• Title/Summary/Keyword: curriculum of early childhood education and care

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Development of a Documentation Model for the Practice of Early Childhood and Play-oriented Curriculum (유아·놀이 중심 교육과정 실천을 위한 기록작업 모형 개발)

  • Seoyeon Moon;Jinwook Kim
    • Korean Journal of Childcare and Education
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    • v.19 no.2
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    • pp.87-117
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    • 2023
  • Objective: This study aimed to develop a documentation model that can support early chlildhood learning through play and facilitate the implementation of early childhood and play-oriented curriculum. Methods: This study utilized the design and development research methodology to derive components for the model through literature review and investigation research. In addition, the model was gradually improved through the 3rd expert review, and the validity of the model was verified through usability evaluation with 10 early childhood teachers. Results: This study identified 13 components and developed a flexible, selective, repetitive, and cyclic documentation model based on the 2019 revised Nuri curriculum. Model development is embodied and presented as a model-detailed model-detailed content. The model is presented in detail in the study. Conclusion/Implications: The documentation model developed in this study is expected to provide guidance to early childhood teachers and serve as a basis for future research on documentation in early childhood education. It is expected that it will be able to present the practical direction of records for play support for teachers in the field.

The Mediating Effect of Reflective Thinking in the Relationship between Early Childhood Teachers' Play-Based Curriculum Implementation Competences and Their Digital Competences (유아교사의 놀이중심교육과정 실행역량과 디지털 역량의 관계에서 반성적 사고의 매개효과)

  • Jinhee Park;Wonkyoung Son
    • Korean Journal of Childcare and Education
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    • v.20 no.1
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    • pp.1-19
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    • 2024
  • Objective: The purpose of this study was to verify the mediating effect of reflective thinking in the relationship between early childhood teachers' play-based curriculum implementation competences and their digital competences. Methods: An online survey was conducted targeting 330 early childhood teachers. Descriptive statistical analysis, correlation analysis, and The Process macro model 4 were performed using SPSS 28.0 and The Process macro 4.1. Results: The main results of this study are outlined as follows: first, a significant positive correlation was observed between overall play-based curriculum implementation competences, reflective thinking, and digital competences, including each of their respective sub-factors. Second, the study revealed that reflective thinking played a partial mediating role in the relationship between early childhood teachers' play-based curriculum implementation competences and digital competences. Conclusion/Implications: Through this study, it was confirmed that when reflective thinking mediated play-based curriculum implementation competences, digital competences were further increased. The findings suggest that not only positive play-based curriculum implementation competences of teachers but also reflective thinking should be considered to enhance digital competences.

Understanding of Eco-centered Early Childhood Education Program (생태유아교육 프로그램에 대한 원장.교사 및 학부모의 인식과 요구도에 관한 연구)

  • Min, Koang-Soon;Moon, Hyuk-Jun
    • Journal of the Korean Home Economics Association
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    • v.44 no.3 s.217
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    • pp.69-77
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    • 2006
  • The purpose of this research was to provide recommendations for eco-centered early childhood education as a new paradigm in Korean society. Questionnaires were collected from directors, teachers, and parents of private & public kindergartens, as well as child care centers, in Bucheon city. The data were analyzed based on the frequencies, $X^2$ test, F test, and Scheffe test. The results were as follows. (a) Most directors, teachers, and parents positively agreed with the eco-centered early childhood education and recognized its benefits. (b) In order for the eco-centered early childhood education to be successful, development of various programs, systematic study, ongoing teacher training, and parents' education were required. (c) In order for the eco-centered early childhood education to develop more culturally appropriate program, close connection with local community, reorganization of the early childhood education curriculum, and government support were needed. The findings demonstrate that eco-centered early childhood education is necessary for the future wellbeing of Korean society.

A Study on Requirements for Facilities' Changes with the changes in Legislations and Education Curriculum of Infants (영유아 관련 법령 및 교육과정 변천 비교에 따른 시설 변화 요구사항 연구)

  • Jung, Eu-Gene;Oh, Byeong-Uk;Jung, Jin-Ju
    • Journal of the Korean Institute of Educational Facilities
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    • v.21 no.1
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    • pp.3-11
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    • 2014
  • The policies is always changes according to the changing times, and changes take place in educational facilities welfare policy. Early childhood facilities, is no exception. Recent, increase in the number of kindergarten and kindergarten children according to policy changes of government's active welfare. This change in pattern, policy changes and increased support to know the impact on the community, and this is not just a simply agenda that they need to be recognized social change. In addition, it can be seen changes in relevant laws and educational process according to childhood policy change flow and depending on social change. In this study, comparative study infants and installation of the facility based on criteria, ensuring standards of early childhood facility site, facilities of evolution of infants care act, act infants, infants of activities safety management. And Standards and facilities that are required to change the direction of the revision is for the purpose of research through changes in kindergarten curriculum to respond the policies flow. Research methods are literature on the various laws and research analysts, leading comparison of different child care and child care policy changes in laws and regulations to review materials are analyzed.

A Concept Map Study on Teacher Competency for ESD(Education for Sustainable Development) in Early Childhood (유아기 지속가능발전교육을 위한 교사역량에 대한 개념도 연구)

  • Lee, Hyobin;Kwon, Yeonhee;An, Jungeun
    • Korean Journal of Childcare and Education
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    • v.17 no.6
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    • pp.53-72
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    • 2021
  • Objective: This study aimed to reveal early childhood teachers' perceptions of teacher competency for ESD using concept mapping and demonstrating its importance. Methods: 16 early childhood teachers in charge of 3-5 year olds conducted statement writing, and then the importance of selected statements were rated by 160 early childhood teachers in charge of 3-5 year olds. Selected statements were analyzed through multidimensional scaling and hierarchical cluster analysis. Results: Early childhood teachers perceived teacher competency for ESD in early childhood as concept mapping with two-dimensions and six clusters. The following six clusters were established (1) ethics for sustainable development, (2) willingness to participate in ESD, (3) development and operation of a sustainable development curriculum, (4) recognition and practice of environmental issues, (5) realization of value for sustainable development, and (6) practical thinking for ESD. And then among the six clusters, the most important cluster was recognized as 'ethics for sustainable development', and among the statements 'having an open mind to understand multiculturalism and the disabled' was considered relatively important Conclusion/Implications: Based on these results, we discussed the importance of teacher competency for ESD in early childhood, development of teacher competency scale, and preparation of a teacher education plans for each competency.

Early Childhood Teachers's Perception and Implementation of Nuri Curriculum (유아교사의 누리과정에 대한 인식 및 실행 간의 차이 누리과정 해설서, 교사용 지침서를 중심으로)

  • Park, Mi Jung;Seo, Hyun Ah
    • Korean Journal of Childcare and Education
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    • v.10 no.5
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    • pp.249-272
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    • 2014
  • The purpose of this research is to investigate the differences between early childhood teacher's perception and implementation of the composition direction and details of 5 criteria of "Nuri curriculum by age for 3 to 5 year-olds". As basic research data, this research is to contribute to understand the actual needs of on-spot teacher training, in the early implementation stage of Nuri curriculum, and to be used as basic data to effectively support and execute teacher training, so that "Nuri curriculum by age for 3 to 5 year-olds" can settle as educational basis of stable educational policy in the future. This research used PASW 18.0 program to analyze the difference of early childhood teachers' perception and implementation about Nuri curriculum. Results of this study were as follows; First, the general trend of early childhood teachers' perception and implementation was analyzed by average and standard deviation. Second, to see the difference between perception and implementation of Nuri curriculum for the entire group of early childhood teachers surveyed, matching sample t-test was used.

Analysis of Early Childhood Teachers' Concept Map on the Contents of History Education for Young Children (유아역사교육에 대한 유아교사의 개념도 분석)

  • Min, Bo Gyeong;Lee, Si Ja
    • Korean Journal of Child Education & Care
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    • v.17 no.4
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    • pp.187-208
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    • 2017
  • This study surveyed 60 early childhood teachers at the kindergartens and day care centers in Incheon Metropolitan City to examine the contents and extent of the teachers' knowledge on early childhood history education by using the definition map designed by Novak and Gowin(1984). To be more specific, the researcher asked the participating teachers through group meetings to draw the definition maps and analyzed them. The results were as follow. First, 11 categories for high level definition of early childhood history education used by early childhood education were identified, among which the most frequently used high level definition were 'life style' followed in order by 'culture/art' and 'great men.' Second, in terms of the average number of dependent definitions included in the given high level definitions, the largest was 'life style' which was followed in order by culture/art, activity methods. It means that the widest area of early childhood teachers' knowledge on early childhood history education was about 'life style,' while it shows that the extent of knowledge on teaching-learning methods was relatively wide. However, in the case of great men, although it was frequently recognized in the high level of definition it was not so in the dependent definitions, meaning the extent of their knowledge was rather narrow. Scholars explain that the higher the teachers' attention and knowledge about the content of curriculum the more options of teaching method they tend to employ to teach in a more extensive and diverged way. Therefore, in order to improve early childhood education, efforts should be more focused on deepening and systemizing the knowledge of early childhood teachers.

A Study on the Practicing Level of the NURI Curriculum for Early Childhood Teachers (유아교사의 5세 누리과정 실행수준에 관한 연구)

  • Tae, Sung-Ran;Hwang, Hye-Jung
    • 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.

Perceptions of Early Childhood Teachers Regarding Classroom Conditions of the Children of Female International Marriage Migrants (결혼이민자 가정 유아들의 교육실태 및 교사의 인식 - 전라남도 지역을 중심으로 -)

  • Lee, Seung Eun;Seo, Hyun
    • Korean Journal of Child Studies
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    • v.29 no.4
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    • pp.147-166
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    • 2008
  • This study investigated perceptions of early childhood teachers about children of Female International Marriage Migrants(FIMM) and their classroom conditions. Data was collected from 117 teachers of kindergartens and day care centers in Jeonnam Province using a 28-item inventory composed of classroom conditions and perceptions of teachers about the children of FIMM. Results showed that over 70% of teachers' students were children of FIMM. Children's traits included poor language skills, confusion of identity, and socio-emotional problems due to passive interaction with peers. Programs specifically for FIMM and their children are rare. Teachers considered difficulties teaching children of FIMM are due to lack of economic support, hardship of managing multicultural curriculum, restrictions in application of that curriculum, and institutional inertia.

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Reflective Thinking and Meaning Analysis of (Prospective) Early Childhood Teachers' Storybook Reading Activities in Reflective Journals (반성적 저널에 나타난 (예비) 유아교사들의 그림책 읽어주기 활동에 대한 반성적 사고 및 의미 분석)

  • Kim, Jung wha
    • Korean Journal of Childcare and Education
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    • v.16 no.5
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    • pp.127-154
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    • 2020
  • Objective: This study aimed to show and analyze the flow, content, and meaning of (prospective) early childhood educators reflective thoughts entailed in the process of planning, implementing and evaluating storybook reading by analyzing reflective journals written by technical college students enrolled in an advanced major curriculum after they completed a storybook reading assignment. Methods: The subjects of this study were 39 technical college students enrolled in an advanced major curriculum that participated in a 15-week-long 'storybook seminar' course. This study analyzed journals on storybook reading written by the students as an assignment for the storybook seminar course. Results: As a result, four categories of selecting a storybook, planning the reading of the selected storybook, actual reading of the storybook and subsequent activities were extracted according to the implementation process of storybook reading. Through this series of experiences, (prospective) early childhood educators had a childt-centered view of reading picture books, changed the method of reading picture books, re-recognized the importance of early childhood literature education, and developed a will to develop professionalism through reflective thinking. Conclusion/Implications: This study finds its meaning in showing the reflective thinking that occur within early childhood educators that plan, implement and evaluate storybook reading.