• Korean Journal of Childcare and Education
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• v.9 no.3
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• pp.253-272
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• 2013

The purpose of this study was to supplement the NURI Curriculum by investigating the practicing level of the NURI Curriculum for 5-year olds according to the demographic backgrounds of early childhood teachers. The subjects of this study were 201 early childhood teachers who work at kindergartens and child care centers located in Gyeonggi Province and were in charge of 5-year olds. The instrument used was a questionnaire measuring the practicing level of the NURI Curriculum. The results of this study were as follows. First, the practicing level of the NURI Curriculum for 5-year olds generally showed high scores. A total average of 3.24 on a 4 scale was found. In each case, educational contents have the highest score, 3.40, and educational evaluation has the lowest score, 3.03. Secondly, teachers' age, teaching career and educational background had an affect on the practicing level of the NURI Curriculum for 5-year olds, but their certificate and institution type did not. That is, the higher the teachers' age, teaching career and educational background, the higher the practicing level of the NURI Curriculum for 5-year olds.

• Korean Journal of Human Ecology
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• v.22 no.4
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• pp.511-524
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• 2013

The purpose of this study was to examine the impact of the communicative competence of early childhood teachers on their teaching efficacy and job satisfaction in an attempt to provide some information on the development of the communicative competence of early childhood teachers. Study results show that, first, the teaching efficacy of early childhood teachers differed according to their age, education and career level and their communicative competence differed according to their career level. Second, communicative competence had a statistically significant positive correlation with teaching efficacy and job satisfaction. Third, among the sub-factors of communicative competence, focusing attention and responding exerted a statistically significant positive influence on teaching efficacy. Among the sub-factors of communicative competence, focusing attention, analyzing and evaluating exerted a statistically significant positive influence on job satisfaction.

• Korean Journal of Child Studies
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• v.29 no.5
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• pp.271-283
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• 2008

The purpose of the study was to assess the knowledge of infant development of child care teachers, undergraduate students majoring in child development at universities, and the students at child care training centers. A questionnaire was distributed to 126 in-service and 187 pre-service child care teachers. Data were analyzed by t-test, F-test, Correlation. The results showed that the mean scores of subjects on the Knowledge of Infant Development Inventory (KIDI) were relatively low. Among the 3 groups of subjects, child care teachers had the lowest scores on the KIDI. There were individual differences in the knowledge of infant development by school year, the length of work experience, marital status, age of child, attendance at in-service training events, and kind of license.

• Korean Journal of Human Ecology
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• v.12 no.5
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• pp.619-634
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• 2003

The purpose of this study was to the real situation of the safety education in the kindergarten by investigating the actual condition of the safety education and kindergarten teachers' knowledge about it. Questionnaire was adopted to obtain data required for pertinent analysis. The subjects were 234 kindergarten teachers located in Choongnam and Daejeon province. SPSSWIN v10.0 was utilized to calculate percentage, mean and standard deviation and to conduct t-test, one-way ANOVA and Duncan's multiple range test. The main results of this study were as follows. There was a significant difference between the actual condition of the safety education and kindergarten teachers' knowledge about it according to demographic variables. Especially, these differences were due to teachers' academic career, age, teaching experience, and the experience of bringing up children by themselves. The importance of the safety education must be emphasized. There were urgent needs to develop the way of teaching and the program about the safety education.

• Korean Journal of Child Studies
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• v.25 no.4
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• pp.71-92
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• 2004

The purpose of this ethnographic study was to observe and understand interactions of toddlers and teachers in context. Specific questions were "What are the motives and features of the interactions between toddlers and teacher?" Subjects were twenty 2-year-old daycare children and their teachers. Methods covered 11 weeks of interviews and participatory observation. The major findings were that the interactions between toddlers and teachers was mainly initiated by toddlers and consist of physiological and emotional needs, conflict mediation and participation in play. As toddler get to the age of self-recognition but still need adult's assistance, the co-existence of dependence and independence was evident. Children used a variety of verbal and non-verbal signals with both positive and non-positive overtons.

• Journal of the Korean Home Economics Association
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• v.32 no.1
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• pp.75-92
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• 1994

This study attemped to identify the desirable early childhood education and investigate the current situation of the child care centers. The survey was conducted by means of interviews or mailing method using the structured questionnaire. The sample size was 176 teachers in child care centers in Pusan. The questionnaire was built on previous studies and bibliographies. The results were as follows; (1) Most of the teachers were unqualified and under 30 years of age. (2) The facilities and the equipments in the child care centers were insufficient for children's development. (3)The nutritional knowledge of the teachers were far short and the emergency discipline was seldom carried out. (4) No additional efforts were made for the parent -education. It is required to increase the facilities & the equipments for children's development. It appears that re-education of teachers must be carried out in a near future prior to child educaion.

• Education of Primary School Mathematics
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• v.4 no.2
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• pp.151-163
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• 2000

This research is the object to investigate these thing; how do teachers undertaking at the spot classrooms to recognize performance assessment and how do they decide to question and how go the present practiced state and what is the problem points in the present performance assessment. Additonal things of problem point like a research object are following; Lets look over recognition, actual situations and various problems for mathematics performance assessment of elementary school teachers. Concerning question papers, the problem largely lie in 4 regions, that is to say the recognition of performance assessment, the current state of affairs in practice, deciding questions and problems of putting theory into practices, of the 480 teachers-the object of our studies-about 380 returned our questionaire. However, as there were too many in the age range 30 to 40 are excluded 80, choosing 300 to us as data in our analysis.

• Korean Journal of Child Studies
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• v.28 no.5
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• pp.233-251
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• 2007

This study explored the contents of practical knowledge about educational planning in early childhood curriculum as constructed by kindergarten teachers at early career stages and then developed a collaborative model of educational planning. Subjects were 6 teachers at early career stages. Using the ethnographic method, data were collected by in-depth interviews. Research outcomes were : (1) teachers specifically worked on 'difficulties in adapting to the teaching job', 'age of children that the teacher cares for', 'integration of theory and practice', and 'variety of actual teaching situations.' (2) A model for collaborative educational planning was constructed on the basis of review of the literature on teachers' knowledge, educational planning for early childhood curriculum, and learning of community.

• Journal of Korean Home Economics Education Association
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• v.7 no.1
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• pp.81-95
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• 1995

The purpose of the study were to :(1)determine important home management concepts in the secondary home economics education curriculum, (2) identify the educational needs related to home management perceived by home economics teachers, and the factors affecting it. (3) use the findings to make recommendations for developing home economics curriculum and teaching home economics in the secondary school. The questionnaires were distributed to the 385 home economics teachers, lived in seoul, local cities and rural area. The data were analyzed by using descriptive statistics, t-test one way ANOVA with scheffe test, factor analysis, and multiple regression analysis. Forty home management concepts were selected based on the related literatures. Resource use, environmental concerns, consumer rights and consumer problems were the concepts which showed the highest level of educational needs perceived by the teachers. The educational needs were affected by school level, residence area of the respondents, age, career, and other factors related to the perception about home management education.

• International Journal of Human Ecology
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• v.12 no.2
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• pp.119-131
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• 2011

This study determined the factors that contributed to role performance by childcare teachers in Korea. Questionnaire data were gathered from 425 childcare teachers. Statistical analyses consisted of t-test, ANOVA, Scheff$\acute{e}$ and hierarchical regression analysis. There were no differences in the role performance of childcare teachers by age and experience. Differences were evident by education level and workplace type. Role performance was most affected by the internal-external control followed by emotional intelligence. The findings of this study are pertinent to childcare policy makers.