• The Korean Journal of Community Living Science
• /
• v.22 no.4
• /
• pp.519-533
• /
• 2011

The objective of this study was to follow up changes in knowledge related to the mathematics education field work of preliminary early childhood teachers. The subjects of this research were 28 students who were taking mathematics education courses in early childhood education departments at various universities. This research ran for 15 weeks and was conducted through field work relating to mathematics education. The study collected data from pre-service teachers' knowledge, the diagram of concept, writing journals, interviews, and materials from the internet. Through this procedure, pre-service teachers' knowledge for mathematics education could later be expanded, ordered, and integrated. In addition, pre-service teachers not only understood the importance of contents and levels of lesson plans, but also learned how to utilize educational media to make effective lessons. Furthermore, pre-service teachers realized that the mathematical concepts of students could be expanded depending on the contents and methods of pre-service teachers' lesson plans and students could then apply these concepts into daily situations.

• Journal of the Korea Society of Computer and Information
• /
• v.20 no.11
• /
• pp.97-104
• /
• 2015

In this study, the investigator distributed total 100 questionnaires by childcare center teachers in final analysis. The purposes of the study were to examine teachers' perceptions of early childhood music education provided by childcare centers or kindergartens and also the difficulties they experienced with the instruction of early childhood music education and thus provide basic data to develop an educational program for early childhood teachers and search for a direction in early childhood music education in the field of education. The findings were summarized as follows: Both kindergarten and childcare center teachers showed a high perception level of need for and importance of early childhood music education. The teachers thought that early childhood music education facilitated the development of young children across all areas and promoted their pleasure and expressive abilities. Providing music education, the teachers faced difficulties due to the lack of musical knowledge, basic musical skills, and experiences with and confidence in musical activities. They also felt a need for teacher education.

• Korean Journal of Childcare and Education
• /
• v.12 no.3
• /
• pp.41-60
• /
• 2016

The purpose of this study was to examine differences in multicultural early childhood teaching activities according to the general characteristics of early childhood teachers, to analyze the relationships and effects of early childhood teachers' happiness, variables of attitudes toward the teaching profession, and variables of multicultural teaching, and ultimately to identify variables related to early childhood teachers that explain multicultural early childhood teaching activities. For this study, 270 teachers in charge of young children from multicultural families at early childhood education institutions were sampled. When the 'age' variable, which might affect multicultural teaching activities, was excluded and the relationships among early childhood teachers' variables as independent variables were analyzed, happiness and obsessive passion were found to have an effect on multicultural teaching activities. These findings suggest that early childhood teachers' happiness and passion for teaching needs to be enhanced as an effort to set the direction of multicultural education fit for the characteristics of Korea in the field of early childhood education, where the foundation of culture is laid and prejudices are easily formed.

• Korean Journal of Childcare and Education
• /
• v.19 no.2
• /
• pp.119-141
• /
• 2023

Objective: This study aimed to investigate Pre-service early childhood teachers' perceptions and roles regarding young children's free play time. Methods: The study utilized the photovoice method and involved 21 pre-service early childhood teachers who expressed interest in participating. Participants were enrolled in an infants teaching methodology class in B city. The study involved four virtual meetings conducted via untact teams, and the automatic recordings of these meetings were transcribed for analysis. Results: The results revealed that pre-service early childhood teachers recognized young children's free play time as a period to enjoy full freedom, develop as the main agent of their lives, and express their imagination. Furthermore, pre-service early childhood teachers perceived their roles during young children's free play time as a specialist infant observer, a connector between play and learning, and a versatile supporter. Conclusion/Implications: The findings suggest the need for a systematic curriculum to provide pre-service early childhood teachers with a balanced perspective and awareness of the meaning of free play and teacher roles. The study highlights the importance of expanding pre-practice courses for observation of play and field-oriented curriculum for incumbent teachers.

• Fire Science and Engineering
• /
• v.20 no.1 s.61
• /
• pp.15-22
• /
• 2006

This study intends to raise the fire safety awareness level which the teachers have in infant schools. The results of the study are as follows. The early childhood teachers consider the fire safety awareness level of our society low, though their fire safety awareness level be above the average. The education program for the fire safety is mapped out and the teachers prefer an observation class and a field trip for the program in almost infant schools. The early childhood teachers have difficulty acquiring the knowledge for the field experience and work and getting teaching aids for the fire safety. Therefore the early childhood teachers extremely much desire teaching aids for infants to be developed and diffused.

• Journal of Fisheries and Marine Sciences Education
• /
• v.24 no.1
• /
• pp.56-78
• /
• 2012

This study which is an alternative exploration for improving the quality level of instruction considering the perception of the teachers in early childhood education field on instructional design is to develop Differentiated Instructional Design Model coincides with the purpose of differentiated instruction curricula and with instructional design principles, and to find out whether the model has significant effect on development of teacher's professionalism. With these purposes, the perception of 343 teachers from early childhood education institutions are investigated, and after component variables are set by drawing the instructional design model available in early childhood education field and reviewing the literature of differentiated instruction model, the Differentiated Instructional design Model for Early Childhood are developed based on FGI(Focus Group Interview) expert evaluation. The experimental study of 88 teachers working in childcare facilities was implemented for effectiveness verification. As a result, first, most teachers consider the priority on making the lesson plans as the development of early childhood and Kindergarten Educational Subjects, and they realize the development of instructional design model which contributes on lesson planning and implementation is much needed. Second, the Differentiated Instructional design Model for Early Childhood are developed, which consists of the cyclic process - pre-lesson phase, lesson implementation phase, and assessment phase -based on development characteristics of early childhood. Third, the experiment of the developed model showed that the scores of experimental group is significantly higher than those of comparative group in knowledge and technique development aspect, and self-understanding development aspect among the aspects of development of teacher's professionalism.

• Journal of the Health Care and Life Science
• /
• v.11 no.1
• /
• pp.97-103
• /
• 2023

The purpose of this study was to find out view on the teaching profession of teachers working in early childhood education and to find ways to support teachers in the field. Data were collected through telephone interviews with 16 teachers at private kindergartens and daycare centers in Chungnam and Daejeon. As a result of the research, active support is needed to form a teaching profession based on an understanding of the profession. In addition, there is a need to create an atmosphere that can improve the perception of the teaching profession in society, as well as institutional mechanisms to ensure that the teaching authority can be adequately established. Various programmes related to the formation of the right teaching profession to develop an understanding of the profession of pre-school teachers should be provided as retraining to teachers in the field.

• Korean Journal of Child Studies
• /
• v.37 no.5
• /
• pp.129-144
• /
• 2016

Objective: This study's purpose was to develop a teaching competency scale for character education for early childhood teachers and to examine its reliability. Methods: The study procedure was as follows: First, scale items were generated by reviewing the literature as a deductive approach and focused interviews with 8 field experts in an inductive approach. Second, face validation was assessed by 7 academic experts, and statistical validation processes were done twice. The data used in the final statistical analyses included 206 questionnaires for early childhood teachers. Statistical validation included item response analysis, item discrimination analysis, exploratory factor analysis, confirmatory factor analysis, and reliability analysis. Results: The 3 factors identified were as follows: Communicate teaching competence, practical teaching competence, and instrumental teaching competence. The validity and reliability of the Teaching Competency Scale for Character Education in Early Childhood Teachers were acceptable. Conclusion: This new scale will be a useful tool to better support character education for early childhood teachers and contribute to providing a basis for developing more sophisticated tools.

• Korean Journal of Childcare and Education
• /
• v.15 no.4
• /
• pp.59-81
• /
• 2019

Objective: The purpose of this study was to analyze the influence of early childhood science education instruction through the implementation of science teaching methods and science teaching attitudes of preschool teachers. Methods: This study was conducted on 52 female students in the early childhood education department of Early Childhood Science Education at G university in Gyeongbuk province. The data collected in this study were analyzed through reliability analysis, carbon scanners verification, and homogeneity verification; ANCOVA was used to verify the effectiveness of the program. Results: First, the results showed that the post-test belief of science teaching methods of the experimental group were significantly different than that of the control group. Second, the results showed that the post-test scores of science teaching attitudes of the experimental group were significantly higher than that of the control group. Conclusion/Implications: This study suggests that there were positive influences of early childhood science education instruction through the field practice on the belief of science teaching methods and science teaching attitudes of preschool teachers.

• Korean Journal of Childcare and Education
• /
• v.5 no.1
• /
• pp.41-57
• /
• 2009

This study investigated the teaching practice of students attending a three-year early childhood education course in K City, Gyeonggi Province, as well as the educational environments of 72 kindergartens and child care centers where they received field training and which were located in Gangseo-gu, Seoul, Incheon Metropolitan City, Bucheon, and Ilsan. After four weeks of teaching practice, those prospective teachers were surveyed for their objective opinions and current state regarding the practice guidance for students, teachers' working hours and wages, and female dominance in number among early childhood educators and heads of early childhood education institutions. Those data were collected to understand the operations of early childhood education institutions and the current teaching practice. According to the analysis results, the students of the early childhood education major said the four-week teaching practice was very helpful for them to understand the field and thus had positive receptions of it. Most of the prospective teachers felt the heaviest burden and experienced the biggest shortcomings in practical skills such as music, art, and hand play during class. They also felt a partial need for male counterparts. Those findings will help prospective teachers understand the field further before going out on the field and the teaching bodies have specific ideas about what kind of guidance is provided by kindergartens or child care centers. In addition, they will hopefully serve as basic data to form organic connections between the educational institutions and the field to produce more talented early childhood education teachers.