• Korean Journal of Childcare and Education
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• v.16 no.4
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• pp.93-110
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• 2020

Objective: The purpose of this study was to explore the early childhood education teacher's ability to implement play-centered curriculum that is recognized by an early childhood education expert based on an analysis of focus group interviews. Methods: Two professors of early childhood education, two directors of daycare centers, and two early childhood education teachers participated in the focus group interview. The interview was conducted three times. The interviewed data were categorized and compared. Results: The action competence of the play-centered curriculum required for early childhood teachers were categorized into the following categories; comprehending play, recognizing play, and practicing child-centered play. Detailed factor competencies were required for understanding play, reflective thinking, reading play, recording play, playing like a child, and supporting play. Conclusion/Implications: For actualizing play-centered curriculum, early childhood education teachers needed to comprehend, recognize, and practice for child's play. Furthermore, we discussed the necessity and direction of teacher education to improve the teacher's action competence for play-centered curriculum.

• Korean Journal of Childcare and Education
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• v.18 no.2
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• pp.1-18
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• 2022

Objective: A teacher learning community was developed in order to implement a play-centered curriculum at a child care center, and teachers' experiences during the process were explored. Methods: The teacher learning community was carried out for a total of 23 sessions. One researcher and six teachers participated in this study. Data including the transcripts of recordings of the teacher learning community, transcripts of individual teachers' interview recordings, teachers' reflective journals, and social media posts were collected. Data were analyzed according to the qualitative data analysis procedure. Results: The teachers recognized their experiences of the teacher learning community as follows: (1) encouraging and empowering each other to find a way together, (2) self-reflection, communication and sharing with experiences, (3) becoming a teacher who practices change. Conclusion/Implications: The results of this study show the importance and effectiveness of managing the teacher learning community in a way that teachers interact with each other in a collaborative manner within the community based on initiative and spontaneity, and to provide help to each other in the process of understanding and practicing the play-centered curriculum. The teacher learning community supports the professionalism of teachers for the practice of a play-centered curriculum.

• The Journal of the Convergence on Culture Technology
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• v.10 no.5
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• pp.473-483
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• 2024

This study attempted to explore the operational experience of teachers in the extended class and the difficulties of teachers in the extended class for the implementation of play-oriented education in the extended class. The results of the interview analysis are as follows. First, I had a perception that the extended class teacher was an assistant teacher rather than a regular teacher. Second, since there is no separate classroom for extended classes, it helps teachers in charge of their absence rather than recognizing it as a sense of belonging and regular responsibility and cares for children without getting hurt. Third, teachers in the extended class put children's safety first with the care of mixed classes and the inconsistent return time of infants and toddlers. Fourth, most teachers were aware of the play-based curriculum and did not receive training, and most teachers said that it was impossible to implement the play-based curriculum in extended childcare. As a result, teachers in charge of the extended class need a guidebook for the extended class and an education and guidebook on the activity connection of the extended childcare class on what is the role of the teacher in charge of the extended class.

• The Journal of the Convergence on Culture Technology
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• v.8 no.1
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• pp.67-74
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• 2022

This study was investigated the perceptions of play and play support in the 2019 revised Nuri curriculum of childcare teachers. A questionnaire survey was conducted and 259 childcare teachers form K city and J province randomly sampled were selected as final research subjects. The collected data was analyzed descriptive statistics and analysis of variance using the SPSS 24.0 program. The results are as follows: First, childcare teachers' perception of play was high, whereas the perception of the difference between laissex-faire play and play permissiveness was the lowest. perception of childcare teachers about play management in the 2019 revised Nuri curriculum was also high. The perception of play management according to the play perception level of childcare teachers were a signficant difference. And it was found that higher the childcare teacher's level of perception of play, the higher the level of perception of play management. Through this study, we intend to provide basis data for childcare teacher education that will lay the foundation for the successful settlement of the 2019 revised Nuri course play-centered.

• The Journal of the Convergence on Culture Technology
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• v.9 no.5
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• pp.311-317
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• 2023

The purpose of this study is to qualitatively examine the play experience and meaning of young children who enjoy the appreciation of picture books based on the 2019 revised Nuri curriculum centered on children and play, and furthermore, various play imaginations and ideas in picture books are realized by T robot. The collected various play cases were analyzed by arranging them into play flow diagrams centering on each picture book, and based on this, the meaning of play was discovered by categorizing play through reading the meaning of play. Therefore, this study is meaningful in that it supports <Picture Book-linked Young Children's Robot Play>, a play experience in which various playful imaginations in picture books are realized by young children's robots, and examines the experience of creatively creating play led by young children in depth, and furthermore, it is valuable in providing a basis for the direction of play-centered SW education centered on young children.

• Journal of the Health Care and Life Science
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• v.10 no.2
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• pp.329-339
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• 2022

The purpose of this study is to examine the experiences of new teachers in the process of preparing and implementing the 2019 revised Nuri curriculum, and to find ways to support novice teachers. For these, Data were collected through telephone interviews with 12 first-time teachers with less than 2 years of experience at private kindergartens and daycare centers in Chungnam and Daejeon, and the collected data was analyzed through text network analysis. The results are as follows. First, teachers were worried that they did not know the details of the curriculum while preparing for the 2019 revised Nuri curriculum. To supplement this, they were preparing to observe infants, share information with fellow teachers, and refer to the Nuri curriculum commentary. Also, teachers thought that they were getting help in terms of indirectly experiencing actual play cases through training. Second, the first-time teachers were providing various support by focusing on children's play while implementing the Nuri curriculum. The teachers emphasized that the good point of implementing the Nuri curriculum is that children's interests and thoughts are taken into consideration, and that children-centered play can be carried out, and that the teachers can support children's play while thinking about it. And teachers mentioned the difficulties of reading children's thoughts in children's play, grasping the topic and proceeding with the play, and the lack of time to play. In addition, starting teachers were referring to internet resources and sharing opinions with fellow teachers, and mentioned that direct experience helped them to implement the play. Lastly, teachers' interest in and observation of play, creative thinking, quickness, and willingness to support play were considered important as the competency required for teachers.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.8
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• pp.208-214
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• 2016

With the rising interest in intelligence information technology built on artificial intelligence and big data technologies, all countries in the world including advanced countries such as the United States, the United Kingdom, Japan and so on, have launched national investment programs in preparation for the fourth industrial revolution centered on the software industry. Our country belatedly recognized the importance of software and initiated the 2015 revised educational curriculum for elementary and secondary informatics subjects. This paper thoroughly analyzes the new educational curriculum for information science in high schools and, then, suggests improvements in the areas of information ethics and multimedia. The analysis of the information science curriculum is applied to over twenty science high schools and schools for gifted children, which are expected to play a leading role in scientific research in our country. In the future artificial intelligence era, in which our dependence on information technology will be further increased, information ethics education for talented students who will play the leading role in making and utilizing artificial intelligence systems should be strongly emphasized, and the focus of their education should be different from that of the existing system. Also, it is necessary that multimedia education centered on digital principles and compression techniques for images, sound, videos, etc., which are commonly used in real life, should be included in the 2015 revised educational curriculum. In this way, the goal of the 2015 revised educational curriculum can be achieved, which is to encourage innovation and the efficient resolution of problems in real life and diverse academic fields based on the fundamental concepts, principles and technology of computer science.

• Korean Journal of Childcare and Education
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• v.18 no.1
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• pp.23-50
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• 2022

Objective: The purpose of this study was to develop an early childhood teacher's autonomy scale in the implementation of the Early Childhood Curriculum and to verify its validity and reliability. Methods: A literature review and a delphi survey were conducted in order to explore conceptual characteristics and develop a preliminary questionnaire. A main survey was conducted on 375 early childhood teacher to test their item quality, validity and reliability. Results: The final scale was composed of 24 items with four factors: 'support for child-centered play environment and interaction' (7 items), 'use of learning community' (4 items), 'cooperation and participation with family and local community' (6 items), and 'flexible daily management' (7 items). And the scale was verified as a stable and reliable tool. Conclusion/Implications: This is expected to contribute to the correct understanding of children's education and to actively realize the autonomy of early childhood teachers in the implementation of the Early Childhood Curriculum.

• Journal of Korea Entertainment Industry Association
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• v.14 no.5
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• pp.147-158
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• 2020

The aims of this study were to examine the grounds for the appropriateness of board games in daycare centers and kindergartens based on the child-centered, play-centerd activities of revised Nuri-curriculum and provide basic resources by the case studies of board game activities in each area of the Nuri-curriculum. For these aims, it suggested the rationale of board game use in early childhood education field: first, the value as an activity with concrete objects based on developmentally appropriate practice (DAP), second, children's voluntary participation and immersion due to the competition and rewards in gamification, third, integrated experience across all areas of the Nuri-curriculum. Also, it provided various samples of the integrated board game activities for children, and reviewed the precaution, pros and cons that emerged during the play. This study discussed the possibility and direction of board game activities in early childhood education and provided implications for organizing board game activities in the education field and developing new board game contents.

• Journal of Industrial Convergence
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• v.20 no.5
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• pp.39-59
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• 2022

We analyze the perceptions and requirements of early childhood teachers for artificial intelligence(AI) education to develop an AI education program for 5-year-olds. As for the research methodology, we conducted a survey and an in-depth interview to extract the AI educational elements centering on the analysis stage, the first stage of the ADDIE model. The research result is that first, it is necessary to design a curriculum that combines the contents of early childhood education and AI education to be naturally accepted as AI education for 5-year-olds. Second, an evaluation tool for AI education that can showcase the teacher's reflection should be developed systematically. Third, it is necessary to support a play-centered AI education support and environment for early childhood teachers. Lastly, it is essential to establish a system that can be continuously operated in the field of early childhood education in consideration of AI education in the non-curricular curriculum. It is expected that in the future, a play-oriented AI education program for 5-year-olds will be developed to spread awareness of AI education for infants and present an AI education approach for each age and stage of learners.