• Korean Journal of Childcare and Education
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• v.16 no.5
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• pp.105-126
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• 2020

Objective: This study aimed to reveal pre-service early childhood teachers' perception of children's environmental education using concept mapping and demonstrating its importance. Methods: Based on Kane and Trochim's(2007) procedure, 33 pre-service early childhood teachers conducted brainstorming and statement writing, and then the importance of selected statements were rated by 202 pre-service early childhood teachers. Selected statements were analyzed through multidimensional scaling and hierarchical cluster analysis. Results: Pre-service early childhood teachers perceived children's environmental education as concept mapping with 2-dimensions and eight clusters. The following eight clusters were established (1) daily practice through hands on experience, (2) nature environment, (3) recognizing and coping with environmental issues, (4) environmental preservation practices, (5) environmental sensitivity and consideration, (6) purpose of children's environmental education, (7) necessity for children's environmental education (8) Practice through connection with child's home and community. And then among the eight clusters, the most important was recognized as 'daily practice through hands on experience', and among the statements 'young children learn through the method of playing in nature and experience nature' was considered the most important. Conclusion/Implications: Based on these results, we discuss the importance of children's environmental education of pre-service early childhood teachers and how to support to develop teacher's training program.

• Journal of the Korean Home Economics Association
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• v.43 no.8 s.210
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• pp.99-114
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• 2005

The aim of this study was to estimate the effects of an early childhood environmental education program developed on the basis of relationships among preschoolers' knowledge, emotional attitude, and perceived behavior control of environmental pollution on their knowledge, emotional attitude, perceived behavior control, and behavioral intention. A total of 146 five-year-old preschoolers from eight child-care centers in Seoul and Kyoungki Province participated in this study. The following are the main results of this study. first, the higher the level of knowledge the preschoolers had, the more negative emotional attitude they displayed. Furthermore, the more negative emotional attitude they displayed, the higher the level of perceived behavior control they had. On the contrary, the relationships between knowledge and perceived behavior control varied with exposure situation to environmental pollution. Second, after the environmental education program was administered to the experimental group, the preschoolers from experimental group exhibited more knowledge, more negative emotional attitude, higher perceived behavior control and more active behavioral intention towards environmental pollution than those in the control group.

• Korean Journal of Child Studies
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• v.24 no.6
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• pp.95-115
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• 2003

This research examined he effects on preschool children's recognition of and attitude towards earth's nature of an early childhood environmental education program using children's literature. The subjects were 36 four-to six-year old children. The education program lasted for 8 weeks. Children were interviewed and surveyed about earth's nature, and the meanings of children's writings about nature were analyzed. The children who participated in this research showed a positive recognition of and attitudes towards the nature of the earth. Participants became keen observers of the world around them, examined the concept of change in nature, acquired knowledge about the earth through firsthand experiences, and developed caring attitudes for the natural world of the earth.

• Korean Journal of Childcare and Education
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• v.14 no.6
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• pp.205-218
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• 2018

Objective: The purpose of this study is to explore and analyze the way pre-service early childhood teachers think about teacher happiness through metaphor analysis. Methods: A total of 225 pre-service teachers were selected from 4-year universities in the Gyeongnam area and open questionnaires were distributed to the participants. A total of 207 out of the 225 questionnaires were selected for the study. Results: First, based on psychological well-being, positive interpersonal relationship, self-acceptance, autonomy, environmental control, and life purpose were derived. Pre-service early childhood teachers typified teacher happiness into five types: positive interpersonal relationships, self-acceptance, autonomy, environmental control, and life purpose. Second, pre-service early childhood teachers perceived teacher happiness as positive. Third, pre-service early childhood teachers perceived interpersonal relationships, self-acceptance, and purpose of life as positive, while environmental control and autonomy were perceived as negative. Conclusion/Implications: The results of this study suggest that it is necessary to improve the quality of teachers' education and to develop a program to raise positive awareness of future early childhood teachers. These study results can also be used as basic data for high quality teacher education.

• Korean Journal of Human Ecology
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• v.21 no.3
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• pp.527-537
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• 2012

Green consumption refers to a variety of activities including use and purchase of eco-friendly products and services and disposing of products in an eco-friendly manner. The goal of this research was to evaluate the effects of a green consumption education and awareness program offered to young children in a university-sponsored daycare. The education and awareness program was designed to improve young children's knowledge and behaviors toward the environment through green consumption education. The program was presented to 22 5-year old children in 15-20 minutes sessions, once a week for 4 weeks. Evaluation of the program was carried out through individual interviews with the children and their mothers. Upon the completion of the green consumption education program, there were noticeable changes in children's knowledge and behavior toward the environment. Mothers of participating children reported that children's environmental behaviors changed significantly, displaying a stronger green consumption attitude. This study suggests that environmental educational program during early childhood educational is an effective way of improving children's perceptions of environmental and conservation practices.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.10
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• pp.5995-6003
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• 2014

This study was performed to determine the recognition change and the effect of the experiential environment education on children and to obtain basic data for establishing an environmental education program appropriate for children based on the results. The subjects of this study were 200 kindergarten students and 200 mothers in Gu-mi,Gungbuk. The environment education program was applied to the kindergarten students, and their mothers observed the changes in the environmental living attitude and responded to the research tools. As a result, the environment education program improved the children's environmental living attitude. On the other hand, the effect cannot be observed in a short period. Continuous efforts will be needed and experiential environment education is very useful. In the sub-domain, the effect was high in the order of recycling, saving and prevention of environmental pollution. The effect on girls was higher than on boys, and the effect on six-year-children was higher than that of four-year-children. This study is significant in that it verifies how environmental education programs and activities have a positive influence on the establishment of children's behavioral, cognitive characteristics and their perception of the appropriate environmental knowledge.

• Journal of the Health Care and Life Science
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• v.9 no.1
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• pp.153-160
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• 2021

This study is to investigate the effect of early childhood teachers' resilience and social support on job stress. The degree of resilience, social support, and job stress was measured for 250 teachers of early childhood education institutions located in City I, and the relationship and relative influence were analyzed. For data processing, correlation analysis and multiple regression analysis were performed using the SPSS 18.0 program. As a result, first, early childhood teachers' resilience and social support were measured at a slightly higher level than average, and job stress at a slightly lower level. Second, the resilience and social support of early childhood teachers had a positive relationship, and the resilience and social support had a negative correlation with job stress. Third, as a result of analyzing the relative influence of early childhood teachers' resilience and social support on job stress, 83% explained that organizational environmental factors, material support, and behavioral factors affect job stress. These results suggest that it is most important to provide resilience and social support that can affect the reduction of job stress of in-service teachers.

• The Journal of the Korea Contents Association
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• v.16 no.7
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• pp.566-574
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• 2016

The purpose of this study was to determine the viewing trends in eco-childhood education. Analyte is analyzed, such as from 10 March 2008 and 2015 annual target of 97 pieces of thesis until March trends, research content, research methods. As a result, first, the ecological childhood education subjects infant destination, Teachers, took place in indoor and outdoor environments subject, parent targeted net was a study of the most frequent targets 5 years of single age, 4 years old, 3 years old, It was a three-order. Second, the research method consisted of the most experimental studies. Third, research topics include ecology toddler exploring related variables of education, ecological infant was the most common educational programs academic and theoretical basis for the direction sought, ecological Early Childhood Curriculum understanding and national levels of the education process, linking childcare courses, ecology teacher education the program was in order. Fourth, training in experiential learning is the most common forest garden gardening had appeared, walking activities, ecology, art, spirituality, work, raise animals and plants, environmental education in order.

• 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.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.11
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• pp.5091-5097
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• 2012

The purpose of this study is to figure out the effects of nature-friendly environmental education program on environmental pollution prevention and practice attitude of children. To achieve this, a survey was experimentally carried out on total 43 five-year old class children in Chungcheong Province-based preschools. They were classified into the experimental group made up of 12 male children and 10 female children, and the control group made up of 12 male children and 9 female children. The results of this study are as follows. First, there was no statistically significant difference in environmental pollution prevention and practice attitude between the control group. And there was an increase of general environmental pollution prevention and practice attitude in the experimental group, showing a statistically significant difference. Second, there was a decrease and an increase of the 'concern about nature', 'aesthetical experience' and 'emotional stability' by each sub-factor of environmental pollution prevention and practice attitude in the control group and the experimental group, respectively, showing a significant effect. And there was an increase of 'activities to prevent environmental pollution' and 'practice attitude' in both control group and the experimental group, showing a significant effect. As stated above, the nature-friendly environmental education program for children had positive effects on the environmental pollution prevention and practical attitude improvement. Consequently, it is proven that this program is useful for improving the environmental pollution prevention and practice attitude of children through education for repetitive life attitude of natural preciousness from early childhood.