Abstract/Notes: In this research, we have investigated teacher efficacy and social support of kindergarten teachers. We have selected and interviewed 79 and 108 teachers (187 in total) working in public and private kindergartens located in Daejeon city, respectively. Teacher efficacy and social support were analyzed with respect to the career and the educational background of a teacher and to the type of institution. The result indicates that teacher efficacy is affected by the type of institution. The teachers working in public kindergartens show higher teacher efficacy. It also shows that the career and educational background are partially influential in teacher efficacy. In the case of social support, only the family support seems to be affected by the career, education background, and type of institution of a teacher. It has also been found that the teacher efficacy is positively correlated with informational, material and appraisal supports. / 본 연구는 유아교사의 개인적 효능감과 사회적 지지에 대해 알아보았다. 연구의 대상은 대전광역시 소재한 공립유치원 교사 79명, 사립유치원 교사 108명으로 구성된 187명을 대상으로 교사의 효능감과 사회적 지지를 교사의 변인인 경력과 학력, 기관유형에 따라 살펴보았다. 연구 결과 근무 유형에 따라 교사효능감이 차이가 있었으며 공립유치원 교사가 사립유치원 교사보다 교사 효능감이 높게 나타났다. 경력과 학력에 따라서도 효능감의 차이가 부분적으로 있었다. 교사의 변인에 따른 사회적 지지는 교사의 경력, 학력, 근무유형에 따라 가족의 지지가 차이가 있는 것으로 나타났다. 교사효능감과 사회적 지지와의 관계에서는 하위요인인 사회정보적지지, 물질적지지, 평가적지지에서 가족의 지지와 정적 상관이 있는 것으로 나타났다.

Language: Korean

ISSN: 1226-9417

Abstract/Notes: This study was performed to analyze the children's songs in the 7th kindergarten teacher's instruction guide published by Ministry of Education, Science and Technology (MEST) in 2009. total 89 children's songs were looked over about their subject and words, also their musical elements. The staple. theme lf children's songs were season., family and me, animals, plants, nature, environment and living. and the pattern of words. were more prosaic than questions and answers and repeated one. 4/4 were the major in meter, also 3/4 and 2/4were followemetin turn. The tonality of children's songs were various, although C major showed the highes aportion. Two par aform was the major form of children's songs, also notes with the simple rorthm and C-C¹tin vocal rage were the major than the other rorthm pattern and vocal range. / 본 연구는 7차 유치원 지도서에 나오는 노래악곡의 특석을 분석하였다. 지도서에 수록된 동요 89곡의 주제와 노랫말과 음악적 요소를 분석하였다. 본 연구의 결과는 다음과 같다. 1) 동요의 주제는 봄·여름·가을·겨울, 나와 가족. 동식물과 자연, 환경과 생활 등의 주제는 많이 나타났다. 2) 노랫말의 형식은 산문형, 문답형, 반복형의 순으로 나타났다. 3) 박자에서는 4분의 4박자 4분의 3박자, 4분의 2박자 순으로 나타났다. 4) 조성에서는 다양한 조성의 곡이 수록되어있지만 다장조가 가장 많은 비중을 차지하였다. 5) 형식에서는 두 도막 형식, 한도막 형식과 작은 세도막형식 순이었다. 6) 리듬에서는 단순한 리듬형이 많이 나타나며 □□과 같은 경쾌한 리듬의 사용도 나타난다. 7) 음역에서는 C-C¹(8도)의 음역구성이 가장 많았으며 다음으로 C-D¹와 C-A순이었다. 8) 음정에서는 유아가 노래부르기가 수월한 온음계적 음정이 많이 나타났다. 9) 가락에서는 도약 진행보다 순차 진행이 많이 나타난다.

Language: Korean

ISSN: 1226-9417

Abstract/Notes: This study aims to present the way of enhancing kindergarten teacher's professionalism through pre-service teacher's education. For this, as the study method, the legal qualification criteria of kindergarten teachers were investigated, and the systems of kindergarten teacher education currently for teacher education curriculums of junior colleges that have 2~3 year courses and universities that have 4 year courses were analyzed. The results of the study are as follows. Firstly, all curriculums for pre-service kindergarten teacher education need to be a 4 year bachelor's degree based on the tightening of teacher qualification criteria recently. Secondly, all the institutions for kindergarten teachers should educate the students according to the Nuri curriculum, so that after graduation they can implement the Nuri curriculum efficiently. Consequently, the years required for graduation of junior colleges needs to be extended to 4 year courses gradually, and the curriculum of the courses should be implemented focusing on the Nuri curriculum. / 본 연구는 우리나라 누리과정이 도입되면서 유치원 교사양성교육에 요구되는 교사교육의 전문성제고 방안을 제시하는 것을 목적으로 한다. 이에 유치원교사의 국가 자격기준을 검토하고 전문대학과 4년제 대학의 유치원교사 양성 및 양성교육과정 현황을 분석하여 유치원 교사의 전문성제고 방안을 제시하였다. 교사 양성현황은 양성대학 유형과 입학정원, 졸업자 및 취업률, 수업연한, 자격증 발급수. 전문대학 전공심화과정 운영 현황 등을 분석해 제시 했으며, 양성교육과정현황은 교사자격 과목의 이수기준에 비추어 전문대학과 4년제 대학의 교육과정 편성현황을 분석해 제시했다. 유치원 교사의 전문성 제고 방안으로 첫째, 유치원교사 양성교육과정은 교사자격기준을 강화한 표준화 기반의 4년제 학사 과정으로 제고되어야 하며, 둘째, 유치원교사 양성기관은 누리과정 운영에 충실한 교원을 양성해야 한다. 향후 순차적인 전문대학 수업연한의 조정이 요구되며 누리과정 기반의 양성교육과정 운영이 요구된다.

Language: Korean

ISSN: 1226-9417

Language: Italian

Published: Roma, Italy: Vita dell'infanzia, 1963

Abstract/Notes: Physical classroom environments for young children and the quality of those environments have typically been studied by utilizing various rating scales. Research is limited on early childhood educators’ perspectives and decision-making processes in striving to create optimal physical classroom environments during the school year. This qualitative study used the theoretical lens of Bronfenbrenner’s microsystem to examine 22 prekindergarten lead teachers’ decision-making processes regarding initial set up of physical classroom environments, their ability to modify and update their classroom during the school year, and the barriers they face in providing optimal learning environments. Findings indicated that prekindergarten teachers dedicate most of their time, attention, and resources to physical classroom environments at the start of the school year. Great variations were found in the amount of autonomy the teachers had in set-up and materials selection. Updating and modifying those physical classroom environments also varied greatly depending on school setting and teacher experience. The main barriers revolved around budgets, physical space, and time. Implications for child care quality are discussed.

Language: English

DOI: 10.1007/s10643-023-01515-6

ISSN: 1573-1707

Abstract/Notes: This community service activity aimed to assist teachers at Kanisius Demangan Baru Kindergarten about Montessori method-based learning so that teachers can apply it in their respective classes. The method applied in this service is the discussion method by explaining the material to be delivered, the question and answer method is used to explore the teacher's understanding of the material to be given and the workshop is used to train and guide teachers in compiling learning videos that are integrated into the classroom. The results showed that the Montessori method of teaching mentoring received a positive response. The teacher clearly understood the material presented, especially the daily life skills area and the sensorial area. For language and mathematics materials, teachers need to get further assistance. The data result also explains that the Montessori method is effective and can be developed in Kanisius Kindergarten, Demangan Baru. In addition, the Montessori method is also relevant to the learning process and curriculum used by Kanisius Demangan Baru Kindergarten in collaboration with reflective pedagogy.

Language: Indonesian

DOI: 10.24071/aa.v5i1.3949

ISSN: 2620-5513

Abstract/Notes: Purpose In Australia as elsewhere, kindergarten or pre-school teachers’ work has almost escaped historians’ attention. The purpose of this paper is to investigate the lives and work of approximately 60 women who graduated from the Adelaide Kindergarten Training College (KTC) between 1908 and 1917, which is during the leadership of its foundation principal, Lillian de Lissa. Design/methodology/approach The paper is a feminist analysis and uses conventional archival sources. Findings The KTC was a site of higher education that offered middle class women an intellectual as well as practical education, focusing on liberal arts, progressive pedagogies and social reform. More than half of the graduates initially worked as teachers, their destinations reflecting the fragmented field of early childhood education. Whether married or single, many remained connected with progressive education and social reform, exercising their pedagogical and administrative skills in their workplaces, homes and civic activities. In so doing, they were not only leaders of children but also makers of society. Originality/value The paper highlights the links between the kindergarten movement and reforms in girls’ secondary and higher education, and repositions the KTC as site of intellectual education for women. In turn, KTC graduates committed to progressive education and social reform in the interwar years.

Language: English

DOI: 10.1108/HER-09-2012-0030

ISSN: 0819-8691

Abstract/Notes: During the preschool years, the socio-emotional responses children receive from interactions with teachers are incorporated into their own social behaviors. This is one of the key ways in which children acquire social and emotional skills. Based on field studies, it can be found that this learning process is not simple imitation of children, but of a more complex context of group interaction. To further clarify the impact of kindergarten teachers’ emotion on the sociometric status and behavior of 3–5 year-old children in their classes, the researchers chose a Montessori mixed-age kindergarten in Beijing as the field site and observed five classes within the kindergarten over a 2-month period in this ethnographic case study. The study found that the power gap between teacher and pupil spreads rapidly to all children in the classroom as a result of the teacher’s emotions, and even stimulates power stratification within the children. In addition, there are differences in the social behaviors between the children of different levels of power. As preschool children are in a critical developmental window when social knowledge is being accumulated and social skills are being acquired, using power relations within the kindergarten classroom as an entry point to analyze the impact of teachers’ emotions on children’s social behavior provides a new breakthrough for the professional development of early childhood education and the better achievement of educational goals.

Language: English

DOI: 10.3389/fpsyg.2022.808847

ISSN: 1664-1078

Language: German

Published: Obberied bei Freiburg, Germany: PAIS, 1999

ISBN: 3-931992-08-X

Series: Element

Abstract/Notes: This study had several objectives. First, to investigate the practices of forest kindergartens in three different geographic regions of Türkiye. Second, to explore how the founders of forest kindergartens overcome challenges and take advantage of favorable circumstances as they set up and run the kindergartens. Third, to research the challenges and favorable circumstances that teachers face in such kindergartens and ways to deal with them. Fourth, to examine what kinds of cultural adaptations kindergarten founders and teachers need to make to use Forest Pedagogy in their own culture or location. Fifth, to elicit the kindergarten founders', teachers', and parents' knowledge of Forest Pedagogy. And sixth, to explore how parents' knowledge of Forest Pedagogy relates to their expectations of forest kindergartens. This study included members of the forest kindergartens (N = 21), which comprised the founders (N = 3), teachers (N = 9), and parents (N = 9). The study discovered that forest kindergartens were not typical, despite sharing similar practices with other kindergartens, such as the daily use of outdoor playgrounds. The diversity of the outdoor settings employed by forest kindergartens varied from region to region, depending on their geographical characteristics. However, they shared certain challenges with other kindergartens, such as a lack of unstructured and affordable natural settings surrounding the kindergartens. In all cases, the kindergarten founders and teachers had limited knowledge of sustainable attitudes for children and the significance of risky play. Yet, the parents possessed the knowledge to value free, muddy, and risky play throughout the year.

Language: English

Published: Ankara, Turkey, 2022