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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
Suh, Young Sook ; Park, Jin Ok ; Suh, Hye Jeon ;
Korean Journal of Childcare and Education, volume 10, issue 4, 2014, Pages 5~28
DOI : 10.14698/jkcce.2014.10.4.005
South Korea has strengthened the eligibility criteria for childcare teachers while amending the Infant Care Act in January 2005 in order to improve the quality of childcare services. Since then, there was a change in the legal basis related to childcare staff such as introduction of national certification of childcare center directors, name change, strengthened qualification standards for directors and teachers, training system maintenance and repair, strengthened credit standards of teachers' care related qualification courses, and maintenance provisions of continuing education nursery teacher qualifications. And that is because childcare staff are closely related to the quality of childcare, and a very important variable who has direct influence on infants. This study, through literature research and analysis, describes the status and development direction of childcare staff. This study covers three main aspects. First, the relevant historical flow was reviewed and the concepts of the role, expertise, and legal status of childcare staff were investigated. Second, staff training institutions, emissions certification, employment, and the status of treatment were investigated. Third, development direction for the training system, eligibility criteria, continuing education and its training system, and treatment improvement were proposed.
A Study of Forest Education Concept Mapping of Pre-Service Teachers and In-Service Teachers' for Young Children
Lee, Youn Sun ; Kyun, Ju Youn ; Lee, Si Eun ; Lee, So Young ;
Korean Journal of Childcare and Education, volume 10, issue 4, 2014, Pages 29~49
DOI : 10.14698/jkcce.2014.10.4.029
This study focused on how early childhood in-service teachers and pre-service teachers understood the concept of Forest Education. By applying the analysis of conceptual maps, introduced by Novak and Gowin's (1983, 1984), this study examined the number of upper category and subcategories, characteristics, hierarchy, and density of teachers' knowledge of Forest Education. 39 early childhood teachers and 60 pre-service teachers participated in this study. First, in-service teachers put 'nature(forest)' and 'living creatures' in the highest level of knowledge of Forest Education. On the other hands, pre-service teachers put 'the effect of Forest Education' and 'program' as well as 'nature(forest)' in the highest level of knowledge. In-service teachers seemed to construct their knowledge by understanding Forest Education as curriculum or activities such as math, language, music or multicultural education. Therefore they had a tendency to talk more about specific concepts including four seasons, insects, air, or climate change. However, pre-service teachers described 'the interconnectedness between human and nature', 'deep relationship with nature' and 'provision of nature.' This tendency might relate to their prior educational experiences of Eco-centered Early Childhood Education. With regards to the density and hierarchy of knowledge on Forest Education, both groups revealed the relatively low degree of density with average of around 2.00. This result can be interpreted that both groups of teachers might not have strong hierarchical and organizational knowledge of Forest Education. For the teacher education, philosophical background and practical knowledge of Forest Education should be included more.
The Effects of Story Making Activities by Utilizing Postmodern Picture Books on Young Children's Creativity and Story Construction Ability
Kim, Hee Jung ; Seo, Hyun Ah ;
Korean Journal of Childcare and Education, volume 10, issue 4, 2014, Pages 51~69
DOI : 10.14698/jkcce.2014.10.4.051
To investigate the effects of story making activities by utilizing postmodern picture books on young children's creativity and story construction ability, this study targeted 21 five-year-old preschoolers in G daycare center and 18 five-year-old preschoolers in J daycare center located in J Gun, Busan City. 21 young children in G daycare center engaged in story making activities by utilizing postmodern picture books totaling 18 times for 12 weeks, and 18 young children in G daycare center, the comparison group, read postmodern picture books individually in free choice activity time. The results of the study are summarized as follows. Story making activities by utilizing postmodern picture books made statistically more significant progress in the subordinate elements of creativity and all the subordinate elements of story construction ability. That means those activities, by utilizing postmodern picture books, have a positive effect both on the development of young children's creativity and story construction ability.
Teachers' Story about the Anecdotal Records in Kindergarten
Park, Sun Hee ; Lee, Kyeong Hwa ;
Korean Journal of Childcare and Education, volume 10, issue 4, 2014, Pages 71~95
DOI : 10.14698/jkcce.2014.10.4.071
The paper explored the limitations of anecdotal records in kindergarten and presented the challenges toward authentic records. The data was collected from 7 teachers working at private kindergartens through focus group interviews (FGI) and individual follow-up interviews. The participants' conversation in the FGI and their responses in the individual interviews were analyzed according to the principles of thematic coding. The participants described the barriers from recording a child anecdote in private kindergarten and at the same time their voices implied the possibilities to overcome the difficulties. All descriptions of the participants were converged on the 3 themes with rhetoric of "from A to B". For becoming anecdotal records in kindergarten, in summary, the records at the present should be changed 1) "from formal and faithless documentation to fluent resources of children's development", 2) "from disconnectedness between the records and curriculum to recursive circulation for improving pedagogical realities", and 3) "from canned documentation written by a struggling teacher to meaningful writing produced by a teacher like researcher".
Pre-Service Early Childhood Teacher's Perception and Demand on Science Education Lecture
Lee, Eun Jin ; Kim, Jung Hee ;
Korean Journal of Childcare and Education, volume 10, issue 4, 2014, Pages 97~118
DOI : 10.14698/jkcce.2014.10.4.097
The purpose of this study was to investigate perception and demand on early childhood science education lectures. In order to verify this purpose, it was applied to 228 pre-service teachers in a 3-year early childhood teacher - training department. There were 3 grades which finish the teacher practice. The results of this study were the following. First, they reported that the educational contents and the teaching skills they acquired in their preliminary program helped them in making class leading plans and leading skills for every activity pattern. Second, pre-service teacher wanted hands on practical activity that can be directly applied in the field.
A Study of Relationship between the Young Children's Playfulness, Creativity and Behavioral Problems
Park, Sung Sun ; Seo, Hyun Ah ;
Korean Journal of Childcare and Education, volume 10, issue 4, 2014, Pages 119~132
DOI : 10.14698/jkcce.2014.10.4.119
The purpose of this study is to see how young children's playfulness and ability to creatively problem solve can affect their behavior. young children's playfulness in creases with in creasing creativity and personality traits and behavioral problems decrease with increasing of playfulness. Young children's behavioral problems increase with increasing of creative personality traits. In addition, young children's playfulness and creative personality characteristics affect their behavioral problems. The impact on the behavioral problems with variables for playfulness and creative personality traits has a negative correlation with creative curiosity, a sense of humor and expression of fun. The cognitive and physical spontaneity of the playfulness are correlated positively to young children's behavioral problems.
A Phenomenological Approach to Experiences of Young Children's Mothers on Respected Parents & Respected Children Parent Education Program
Song, Seung Min ; Doh, Hyun-Sim ; Kim, Min Jung ; Kim, Soo Jee ; Yun, Ki Bong ; Kim, Jung Eun ;
Korean Journal of Childcare and Education, volume 10, issue 4, 2014, Pages 133~158
DOI : 10.14698/jkcce.2014.10.4.133
The purpose of this study was to understand the experiences of the young children's mothers who participated in Respected Parents & Respected Children(RPRC) through a phenomenological approach. Data were collected from 9 mothers of preschool children using weekly journals, self-reported worksheets, observer's descriptive notes and reflective notes, and semi-structured pre-interviews and post-interviews to share their experiences regarding their participation in the program. From a phenomenological study, that is one of the qualitative analysis methods, 7 theme categories and 16 lower categories emerged. Theme categories were (1) the intrinsic motivation for participation in parent education program, (2) the beginning of change: mother, (3) the beginning of change: children, (4) the lasting conflicts, (5) the absence of positive parent's role model and intergenerational transmission of parenting, (6) the raising parenting efficacy, (7) the emotional supporting experience from parent education program and expectations of the continuous education course. Discussions and the implications for support practices and interventions were provided.
The Relations between Familial Predictors and Infant-Toddler Development: Comparison between Full-Time Child Care vs. Exclusive Mother Care
Chang, Young Eun ;
Korean Journal of Childcare and Education, volume 10, issue 4, 2014, Pages 159~176
DOI : 10.14698/jkcce.2014.10.4.159
This study aims to examine the suggestions by studies that family predictors are related to developmental outcomes more strongly for children reared principally by their parents compared to those with extensive child care experience. Zero-order correlations between family predictors and developmental outcomes were conducted and the significance of differences in correlation coefficients between the two child care groups were examined. There was no evidence that there exist systematic differences between the two groups in predictive power of family factors except a few exceptions. At 2 years, social parenting style was more strongly associated with communication ability in the extensive child care group. At 3 years, some HOME subscales were related to a child's expressive and receptive vocabulary skills in significantly greater magnitudes in the mother care group. The findings also implied the potential contribution of child care environment on developmental outcomes for those who spend extensive hours in nonmaternal care.
Influence of Children's Gender and Surrounding's Variables on School Readiness : Based on Educational Level of Parents, Educational Participation of Mother, Teaching Method of Teacher and Literacy Conditions of Home and Class
Lee, Soo Hyun ; Hwang, Hye Jung ;
Korean Journal of Childcare and Education, volume 10, issue 4, 2014, Pages 177~203
DOI : 10.14698/jkcce.2014.10.4.177
This thesis is to figure out the influences of children's gender, educational level of parents, educational participation of the mother, teaching method of teacher and literacy conditions of home and class on preschool children's school readiness. The objects of this study are 141 preschool children under 5 years old, 141 parents and 42 class teachers. Test for School Readiness, Measure of Mother's Educational Participation, Measure of Teacher's Teaching Method, and Measures of Literacy Condition of Home and Class are used as a studying tool. Collected materials were analyzed by Three-way ANOVA, Correlation analysis of Spearman, product-moment correlation analysis of Pearson, and phased regression analysis. The results are as follows: First, there are meaningful differences between the gender of children and mother's educational level for the school readiness. Second, except for the home's literacy condition, children's gender, educational level of parents, educational participation of mother, teaching method of teacher and literacy conditions of class show the meaningful positive correlation with the children's school readiness. Third, the adaptive zone, which is the subordinated zone, is affected by the gender of children, and the knowledge zone is influenced by the mother's educational level most. These results will be useful for the basic data that can help to promote school readiness for children's parents and teachers.