Language: Korean

ISSN: 1226-9417

Abstract/Notes: Elly McCarthy is a teacher at Pacific Crest School, a Montessori school in Ballard. RadioActive’s McKenna Kilayko talked with Elly about practicing empathy-based communication and interaction in the classroom.

Language: English

Published: Mar 21, 2023

Language: Korean

ISSN: 1226-9417

Language: Korean

ISSN: 1226-9417

Language: Korean

ISSN: 1226-9417

Abstract/Notes: Based on a survey of the present status of furnishing teaching materials and implements for children`s class in child care center for which no criteria has even been provided, this study seeks to explore the problems of preparing teaching materials and implements. Also, as a way of solving such problems, this study will reveal the need for recommending criteria for furnishing teaching materials and implements and will clarify the criteria for providing teaching materials and implements for children`s class at child care center. The research issues that have been formulated to achieve the objectives of this study are as follows. 1) What is the present status of furnishing teaching materials and implements for child care center? 2) How can one recommend the criteria for furnishing the teaching materials and implements required by child care center? This study has classified the child care center in Daejeon and parts of the Chungcheongnamdo region according to location, number of classes, presence or absence of evaluation certification, facility type, etc. and conducted a questionnaire survey by visiting the centers or via mail. The collected questionnaires were processed using the SPSS program. A frequency analysis was made in order to discover the general characteristics of the respondents and facilities. Also, to discover the status of furnishing teaching materials and implements at child care center according to the characteristics of facility, a crosstabulation analysis was conducted using χ2 statistic. If the results of analysis of this study are summarized, they are as follows. First, as a result of studying and analyzing the relationship between the status of furnishing teaching materials and implements for child care center and the evaluation certification, it was found that child care center that have either passed the evaluation certification or are preparing for it show better provision of such materials and implements than child care center which have done neither. Second, in terms of the question about the need for criteria for furnishing teaching materials and implements for child care center, the results show that 91.7% of respondents saw the need for such criteria. Third, when looking at the results of surveying the status of furnishing teaching materials and implements, the teaching materials for which over 60% of the teaching material items were answered as being adequately furnished made up 69.97% with 25 of a total of 41 items. There were also no teaching tool items that showed a 100% rate of provision. Moreover, there was not a single facility where all teaching implements were adequately furnished 100%, and farming villages and places that are planning to prepare for evaluation certification tended not to be furnished. When looking at the above research results, furnishing of teaching materials and implements at child care center examined here was inadequate. However, among them, the rate of furnishing was high for places that have either passed the evaluation certification or are preparing for it. One also finds that the rate of furnishing at facilities planning to make such a preparation or located in farming villages are low. Further, in terms of the need for criteria for furnishing of teaching materials and implements for child care center, one was able to see an urgency of preparing such criteria as 91.7% of respondents answered that they were necessary. Therefore, this study has recommend a set of criteria for furnishing teaching materials and implements for child care center used in the questionnaire by revising the criteria for kindergarten teaching implements as announced by each education office of cities and provinces to correspond to the needs of child care center. This study prepared and recommend criteria for furnishing of materials and implements by making a classification of 12 areas of interest including building, role, language, operation, art, math, cooking, science, tone and rhythm, sand, computer, and physical activity and of 41 teaching tool items as well as determining the requirement according to the requirement criteria for 1 class. Also, because a child care center has not only classes for children over the age of 3 but also classes for children under the age of 2, there is a need for a research on teaching materials and implements for the latter classes. For qualitative progress of daycare, research on teaching materials and implements for child care center should be conducted at the national level as a matter of urgency based on this study. / 본 연구는 그동안 교재·교구 기준조차 없는 보육시설 유아반의 교재·교구 비치 실태 조사를 통하여 교재·교구 비치의 문제점을 알아보고 그 해결방안으로 교재·교구 비치 기준 제시의 필요성을 밝히고 보육시설 유아반의 교재·교구 비치 기준을 제시하는 것을 목적으로 한다. 연구대상은 대전광역시과 충청남도의 전체 보육시설 1,134개소 중 10%에 해당하는 114개소를 연구대상으로 하여 설문조사를 실시하였다. 수집된 설문지는 SPSS 프로그램을 이용하여 처리하였다. 응답자 및 시설의 일반적 특성을 알아보기 위하여 빈도분석을 실시하였으며, 시설의 특성에 따른 보육시설의 교재·교구의 비치실태를 알아보기 위하여 χ2통계량을 이용한 교차분석을 실시하였다. 연구 결과 보육시설의 교재·교구 비치 현황은 대다수의 시설이 교재·교구 종목의 비치가 미비하였다. 그러나 그 중에서 평가인증을 통과한 시설의 경우 다른 시설에 비해 교재·교구의 비치가 잘 되어 있는 결과를 알 수 있었으며, 보육시설의 교재·교구 기준안이 필요하다는 의견은 91.7%로 나타났다. 이로써 보육의 질적 발전을 위해서 보육시설에도 교재·교구 비치 기준안이 필요하며 이에 대한 연구가 조속히 이루어져야 되고, 참고대상 조차 없는 영아반의 교재·교구에 대한 연구도 반드시 이루어져야 됨을 알 수 있었다.

Language: Korean

ISSN: 1226-9417

Abstract/Notes: New knowledge and skills acquired through the synergy of individuality and diversity will lead the society and culture in the 21st century. Contrasted with the isolation and exclusiveness in the 20thcentury, the synergy of individuality and diversity will be made through the mutual understanding and respect among people. In early childhood, children are beginning learners in their society, immature in body and mentality. They require social learning skills that will embrace the diversities within their culture. Korea is divided into South and North for over 60 years. As South Korea embraces the advanced society, understanding the South and North and the national education for the advanced society should be included in the early childhood education curriculum. The great scholars supported the premise that early childhood is the fundamental period for forming the personality and learning the basic knowledge and skills for the present and future. The encouragement of this global trend for individuality and diversity in current Korean early childhood program is in the beginning stages. Mixed racial families are becoming more prevalent in the Korean society. In the education area, the teaching method is just as important as the content. The type of teaching method, whether it is an experience or instructional-based method, depends on the learner and the knowledge trait. The teaching method has to focus on the learner and the characteristic of knowledge.

Language: Korean

ISSN: 1226-9417

Abstract/Notes: This study aims to examine relationship between early childhood pre-service teachers' early childhood mathematical content knowledge and mathematics teaching efficacy. This study's subjects are 73 early childhood pre-service teachers from two four-year universities, A and B, situated in Daejeon Metropolitan City. Their mathematical content knowledge and mathematics teaching efficacy were analysed using a concept map and a questionnaire, respectively. The results are as follows. First, there was static correlation between early childhood pre-service teachers' early childhood mathematical content knowledge and mathematics teaching efficacy. Second, relationship between early childhood pre-service teachers' early childhood mathematical content knowledge and outcome expectation was not statistically significant. Third, there was static correlation between early childhood pre-service teachers' early childhood mathematical content knowledge and efficacy expectation. The above results mean that pre-service teachers' good learning of a specific subject's content knowledge leads to their excellent teaching, and therefore good learning of content knowledge is crucial. / 본 연구의 목적은 예비유아교사들의 유아수학교육내용 지식과 수학적 교수효능감과의 관계를 알아보는 것이다. 본 연구의 대상은 대전광역시에 위치한 4년제 A, B 대학 예비유아교사 73명이다. 유아수학내용지식은 개념도를 통해, 수학적 교수효능감은 질문지를 통해 분석하였다. 연구결과, 첫째, 예비유아교사의 유아수학교육내용 지식과 수학적 교수효능감과는 정적인 상관이 있었다. 둘째, 예비유아교사의 유아수학교육내용 지식과 수학적 교수 효능감 중 결과기대 효능감과의 관계는 통계적으로 유의미하지 않았다. 셋째, 예비유아교사의 유아수학교육내용 지식과 수학 교수 능력신념 효능감과는 정적인 상관이 있었다. 이와 같은 결과는 과목 내용지식을 잘 배우면 앞으로 잘 가르칠 수 있게 된다고 볼 수 있기 때문에 내용지식을 잘 배우는 것은 매우 중요하다고 할 수 있다.

Language: Korean

ISSN: 1226-9417

Abstract/Notes: In this study, based on the theory of multiple intelligences in early childhood education teaching and learning strategies in the process of being made, and portfolio assessment to be introduced for the purpose of real-placed. To this end, pre-schoolers in Nuri class at Sarang Day Care Center were chosen for applying multiple intelligences theory to the project approach, were studied in a qualitative single case study. The research data was collected by analyzing the project-based education curriculum of Nuri class and interpreting the implementation of an early childhood program that applies multiple intelligences theory. The Nuri class program focused on practical knowledge emphasized in multiple intelligences theory on productive themes: Beans, Experience What it's like to be a Designer, Money, Save the Earth and Occupations. The preschoolers engaged in meaningful learning and creative experiences. Through a project that adopted a strategy based on multiple intelligences theory, they were able to develop multiple intelligences while having their differences and distinctions recognized. More than anything, the portfolio assessment process from a multi-dimensional perspective, which incorporates the children and parents, helped to build multiple intelligences to expand the children's reasoning and learning. / 본 연구는 다중지능이론에 기초한 유아교육과정에서 이루어지고 있는 교수학습 전략과 포트폴리오 평가에 대한 실제를 소개하고자 하는데 목적을 두고 있다. 이를 위해 프로젝트 접근법에 다중지능이론을 적용하는 사랑어린이집을 선정하여 질적 단일 사례연구의 구조 하에서 체계적인자료 수집과 분석을 하였다. 이에 대한 결과는 누리반의 유아교육프로그램은 지능의 실제성을 두는 다중지능이론에서 강조되는 ‘실천적 지식’에 초점을 맞추어 일상생활에서 밀접하고 생산적인 ‘콩, 디자이너 되어보기, 돈, 지구를 살려라, 직업’ 주제를 선정하였고 유아들은 실생활에 적용되는 의미 있는 학습과 창의적 경험을 하였다. 다중지능이론에 기초한 도입전략을 활용한 프로젝트 활동으로 유아들은 다름과 차이를 인정받으면서 다중지능을 발달시켜 나갔다. 무엇보다도 유아, 부모를 포함하는 다차원적 관점에서의 과정폴리오 평가 과정을 통해 다중지능을 강화하여 유아의 사고와 학습의 확장을 살필 수 있었다.

Language: Korean

ISSN: 1226-9417

Language: Korean