• Title/Summary/Keyword: early childhood teacher

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Analysis of Relationships and Effects of Pre-service Early Childhood Teacher's Motivations of Choosing a Teaching Profession Related to Educational Belief and Self-directed Learning Readiness (예비유아교사의 교직 선택동기, 교육신념과 자기주도학습준비도의 관련 및 효과 분석)

  • Yoo, Kwiok
    • The Korean Journal of Community Living Science
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    • v.28 no.1
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    • pp.115-130
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    • 2017
  • This study was conducted to examine the relationship between pre-service early childhood teacher's motivations of choosing a teaching profession, educational belief, and self-directed learning readiness. The sample included 308 early childhood education major students, and the data were collected using the Modified Orientation to Teach Survey (MOTS), Teaching-belief type scale, and self-directed learning readiness scale. A statistical analysis included correlation analysis and stepwise multiple regression analysis. The results were as follows: 1) analysis of the relationship between pre-service early childhood teacher's motivations of choosing a teaching profession, educational belief, and self-directed learning readiness conveys that intellectual stimulation and self-directed learning had the strongest relationships while nature of work had the weakest. For educational belief and self-directed learning readiness, maturationism and interactionism showed significantly positive correlations while behaviorism displayed a negative correlation. Behaviorism had a significantly negative correlation with openness for challenge, a sub-factor of self-directed learning. 2) Analysis of the effect of pre-service early childhood teacher's motivations of choosing a teaching profession and educational belief on self-directed learning readiness indicates that pre-service early childhood teacher's motivations of choosing a teaching profession had a stronger effect on self-directed learning. These results suggest the following: successful performance as an early childhood teacher not only requires receiving institutionalized education but also self-directed learning while working as an early childhood teacher.

Child Development Knowledge and Early Childhood Teacher Education: A Post Modern Perspective (포스트 모더니즘적 관점에서 본 아동발달지식과 유아기 교사교육)

  • Lee, Yeoun Seung
    • Korean Journal of Child Studies
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    • v.21 no.3
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    • pp.41-51
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    • 2000
  • This study discusses the interpretation and application of a post modern perspective to child development knowledge and early childhood teacher education. The survey of literature focused on the post modern approach to child development knowledge and early childhood teacher education, research in the reassessment of child development knowledge as it is challenged by the post modern perspective, and deconstruction of both child development knowledge and early childhood teacher education. It was concluded that child development knowledge is necessary but insufficient to early childhood teacher education. In the post modern perspective, the movement toward fostering "reflective practitioners" and basic knowledge base is more significant. Therefore, the responsibility of academics is to walk the fine line between presenting a formal knowledge base so that students gain assumption to guide their thinking and practice, critiquing both theory and derived practices.

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Development of the Workplace Spirituality Belief Scale for Prospective Early Childhood Teacher (예비유아교사의 일터영성신념 척도 개발)

  • LEE, Kyeong-Hwa;JO, Jun-Oh;SIM, Eun-Joo
    • Journal of Fisheries and Marine Sciences Education
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    • v.27 no.5
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    • pp.1290-1302
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    • 2015
  • The aim of the study was to develop the scale for measuring prospective teacher's belief on workplace spirituality. The researchers revised the 'Workplace Spirituality Scale for Early Childhood Teacher (Lim, 2014)' into the draft of 'Workplace Spirituality Belief for Prospective Early Childhood Teacher (WSBS_PECT)' and then validated the draft of WSBS_PECT statistically. The data were collected from 664 prospective teachers participating 5 early childhood teacher programs. EFA, CFA, Correlations and some statistical methods were carried out for testing validity and reliability of the scale. As a result, the WSBS_PECT with 21 items of 4 factors - i.e. 'awareness of meaning of life', 'belief on calling for ECE teacher job', 'belief on relationships in community', and 'belief on membership in community'- was developed and identified as a available measurement for prospective childhood teachers.

The Effects of Early Childhood Teacher-led Child-Centered Group Play Therapy on the Sociability of Young Children (보육교사에 의한 아동중심 집단놀이치료가 유아의 사회성에 미치는 영향)

  • Jeon, A-Jeong;Kim, Tae-Eun
    • Korean Journal of Childcare and Education
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    • v.14 no.6
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    • pp.35-51
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    • 2018
  • Objective: The purpose of this study was to examine the effect of early childhood teacher-led child-centered group play therapy on young children's sociability. The changes of sociability in the therapeutic process were also examined. Methods: The subjects of this study were 12 young children who were five years old and attended a child care center in Gangwon-do. Subjects were divided into an experimental group and a control group. The experimental group received 15 early childhood teacher-led child-centered group play therapy sessions twice a week. The sociability scale was used for pre-post tests and the data were analyzed using SPSS 23.0. Every session was video-taped and recorded verbatim. Qualitative data were analyzed to examine changes in sociability. Results: Children who participated in the early childhood teacher-led child-centered group play therapy demonstrated significant improvement in sociability. During the therapy sessions, children's expressions and behaviors associated with sociability gradually increased. Conclusion/Implications: This study supports the use of early childhood teacher-led child-centered group play therapy as an effective intervention strategy for young children to improve their sociability.

Relationships among Teachers' Organizational Commitment, Organizational Loyalty Behavior, and Working Satisfaction in Day Care Center (보육교사의 조직몰입 및 조직충성행동과 업무만족과의 관계)

  • Oh, Kyoung-Sook;Chough, Jin-Hee
    • Korean Journal of Human Ecology
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    • v.20 no.3
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    • pp.505-519
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    • 2011
  • The purpose of this study was to analyze the relationship between organizational commitment, organizational loyalty, and working satisfaction of 162 teachers in daycare centers in Gyung-gi province. Three questionnaires about the organizational commitment which Allen and Mayer(1990) developed and Son Sobin(2002) revised, organizational loyalty behavior which Jo Bumsang(2004) revised, and working satisfaction which Kim Sunja(2005) developed, and the researcher revised were used for this study. For this study, the data was analyzed using descriptive statistics, independent t-test, and Pearson correlation. The results were as follows: first, the early childhood teacher's organizational commitment was average, and there was a significant difference according to the teacher's academic background. Second, the early childhood teacher's organizational loyalty was also average, and there were significant differences according to the teacher's age and academic background. Third, the early childhood teacher's working satisfaction was below average level, and there was a significant difference according to the teacher's working hours. Last, the early childhood teacher's organizational commitment, organizational loyalty behavior, and working satisfaction showed the positive relationship. In conclusion, the government and the director of daycare centers should support for the teacher's psychological satisfaction because the early childhood teacher's psychological state is highly related to successful organization of daycare centers.

Development of Workplace Spirituality Scale for Early Childhood Teacher (유아교사의 일터영성 척도 개발)

  • Lim, Jeong-Su;Sim, Eun-Joo;Lee, Kyeong-Hwa
    • Journal of Fisheries and Marine Sciences Education
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    • v.26 no.4
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    • pp.717-735
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    • 2014
  • This study aims to develop and validate the WSSECT (Workplace Spirituality Scale for Early Childhood Teacher) through literature review and statistical tests. The initial version with 40 items based on two dimensions of spirituality in individual and professional level was constructed. Then, it was revised twice for improving reliability and validity. Finally the WSSECT was constructed of 4 factors - i.e. 'calling for ECE teacher job', 'meaning for life', 'membership in educational community' and 'awareness of inner life' - including the 23 items. The scale will be expected to identify workplace spirituality of early childhood teacher.

The Construction of an Early Childhood Teacher Efficacy Scale (유아 교사 효능감 척도 개발 연구)

  • Kim, Sun-Young;Seo, So-Jung
    • Korean Journal of Child Studies
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    • v.31 no.4
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    • pp.91-110
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    • 2010
  • The purpose of this study was to develop a valid and reliable early childhood teacher efficacy scale. As part of this process, the final version of the early childhood teacher efficacy scale was examined in order to reflect the characteristics of the subjects who participated in this study, namely, 598 in-service teachers employed at kindergartens and child care centers. Our data was analyzed according to both the reliability and validity of the scale. the main results of this study were as follows. The overall internal consistency was relatively high (Cronbach's ${\alpha}$ = .91~.93). In addition, the content reliability was examined by a panel of experts in the field. The results of the factor analyses identified 6 sub-constructs with 59 items, thus clearly establishing the construct validity. Moreover, the concurrent validity of this scale was established. The results of correlational and t-test analyses found that the constructs of this scale reflected the characteristics of early childhood teachers.

Priority Analysis and Implications on the Early Childhood Teacher's Rights: Comparing the Practical and the Academic Experts Using the AHP (계층분석방법(AHP)을 활용한 보육교사 교권의 상대적 중요도 분석: 실무 및 학계 전문가 비교)

  • Choi, Yang Mi;Park, Mi Kyung;Lee, Hong Jae
    • Korean Journal of Child Education & Care
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    • v.17 no.2
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    • pp.25-44
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    • 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.

Exploratory Research into the Role of early childhood teacher based on Relationship -Centering on the case in Korea and Japan (관계성에 기초한 유아교사의 역할 탐색 연구 -한국과 일본의 사례를 중심으로-)

  • Kweon, Mee-Ryang
    • Korean Journal of Childcare and Education
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    • v.7 no.1
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    • pp.93-120
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    • 2011
  • This study was aimed at inquiring into the role characteristics of a early childhood teacher, who can put an act of tending & examining into practice, and organizing a role by analyzing the concrete reality based on the relationship with a early childhood teacher's role in Korea and Japan. As a result, this study could take a look at the characteristics, such as relation with conversation, relation through sensation and body, relation with familiarity, and relation by living through the cases in Korea. As for the cases in Japan, there appear the characteristics, such as relation through natural things, relation as an equal participant, relation with bodily movement, and relation with daily life. Based on the result of the analysis, this study organized a early childhood teacher's role as relationship through object-oriented language, relationship based on sensation, relationship based on fellowship, and ecological relationship.

The Design of the Educational Computing Course for Early Childhood Teacher (유아 컴퓨터 교사를 위한 교육과정 개발에 관한 연구)

  • Kim, Young-Hee
    • The Journal of Korean Association of Computer Education
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    • v.8 no.3
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    • pp.19-28
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    • 2005
  • The purpose of the research is to examine design of the educational computing course for early childhood teacher. It was based on a development of the early childhood and unification of the computer activities in the curriculum. For these purpose, a number of literatures for the early childhood computer activities and teacher's want of the computer training were reviewed. In a result, it was made prototype of the educational computing course for early childhood teacher. Then, It was corrected and strengthened since then answered by 15 national kindergarten teacher located in Taejon. Based on these quality analysis, we designed a curriculum model for educational computing course for early childhood teacher. The developed the educational computing course for early childhood teacher would help the teachers to have critical attitude and necessary skills to access useful information using a computer and to appropriately respond to the changing educational environments by adopting computers in schools.

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