• Korean Journal of Childcare and Education
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• v.17 no.6
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• pp.1-14
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• 2021

Objective: The purpose of this study was to classify early childhood educators' perfectionism types and to identify differences in teacher self-efficacy and teachers burnout according to the types of perfectionism. Methods: The participants of this study were 309 teachers working at early childhood education centers in Seoul, Gyeonggi-do, Daejeon, Se-jong, Kim-Cheon, and Hong-Sung, South Korea. Early childhood educators were surveyed regarding perfectionism, teacher self-efficacy and teacher burnout. The collected data were analyzed using K-means cluster analyses and analysis of covariance. Results: Cluster analyses with self-oriented perfectionism and other-oriented perfectionism as cluster variables resulted in three types of perfectionism among early childhood educators; 'self-other directed perfectionism(33.0%)', 'other directed perfectionism(35.0%)' and 'non perfectionism(32.0%)'. Educators with self-other directed perfectionism reported higher teacher self-efficacy and lower teacher burnout than educators with other directed perfectionism or with non perfectionism. Conclusion/Implications: Early childhood educators' perfectionism may be a significant personality trait linked to quality of education and care in real education settings.

• Korean Journal of Child Studies
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• v.37 no.3
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• pp.69-82
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• 2016

Objective: This study aimed to explore early childhood educators' anxiety regarding science education via Q-methodology. Methods: As the first step, 268 Q samples were collected from resources such as books and research papers related to science education for young children. Through five stages of excluding and modifying, a set of 33 Q statements was finalized. The P sample consisted of 40 early childhood educators and was based on educational levels, years of teaching experiences and types of centers. The collected data were analyzed using QUANL statistical program. Results: The results of this study indicate that science anxiety among early childhood educators are classified into four types, explaining 45.13% of the total variance. Conclusion: We conclude that early childhood educators' science anxiety stems from "preparing educational environment and materials," "instructional methods focused on process and scientific inquiry skills," "lack of understanding regarding early childhood science education," and "simple science avoidance."

• The Journal of the Korea Contents Association
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• v.16 no.1
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• pp.13-23
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• 2016

This research studies the discrepancy between the perception and reality of the early childhood educators regarding the creative competency of the early childhood education institutions, and the differences stemming from the background characteristics of the educators. Subjects were 114 early childhood educators drawn from kindergartens in Daegu and Gyeongbuk province. 180 questionnaires were delivered through physical visit or mail to the institutions. The collected data were analyzed using t-tests, one-way ANOVA and the Scheffe post hoc test, and the result is as thus. Firstly, the discrepancy between the perception and the reality of the educators was significantly different in all sub-domains. Secondly, The discrepancy between the perception and reality, according to the background characteristics, showed significantly different in the following domains: according to the position of the educators, in some sub-domains of autonomy; according to the academic background, in some sub-domains of the leadership; according to the career of the educators, in some sub-domains of diversity; and according to the age of the educators, in some sub-domains of diversity and leadership.

• International journal of advanced smart convergence
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• v.8 no.3
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• pp.138-144
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• 2019

Understanding teachers in the early childhood education is crucial as it can not only affect the quality of children's education but also cause many critical problems such as child abuse. A significant amount of research work has been made on the use of robots in childcare classrooms. The finding from the research has shown many advantages such as the improvement of learning performance, social/emotional skills, creativity, concentration period, physical and cognitive development. However, most of the study has been implemented at the K-12 classrooms but not much has been focused on the education at the early childhood classrooms. Importantly, it is very crucial to understand teachers' perception, demands and technical competence about the new teaching tool, in order to maximize its educational effect. This paper investigates some critical issues existing in both teaching and managing in the early childhood education. It will also explore teachers' perceptions and expectations on the use of robots to identify some dilemmas that exist in their working and teaching environment. A survey study was conducted with 119 early childhood educators in South Korea. It analyzed the educators' perception of using robots to improve their teaching performance and to make better outcomes for children, investigated job satisfaction and difficulties that they have in the current work environment. This paper concludes with several guidelines for integrating and setting robotics in the early childhood environment, in order to engender productive outcomes for the future early childhood education.

• Korean Journal of Child Studies
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• v.20 no.3
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• pp.339-349
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• 1999

Multiple regression and stepwise logistic regression was conducted to examine the relationships of work conditions, individual characteristics, and burnout (emotional exhaustion, depersonalization, personal fulfillment). Subjects were 144 early childhood educators. Teachers most likely to leave the profession were more educated, has less teaching experience and reported higher levels of burnout (i.e. high emotional exhaustion and lower personal fulfillment). Turnover was also predicted by high depersonalization, lower personal fulfillment, working overtime, and perceived choice of other jobs. Implications of these results for early childhood programs were discussed.

• Korean Journal of Childcare and Education
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• v.16 no.5
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• pp.127-154
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• 2020

Objective: This study aimed to show and analyze the flow, content, and meaning of (prospective) early childhood educators reflective thoughts entailed in the process of planning, implementing and evaluating storybook reading by analyzing reflective journals written by technical college students enrolled in an advanced major curriculum after they completed a storybook reading assignment. Methods: The subjects of this study were 39 technical college students enrolled in an advanced major curriculum that participated in a 15-week-long 'storybook seminar' course. This study analyzed journals on storybook reading written by the students as an assignment for the storybook seminar course. Results: As a result, four categories of selecting a storybook, planning the reading of the selected storybook, actual reading of the storybook and subsequent activities were extracted according to the implementation process of storybook reading. Through this series of experiences, (prospective) early childhood educators had a childt-centered view of reading picture books, changed the method of reading picture books, re-recognized the importance of early childhood literature education, and developed a will to develop professionalism through reflective thinking. Conclusion/Implications: This study finds its meaning in showing the reflective thinking that occur within early childhood educators that plan, implement and evaluate storybook reading.

• Korean Journal of Childcare and Education
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• v.18 no.2
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• pp.57-84
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• 2022

Objective: The purpose of this study is to examine the perceptions of early childhood educators about the role of middle managers in daycare centers. Methods: A survey was conducted with 254 educators including directors, middle managers, and teachers working at daycare centers located in Jeonbuk. An interview was then conducted with 18 educators working at six different centers. IPA for the survey and thematic analysis were performed for the interview contents. Results: The results show that all the participants perceived that communication among managers, daycare staff, and related organizations should be improved most urgently; in the interview, middle managers as a solver of the uncomfortable relationship between directors and teachers and as a linker between generations were emphasized. Also, the directors and middle managers recognized that the skills to have as middle managers needed to be improved most urgently, and the teachers recognized nothing needed to be improved urgently. Different emphasis for the need of supports for environment and systems was made in the interview by each position. Conclusion/Implications: The study discussed the necessity of the official position of middle managers in a daycare center to promote the professionalism of early childhood educators.

• International Journal of Advanced Culture Technology
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• v.12 no.2
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• pp.119-135
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• 2024

The research is centered on veteran educators in the field of early childhood education who possess more than 20 years of teaching experience and have been recognized with awards for their outstanding achievements. The selection of participants was based on specific criteria, such as the number of years of experience and recognition received from the Ministry of Education's Teaching Innovation Competition in Korea. Eight teachers who met the specified criteria were selected to participate in the study. A qualitative phenomenological research study was carried out using semi-structured interviews to gain insight into the experiences and perspectives of the participants. The study identified five main themes: cultivating interpersonal relationships, establishing interactive classroom settings, providing impactful educational methodologies, facilitating healthy habits and character education, and creating a supportive environment for teachers' well-being. The study seeks to improve comprehension of teaching methodologies and offer suggestions for professional development, teacher training, and educational policies.

• Journal for History of Mathematics
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• v.28 no.6
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• pp.349-363
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• 2015

In this paper, we explore about Korean early childhood mathematics education history. Actually, mathematics education history is mathematics education curriculum's history. Korean education curriculum has been influenced by the US and European prominent educators: Montessori, Piaget, Bruno, and Dewey, etc. We investigate how those philosophy and thoughts were adopted in Korean early childhood mathematics education curriculums from 1st to 2015 amended curriculum. Also, we can see that NCTM's content standards and Korean Nuri curriculum are the same in the basic concepts: number and operations, space and shapes, measurement, understanding of patterns and data collection.

• Journal of Korea Entertainment Industry Association
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• v.15 no.7
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• pp.107-123
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• 2021

This research aims to review the training systems and curriculums of early childhood educators in Korea and France and seek directions to improve teachers training in Korea. To achieve the research purpose, this article compares three criteria, namely teacher training institutes, training systems, and curriculums based on the legal systems of Korea and France. Below are the summaries of the comparison. First, the training for teachers in France is carried out by the INSPÉ, the state-level single training system, for those who have bachelor's degrees. Second, the second year INSPÉ students or preliminary teachers take national teacher qualification tests. If they pass the tests, they are sent to the teaching fields as licensed teachers. Third, there are 3-year scholarship programs and support for practicums as part of the INSPÉ curriculum through the teacher support system in France to select highly qualified teachers. Fourth, the French curriculums prioritize basic knowledge skills, integration of school systems, teaching practicum experiences that are tied to the teaching fields, and research and analysis of practicum experiences.