• Korean Journal of Child Education & Care
• /
• v.17 no.2
• /
• pp.25-44
• /
• 2017

This study analyzes the relative importance and priorities on the early childhood teacher's rights using hierarchical analysis process(AHP) and suggests the theoretical and practical implications. We conducted the survey of the practitioners and academics in order to provide comprehensive and balanced discussion on the area of early childhood teacher's rights and sub-factors. The results of analyses show that the professional authority is the most important rights of establishing the early childhood teacher's rights. Second, the results show that the rights to guide young children and to decide on a teaching method are more important than other factors in professional authorities. Third, the results indicate that the right to have an their identity and the right of claim for remuneration are more important than others in the Publicness. In the labor factor, the experts emphasize that the right to make union for early childhood teachers is more important than the right of teachers' union for bargaining. These confirm the difference of the perceptions of the relative importance and priority on the areas of early childhood teacher's rights and sub-factors between the practitioners and academics. Based on these findings, we discuss the implications for improving the early childhood teacher's rights.

• Journal of Korean society of Dental Hygiene
• /
• v.8 no.4
• /
• pp.265-278
• /
• 2008

The purpose of this study was to analyze theories of curriculum development in an attempt to develop a systematic early childhood oral health curriculum that would be the basis of the lifelong oral health of preschoolers. The findings of the study were as follows; 1. The current kindergarten curriculum just stated that kindergarteners should keep their teeth clean, and no systematic guidelines on what to teach were included. That was hardly expected to provide efficient education on oral health promotion. 2. Preschoolers, teachers and parents were investigated to find out learner needs, and educational objects and what to teach were selected based on their needs and Tyler's Curriculum Development Theory. 3. Most of the early childhood teachers felt the need for oral health education, but faced difficulties in conducting it due to heavy workload. Another reason seemed that they were empowered to provide that education at their option since that was not mandatory. 4. As a result of analyzing the early childhood segments and educational objects of college textbooks on oral health education, every textbook differed from one another. There was a necessity to set up standardized educational objects for early childhood oral health education. 5. Oral health specialists should be involved in the development of early childhood curriculum to ensure the selection of standardized educational objects and contents.

• International Journal of Advanced Culture Technology
• /
• v.8 no.2
• /
• pp.239-245
• /
• 2020

With the recent revised curriculum, the importance of exploring children's play through new teaching media is increasing in kindergarten. In this study, it is to use the robot 'Bee-bot' for early children to uncover the changes that children have through free exploration and play. As a result of comparing the change of scientific problem-solving ability of 3, 4, and 5-year-olds, there were significant changes in all three sub-elements. We propose to us scientific problem-solving ability test tools, propose and apply ideas for problem-solving, conclusion on problem-solving Building. Through this, it was found that unplugged play using 'Bee-bot' is meaningful as a play environment and as a teaching medium for children aged 3, 4 and 5 years old.

• Korean Journal of Child Education & Care
• /
• v.18 no.2
• /
• pp.167-181
• /
• 2018

Many factors that may affect teaching aptitude of pre-service early childhood teachers have been discovered. However, little is known about the relationship between self-esteem and teaching aptitude in them. This study aimed to investigated self-esteem in relation to teaching aptitude in pre-service early childhood teachers. Pre-service early childhood teachers' self-esteem scale and teaching aptitude scale assessed the self-esteem and teaching aptitude of 344 pre-service early childhood teachers in C-city in Gangwon-do and N-city in Kyunggi-do, Korea. Results showed that all four dimensions of the self-esteem were significantly related to teaching aptitude, indicating that pre-service early childhood teachers with higher self-esteem were likely to have greater teaching aptitude. Regression analysis indicated that self-esteem in the areas of leadership and popularity, self-assertiveness, and social-relations significantly predicted teaching aptitude of pre-service early childhood teachers.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
• /
• v.16 no.2
• /
• pp.219-230
• /
• 2005

Objectives : This study was designed to compare the demographic data, clinical characteristics, developmental delay, and psychological tests between childhood-onset and adolescent-onset schizophrenic in-patients. Methods Medical records of the 17 childhood-onset (very early onset) Schizophrenia and 16 adolescent-onset (early onset) Schizophrenia in-patients were reviewed. Sex, age, psychiatric past history, prodromal symptoms and period, subtype, co-morbid disease, developmental delay, prescribed drug and dosage, treatment response, intelligence quotient (IQ), and Rorschach test were evaluated. Results : The mean admission age of childhood-onset (very early onset) group and adolescent-onset (early onset) group were 12.69$({\pm}2.34)$ and 15.13$({\pm}1.04)$ years. The mean onset age of childhood-onset(very early onset) group and adolescent-onset (early onset) group were 10.79$({\pm}1.95)$ and 14.46$({\pm}0.82)$ years. The mean prodromal period of childhood-onset (very early onset) group and adolescent-onset (early onset) group were 15.94$({\pm}12.33)$ and 8.06$({\pm}6.10)$ month. The time to remission period of childhood-onset (very early onset) group and adolescent-onset (early onset) group were 50.58$({\pm}24.67)$ and 30.06$({\pm}18.04)$ days. Longer time to remission period in childhood-osnet (very early onset) group was associated with earlier age of onset. The mean of total IQ, performance IQ, verbal IQ were at an average level. Discussion : Childhood-onset (very early onset) group and adolescent-onset (early onset) group Schizophrenia had different clinical and psychological features including prodromal period, and IQ subtests.

• Korean Journal of Child Studies
• /
• v.28 no.6
• /
• pp.73-84
• /
• 2007

This study investigated the influence of director's leadership on teachers' empowerment and organizational effectiveness in early childhood educational institutes. The subjects in this study were 627 teachers who worked at kindergartens and childcare centers located in Seoul and Gyeonggi province. The results showed that (1) transformational leadership had stronger effects on teacher empowerment than transactional leadership. (2) Directors' transformational leadership had meaningful effects on organizational commitment, but their transactional leadership didn't have effects on commitment. (3) Directors' transformational leadership had stronger effects on job satisfaction and job performance than transactional leadership.

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

• Korean Journal of Human Ecology
• /
• v.18 no.5
• /
• pp.1009-1020
• /
• 2009

The purpose of this study was to present a developmental direction of the early childhood social education in kindergarten by investigating the mother's perceptions using the focus group interview. Mothers who have 4~5 year old children were selected for 3 focus group interviews. The following results were obtained: 1) The mothers recognized early childhood social education as an essential step before entering elementary school. 2) The mothers were found to have recognized that the cultivation of the various social situations of the children in kindergarten would be a very important task of the kindergarten, because kindergarten is a place for children to be introduced to social experiences for the first time in their lives. 3) Most of the mothers have the perception that early childhood social education showed positive effects on the development of their children. This perception was based on the evaluation of the social educational effect of kindergarten compared to that of elementary school.

• The Journal of the Convergence on Culture Technology
• /
• v.6 no.2
• /
• pp.429-436
• /
• 2020

The purpose of the study was to investigate the effects of early childhood teachers' teaching efficacy and teaching flow on their teacher-child interactions. The subjects were 386 early childhood teachers in Metropolitan area, South Korea. Subjects' teaching efficacy, teaching flow, and teacher-child interactions were measured using the self-reporting questionnaires. The collected data were analyzed with descriptive statistics, Pearson correlation analyses, and the analyses of multiple regression using SPSS 21.0. As results, early childhood teachers' teaching efficacy and teaching flow had significantly positive correlations with their teacher-child interactions. In addition, teaching efficacy and teaching flow had significantly positive effect on their teacher-child interactions.

• The Journal of Korea Robotics Society
• /
• v.10 no.2
• /
• pp.70-78
• /
• 2015

The purpose of this study was to investigate how young children recognize the image of robots, and how they understand the relationship between themselves and robots based on school experience. 20 children from kindergarten A had no direct experience with educational robots, whereas 20 children from kindergarten B had experience in using educational robots in their classroom. Total 40 children from age group 5 class participated in this study. We collected data using interview and drawing test. The findings of the study are as follows: First, participating children recognized robots as having both the character of a machine and a human. But children with previous robot experience provided description of robots as a machine-tool. Both groups were not able to explain the structure of robots in details. Second, participating children understood that they can develop a range of social relationships with robots, including simple help to family replacement. There were mixed views on robots among the children with previous experience, but children with no experience described robots as taking the role of peers or family members. These findings could contribute to the development of robots and related programs in the field of early childhood education.