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REFERENCE LINKING PLATFORM OF KOREA S&T JOURNALS
> Journal Vol & Issue
Korean Journal of Childcare and Education
Journal Basic Information
Journal DOI :
The Korean Association of Child Care & Education
Editor in Chief :
Volume & Issues
Volume 10, Issue 6 - Dec 2014
Volume 10, Issue 5 - Oct 2014
Volume 10, Issue 4 - Aug 2014
Volume 10, Issue 3 - Jun 2014
Volume 10, Issue 2 - Apr 2014
Volume 10, Issue 1 - Feb 2014
Selecting the target year
The Effects of Web-based Learning Experiences, Learning style, and Internet Self-efficacy on the Beliefs of Beginning Child Care Teachers about Web-based Learning
Yoon, Gab Jung ; Kim, Mi Jung ;
Korean Journal of Childcare and Education, volume 10, issue 1, 2014, Pages 5~26
DOI : 10.14698/jkcce.2014.10.1.005
This study examined the effects of web-based learning experiences, learning style, and Internet self-efficacy that influence beginning child care teachers belief about web-based learning. The participants were 215 beginning child care teachers who work in child care centers. Data were analyzed by means of frequency analysis, correlation, and multiple regression for SPSS windows. The results were as follows: First, significant statistical differences were detected in web-based learning experiences and beliefs about web-based learning. Online teacher learning community use and frequency were significant gaps in beliefs about web-based learning. Second, there were statistical differences in learning styles and beliefs about web-based learning. And teachers with assimilator learning style showed high difficulty beliefs about web-based learning. Third, teachers` belief about web-based learning was significantly related to Internet self-efficacy. It means that teachers that have high Internet self-efficacy show high belief about web-based learning. Forth, among the teachers` personal variables, a higher level of online teacher learning community use and Internet self-efficacy predicted higher beliefs about web-based learning. Thus, this study suggested the importance of web-based learning experiences and Internet self-efficacy to beliefs about web-based learning. And it implicated ways to improve positive beliefs about web-based learning of beginning child care teachers.
The Influence of Mothers` Emotion Expressiveness and Children`s Attributional Biases on Children`s Aggressive Behavior : Gender Differences between Boys and Girls
Park, Seoyeon ; Song, Hana ;
Korean Journal of Childcare and Education, volume 10, issue 1, 2014, Pages 27~42
DOI : 10.14698/jkcce.2014.10.1.027
The primary purpose of this study was to examine the influence of mothers` emotion expressiveness and children`s attributional biases on children`s aggressive behavior, focusing on gender differences. The data were collected from a total of 86 children; 46 6-year-old boys and 40 6-year-old girls in kindergartens, and their mothers in Seoul. The emotion expressiveness of the mothers were measured by a self-reported Korean version of SEFQ(Self Expressivness Family Questionnaire). Attributional biases of the children were evaluated by using Dodge and Frame`s Story-Based Interview Scale. Children`s aggressive behavior were measured by teachers using a children`s Aggressive Behavior Scale developed by Crick(1995). T-test, correlation analysis, and multiple regression were used to analyze the collected data. The results showed that the relational attributional biases of children positively influenced overt/relational aggressive behaviors. The emotion expressiveness of mothers and the aggressive behavior of children, however, were not significant. Regarding gender differences in children, the negative emotion expressiveness of mothers predicted the girl`s relational aggressive behavior negatively. Implications and limitations of this study were discussed.
The Effect on Child Care Teacher`s Self-efficacy in Teaching Science
Kim, He Ra ;
Korean Journal of Childcare and Education, volume 10, issue 1, 2014, Pages 43~58
DOI : 10.14698/jkcce.2014.10.1.043
The purpose of this study was to investigate the effect on child care teachers` self-efficacy in teaching science. Subjects were 297 childhood teachers who were working at a day care center. The data were collected by using three questionnaires(Science Teaching Efficacy Belief Instruments, Inventory of Science Attitude, and Attitude Test for Child Care Teachers). The data were analyzed by Pearson`s correlation and step-wise Regression. The results of this study are as follows; First, there were positive correlations between aptitude for child care teacher and self-efficacy in teaching science. Second, there were positive correlations between science attitude and self-efficacy in teaching science of child care teachers. Third, the significant predictors of self-efficacy in teaching science were interest in science, social value of science, interpersonal relationship management abilities, and positive emotions. The results of this study can be used to develop effective teacher training programs for early childhood science education.
Analysis of Conceptual Diagrams of Education for Happiness among Early Childhood Teachers
Hwang, Hae Ik ; Kim, Mi Jin ; Kim, Byung Man ;
Korean Journal of Childcare and Education, volume 10, issue 1, 2014, Pages 59~79
DOI : 10.14698/jkcce.2014.10.1.059
The purpose of this study was to make an analysis of the conceptual diagrams of early childhood teachers about education for happiness in an effort to suggest the possibility and guidelines of this education. The subjects in this study were 100 teachers at kindergartens and daycare centers located in the city of Busan and South Gyeongsang Province. Out of them, 50 teachers each were selected from the kindergartens and the daycare centers. The conceptual diagrams drawn up by the early childhood teachers were analyzed to find out the numbers of superordinate concept, the number of content element, characteristics, hierarchy and density. The findings of the study were as follows: First, as for the content of education for happiness, superordinate concepts appeared 364 times in the conceptual diagrams of the kindergarten teachers, and there were 21 superordinate concepts overall in their diagrams. Second, concerning the content of education for happiness, superordinate concepts appeared 296 times in the conceptual diagrams of the daycare center teachers, and there were 18 superordinate concepts in total. The findings of the study showed that the kindergarten teachers had a better knowledge on the concept of education for happiness than the daycare center teachers, and that there was a difference between the two groups in what they considered valuable in relation to the content of education for happiness.
Motivation for Seeking Child Care Teacher Credentials through On-line Education and Factors Influencing Their Career Decision-making
Lee, Minjin ; Lee, Wanjeong ;
Korean Journal of Childcare and Education, volume 10, issue 1, 2014, Pages 81~94
DOI : 10.14698/jkcce.2014.10.1.081
This study is intended to identify the motivations for seeking child care credentials through online education and factors influencing the career decision-making. The study was conducted among students taking child care courses online, and data was analyzed through t-test, F-test, Scheffe posteriori test, and hierarchical regression analysis. The findings are as follows. 1) Motivation for seeking the credentials varied depending on background variable. Livelihood was a stronger motivation for low-income group than higher come group. Self-realization desire was a stronger motivation for the group with low education level than the group with higher education level. 2) Age affected the participants` career decision-making. The younger they were, the more dependent they were on other people`s advice. 3) Different variables influenced the students` rational, intuitional, and dependent career-decision making. Factors influencing their rational career decision-making were age, motivation to acquire the credentials for making a living, and motivation for building a better future. For intuitional career decision-making, age affected the decision. For dependent career decision-making, motivation to seek credentials for making a living was an influencing variable.
An Analysis of the Criteria and Development of Korean Traditional Children`s Songs
Kwon, Dae Won ; Cho, Jin Hee ;
Korean Journal of Childcare and Education, volume 10, issue 1, 2014, Pages 95~109
DOI : 10.14698/jkcce.2014.10.1.095
The purpose of this study is to provide a reference for analyzing Korean traditional children`s songs. A survey of opinions on the analysis criteria was conducted two times with 30 experts involved in early childhood education and its related field as the primary target. The SPSS 12.0 program was used to calculate the standard deviation and average. As a result of the expert opinion survey, 3 main categories (lyrics, music, and acting), 11 sub categories of the subsequent criteria for analysis and 33 sub-sub categories were finalized as items for analysis criteria.
The Effects of Maternal Acceptance Attitudes toward Children`s Emotional Expressiveness and Children`s Emotional Intelligences on Peer`s Interactions
Ahn, Hyo-Jin ; Kim, Sang Lim ;
Korean Journal of Childcare and Education, volume 10, issue 1, 2014, Pages 111~129
DOI : 10.14698/jkcce.2014.10.1.111
This study investigated the effects of maternal acceptance attitudes towards children`s emotional expressiveness and children`s emotional intelligences on peer interaction. A total of 145 Korean mothers with children from 3-5 years old and children`s teachers were selected from 4 kindergartens and 6 daycare centers in Incheon and Kyunggi areas. The results were as follows. First, generally, children`s emotional intelligence was significantly different depending on gender of the children. Second, there was no difference based on age and gender in maternal acceptance attitudes towards a child`s positive emotional expressiveness, but there was a difference based on gender in maternal acceptance attitudes toward a child`s negative emotional expressiveness. Third, the children`s positive peer interaction was significantly different depending on gender of the children, but the children`s negative peer interaction was significantly different based on age and gender of the children.
The Effects of Ego-resilience and Professionalism Awareness on Occupational Stress in Early Childhood Teachers
You, Ji Yeon ; Hwang, Hye Jung ;
Korean Journal of Childcare and Education, volume 10, issue 1, 2014, Pages 131~146
DOI : 10.14698/jkcce.2014.10.1.131
The purpose of this study was to examine the effects of ego-resilience and professionalism awareness on occupational stress of early childhood teachers. The subjects of this study were 154 early childhood teachers working at day care centers and kindergartens. The data and information were collected through questionnaires. Correlation analysis and multiple regression analysis were performed on the collected data with the SPSSWin 18.0 statistics program. The following results were shown: First, in regards to the relationship between ego-resilience, professionalism awareness and occupational stress, there were high correlations among them. Second, ego-resilience of early childhood teachers had a greater influence on occupational stress. Third, professionalism awareness of early childhood teachers had an influence on occupational stress. Forth, ego-resilience and professionalism awareness of early childhood teachers had influences on occupational stress, and their explained variance was 28%. These results imply that the support systems shoud be prepared to improve positive thoughts and attitudes of early childhood teachers.
A Study on the Perspectives of Implementing National Early Childhood Education and Care Curriculum: Comparison with 6 OECD Nations` National Early Childhood Education and Care Curriculum
Chung, Shun Ah ;
Korean Journal of Childcare and Education, volume 10, issue 1, 2014, Pages 147~164
DOI : 10.14698/jkcce.2014.10.1.147
This study aims at analyzing 6 OECD countries` (Australia, New Zealand, Sweden, Norway, England, South Korea) national early childhood care and education curriculum (framework) based on the perspectives of its implementation. Its design and development always focus on how the national early childhood education and care curriculum will be applied in the early childhood settings in a correct and faithful way. As a result, teachers are considered the user or deliverer of the national curriculum rather than the one who interprets it and construct their own curriculum in accordance with their students. Five OECD countries which have achieved an integrated system between early education and care systems, take the constructive view of designing and applying the national curriculum. Accordingly, a national early childhood education and care curriculum within an integrated system should be developed in Korea, in order to accept the constructive view of curriculum development and application.
The Relationship Between Maternal Attachment, Parenting Efficacy, Mother`s Economic Level and Infant-child`s Attachment Development
Jeong, Kyung Hwa ; Kim, Sook Ryong ;
Korean Journal of Childcare and Education, volume 10, issue 1, 2014, Pages 165~181
DOI : 10.14698/jkcce.2014.10.1.165
This study aimed to examine the effects of maternal attachment, parenting efficacy, and financial background on the infant and child`s attachment. The data were collected from 60 infants(12 to 36 months) and children(48 to 60 months) in 8 educational institutions located in 5 Daejeon districts. Infant Q-set test and Slough and Greenberg`s Child SAT interview were conducted for assessing infant`s and child`s attachment For maternal attachment, AAS(Adult Attachment Scale) by Jung Hae-Seung was used and for parenting efficacy, the instrument designed by Yoon-Jin Lee was used. Mean and standard deviation were calculated and regression analysis was done. The results showed that maternal attachement had an impact on infant` and child`s attachment and there was a relationship between financial background and infant`s and child`s attachment.
The Influence of Mother`s Perfectionism and Parenting Beliefs on Preschooler`s Socal Competence
Park, Young Yae ; Kim, Lee Jin ;
Korean Journal of Childcare and Education, volume 10, issue 1, 2014, Pages 183~199
DOI : 10.14698/jkcce.2014.10.1.183
The objective of this study was to examine the effects of mother`s perfectionism and parenting beliefs on her preschooler`s social competence. The participants were 277 mothers residing in Daejeon, Korea. Basic descriptive statistics, Cronbach`s
, t-test, ANOVA, and multiple regression were used for statistical treatment. The results were as follows: First, a mother`s perfectionism and parenting beliefs did not differ according to her educational level. One factor of perfectionism, `holding high standards`, alone showed significant difference between highschool graduates and graduate school graduates, the latter`s scores being higher than the former`s. There were no significant differences in preschooler`s social competence by sex or age. However, a few sex and age differences were found in sub-factors of social competence. Girls scored higher than boys on `showing affection`, and 5 year olds scored lower on `showing affection` and higher on `leadership` than 3 years olds. Second, a mother`s perfectionism and parenting beliefs were able to explain 22.8% of variance in preschooler`s social competence, the former showing more predictive power than the latter. Each of the two factors of maternal perfectionism affected five factors of preschooler`s social competence in a different manner. `Holding high standards` of perfectionism positively influenced preschooler`s social competence factors such as `social capability`, `leadership`, and `showing affection`, whereas maternal `fear of failure` had a negative impact on `showing affection`, `disturbing`(reversed), and `instability`(reversed). These results were discussed in relation with changes in social atmosphere and value systems, changes in child-rearing behaviors, or the construct and concept of perfectionism itself, It was suggested that these results be utilized in developing parent education programs for preschoolers lacking social competence.