• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.695-702
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• 2023

The purpose of this study is to develop an early childhood artificial intelligence education programs in kindergartens. In order to achieve the purpose of the study, a four-step program development procedure was taken: documentary analysis, program design and development, execution, and assessment. This study presented the purpose and goals, educational content, teaching-learning methods, and evaluation of the early childhood artificial intelligence education program in kindergarten. By implementing an artificial intelligence education in the process of developing the program, the practicality and utilization of the program were secured. This study is meaningful in that it derives practical support measures to apply and activate artificial intelligence education programs in the field of early childhood education.

• Journal of Families and Better Life
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• v.30 no.2
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• pp.87-99
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• 2012

This study aimed at examining the problems in character education in early childhood education and elementary education in Korea and at providing policy implications for more effective character education. The study interviewed 20 teachers from child care centers, kindergartens and elementary schools located in Seoul and Gyeonggi province using the focus group interview method. The results showed teachers' level of understanding of the definition and purpose of character education. Teachers experienced difficulty because they lacked a manual as well as training for character education and because of the inconsistency between character education and the burden of academic performance. The lack of connection among character education in early childhood education and elementary school, strong needs for parent education, and partnership between the three spheres of the home, school, and community were also implied.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.7
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• pp.431-440
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• 2017

This study surveyed pre-service early childhood teachers' level of concern about software education on the assumption that software education will be introduced into early childhood education in the future. It was shown that the pre-service early childhood teachers' level of concern about software education is the highest at stage 0(95%) and that they have a high level of informative, personal and managerial concern. Thus, a non-user pattern was mostly indicated. However, compared to the typical non-user pattern, their personal and informative level of concern is slightly higher. A 'tailing up' phenomenon to stage 6(refocusing) was shown. Hence, a pattern aspect close to critical non-user appeared to some extent. A difference in the significant level of concern was shown at all stages, except for managerial concern, according to the need for awareness, the appearance of a future implementation plan, and technology efficacy level. Based on this outcome, it was proposed that teacher training in early childhood software education should be made available as part of the educational activity connected with the Nuri Curriculum, since this would be more suitable for young children's developmental level than the early childhood software education, including coding education, etc., currently found in private institutions.

• Korean Journal of Child Education & Care
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• v.19 no.2
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• pp.19-33
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• 2019

Objective: The purpose of this study is to understand how the experience of studying mathematics education for young children based on picture books is affecting pre-service early childhood teachers with their attitude toward mathematics and mathematics teaching efficiency. Methods: For this, a total of 39 pre-service early childhood teachers majoring in early childhood education at S university located in G metropolitan city participated in the study. 20 of them are randomly assigned to the experimental group while the rest 19 were assigned to the control group. The experimental group participated in the classes of mathematics education for young children based on picture books for 15 weeks, while the control group attended the normal classes of mathematics education for young children for the same period of time. By using SPSS 18.0 Program for the collected data, t-test was conducted for differences in the results of attitude toward mathematics and mathematics teaching efficiency. Results: The results of this study are as follows. Firstly, the experience of studying mathematics education for young children based on picture books had a positive effects on pre-service early childhood teachers' attitude toward mathematics, improved values and interest in mathematics, and reduced anxiety about mathematics. Secondly, the experience of studying mathematics education for young children based on picture books had a positive effects on improving pre-service early childhood teachers' mathematics teaching efficiency. Also, both faith in ability and faith in results have improved significantly. Conclusion/Implications: These results imply that the experience of studying mathematics education for young children based on picture books is an effective teaching-learning method in improving pre-service early childhood teachers' attitude toward mathematics and mathematics teaching efficiency.

• Korean Journal of Child Education & Care
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• v.19 no.3
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• pp.115-128
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• 2019

Objective: The purpose of this study is to investigate the effects of maternal parenting stress on early childhood adaptation and to verify the mediating effect of marital communication in the adaptation of young children to early education institution. Methods: The subjects of this study are 219 infants and their mother living in J city in Jeonbuk province. The data collected in this study were analyzed as spss 21.0 and amos 21.0, and the mediating effect was verified through structural equation modeling. Results: The results of this study are as follows: First, maternal parenting stress and marital communication have a direct influence on the adaptation of young children to early childhood education institution. Second, marital communication showed mediating effect on the relationship between maternal parenting stress and the adaptation of early childhood education institution. Based on these results. Conclusion/Implications: We discussed the importance of reduction of parenting stress and positive interpersonal communication between couples.

• Korean Journal of Childcare and Education
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• v.11 no.1
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• pp.435-459
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• 2015

It is generally agreed that the 21st century is the era of postmodernism. Postmodernism emerged with opposition and resistance to modernism which pursued values like the absoluteness of truth and knowledge, the Enlightenment, rationalism, objectivism and consequentialism among others. Now postmodernism is currently given a great deal of attention as it is considered a new ideology that can help explain many of the different and continuous changes which are occurring in a variety of fields including politics, economy, society and culture, not to mention education. In this sense, this study's purpose is to examine postmodern aspects found specifically in the field of early childhood education. As a result, this study found that those aspects could be briefly described by four main phrases, or 'early childhood education whose contexts are based on relativity', 'early childhood education operating under the system of rhizome' 'early education in which inter-directionality is pursued' and 'early education in which process-orientation is being intensified'. In the chapter of conclusion, finally, this study discusses how those aspects are correlated with one another and what implications they may have for the field of early childhood education.

• International Journal of Advanced Culture Technology
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• v.11 no.4
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• pp.163-168
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• 2023

The purpose of the study was to examine the mediating effect of early childhood teachers' professional development in the relationship between intrapersonal intelligence and teacher-child interactions. We conducted a cross-sectional study with 324 early childhood teachers working at kindergartens and child-care centers in South Korea. The empirical data using survey questionnaires were collected by administering the Adult Introspective Intelligence Scale, the Professional Development Scale for Early Childhood Teachers, and the Teacher-child Interactions Scale. SPSS and Hayes' PROCESS macro weres utilized. The results showed the statistically positive correlations between the major variable and the mediating effect of early childhood teachers' professional development in the relationship between intrapersonal intelligence and teacher-child interactions.

• Korean Journal of Child Studies
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• v.35 no.4
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• pp.263-279
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• 2014

The purpose of this paper is to explore the role of the variation of songs by teachers in early childhood classrooms where songs play an important role in managing the daily activities for young children. Early childhood teachers have demonstrated a high degree of competency to transform and modify a variety of songs that fit into children's developmental levels. The use of such songs enable both teachers and young learners to fully enjoy such classroom activities and are an important means for establishing rapport. The data were collected from direct observation and video recording in three early childhood classrooms, as well as through interviews with the teachers, and through the researcher's journals. The results of the study revealed that the teachers exhibit a high degree of professionalism in creating variations of the kind of songs that children seem to enjoy, and thereby creating high levels of classroom enjoyment generally. This study also showed that using a good variety of songs in early childhood classroom can facilitate understanding of the content in the curriculum Finally, this study also suggests that the teachers' skills in designing variations of songs can make early childhood education classrooms culturally attractive and aesthetically more creative.

• Korean Journal of Childcare and Education
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• v.15 no.2
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• pp.125-144
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• 2019

Objective: The purpose of this study was to examine the effects of early childhood teachers' music attitude and emotional leadership on their music teaching efficacy in the music education. Methods: 301 early childhood teachers answered the music attitude scale, music teaching efficacy belief instrument, emotional leadership scale, and questionnaire for socio-demographic characteristics and music experiences. Data were analyzed by t-test, one-way ANOVA, Pearson's productive correlation analysis and hierarchical regression analysis. Results: First, early childhood teachers had a higher music teaching efficacy in case of at least 10 years of teaching experiences period, having a post-graduate degree, having a music training experience, enjoying learning musical instruments and singing and listening to music during regular music lessons, and having a long music training experience. Similar results were derived from the subfactors of music teaching efficacy. Second, there were positive correlations(r=.172-.659, p < .001) in the total and subfactors scores among early childhood teachers' music attitude, emotional leadership, and music teaching efficacy. Lastly, early childhood teachers' music attitude and their emotional leadership were explained at 39~52 percent for their music teaching efficacy. Conclusion/Implications: This study suggests that it is important for early childhood teachers' perception of their belief, knowledge and feeling about music education.

• Journal of Internet of Things and Convergence
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• v.8 no.6
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• pp.93-97
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• 2022

The purpose of this study is to suggest implications for early childhood SW·AI education considering the characteristics of early childhood education through a survey on SW·AI education in kindergartens. For this study, data were collected from 194 kindergartens through convenience sampling. The data was analyzed using frequency distribution, and it was found that 44% of kindergartens are conducting SW·AI education. 22% are conducting SW·AI education in the form of regular curriculum, and 70% are conducting SW·AI education in the form of special activities after school. SW·AI education was found to be conducted mainly by external instructors (97%) in the classroom (80%). For SW·AI education, block coding-based programs developed by companies such as Naver and the Clova were used, and all of these programs used programs and teaching aids in a package format, including teaching aids and materials developed by companies. 56% answered that they are not currently conducting SW/AI education, and lack of awareness on SW·AI education and lack of human/environmental infrastructure were the main factors. In order to realize SW·AI education considering the characteristics of early childhood education based on this survey, First, SW·AI education programs should be developed to develop play-centered computational thinking skills. Second, systematic teacher education at the national level should be conducted. Finally, the establishment of a department dedicated to early childhood SW·AI consisting of early childhood education experts and SW·AI education experts and financial support at the national level should be provided.