• Title/Summary/Keyword: kindergarten teacher

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An analysis of Kindergarten Teachers' Perceptions of Children's Creativity Employing Q-methodological Approach (창의성에 대한 유치원 교사의 인식 유형 분석 : Q-방법론적 접근)

  • Park, Sun Mi;Yoo, Soo Kyung
    • Korean Journal of Child Studies
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    • v.29 no.4
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    • pp.231-248
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    • 2008
  • This research used Q-Methodology to investigate kindergarten teachers' perception style regarding children's creativity. The 30 participants had various teaching experiences and educational backgrounds and were teaching in a variety of types of kindergartens in the cities of Busan and Ulsan. Individual teacher's subjective perspective was the main target for the analysis. Results showed four types of teachers' perceptions of creativity : 1) perceiving creativity as children's creative thinking ability, 2) focusing on creative curriculum development 3) perceiving creativity as children's creative personality, and 4) focusing on either teacher's thorough understanding of children's creativity or teachers' creativity. These results indicate that teachers tend to perceive creativity in narrow and specific domains. These findings are discussed with respect to their educational implications.

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Church School Kindergarten Teacher Education Programs for Teachers' Perceptions and Needs Analysis (교회학교 유치부 교사교육프로그램에 대한 교사들의 인식 및 요구)

  • Kim, Sung Hye;Kang, Ran Hye
    • Korean Journal of Childcare and Education
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    • v.8 no.6
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    • pp.77-97
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    • 2012
  • This study aims to analyze the recognition and demands of church school kindergarten teachers enrolled in a kindergarten teacher training program. 278 kindergarten teachers in the Seoul and Gyeonggido area were chosen as the research objects and questionnaires were distributed to and recollected from them. The questions cover 3 areas: the recognition, necessity and contents of the training program for kindergarten teachers. The data from the collected questioners were processed to bring in frequency and percentage by question and an X2 test was employed to see whether there was a difference among background variables. In addition, mean and standard deviation were used for the questions regarding the program contents. The results showed that the teachers had a deep interest in and awareness of the necessity of the program. Among the demographic variables, they turned out statistically different by academic career, education-related career and major. Second, the list of the demands they made for the training contents for kindergarten teachers showed that they wanted, in the order of importance; educating parents, understanding young children, handling techniques of troubled children, effective communication skills with young children, and understanding their traits and teaching methods by trait and spiritual training of teachers.

The Effects of Kindergarten Teachers' Efficacy Belief on Mathematics Education Practices (유아 교사의 수학교수 효능감에 따른 수학수업실제에 관한 연구)

  • Chung, Chung Hee
    • Korean Journal of Child Studies
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    • v.22 no.4
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    • pp.225-241
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    • 2001
  • This study examines the effect that mathematics teaching efficacy has on teacher's mathematics education practices. Data was obtained from 220 kindergarten teachers who responded to the questionnaire, the mathematics teaching efficacy belief instrument (developed by Enochs). Among these 220 teachers, upper and lower 5 % of the teachers on mathematics teaching efficacy belief were chosen to identify the influence of mathematics teaching efficacy on mathematics activity style, teaching strategy, and teacher-child interaction. The results indicated that teacher's interest in math, previous participation in mathematics teaching method course mainly influenced mathematics teaching self-efficacy. Teachers with high mathematics teaching efficacy belief preferred providing mathematical learning activity than providing other learning areas. They employed effective mathematics teaching strategy such as high and medium cognitive distancing strategy and established positive teacher-child relationship. Implications for teacher education and professional development activities were discussed.

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A Study on the multimedia settings in Kindergarten (멀티미디어 활용(活用)을 위한 유아교육(幼兒敎育) 환경(環境))

  • Joo, Young-Ju;Kwak, Eun-Soon
    • Journal of the Korean Institute of Educational Facilities
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    • v.9 no.2
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    • pp.37-50
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    • 2002
  • Computers have become an indispensable part of everyday lives in 21st century. This is particularly true in early childhood education; multimedia use in kindergarten has rapidly grown in the last decade. Although ample research had been done on the issues of teachers' role in multimedia settings and selecting quality materials, few studies have been done on the proper environment for multimedia use in early childhood education. In this regard, this research examines the current status of multimedia use-animated illustration films, CD-ROM titles, and internet-in kindergarten. In addition, computer environment in kindergarten is investigated in order to provide guidelines for appropriate facilities and equipments. For smooth integration of computer activities into a school system, computers are located in ordinary classrooms in more than half of kindergarten in Seoul. Computers are used in independent lab settings in the last of the kindergarten in Seoul and there are four different types of lab settings. Among them computer at perimeter style is preferred for the ease of student-teacher, and student-student interactions. The importance of environment for early childhood education cannot be overestimated. It is so critical for early childhood education that the people in this field regard the environment as 'the third teacher' next to parents and teachers. Therefore the multimedia environment should also be considered seriously for the maximum use in early childhood institutions.

A Study on the Relationship between Self-Leadership and Teacher-Expertise in Kindergarten Teachers: Focusing on the Mediating Effect of the Teachers' Self-efficacy (유치원교사의 셀프리더십과 교사전문성의 관계: 교사효능감의 매개효과를 중심으로)

  • Choi, Mi Ae;Kim, Soon Young;Choi, Yang Mi
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.20 no.1
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    • pp.248-258
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    • 2019
  • The purpose of this study is to examine the relationship between self-leadership of teachers who conduct free-selection activities in kindergartens. In addition, we analyze the mediating effect of teacher self-efficacy. This study was conducted using data gathered through a survey conducted on 325 kindergarten teachers in Seoul and Gyeonggi-do areas from September 17 to 28, 2018. To analyze the data, the author used SPSS Statistics 22.0 and AMOS 20.0 programs to conduct reliability analysis, confirmatory factor analysis, correlation analysis, and structural equation modeling. The result of the verification of the hypothesis showed that self-leadership of kindergarten teachers who engaged in free-selection activities positively influenced self-efficacy. Self-leadership of teachers who employed free-selection activities had a positive effect on the expertise of teachers as well. Also, self-efficacy of kindergarten teachers positively affected expertise of these teachers. In addition, the self-leadership of kindergarten teachers mediated self-efficacy, so that the indirect effect on teacher expertise was statistically significant. Also, the direct effect of self-leadership on expertise of teachers was significant, which showed that the self-efficacy of the kindergarten teachers indirectly mediated the relationship between self-leadership and expertise of the teachers. This study showed that to enhance expertise of kindergarten teachers, this requires enhancing self-leadership of teachers. Also, in order to enhance the level of self-efficacy of teachers, necessary knowledge and skills that can enhance self-efficacy of these teachers in their working environment should be provided. In addition, someone who can play the role of active facilitator or helper is needed in order to enhance expertise of these teachers.

Exploration of related variables to teacher strategy and child strategy of teacher-child interaction about play rules in kindergarten (유치원 놀이 규칙에 대한 교사-유아 상호작용에서 교사 전략과 유아 전략에 영향을 미치는 변인 탐색)

  • Wee, Su-Kyeng;Park, Eun-Hye
    • Korean Journal of Human Ecology
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    • v.16 no.6
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    • pp.1169-1183
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    • 2007
  • The purpose of this research is to explore the strategy of teacher and the strategy of child in teacher-child interaction according to related variables. The participants of this research are 2 classroom teachers and their 54 5-year-old kindergarten children(27 boys and 27 girls). To collect the data, child's classroom activities were observed and videotaped using event sampling 90 times(30 times per beginning, middle, and end). Repeated test, two-way ANOVA, Scheffe test used for data analysis. The results of this research were as followed; First, over time there were differences between strategies of teacher and strategies of child during teacher-child interaction. Second, in child variables there were differences in strategies of teacher and strategies of child during teacher-child interaction according to child's gender. Third, in environment variables there were differences between strategies of teacher and strategies of child according to play rules and play areas.

An Analysis of Teacher-Child Interaction Level based on Factors of Characteristics of Institution, Teacher, and Child Group (유아교육기관, 교사 및 유아집단 특성에 따른 교사-유아 상호작용 수준 분석)

  • Park, Chang Hyun;Na, Jung
    • Korean Journal of Childcare and Education
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    • v.8 no.6
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    • pp.99-125
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    • 2012
  • Teacher-child interaction was included in kindergarten and child care center accreditation evaluation and is considered as important as teaching and learning methods in the newly implemented Nuri curriculum. The purpose of this study was to confirm the difference of levels (emotional. verbal, behavioral) for the style of the interaction between teachers and children in kindergarten and child-care centers and to analyze direct effect and interaction effect, according to institution(kindergarten, childcare center). teacher(age, educational career, academic career), and child group(child number, child age) variables. The subjects in this study were 191 teachers in kindergartens and child-care centers in G region in Seoul. The overall average of the teacher-child interaction (emotional, verbal and behavioral interactions) was significantly higher, and there were not significant differences depending on the institution type and child group. According to the results of this study, factors of teacher characteristics affected the teacher-child interaction more than child-concerned variables.

The Effect of Private Kindergarten Teacher's Teacher Efficacy and Communication Competence on Job Stress (사립유치원교사의 교사효능감과 의사소통능력이 직무스트레스에 미치는 영향)

  • Choi, Eun Hye
    • Korean Journal of Childcare and Education
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    • v.11 no.2
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    • pp.39-57
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    • 2015
  • The purpose of this study was to identify the influence of private kindergarten teachers' teacher efficacy and communication competence on their job stress. The subjects in this study were 161 private kindergarten teachers working in kindergartens in Gyeong-gi province. For the research analysis, frequency, Cronbach's ${\alpha}$ coefficient, and Pearson's correlation were calculated and regression analysis were conducted. The results are as follows. Firstly, it was revealed that personal teacher efficacy does have statistically meaningful negative influences on job stress as a whole as well as the sub-factors of job stress, but general teacher efficacy has meaningful negative influences only on the personal-related stress of the sub-factors. Secondly, communication competence has statistically meaningful negative influences on job stress as a whole as well as the sub-factors of job stress. Through this study, it is possible to provide a basic guideline to configure the subject content that enhance teacher efficacy and make them give full play to communication competence and develop a positive attitude for coping with job stress in a curriculum for private kindergarten teachers.

A Study on Parenting Efficacy and Parenting as a Teacher of the Volunteer in the Kindergarten (유치원 학부모 자원봉사자의 양육효능감과 교사로서 역할수행에 관한 연구)

  • Lee, Sae-Na
    • Korean Journal of Human Ecology
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    • v.17 no.3
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    • pp.377-387
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    • 2008
  • The study is to research their parenting efficacy and parenting practices of a parent teacher as a volunteer(PTV) in the kindergarten. The subjects were mothers (N=127) in Choongbuk Province who had had volunteer education as a teacher assistant. The data were collected by their completing a questionnaire about Parenting efficacy and a Parent As A Teacher inventory (PAAT). The results include as follows: firstly, in PTV's parenting efficacy, 'the type of educational institution children are attending' is an important variable. Secondly, 'mother's educational background', 'father's educational background', and 'the type of educational institution children attending' are important variables in volunteer parents' parenting practices. Besides, 'mother's educational background' and 'participation motivation in volunteer activity' are important variables in parenting practices of 'control/permission' and of 'teaching/learning', and in general parenting practices. Finally, 'parenting efficacy', 'mother's educational background', and 'the sex of children' are important variables in volunteer teachers' parenting practices.

The Moderating Effect of Children's Verbal Ability in the Relation Between a Child's Shyness and Teacher-Child Relationships in Kindergarten (유아의 수줍음과 교사-유아 관계 간의 관계에 대한 유아 언어능력의 조절효과)

  • Kwon, Yeon-Hee
    • Korean Journal of Childcare and Education
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    • v.14 no.4
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    • pp.109-126
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    • 2018
  • Objective: The purpose of the present study was to explore the moderating role of children's verbal ability in the relation between shyness and teacher-child relationships. Methods: Participants were 200 children, their mothers, and their kindergarten teachers. Children's shyness was rated by their mothers and teachers, and children's verbal ability was measured using the language problem solving ability test. And teachers completed a rating scale in order to examine the teacher-child relationship. The collected data were analyzed using correlations and hierarchical multiple regressions. Results: Children's shyness had a negative relation to close teacher-child relationships. And child's verbal ability was significantly related to teacher-child relationships. Hierachical regression analysis indicted to the interaction of child's shyness and verbal ability predicted close teacher-child relationships. Children's shyness, those who demonstrated the lowest level of child's verbal ability, was significantly associated with close teacher-child relationships. Children's shyness had no significant relation to close teacher-child relationships, especially for the highest level of children's verbal ability. Conclusion/Implications: We suggested that verbal ability training for children might be valuable for shy children in order to buffer the link between shyness and teacher-child relationships.