and care institutes because of their preference for home care. Second, the mother's job status affects the child's use of child care centers and private institutes for education except for the using of early child education centers. Third, the affecting main factors for the use of child care centers are quite similar to critical factors for use of the private institute for education. Thus, young children using the private institute for education could be interpreted as coming from a low-income class compared with the children using the early child education centers.

• Korean Journal of Child Studies
• /
• v.30 no.6
• /
• pp.209-221
• /
• 2009

The early childhood education in Korea has made a great progress during the last thirty years. However, understanding the early childhood education is a challenging task because of the diversity of the fields. Currently 38% of 3-5 year old children are enrolled in kindergarten. And several efforts to develop and distribute the standard curricula on a national level were underwent successfully. Researches are rapidly expanding in volume and the topics are becoming diverse. Focuses of researches moved from the area of cognitive development, science and mathematics in 80s, social and emotional aspects in 90s to language, curriculum and teacher education in 2000s. One of the emerging issues is the inclusion of kindergarten to public education system and free kindergarten education for young children. The second issues is more interdisciplinary policies are in need related to the low-birth rate in nation. The third one is about teacher training policy. The fourth one is related to the health, nutrition and safety of young children. And the fifth issue is moving educational system and policies that provide better future of young children while focusing on the children in low income families and children with absolute poverty.