• Korean Journal of Childcare and Education
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• v.12 no.6
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• pp.227-248
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• 2016

The purpose of this study was to investigate the contents of pre-service early childhood teacher's practicum experience in kindergartens and child care centers through the analysis of practice teaching journals. The subjects of this study were a total 52 practice teaching journals of 26 pre-service early childhood teachers who completed their practicum in kindergartens and child care centers. This study analyzed the type of teaching practice management, the type of activities, and the contents of journal writings. The findings are as follows; First, pre-service teachers experienced a similar ratio of the type of teaching practice management in both types of teaching practice. Second, pre-service teachers performed more group activities in practicum in kindergartens, but more choice activities in practicum in child care centers. Third, the journal writing contents of pre-service teachers in both types of teaching practice mainly addressed the operating of educational and child care activities, and the execution of observing young children. But some categories of teacher's competency were hardly addressed. The results of this study could be used as basic data for designing early childhood practicum programs.

• Korean Journal of Childcare and Education
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• v.16 no.4
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• pp.93-110
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• 2020

Objective: The purpose of this study was to explore the early childhood education teacher's ability to implement play-centered curriculum that is recognized by an early childhood education expert based on an analysis of focus group interviews. Methods: Two professors of early childhood education, two directors of daycare centers, and two early childhood education teachers participated in the focus group interview. The interview was conducted three times. The interviewed data were categorized and compared. Results: The action competence of the play-centered curriculum required for early childhood teachers were categorized into the following categories; comprehending play, recognizing play, and practicing child-centered play. Detailed factor competencies were required for understanding play, reflective thinking, reading play, recording play, playing like a child, and supporting play. Conclusion/Implications: For actualizing play-centered curriculum, early childhood education teachers needed to comprehend, recognize, and practice for child's play. Furthermore, we discussed the necessity and direction of teacher education to improve the teacher's action competence for play-centered curriculum.

• 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.

• The Korean Journal of Community Living Science
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• v.28 no.3
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• pp.447-460
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• 2017

The purpose of this study was to investigate the relationships of early childhood teachers' communication ability, teacher efficacy, and organizational effectiveness of child care centers. The subjects of this study were 397 teachers working at child care centers. The results of this study were as follows. First, differences in the organization effectiveness of child care centers were detected according to teachers' age, career, type of child care center where they were affiliated, and marriage status. Second, the relative effects of the teachers' communication ability and teacher efficacy on the organizational effectiveness of early-childhood educational institutions differed significantly according to each sub-factor; teachers' communication ability's sub-factors - response, analysis, and evaluation - and teacher efficacy's sub-factors - general efficacy and personal efficacy - had partial effects on the organizational effectiveness of child care centers. Of these, personal efficacy had the greatest effects on all sub-factors of organizational effectiveness. This study is significant since it identifies the variables that could affect the organizational effectiveness of child care centers.

• International Journal of Advanced Culture Technology
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• v.6 no.4
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• pp.39-44
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• 2018

The purpose of the study was to investigate the effects of early childhood teachers' professionalism and teaching efficacy on their teacher-child interaction. A total of 761 early childhood teachers working at childcare centers and kindergartens in South Korea were selected as the participants for the study. The study variables were measured using survey questionnaires. Pearson's correlation analyses and regression analyses along with Sobel test were conducted. The results demonstrated that early childhood teachers' teaching efficacy had a significant mediation effect on the relationship between their professionalism and teacher-child interaction. The results suggest the need to support early childhood teachers' recognition and development of professionalism as well as teaching efficacy that result in positive teacher-child interaction.

• The Journal of Korean Academic Society of Nursing Education
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• v.13 no.1
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• pp.66-73
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• 2007

Purpose: The study was aimed to investigate the related variables with child care teachers in early childhood care and education centers affecting their self-confidence of safety performance for the children. Method: Structured questionnaires were distributed and self administered by the child care teachers in early childhood care and education centers. The study participants consisted of 482 teachers in early childhood care and education centers in Seoul. 394 questionnaires were analyzed for this study. SPSS 12.0 for Windows was used to analyze the collected data. Result: Teachers' knowledge on safety, teachers' beliefs in safety performance teachers' self-efficacy, and social support were statistically related to confidence in safety performance significantly with positive relationship. Job stress was related to confidence in safety performance with significant negative relationship. After binding each 4 clusters of variables, the most significant teacher related variables affecting teachers' confidence in safety performance was teachers' knowledge on safety statistically significantly, and those 4 variables explained 22.2% of teachers' confidence in safety performance. Conclusion: 4 related variables, teachers' knowledge on safety, teachers' self-efficacy, teachers' exposure to safety education, and social support, were identified significant factors affecting self-confidence of childcare teachers' safety performance for the children.

• Journal of dental hygiene science
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• v.13 no.2
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• pp.125-134
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• 2013

The purpose of this study was to compare between early childhood teachers and mothers in oral health knowledge, oral health care behavior, and perception of oral health education. The subjects in this study were 90 early childhood teachers who worked in all of kindergartens and child-care centers and 235 mothers who have young children (aged from 1 to 5) in 2 kindergartens and 2 childcare centers Y region. They completed questionnaires about oral health knowledges, oral health care behaviors, and perception of oral health education. The collected data was analyzed by descriptive statistics, $x^2$-test, and Fisher's exact test of SPSS WIN. The results were as follows: 1. There was not statistically significant difference between early childhood teacher's knowledge about oral health and mothers'. 2. There was statistically significant difference between early childhood teachers' oral health care behaviors for children and mothers' in prevention of cavity, keeping toothbrushes, guiding oral health behaviors, and check up at dentist's. 3. There was statistically significant difference between early childhood teachers' perception of interest and experience in oral health education and mothers'. Therefore, There was not difference between early childhood teacher's knowledge about oral health and mothers. But early childhood teachers more frequently carry out preventing of cavity, keeping toothbrushes, guiding oral health behavior to their children than mothers. Mothers were more interested in oral health than early childhood teachers. And Mothers wanted to be educated about children' oral care and early childhood teachers wanted to be educated about guidebook and media of oral health education.

• Journal of Fisheries and Marine Sciences Education
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• v.29 no.1
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• pp.13-30
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• 2017

This study was conducted to analyze the level of happiness, teachers' efficacy and job satisfaction of early childhood special education teachers and determine the correlations between the variables. For the purpose, we conducted a questionnaire survey with 179 early childhood special education teachers working at the day care centers for the children with disabilities and the special school kindergartens in B city. The data collected were analyzed using SPSS 23.0. The results of this study showed that there was a statistically significant difference in the level of happiness, teachers' efficacy and job satisfaction of early childhood special education teachers according to their backgrounds such as age, teaching career, type of organization, educational background. Also, A positive correlation among happiness, teachers' efficacy and job satisfaction of early childhood special education teachers were found in this study. Finally, discussions of the results as well as implications of the study were provided.

• Korean Journal of Human Ecology
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• v.17 no.3
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• pp.389-397
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• 2008

This study is investigating the perceptions of early childhood teachers on early childhood music activity. The subjects are early childhood teachers(N=217) working at kindergartens and day care centers in Jeonbuk Province. The data were collected from a questionnaire and analyzed with the tests of frequency, Cronbach's $\alpha$, t-test, ANOVA and Duncan. The results are as follow: first, the early childhood teachers are being aware of importance of infant music activity in the order of "aesthetic exploration", "artistic expression", and "art appreciation". Second, according to teachers' working place, the teachers have no differences of perception in early childhood music activities, while, according to children's age in the class which the teachers are taking charge of, they show differences of perception in the activities of "exploring movements " and "respect for artistic expression". Third, according to the early childhood teacher's career, they have difference of perception in "singing" activity only, while according to their education level, they have no differences of perception in all music activities. According to teachers' age, they have differences of perception in the activities of "aesthetic exploration", "exploring sound", and "singing".

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.2
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• pp.399-413
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• 2015

This study was to validate the WSSECT (Workplace Spirituality Scale for Early Childhood Teacher) using discriminant analysis on early childhood teachers' happiness and job satisfaction. The data from 504 teachers working at kindergartens and daycare centers were analyzed statistically through t-test and discriminant analysis. The results indicated that 1) the higher group in workplace spirituality significantly gets more scores of happiness and job satisfaction than the lower group, 2) 4 factors of the WSSECT have discriminant power on early childhood teachers' happiness, and 3) 2 factors ('meaning for life' and 'calling for ECE teacher job') of the WSSECT are effective to discriminate early childhood teachers' job satisfaction. Further statistical works are supplementary needed to validate the WSSECT and to increase its'feasibility.