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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 Relationships among Teachers' Multi-Media Application Ability, Perception on the Use of Multi-Media for Story Telling, and Application in Class
Jang, Bo young ; Choi, Na ya ;
Korean Journal of Childcare and Education, volume 10, issue 6, 2014, Pages 5~23
DOI : 10.14698/jkcce.2014.10.6.005
The purpose of this study was to investigate the teachers' multi-media application ability, their perception on the use of multi-media for story-telling, and actual use in class. The survey, using a questionnaire, was conducted targeting 225 teachers in Seoul, Gyeonggi and Incheon. The results of the study are as follows: Firstly, teachers who were younger, had a higher level of education, were experienced in taking multi-media courses, and took charge of larger classes showed better ability of multi-media application. And teachers who were trained on multi media as well as kindergarten teachers indicated a more positive perception about applying multi-media for story-telling. In addition, teachers who had higher levels of education, were experienced in taking multi-media courses, and teaching larger classes at national/public institutions applied multi-media more frequently. Secondly, the teachers' ability of applying multi-media, their perception on the use of multi-media for story-telling, and their multi-media use in class indicated strong positive correlations. Thirdly, a teacher's perception on the significance of the multi-media application for story-telling, their skills for multi-media use, the size of classes, and the training experiences on multi-media affected their actual application of multi-media for story-telling.
Structural Analysis of Related Variables of Self-Determination Among Preschoolers': Mediating Effect of Preschoolers' Self-Esteem
Park, Geun Joo ; Seo, So Jung ;
Korean Journal of Childcare and Education, volume 10, issue 6, 2014, Pages 25~42
DOI : 10.14698/jkcce.2014.10.6.025
The primary purpose of this study was to examine the variables as related to self-determination in preschoolers. In order to meet the purpose of this study preschoolers' self-determination, their playfulness, self-regulation, and self-esteem as well as goodness of fit between mother and child were taken into account as study variables of interest. Furthermore, the mediating effect of preschoolers' self-esteem in the effects of study variables on their self-esteem was examined. Three hundred thirty seven preschooler(aged 6-7 years old)-mother pairs who attended public subsidized child care facilities, located in Seoul and Gyeongi province were sampled. The data were obtained from mother-filled surveys, and on-site observations from both head teachers of the children as well as trained researchers. The obtained data were analyzed by using SPSS 21.0, and structural equation model (SEM) was tested with AMOS 21.0. The main results of this study were in the following. First, it was proven that self-determination of the preschoolers' influenced directly or indirectly on their self-esteem, their playfulness, and self-regulation, as well as goodness of mother-child fit. Also, the result pertaining to the mediational effects of child's self-esteem in the effects of study variables of interest on the child's self-determination were revealed. Along with results of this study, there is a strong need to empower the preschoolers' self-determination through improvement of their self-esteem in early childhood education and care as well as in family settings.
Analysis on Preschoolers' Mean Length of Utterance and Type-Token Ratio by their Sex and Play Situation Type
Sung, Mi Young ; Chang, Moon Soo ;
Korean Journal of Childcare and Education, volume 10, issue 6, 2014, Pages 43~56
DOI : 10.14698/jkcce.2014.10.6.043
The purpose of this study was to analyze the differences of preschoolers' utterance features by their gender and play situation type. For this purpose, a total of 40 5-year-old children participated in this study. Dyad were participated in each play session during 10 minutes. The play session was videotaped and the videotaped data were transcribed by CBS(2014). The collected data were analyzed by using a independent t-test and paired t-test. The main results are as follows. First, girls' MLU-e, MLU-w, MLU-m were longer than that of boys in a familiar play situation. Second, preschoolers' MLU-w was longer in an unfamiliar play situation than in familiar ones and preschoolers' type-token ratio were higher in an unfamiliar play situation than in familiar ones. Implications for the importance of preschoolers' spontaneous speech are discussed.
A Study on Infant Class Childcare Teachers' Self-Efficacy and Job Stress
Kim, Soon Ae ; Kim, Soo Hyang ;
Korean Journal of Childcare and Education, volume 10, issue 6, 2014, Pages 57~80
DOI : 10.14698/jkcce.2014.10.6.057
The purpose of this study was to analyze the relationship between an infant teachers' efficacy and job stress by demographic variables to provide the data for improving job conditions and teacher education. For this study, teachers who work in the childcare center located in Gyeongsangbukdo participated in a survey. The questionnaire was distributed from March 11. 2013 to March 29. 2013. The results were as follows; first, an infant class childcare teachers' efficacy was above average and general efficacy was higher than personal efficacy. There were significant differences in personal variable(age, marital status) and working condition(the type of facility, average working hours, average wage, the number of children). Second, an infant class childcare teachers' job stress was above average and that depended on the economy, the infant's parents, work, infant, individual, administration, and co-workers in decreasing order of influence. The job stress was significant differences in personal variable(age, martial status, experience, number of completed training) and working variable(the type of facility, average working hours, the number of children, average wage). These results indicate that improvement in the infant class childcare teachers' efficacy is more important than anything else in promoting their job conditions.
Mediating Effects of Psychological Features in the Causal Relationship Between an Infant-Mother's Job Satisfaction, Parenting Stress, and Marital Conflict
Yeon, Eun Mo ; Choi, Hyo Sik ;
Korean Journal of Childcare and Education, volume 10, issue 6, 2014, Pages 81~100
DOI : 10.14698/jkcce.2014.10.6.081
This study aimed to explore the causal relationship between an infant-mother's job satisfaction, psychological features, parenting stress and marital conflict through structural equation modeling. Specifically, we tried to identify influences of an infant-mother's job satisfaction on parenting stress and marital conflict and demonstrated how psychological features (self-efficacy, self-esteem, and depression) were mediated by these influences by using a sample of 444 Korean infant-mothers with jobs from the 3rd year of Korean Children and Youth Panel Survey with AMOS 20.0. First, the results demonstrated that job satisfaction of an infant-mother positively related to their self-efficacy and self-esteem whereas negatively related to depression among psychological features. Furthermore, job satisfaction of an infant-mother showed negative relationships with parenting stress and marital conflict. Second, an infant-mother's job satisfaction did predict marital conflict, but not parenting stress. However, these job satisfactions were mediated by an infant-mother's psychological factors. Findings were discussed with regard to the relationship between an infant-mother's job satisfaction, parenting stress, and martial conflict in the family counseling implications.
An Analysis of Korean Research Trends on the Kindergarten and Child Care Center Directors
Yun, Sun Kyoung ; Cho, Hyea Jin ;
Korean Journal of Childcare and Education, volume 10, issue 6, 2014, Pages 101~122
DOI : 10.14698/jkcce.2014.10.6.101
The purpose of this research is to analyze research trends of kindergarten and child care center directors focusing on the articles in a journal of early childhood education in Korea. For this, I divided and analyzed 162 articles of related early childhood education directors contained in the National Research Foundation of Korea. The National Research Foundation of Korea listed eight journals from 1991 to 2013, according to the study period, study topic and study method. As a result of this research, first, the research trends in the study period show that until 2003 less than 5 articles were published while gradually increasing since 2004 and the director-related papers were published in the 20 pieces every year from 2009. Second, concerning the study topic, the most common topic was about 'institutional management of director', and 'director leadership', and 'role and duties', and 'quality' were followed. Third, types of study included many quantitative studies but they are decreasing recently and qualitative studies tended to increase since 2006. There are many studies for the teacher and data collection methods have been utilized frequently having questions marked distinct by quantitative research. Data analysis was being used a lot with quantitative analysis. These results of the study imply that it is necessary to execute studies of topics such as a director's leadership and core competencies and to diversify study subjects and methods on the kindergarten and child care center directors.
Effect of Early Intervention Program for Child Development and Parenting Stress from Low Income Families
Kim, Jeong Wha ; Song, Mi Ryoung ;
Korean Journal of Childcare and Education, volume 10, issue 6, 2014, Pages 123~141
DOI : 10.14698/jkcce.2014.10.6.123
The purpose of this study was to examine the effects of early intervention programs for child development and parenting stress from low-income families. The subjects of this study were 0-5 years old children 1,904(Participation 1,501 nonparticipating 403) and 1,904 parents from low-income families. The child and the parents who participated in the intervention program, 1,501 people respectively, did not participate in the intervention program for children and parents of 403 people each. The collected data were analyzed by t-test. The results of the study are as follows. First, There were differences in child development between the early child who participated in the intervention program and those who did not. Especially, the infants who participated in the intervention program had a more higher level in muscle exercise, small muscle exercises, problem solving, communication, and social development than infants who have not participated. Second, parents of low-income families who participated in the intervention program had lower parenting stress than the parents who didn't participate. As a result, early intervention programs should be targeted at children and parents from low-income families.
The Effects of Early Childhood Teacher's Interpersonal Relationship Ability and Ego-Resiliency on Psychological Well-Being
Han, Hee Jung ; Seo, Hyun Ah ; Oh, So Ra ; Ha, Ji Min ;
Korean Journal of Childcare and Education, volume 10, issue 6, 2014, Pages 143~164
DOI : 10.14698/jkcce.2014.10.6.143
This study aimed to find the effects of early childhood teachers of interpersonal relationship ability and ego-resiliency on psychological well-being. The Subjects, 243 early childhood teachers, answered the Interpersonal Relationship Ability Scale, Ego-Resiliency Scale, and Psychological Well-being Scale. The results were as follows; First, there were positive correlations between total and subscale scores of interpersonal relationship ability and psychological well-being of early childhood teachers. Also, there were positive correlations between the total and subscale scores of ego-resiliency and psychological well-being of early childhood teachers. Second, from multiple linear regression analyses of the variables, ego-resiliency had more significant influence on the psychological well-being of early childhood teachers than interpersonal relationship ability.
The Effect of SNS Use by Prospective Early Childhood Teachers in PBL-Based Class on the Flow and Problem-Solving Skills
Woo, Kyung Ae ; Kim, Se Gon ;
Korean Journal of Childcare and Education, volume 10, issue 6, 2014, Pages 165~184
DOI : 10.14698/jkcce.2014.10.6.165
A Study on Factors Affecting Self-Esteem of Young Children
Kwon, Hwa Sook ;
Korean Journal of Childcare and Education, volume 10, issue 6, 2014, Pages 185~200
DOI : 10.14698/jkcce.2014.10.6.185
This study aimed to figure out the factors affecting the self-esteem of children. For this purpose, 296 fosterers (those who use the children education institutions) were targeted to analyze the factors affecting the self-esteem of children. The factors can be categorized as the personal internal factors (problematic behavior and self-control capability of the children) and the environmental factors (parenting efficacy and parenting stress of the fosterers). As a result, self-assessment, depression, emotionality, and behavioral restriction factors of the children and child-rearing efficacy, and the child-rearing stress of the fosterers were proven to be influential; these two factors have 50.5% of the explanation power. In conclusion, if self-assessment, emotionality, and behavioral control of the children and rearing efficacy of the fosterers were high, self-esteem of the children was increased. However, if depression of the children and rearing stress of the fosterers were high, self-esteem of the children was decreased. This result suggests a need of program development and a new teaching method to reduce problematic behavior of the children and rearing stress of the fosterers, as well as to enhance rearing efficacy of the fosterers and self-control capability of the children for the purpose to increase self-esteem of the children.
A Study on the Development of Character Strengths-Based Happiness Promotion Program for Early Childhood Teachers
Kim, Mi Jin ; Kim, Byung Man ; Hwang, Hae Ik ;
Korean Journal of Childcare and Education, volume 10, issue 6, 2014, Pages 201~221
DOI : 10.14698/jkcce.2014.10.6.201
The purpose of this study was to examine the awareness of kindergarten teachers and daycare teachers on a character strengths-based happiness promotion program geared toward early childhood teachers and their needs for that in an effort to provide some information on the development of this program and how to boost the quality of life of early childhood teachers. The findings of the study were as follows: First, as a result of analyzing their character strengths, happiness and awareness of the two variables, both of the kindergarten and daycare teachers weren't well aware of their own character strengths, and the kindergarten teachers replied they put more efforts into the promotion of their happiness than the daycare teachers did. Second, as a result of looking for any possible differences between the two groups in needs for the development of a happiness promotion program, there were significant differences in opinions on the purpose of the program, operator, execution cycle, what college should be responsible for the development of the program, what early childhood education institutions should conduct it, what efforts teachers should make, what problems might take place during the development of the program, how to raise awareness of the program, and what support would be necessary for the implementation of the program.
Seeking a Way for the Connection of Curriculum of Infants and Children Based on the Area of Inquiry in Daily Life -Centered on the Early Learning Standards in America-
Kim, Eun Jung ; Yoo, Yung Eui ; Shin, Eun Soo ;
Korean Journal of Childcare and Education, volume 10, issue 6, 2014, Pages 223~241
DOI : 10.14698/jkcce.2014.10.6.223
The objective of this study was to plan a direction for the connection of the area of inquiry in daily life between infants and young children in Korea based on the analysis of the early learning standards for infants aged 0~2, and young children aged 3~4/5 in 17 different states in America. The problem of the study is as follows: What is the content area of cognitive development, science and mathematics of early learning standards regarding age? The data used in this study was collected from a total of 17 states in America in which 12 states classify infants and young children as aged 0~2 and 3~4/5 respectively and 5 states do not classify the age groups. The results obtained from the analysis of the given issues are as follows. First, in the case of the five states that showed the group aged 0~4/5, the contents related to the area of inquiry in daily life of the early learning standards were included in the mathematics and science and a part of these contents were also included in cognitive developments. In the case of the 12 states that classified the groups aged 0~2 and 3~4/5 respectively, the group aged 0~2 included cognitive developments and the group aged 3~4/5 includes mathematics and science. Second, the contents related to the area of inquiry in daily life of the early learning standards in the five states that showed the single group aged 0~4/5 include the contents in order of scientific idea, biology, physics, and the earth and space. In the 12 states that classify different age groups. Third, in the case of the states that separate age groups, the group aged 0~2 include the contents of number and operation, geometry and space while the group aged 3~4/5 include the contents of number and operations, geometry and space, and measurement. The implications of this study was that it is necessary to take into account the linking between development and characteristics of the subjects.
The Effects of Science Activities Motivated through Children's Songs on Young Children's Science-Related Attitudes, and Understanding of Science Process Skills
Na, Jung Sook ; Kim, Kyung Sook ; Kim, Hee Young ;
Korean Journal of Childcare and Education, volume 10, issue 6, 2014, Pages 243~264
DOI : 10.14698/jkcce.2014.10.6.243
The present study examined the effects of science activities motivated through children's songs on young children's science-related attitudes, and understanding of science processing. skills. The subjects of the present study were 40 children aged five, among them 20 children being assigned into an experimental group, and 20 children into a control group. An Hyun-Jeong's(2011). 'The Test of Science-Related Attitudes' and science process skills measurement questions from 'The Science Learning Assessment' by Samarapungavan, Mantzicopoulos, Patrick, and French (2009) were used after adapting them as research tools. The experimental group performed science activities motivated through children's songs 21 times, 3 times a week for 7 weeks; learning children's songs and asking science questions at the first stage, performing science activities at the second stage, and adapting children's songs based on the findings of science activities. The control group performed the learning of children's songs, science activities, and rhythmic activities in the same period. The pre- and post-test data were analyzed as at-test using SPSS program. The study results indicated that science activities motivated through children's songs were effective in improving young children's science-related attitudes and their understanding of science process skills.
The Effects of After-school Care, Family Environment on Self-regulatory Learning Ability and Emotional-behavioral Problems in Each Gender of Early School-aged Children from Dual Income Families
Chun, Hui Young ;
Korean Journal of Childcare and Education, volume 10, issue 6, 2014, Pages 265~289
DOI : 10.14698/jkcce.2014.10.6.265
This study analyzed the change of after-school guardians' absence types during the first 3 school years, and the relations of after-school care, family environment(family income, parental monitoring) to self-regulatory learning ability and emotional-behavioral problems in each gender of early school-age children from dual income families. The data from 526 boys and 483 girls among 3rd graders of Korean Child and Youth Panel Survey(KCYPS) were statistically analyzed by Friedman's test, t-test, correlational coefficient analysis, regression analysis. The results showed that 45% of boys and 50% of girls were with a guardian for their after-school care in each of the first 3 school years and after-school care had changed gradually into the types of temporal or contingent absence of a guardian. Family income and children's self-regulatory learning ability were different from adult-care and self-care in each gender, but there were differences in the parental monitoring of girls and emotional-behavioral problems of boys according to the care types. Both of boys and girls showed that family environment meaningfully related with the ability and the problems, and also showed the relatively different effects of after-school care and family environment on those ability and problems variables. The results suggested some implications for after-school care.
The Ontological Understandings of Young Children in the Picture Books for the Early Childhood
Jeon, Gail ;
Korean Journal of Childcare and Education, volume 10, issue 6, 2014, Pages 291~311
DOI : 10.14698/jkcce.2014.10.6.291
This research is to understand young children ontologically by examining features of young children in the picture books for the early childhood. For the purpose, under the consultation with a picture book specialist and three level process of selection, 4 picture books were chosen as analytic objects. The study questions is as follows. What is ontological understandings on young children throughout picture books for the early childhood? Under this purpose the books chosen were John Burningham's
, David Wiesner's
, Hina Back's
, Peter Sis's
. The books went through dramaturgical coding and were thematised based on the theories of ontological phenomenology. Study results show that young child-being appearing in the picture-books are thematised as 'multi layered being with Ntwurf and Geworfenheit(Aldo)', 'responsible being risen above greed(Plotsam)', 'reflective being on face of others(Fairy of Jangsutang)', 'being who encourages educational response of adults.(Madlenka's Dog)' These results revealed that young child-being have features not different from (multi layered aspect of being), unique from(encouraging educational response), and beyond adult-being(responsibility and response towards others). Despite several limitations, this study helped understand the young children ontologically by revealing that they, not only as developmental beings with imperfection, dependence, and immaturity but as multi layered and requesting, responsible being, having the same features as adults and, at times, rise above adult-being.
The Impact of Multicultural Education Program in the Daily Life Schedule on Children's Multicultural Acceptability and Pro-social Behavior
Hong, Kil Hoe ;
Korean Journal of Childcare and Education, volume 10, issue 6, 2014, Pages 313~332
DOI : 10.14698/jkcce.2014.10.6.313
The purpose of this research is to distinguish the effect of children's multicultural educational program in the daily life schedule that is integrated in Nuri-programme on children's multicultural acceptance and pro social behavior. Subjects were 4-year-old children from Gyounggi-do A city separated into anexperimental group and acontrol group. Both groups werepre tested. After conducting a program for 44 times, the data was collected using visual resources and instruction considering 4-year-old children's ability to read. In conclusion, the experimental group educated with children's multicultural program showed higher multicultural acceptance. These show that multicultural education affect pro-social behavior.
A Longitudinal Study on Mothers' Parenting Stress and Depression: Focused on the Mothers of Developmental Risky Infants Group
Kim, Gyun Hee ; Kim, Hyun Jung ; Lee, Wan Jeong ;
Korean Journal of Childcare and Education, volume 10, issue 6, 2014, Pages 333~346
DOI : 10.14698/jkcce.2014.10.6.333
This study looked into changes in the parenting stress and the depression of mothers whose children at the age of three or younger have been suffering from developmental risk, and discussed how the parenting stress would constantly influence the depression. In order to achieve the research goal, the study used the data from the Panel Study of Korean Children. According to the findings of the study, first of all, the parenting stress increased significantly for the next four years after the childbirth. The study also understood that there are personal differences among the mothers in relation to how much the stress gets worse overtime. Second, more severe the parenting stress during the year of the childbirth, the greater the depression during the same year, and this parenting stress's being intensified even more greatly for the four years right after the childbirth turned out to have a significant effect on how much the depression develops. What this study has found out so far confirms that the depression of the mothers will get reduced when the mothers of the children with the developmental risks before the age of three try to efficiently deal with their parenting stress.
Teachers' Recognition and Teaching Strategies for the Behavioral Problems of Young Children according to Their Demographic Characteristics and Ego-resiliency
Jung, Ho Kyung ; Lee, Si Ja ;
Korean Journal of Childcare and Education, volume 10, issue 6, 2014, Pages 347~368
DOI : 10.14698/jkcce.2014.10.6.347
The purpose of this study was to examine whether there was a difference in the recognition and teaching strategies for the young child's behavioral problems according to teachers' socio-demographic variables and ego-resiliency level by analyzing survey responses from 238 teachers of 3, 4, and 5-year-old children. This study found that the group of teachers with the education level of junior college graduation or higher showed higher degree of recognition of children's behavioral problems than the group of teachers with a lower level of education. And the group of teachers at kindergartens showed a higher degree of recognition of children's behavioral problems than the group of teachers at day care centers. Regarding the difference according to the level of ego-resiliency, the group of higher ego-resiliency showed higher degree of recognition of children's behavioral problems than the group of lower ego-resiliency. In terms of teachers' teaching strategies for the behavioral problems, differences were recognized at sub-categories. To explain, differences were recognized in accordance with the teachers' age and career as well as their education level and work place; the higher the teachers' age, career, and education the more often they used the positive prevention strategy I. And teachers at kindergartens resorted to the negative response strategies more often than those at day care centers. Finally, the teaching strategies for the behavioral problems according to the teachers' ego-resiliency, group differences were seen in all the sub categories. The result of this study suggested that the need to develop and apply such programs for pre-service teachers and for teacher reeducation reflect those variables.
A Study on the Educational Contents on Child's Human Rights in a Manual of the Nuri Curriculum for 5 Year Old
Cho, Suk Young ;
Korean Journal of Childcare and Education, volume 10, issue 6, 2014, Pages 369~390
DOI : 10.14698/jkcce.2014.10.6.369
This study analyzed the educational contents related with child's human rights in a manual of the Nuri Curriculum for 5-year-olds based on the type and area of activity, 5 areas, and by life theme. The research results are as follows: First, the educational contents on child's human rights in activity type and area showed high frequency in the order of large and small group activity, child selected play activity, and outdoor activity, and among them, right to an education and right to play showed the highest frequency. Second, among the five categories, the area that conducts educational contents on child's human rights was the social relation category, and the area that showed the highest participation was the educational contents on human rights. On the other hand, the areas that were treated the least were physical activity and health. Third, the topic that treated the educational contents related with child's human rights was 'spring, summer, fall, winter,' and 'my family and I' treated educational contents on child's human rights in the lowest frequency. Also, whereas the right to education and right to play showed the highest frequency of educational contents on child's human rights among entire life themes, the educational contents on child's human rights of abuse and neglect(violence) were not treated at all in the entire life themes. Through the results of this study, it will be helpful in planning and deploying activities related with the child's human rights harmoniously, and intends to provide important basic data in organizing activities of human rights program linked with the elementary school. Furthermore, this study intended to provide basic information for developing a program of systematic child's human rights education for children in addition to the curriculum at a national level.
Problems and Tasks of Integrated Center for Early Childhood Education and Care in Japan : Standards for Equipment and Management, Curriculum for Early Childhood Education and Care and Teacher Qualification
Chang, Kyoung Hee ;
Korean Journal of Childcare and Education, volume 10, issue 6, 2014, Pages 391~412
DOI : 10.14698/jkcce.2014.10.6.391
The Integrated Center for Early Childhood Education and Care established 595 centers in 2013 that are integrated kindergarten and nursery centers. The Japanese government revised the law for the Center for Early Childhood Education and Care in 2012 and published the standards for equipment, management, and curriculum for early childhood education and care in April 2014. Presently the standards for equipment and management for integrated centers for early childhood education and care is based on a higher level than kindergarten and nursery centers. Therefore, the quality of education and care that the kindergarten and nursery centers are currently providing can be expected to continue. However childhood education and care curriculum is excessively emphasized education. Because infants and toddlers of 0-5years are spending most of the day in integrated centers for early childhood education and care, the contents related to childcare should be strengthened.