• Journal of Convergence for Information Technology
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• v.11 no.3
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• pp.147-158
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• 2021

The purpose of this study is to perform of composition of young children teacher's verbal interactions and problem solving strategies by semantic network analysis. The data was collected the narrative of teacher in young children's environmental education. Additionally, this study used categories as a unit of analysis in order to find out structural characteristics. The results of this study were as follows. First, teacher's verbal interactions, providing information was the most cental, high influence appeared along with integration. Second, teacher's problem solving strategies, suggestion was the most cental, high influence appeared along with divergent thinking. Third, teacher's verbal interactions and problem solving strategies, suggestion was the most cental, providing information and divergent thinking appeared a strong connection. Besides, suggestion and decision were mediated by concern of problem, assessment appeared connection. Through these results from this study it is suggested that in order to interact and support problem solving process in young children's environmental education, teacher education to respond and understand contextually with young children is necessary.

• Korean Journal of Childcare and Education
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• v.17 no.2
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• pp.121-142
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• 2021

Objective: The purpose of this study is to examine the mediating effect of teacher-child emotional, verbal, and behavioral interactions on the relationship between teacher playfulness and children's peer abilities. Methods: The research method used the questionnaire method to collect data on 420 children aged 3-5 years old, targeting 108 homeroom teachers working at early childhood education institutions located in Seoul and Gyeonggi area. The collected data was analyzed using the IBM SPSS 23.0 statistical program and the PROCESS macro of Hayes (2013). Results: This study confirmed that teachers' verbal, emotional, and physical interactions are closely related to young children's peer competence. In addition, it was confirmed that the teacher's playability is an important variable that affects not only the emotional, verbal, and physical interactions between the teacher and the infant, but also the peer competence of young children. Conclusion/Implications: The results of this study have significance as basic data that suggests that it is necessary to improve the playability of teachers and increase the quality level of the multifaceted aspects of teacher-infant interaction in order to support young children's peer competence.

• The Journal of the Convergence on Culture Technology
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• v.9 no.5
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• pp.443-452
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• 2023

After the integration of early childhood education and child care, young children school's teacher qualification conversion training for in-service teachers is necessary. In this study, the subjects and operation modules of teacher qualification training were examined. As a result of the study, it was found that kindergarten teachers without child care teacher qualifications needed 4 subjects and 12 credits, and teachers with only child care teacher qualifications needed 14 subjects and 30 credits. As qualification training institutions, the Department of Early Childhood Education at a 4-year University, the Department of Early Childhood Education at a junior College, and the Korea National Open University were proposed. In the case of kindergarten teachers who do not have a child care teacher, it was found that they could change their qualifications through job training.

• Korean Journal of Childcare and Education
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• v.11 no.6
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• pp.37-58
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• 2015

The purpose of the study was to analyze the effects of both young children's gender and temperament and their teachers' teaching efficacy and teacher-child interactions on peer play interactions. For this purpose, the data from the 2012 Panel Study on Korean Children were analyzed using analyses of variances and correlation co-efficiencies. In addition, analyses of hierarchical regression, with young children's temperament and teacher-related factors (teaching efficacy and teacher-child interactions) as the independent variables and three sub-factors of peer play interactions (play interaction, play disruption, play disconnection) as the dependent variables, were conducted. The results showed that young children's temperament, teacher efficacy, teacher-child interactions, and peer play interactions differed by gender and significantly correlated. Young children's temperament and teacher-child interactions significantly affected young children's peer play interactions, and the effect of teacher-child interactions was larger than the effect of temperament by 2~2.5 times. The results proved the importance of early childhood teachers' roles in the development of young children's peer interactions with consideration of differences based on children's gender and temperament. With the results given, implications and suggestions for further research were discussed.

• Human Ecology Research
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• v.55 no.4
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• pp.419-431
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• 2017

This study examined the effects of children's shyness and relationships with their teacher in regards to social withdrawal. Two questionnaires were conducted with mothers and teachers of 242 three to five-year-olds attending a childcare center in Sejong city. SPSS 18.0 was used to implement descriptive analyses and hierarchical regression analyses. The results indicated that main effects of lack of sociability and assertiveness as well as interaction effects between lack of assertiveness and intimate relationship on social withdraw were found when the childteacher relationship was intimate. The results suggested that intimate child-teacher relationships adjusted to lack of assertiveness in the child. Meanwhile, interaction effects between lack of sociability and lack of assertiveness and between self-consciousness and child-teacher conflictual relationship were found in child-teacher conflictual relationships. The results indicated that the influence on alleviating social withdrawal behavior of children with a high level of shyness was limited despite establishing a close relationship with a teacher. However, the social withdrawal behavior of children became more intense if they were in a conflict relationship with a teacher; this tendency was also shown more significantly in shier children. This suggests that children's unamicable relationship with a teacher may function as a risk factor to cause social withdrawal behavior. Therefore, it is important that a teacher has the capability to understand the individual characteristics of children, particularly shyness, and encourage their sociability of children through positive relationships.

• Korean Journal of Child Studies
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• v.31 no.3
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• pp.67-82
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• 2010

The purpose of this study was to examine parents' image of kindergarten teacher in a bid to provide useful information on kindergarten teacher and parents education to improve the image of kindergarten teachers. The participants in this study were 90 mothers whose young children attended kindergarten in the city of Busan. They were asked to describe what words came into their mind about the image of kindergarten teacher and what an ideal image of kindergarten teacher should be like. Among the participants, ten mothers were interviewed to tell about the ideal image of kindergarten teacher. The largest number of the parents wrote down the words that represented the image of the personality of kindergarten teachers, and love and friendliness were the most common words that the parents mentioned. As for an ideal image of kindergarten teacher, they wanted kindergarten teachers to love preschoolers, to have a good and friendly personality, to see through young children's eyes and to be positive and happy. It indicated that the parents expected their children to be educated by teachers who are understanding, cheerful, have a good personality and love children as their own children.

• Korean Journal of Child Studies
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• v.29 no.1
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• pp.49-61
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• 2008

This study explored the contents of young children's verbal communications with their teachers in play situations. Participants were 2- to 6-year-old children. Results of observations showed 10 different verbal categories : making demands, asking questions, boasting, complementing the teacher, gaining recognition from the teacher, telling tales, explaining, making suggestions, asking permission, and insisting on one's own way. The five categories most frequently observed in older children were demanding, asking questions, boasting, explaining, and insisting on one's own way. Teachers were advised to prepare to respond more effectively to the variety of young children's verbal communication with their teachers.

• Korean Journal of Child Studies
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• v.32 no.4
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• pp.1-14
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• 2011

The purpose of this study was to investigate young children's perceptions of a teacher assistant robot, IrobiQ. in a kindergarten classroom. The subjects of this study were 23 6-year-olds attending to G kindergarten located in E city, Korea, where the teacher assistant robot had been in operation since Oct. 2008. Each child responded to questions assessing the child's perceptions of IrobiQ's identity regarding four domains : it's biological, intellectual, emotional and social identity. Some questions asked the child to affirm or deny some characteristics pertaining to the robot and the other questions asked the reasons for the answer given. The results indicated that while majority of children considered an IrobiQ not as a biological entity, but as a machine, they thought it could have an emotion and be their playmate. The implications of these results are two folds : firstly, they force us to reconsider the traditional ontological categories regarding intelligent service robots to understand human-robot interaction and secondly, they open up an ecological perspective on the design of teacher assistant robots for use with young children in early childhood education settings.

• Korean Journal of Child Studies
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• v.28 no.1
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• pp.1-16
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• 2007

The purpose of this study was to analyze the effects of storytelling and discussion types on the language development of young children. 32 treatment sessions were applied to the two experimental groups and the control group(N=151) during 16 weeks. One experimental group children discussed among themselves while the other experimental group children did with teacher. The control group children listened to storytelling by their teacher. Findings are as followings. Children of two experimental groups discussing on storytelling gained higher scores in vocabulary test and reading test than those of control group. The first experimental group discussing about storytelling with teacher gained higher scores in comprehension test than the second experimental group debating among themselves. But, there was no statistically significant difference on vocabulary and reading tests between two experimental groups. It was statistically significant difference on meaning test between two experimental groups.

• Journal of Fisheries and Marine Sciences Education
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• v.21 no.1
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• pp.78-95
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• 2009

The purpose of this study is to define areas and standards of kindergarten teacher's competency through survey research and interview with early childhood education community - kindergarten teachers, vice principals, principals, administrators, parents, and professors in early childhood education. Raw data from 62 interviewees were grouped into 25 codes including 'professional knowledge about young children's developmental characteristics, and labeled for representative themes. Based on the result of interview analysis, two areas of 'knowledge and skill' area (15 standards) and 'attitude and grounding' area (20 standards) were classified, survey researched for appropriateness and relative importance of each standard. 704 members of early childhood education community were collected through stratified sampling. The research findings indicate that 'observation and evaluation ability for young children' and 'affection for young children' showed high appropriateness in 'knowledge and skill area' and 'attitude and grounding area', respectively. In the relative importance analysis, 'understanding of young children's development', 'understanding of curriculum for young children', and 'understanding of young children's behavioral problem and counseling' for knowledge and skill area, and 'respect for young children', 'affection for young children', responsibility', 'positive attitude' for attitude and grounding area showed high relative importance in order.