• Korean Journal of Child Studies
• /
• v.27 no.3
• /
• pp.1-27
• /
• 2006

This study investigated kindergarten teachers' experience and perceptions of education about death concepts in kindergarten children. Twenty kindergarten teachers were interviewed for this qualitative study. Results were that most kindergarten teachers perceived the necessity of the practice of the education about death concepts for kindergarten children; most kindergarten teachers recognized that all kindergarten teachers need to have professional knowledge for the successful practice of education about death concepts for kindergarten children; most kindergarten teachers recognized that education about death concepts needs to be included in the early childhood education curriculum.

• Korean Journal of Childcare and Education
• /
• v.9 no.6
• /
• pp.391-415
• /
• 2013

The purpose of this study was to examine the kindergarten teachers' perception and need for kindergarten consulting. The subjects in this study were 178 kindergarten teachers who worked in kindergarten in the city of Busan. The data were analyzed using the descriptive statistics by the SPSS 18.0 program. The findings of the study were as follows: First, kindergarten teachers' perceptions for kindergarten consulting were above average in all areas. Concerning the impact of the variables for kindergarten teachers, there were statistically significant differences in perceptions for kindergarten consulting according to their career, academic credential, license, and the type of instruction. Second, regarding the need of the kindergarten teachers for kindergarten consulting, the need in the area of teaching consulting was highest. Concerning the impact of the variables for kindergarten teachers, there were statistically significant differences in the need for kindergarten consulting according to their career, academic credential, license, and the type of instruction.

• Korean Journal of Human Ecology
• /
• v.18 no.3
• /
• pp.597-607
• /
• 2009

The purpose of this study was to investigate the perception of kindergarten teachers about which content should be included in early childhood mathematics education. Then the researcher looked into the findings according to the 2007(7th) national kindergarten curriculum. The results showed that kindergarten teachers perceived the important of balanced content areas of early childhood mathematics education. But the results also showed that kindergarten teachers perceived classification as the most important content areas of early childhood mathematics education. This implicates that the kindergarten teachers revealed somewhat conflicting beliefs about mathematics education. The results also showed that kindergarten teachers did not perceive space and data analysis as the most important content areas of early childhood mathematics education according to the 2007 national kindergarten curriculum The kindergarten teachers also suggested basic and restricted mathematics concepts. The results of this study were discussed related with the problems in early childhood mathematics education, especially the problems in teacher education.

• Korean Journal of Child Studies
• /
• v.26 no.4
• /
• pp.209-229
• /
• 2005

This study investigated kindergarten teachers'experience and perception of the practice of mainstreaming for young children with disabilities. Ethnographic research methodology included participant observation and in-depth interviews. Participants were 8 teachers of classrooms mainstreaming young children with disabilities. Results were that: most mainstreaming classroom teachers perceived the necessity of the practice of mainstreaming for young children with disabilities in the kindergarten. They felt the necessity of whole mainstreaming in the kindergarten. Most mainstreaming classroom teachers recognized that mainstreaming classroom teachers need to have professional knowledge for the successful practice of mainstreaming young children with disabilities in kindergarten.

• Journal of the Korean Society of Radiology
• /
• v.8 no.6
• /
• pp.365-369
• /
• 2014

The purpose of this study was to investigate kindergarten teachers' perception and needs about radiation understanding education for young children's safety due to radiation exposure. This study analysed the 160 questionnaire forms out of 300 kindergarten teachers in the region of C and G city. The findings of this study were as follows: First, kindergarten teachers' understanding level about radiation was low, general harmfulness and the harmfulness of exposure to radiation is high. Second, kindergarten teachers' radiation understanding education was low, but kindergarten teachers' needs about radiation understanding education was high. In conclusion, this study suggested that kindergarten teacher education are required to improve the radiation understanding level of kindergarten teachers.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.20 no.8
• /
• pp.485-493
• /
• 2019

The purpose of this study is to gain basic information to manage the free choice activities of kindergarten by investigating the teachers' perception of restriction rules. The subjects of the study were 200 kindergarten teachers who worked in J province. The instrument used for this study was a questionnaire that focused on teachers' perception about the restriction rules for the free choice activities. The results of this study were as follows. First, the teachers considered restriction rules in the art center as the most important factor. Second, the teachers recognized that limiting the number of players in a same center is the most important thing among the three restriction rules. Third, the teachers' perception regarding the necessity of restriction rules is as follows. The rule of restricting the number of players is needed to prevent too many players focusing in a certain center. The rule of restricting play time is necessary to encourage children to play in various centers, and the rule of restricting play space is crucial to solidify the educational purpose that every interest center has. The meaning and the necessity of the restriction rules on children's free choice activities were further discussed as connected with children's right to play.

• Journal of Gifted/Talented Education
• /
• v.11 no.3
• /
• pp.155-173
• /
• 2001

The purpose of this study was to investigate the kindergarten and elementary school teachers' perception on the gifted children and the education for the gifted and the talented. One hundred and fifteen kindergarten teachers and 116 elementary school teachers participated in this study as subjects. Teachers perceptions on the gifted children were generally right, except the relationships between the giftedness and birth order, the domain-specificity of the creativity, and the physical growth, sense of humor, and the socio-economic status of the gifted children. Teachers perceptions on the education for the gifted and talented also were generally right. Especially the elementary school teachers perceptions were higher than those of the kindergarten teachers.

• Korean Journal of Human Ecology
• /
• v.18 no.3
• /
• pp.571-581
• /
• 2009

The purpose of this study was to examine teacher's perception, practices about the multicultural education. The subjects were 382 kindergarten teachers in G province. Kim A Young(1996)'s questionnaire which is modified and improved after preliminary research was used to measure teacher's perception and practices about the multicultural education. The data were analyzed by the descriptive statistics, t-test, one-way ANOVA, Scheffe test. The results of this study were as follows. First, Kindergarten teacher's perception about multicultural education were significantly different by teacher's teaching careers, teacher's kindergarten types, children's age, learning experience in preservice curriculum. Second, Kindergarten teacher's practices about multicultural education were significantly different by teacher's teaching careers and kindergarten types.

• Journal of Fisheries and Marine Sciences Education
• /
• v.28 no.6
• /
• pp.1683-1694
• /
• 2016

This study aims to investigate perception of kindergarten directors regarding prerequisites for inclusive education and its improvement plans, and to establish basic data required for future implementation of inclusive education in kindergartens. This study was carried out oriented to 116 kindergarten directors and inquired into the differences in background characteristics of age, education level, operation career, major, special/inclusive education training and operation of inclusive classes, based on SPSS 1.5 for Window, independent sample t-test and Chi-square test. The research results of this study are as follows: Firstly, as for the perception of kindergarten directors as prerequisite of inclusive education, they show active supports for inclusive education and recognize that classes composed of the same age and same ability are the advisable forms of inclusive education. As for class operations, they perceive that inclusive classes based on small group activities and full inclusive classes are suitable. Moreover, as qualified teachers for inclusive classes, they manifest that teachers who completed special/inclusive education training are appropriate. Secondly, as for the perception of kindergarten directors regarding improvement plans for inclusive education, this study suggests that they prioritize the training operation regarding inclusive education oriented to general infants and parents. As for vitalization of inclusive education, they find that financial supports at the national level and administrative supports for facilities are indispensable.

• Journal of the Korean Dietetic Association
• /
• v.24 no.1
• /
• pp.62-74
• /
• 2018

The purpose of this study was to investigate dietitians or nutrition teachers' perception of sugar reduction and usage of sugars in school meal service. A survey was conducted for dietitians or nutrition teachers at elementary, middle, and high schools in Gyeonggi and Incheon. Survey data were analyzed according to the experience period and school types of dietitians or nutrition teachers. The numbers of subjects according to work experience period were 134 (44.2%) for <5 years, 68 (22.4%) for ${\geq}5$ and <10 years, and 101 (33.3%) for ${\geq}10years$. Among the subjects, 168 (55.4%) were nutrition teachers at kindergarten/elementary schools, and 135 (44.6%) were at middle/high/special schools. Perceptions of sugar reduction programs were higher in kindergarten/elementary schools than in middle/high/special schools. The perception of added sugar use increased with more work experience, and interest in sugar reduction was higher in kindergarten/elementary schools than in middle/high/special schools. Practice for added sugar reduction increased with more work experience, and the most common method for reducing sugar was use of natural sugars. The main reason for not reducing added sugars in school meals was due to preference. Nutritional education for students increased with more work experience and was higher in kindergarten/elementary schools than in middle/high/special schools. The major nutritional education methods were using school homepage (37.4%), sending family letters (37.4%), and using principle's discretion time (18.4%). Organic sugar and rice taffy were used more at kindergarten/elementary schools, and white sugar, brown sugar, and white syrup were used more at middle/high/special schools. The most common menu using added sugars was stir-fried dishes (stir-fried pork, chicken, and vegetables).