• Korean Journal of Childcare and Education
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• v.10 no.6
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• pp.5-23
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• 2014

The purpose of this study was to investigate the teachers' multi-media application ability, their perception on the use of multi-media for story-telling, and actual use in class. The survey, using a questionnaire, was conducted targeting 225 teachers in Seoul, Gyeonggi and Incheon. The results of the study are as follows: Firstly, teachers who were younger, had a higher level of education, were experienced in taking multi-media courses, and took charge of larger classes showed better ability of multi-media application. And teachers who were trained on multi media as well as kindergarten teachers indicated a more positive perception about applying multi-media for story-telling. In addition, teachers who had higher levels of education, were experienced in taking multi-media courses, and teaching larger classes at national/public institutions applied multi-media more frequently. Secondly, the teachers' ability of applying multi-media, their perception on the use of multi-media for story-telling, and their multi-media use in class indicated strong positive correlations. Thirdly, a teacher's perception on the significance of the multi-media application for story-telling, their skills for multi-media use, the size of classes, and the training experiences on multi-media affected their actual application of multi-media for story-telling.

• Korean Journal of Community Nutrition
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• v.6 no.1
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• pp.84-90
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• 2001

The purpose of this study was to investigate teacher's perceptions about the nutrition education of elementary schools. A total of 226 elementary school teachers within Changwon and Milyang city participated in this study. The results of this study were as follows. 90.8% of the teachers responded that nutrition education is necessaty in the elementary schools, and positive responses in the Milyang urban area were higher than that of the Changwon rural area(p＜0.001). The main reason for the necessity of nutrition education was for proper growth and good table manners and the Milyang urban city was significantly higher than three other classes in ‘for proper growth’(p＜0.05). The starting period for nutrition education was supported by 72.1% of the teachers as beging when the children are in kindergarten, proving that this early nutrition education is supported. Especially in the Changwon urban support was higher than in the three other classes(p＜0.01). The perceptions about a suitable person to teach nutrition indicated parents(39.6%), dietitions(35.5%), class teachers(24.9%), and the beliefs about nutrition specialists or dietitions was very low. 53.6% of the teachers responded that they would not teach nutrition education themselves and the main reason for this was that believed the teacher's work would be too hard(32.0%), lack of nutrition knowledge(29.4%), and that such courses should be taught courses by specialists(29.4%). However, 51.6% of the teachers disagreed with having a separate course for nutrition education. Proper eating habits(62.7%) and growth and nutrition(28.6%) were the main categories within nutrition education. The teacher recognized that elementary students' nutrition problem is to eat too much processed and instant foods(39.1%), deviated foods(36.9%), and lack of table manners(19.4%). The most effect method was to link the subject matter with the parents(38.7%), use of audio visuals and education materials(28.3%), and need of nutrition education teachers(10.1%) was low.

• Journal of the Korea Society of Computer and Information
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• v.20 no.11
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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.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.2
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• pp.462-471
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• 2018

Even though software (SW) education has not been considered part of the current national kindergarten curriculum, in practice there is growing interest in adopting it. Teachers would be expected to play a key role in the successful introduction and implementation of new educational changes, such as SW education. In preparation for its adoption in ECE, it would be useful to determine ECE teachers' perception and attitudes toward early childhood software education. For this study, 219 ECE teachers' level of concern toward SW education was surveyed using the Stages of Concern Questionnaire. It was found that the teachers' level of concern was the highest at stage 0-Unconcerned and that they had high levels of stage management, personal and informational concern. Thus, a non-user pattern was mostly indicated. However, compared to the typical non-user pattern, the pattern aspect close to critical non-user ever appeared to some extent. In addition, a significant difference in the level of concern was shown at all stages depending on the awareness of the necessity for SW education. The teachers with SW training experience showed a higher intensity only at stage 0. There was a statistically significant difference in stages 0 and 6 depending on the future implementation decision. These results will be utilized as a resource in building an ECE teachers' support system according to their level of concern about SW education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.9
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• pp.5931-5941
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• 2015

It should be given the opportunity to acquire information about the health of infants for a new type of way of life with the passage of time, of which the internet is a lot of people are required to use the media in the modern world. So, we want to find out the status of kindergarten teachers' internet utilizing and how to utilize the internet health information on field. The purpose of this study is to explore the direction of improvement. We produce this research based on a precedent study about perception and actual condition of health information utilizing. The objects of this study are 180 kindergarten teachers working in Dae-jeon and most of them have experience of searching health information through internet. The collected data calculated frequency and percentage with SPSS 18.0 program. As a result, first, kindergarten teachers think the information of infants' health is relatively important, still they obtain it from the Internet. But they feel a difficulty in finding the proper information because it takes so much time. Second, they utilize the Internet whenever necessary to find health information and they could find it. However, health information obtained from the Internet, have not been unexpectedly useful. Therefore, training about the content of infant's health and utilizing method of internet health information is needed.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.4
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• pp.189-196
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• 2019

The purpose of this study was to analyze the perception of child abuse by parents and early childhood teachers. For this purpose, a questionnaire survey was conducted with parents and early childhood teachers belonging to kindergarten in G district. The frequency, percentage, mean and standard deviation were calculated using the SPSS 21.0 program, and the t-test and the ${\chi}^2$ test were used to obtain data on child abuse(physical, language, emotion and thinking, neglect, preventive measure, improvement plan). The results of this study are as follows: First, the difference of perception about child abuse was higher in early childhood teachers than parents. Recognition of subordinate content is neglected in both parents and early childhood teachers, body, emotion and thinking, and language. Second, parent awareness of child abuse prevention education and participatory seminar education was more perceived than subcontent of preventive measures. The awareness and satisfaction of child abuse preventive education, the awareness of the legal role and function of the child protection agency, the mandatory reporting of child abuse, and the perception of the obligor were more perceived by early childhood teachers. Third, the subcontracting of the child abuse improvement measures, the provision of child abuse preventive education and provision of data, the actual situation of child abuse through mass media and promotion of measures, expansion of child abuse prevention education using mass media, Teachers were more aware of education. These results are expected to provide basic data on understanding and recognition of the prevention of child abuse by parents and early childhood teachers.

• Korean Journal of Child Studies
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• v.31 no.1
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• pp.249-265
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• 2010

The purpose of this study was to investigate pre-service early childhood teachers' procedures for entering college, their perception of major areas of satisfaction and career progression. The subjects of this study were 522 students majoring in early childhood education in Busan. The findings of this study were as follows. First, the major motivation of entering into college for these students majoring in early childhood education was 'to become an early childhood teacher'. Second, the majority of students majoring in early childhood education were satisfied with their majors for their aptitude for studying in this area. Third, the most commonly expressed employment preference for such students was that of a public kindergarten teacher due primarily to job security and appropriate rates of pay.

• Korean Journal of Community Nutrition
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• v.27 no.6
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• pp.492-502
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• 2022

Objectives: This study examines the foodservice status of kindergartens attached to elementary schools in Seoul. We further determine the perception of elementary school principals and kindergarten assistant principals on the foodservice management for kindergartens. Methods: This survey was conducted from July 17 to 23, 2019, enrolling 207 kindergartens attached to elementary schools in Seoul. Questionnaires were sent to principals of elementary schools and assistant principals of kindergartens, and the data obtained from 89 kindergartens were included in the analysis. The questionnaire consisted of four parts: general information on subjects, foodservice management status, foodservice management status during elementary school vacations, and the perception of principals of elementary schools and assistant principals of kindergartens on foodservice management. Data are presented as frequency and percentage or mean and standard deviation. Statistical comparison between principals of elementary schools and assistant principals of kindergartens was conducted by paired t-test, chi-square test, and Pearson's correlation analysis. Results: A separate menu (10.1%) or recipe (20.2%) that considers preschooler characteristics was rarely used for foodservice at kindergartens attached to elementary schools. Most kindergartens did not have a separate dining space (3.4%) or a dedicated cook (93.3%). Although most kindergartens (92.1%) had operational foodservice during elementary school vacations, non-professional staff and non-nutrition teacher were mainly in charge of organizing the menu and purchasing ingredients (34.1% and 41.5%, respectively). The rate of using a contract catering company (28.0%, 23.2%) was also high. Both elementary school principals and assistant principals of kindergartens showed a high perception of the necessity for providing responsibility allowances for nutrition teachers and improving the cooking environment for kindergartens during elementary school vacations. Conclusions: There is a need for policies and administrative support measures to improve the quality of foodservices for kindergartens attached to elementary schools.

• Korean journal of food and cookery science
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• v.28 no.3
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• pp.229-240
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• 2012

This study is about the current nutrition education by nutrition teachers and dietitians, and their perception of nutrition education. This study was conducted to discover problems in nutrition education and to set a right direction for such education. A total of 216 nutrition teachers and dietitians, in Gyeongnam, were examined. The results were as follows. Exactly 95.4% of the subjects provided nutrition education to their students. They provided indirect nutrition education(69.9%), direct/indirect nutrition education(26.7%) and direct nutrition education(3.4%). 'Nutrition Counselling Room' was the most common means of direct nutrition education, while 'handout' was mostly used as indirect education. 'Desirable food & dietary habits' were the most included curriculum for indirect/direct nutrition education. The reasons for not providing direct nutrition education were 'because of heavy workload'(34.2%) and 'a lack of class hour for direct education'(29.6%). Exactly 52.8% of the subjects said they would actively promote direct nutrition education if they were given a chance. Exactly 83.3% of the subjects responded nutrition education should begin 'during the kindergarten year'. Exactly 64.4% of them said 'establishment of independent nutrition subject' was the most effective nutrition education. Exactly 58.8% of them responded educational curriculum should include 'desirable food & dietary habits'. Exactly 41.2% of them said 'establishment of a systematic educational program' was necessary to launch direct nutrition education. About the effect of nutrition education on changes in students' food & dietary habits, 2.27 scores out of 5 were earned in average. In other words, many nutrition teachers and dietitians believed that the current nutrition education had little effect on students' food & dietary habits.

• Journal of Fisheries and Marine Sciences Education
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• v.24 no.1
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• pp.56-78
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• 2012

This study which is an alternative exploration for improving the quality level of instruction considering the perception of the teachers in early childhood education field on instructional design is to develop Differentiated Instructional Design Model coincides with the purpose of differentiated instruction curricula and with instructional design principles, and to find out whether the model has significant effect on development of teacher's professionalism. With these purposes, the perception of 343 teachers from early childhood education institutions are investigated, and after component variables are set by drawing the instructional design model available in early childhood education field and reviewing the literature of differentiated instruction model, the Differentiated Instructional design Model for Early Childhood are developed based on FGI(Focus Group Interview) expert evaluation. The experimental study of 88 teachers working in childcare facilities was implemented for effectiveness verification. As a result, first, most teachers consider the priority on making the lesson plans as the development of early childhood and Kindergarten Educational Subjects, and they realize the development of instructional design model which contributes on lesson planning and implementation is much needed. Second, the Differentiated Instructional design Model for Early Childhood are developed, which consists of the cyclic process - pre-lesson phase, lesson implementation phase, and assessment phase -based on development characteristics of early childhood. Third, the experiment of the developed model showed that the scores of experimental group is significantly higher than those of comparative group in knowledge and technique development aspect, and self-understanding development aspect among the aspects of development of teacher's professionalism.