Статті в журналах: "Early childhood teachers"

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Winy Nila Wisudawati. "PLAYFULNESS AND TEACHER’S SELFEFFICACY OF EARLY CHILDHOOD TEACHERS." Journal of Southeast Asia Psychology (SAPJ) 12, no. 1 (May 23, 2024): 15. http://dx.doi.org/10.51200/sapj.v12i1.5053.

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This study aims to determine the relationship between playfulness and self-efficacy among early childhood teachers. Playfulness is a personality trait that underlies an individual's tendency to be intrinsically motivated, have a clear orientation toward pleasure, and participate spontaneously and without restrictions. The method used in this research is quantitative research methods with a correlational research design. The tool to measure playfulness is the Adult Playfulness Traits Scale (APTS), which consists of 19 items and Norwegian Teacher Self-Efficacy Scale (NTSES) to measure teacher’s self-efficacy, which consists of 24 items. The subjects of this study (N=52 people) were early childhood teachers. The correlation statistical test in this study uses Pearson product-moment correlation to measure the relationship between variables through the correlation coefficient. The results revealed a significant correlation coefficient between playfulness and teacher's self-efficacy r = -0.398 and p = 0.003 < 0.01, indicating negative relationship between early childhood teachers’ playfulness and teacher’s self-efficacy. In other words, the higher the playfulness, the lower the teacher's self-efficacy among teachers. Hence, the importance of playfulness for teachers to build warm relationships with students in the classroom so that students feel safe, is inseparable from teacher competence which is based on beliefs about their own abilities or self-efficacy.

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Hwang, Hae Ika, and Hye Kyoungb Chae. "Exploring the Character Strength of Early Childhood Teachers." Contemporary Social Sciences 27, no. 1 (January 1, 2018): 25–32. http://dx.doi.org/10.29070/27/57212.

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UNAL, Merve, and Gokce KURT. "Socioeconomic Profile of Early Childhood Education Preservice Teachers." Eurasian Journal of Educational Research 18 (April 4, 2018): 1–20. http://dx.doi.org/10.14689/ejer.2018.74.4.

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4

Kim, Junghyun, and Hyesoon Kim. "The Effect of the Principal's Leadership Type on the Play Support Effectiveness of Early Childhood Teacher : Focused on the Mediating Effect of Early Childhood Teacher's Empowerment." Korean Society of Culture and Convergence 44, no. 12 (December 31, 2022): 497–514. http://dx.doi.org/10.33645/cnc.2022.12.44.12.497.

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This study attempted to investigate the mediating effect of early childhood teacher's empowerment in the effect of the principal's leadership type on the play support effectiveness of early childhood teachers. The subjects of this study included a total of 209 early childhood teachers. The collected data were frequency analysis, reliability analysis, descriptive statistical analysis, correlation analysis, and path analysis using SPSS 26.0 and AMOS 26.0 programs. As a major result, first, there was a significant positive correlation between the director's leadership, the empowerment of early childhood teachers, and the effectiveness of play support. Second, the director's directive leadership had a direct negative effect on early childhood teachers' sense of play support efficacy. Persuasive leadership had a direct effect on early childhood teachers' play support efficacy and an indirect effect through empowerment. Delegated leadership showed an indirect effect on early childhood teachers' sense of play support efficacy through the mediation of early childhood teachers' empowerment. In other words, the partial mediating effect of empowerment was shown in the effect of the director's persuasive leadership on the early childhood teacher's play support efficacy, and the full mediating effect of empowerment was shown in the effect of the delegated leadership on the early childhood teacher's play support efficacy. In conclusion, these results suggest that in order to increase the play support effectiveness of early childhood teachers, an approach effort is needed to understand that the role of early childhood teacher's empowerment varies for each type of leadership of the principal.

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5

Diamond, Karen E. "Supporting Early Childhood Teachers." Topics in Early Childhood Special Education 21, no. 3 (July 2001): 150–51. http://dx.doi.org/10.1177/027112140102100302.

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Lee, Jin-Hee. "The Early Childhood Teacher’s Images of Pre-service Teachers, Kindergarten Teachers, and Daycare Center Teachers." K Association of Education Research 7, no. 3 (December 31, 2022): 107–24. http://dx.doi.org/10.48033/jss.7.3.6.

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The purpose of this study is to examine the image of teachers for pre-service teachers, kindergarten teachers, and daycare center teachers, and to see if there is a difference in the image of teachers they think. To this end, a survey was conducted from April 11 to April 29, 2022 on students enrolled in the Department of Early Childhood Education at vocational colleges in Gyeonggi-do, Seoul, and kindergarten and daycare center teachers. The mean, standard deviation, and Cronbach α coefficients were calculated for the final 214 out of 250 questionnaires, and the data were analyzed through one-way random analysis and Scheffe post-verification. As a result of the study, first, the overall average for the image of early childhood teachers was found to be moderate or higher, and the average value of the image of teachers considered by prospective pre-service teachers was the highest. Second, the image of pre-service teachers, kindergarten teachers, and daycare center teachers differed according to their educational background, career, and working institution. These research results can provide basic data on how to improve the image of early childhood teachers, and can help early childhood teachers to be recognized as professionals by establishing a desirable teacher image.

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Kim, Yu-Mi, and Sung-Sook Pu. "The Effect of Director's Authentic Leadership on Early Childhood Teacher's Play Teaching Efficacy: Mediating Effect of Early Childhood Teacher Job Crafting." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 15 (August 15, 2023): 651–66. http://dx.doi.org/10.22251/jlcci.2023.23.15.651.

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Objectives This study aimed to investigate the mediating effect of early childhood teacher job crafting in the director's authentic leadership influence on early childhood teacher's play teaching efficacy. Methods To this end, an online survey was conducted among 324 early childhood teachers from kindergartens and daycare centers located in Seoul and Gyeonggi-do. In addition, descriptive statistics, frequency analysis, reliability analysis, correlation analysis, regression analysis, and Sobel Test were conducted to analyze the collected data. Results The results of this study are as follows. First, a higher director's authentic leadership was shown to be correlated with increased early childhood teacher's play teaching efficacy and job crafting. Moreover, the play teaching efficacy increased with the early childhood teacher's job crafting. In other words, it was shown that the director's authentic leadership and the early childhood teachers' job crafting and play teaching efficacy had a meaningful correlation. Second, it was demonstrated that early childhood teachers' play teaching efficacy had been positively affected by the director's authentic leadership. Conclusions Furthermore, early childhood teachers' job crafting was found to have a mediating effect that increases the static influence on play teaching efficacy. Therefore, it can be stated that job crafting acts as a variable that can improve play teaching efficacy in the procedure where director authentic leadership impacts early childhood teachers' play teaching efficacy. These findings indicate that in order to improve early childhood teachers' play teaching efficacy, directors and teachers need to collaborate together and make an effort to increase early childhood teachers' job crafting as well as directors' authentic leadership.

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Kim, Eun Jung, and Min Kyung Ha. "The Image of ‘Early Childhood Teachers in Childhood Remote Education’ by Current Early Childhood Teachers." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 11 (June 15, 2022): 147–61. http://dx.doi.org/10.22251/jlcci.2022.22.11.147.

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Objectives The purpose of this study was to examine how incumbent early childhood teachers who have undergone changes due to COVID-19 image early childhood teachers in remote education. Methods In this study, metaphor analysis was conducted to find out the human conceptual system and thoughts from the perspective of experientialism. The subject of the study is 172 early childhood teachers with remote education experience. The researcher distributed the research subject a sentence-completed metaphor analysis questionnaire, “In remote education, the early childhood teacher is ( ). Because it is ( ).” After organizing the collected data in Excel, it was analyzed using the conceptual metaphor method(Gok & Erdogan, 2010) that revealed the metaphor tendency and metaphor type. While the researchers repeatedly read the data, the final results were derived through classification, categorization, and recategory. Results As a result of the study, early childhood teachers perceived early childhood teachers implementing remote education as robots, guides, entertainers, researches, capable of doing anything, leaders, a person who teaches others, and people who would disappear. Conclusions Through the results of this study, it was revealed that early childhood teachers perceived difficulties and limitations in their roles in early childhood remote education, and various implications were also provided for the new role of early childhood teachers for childhood remote education in the post-COVID-19 era

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Kim, Ji-Young. "Early Childhood Teachers' Perception about Early Childhood Music Activity." Korean Journal of Human Ecology 17, no. 3 (June 30, 2008): 389–97. http://dx.doi.org/10.5934/kjhe.2008.17.3.389.

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SAHIN, Figen, Muge SEN, and Caglayan DINCER. "Early Childhood Preservice Teachers’ Experiences with Reflective Journal Writing." Eurasian Journal of Educational Research 19, no. 84 (December 3, 2019): 1–22. http://dx.doi.org/10.14689/ejer.2019.84.5.

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11

Kim, Gwang-su. "Comparison of Teacher Creativity and Teacher Efficacy of Pre-early Childhood Teachers and Current Early Childhood Teachers: Latent Mean Analysis." Korean Association For Learner-Centered Curriculum And Instruction 19, no. 15 (August 15, 2019): 693–713. http://dx.doi.org/10.22251/jlcci.2019.19.15.693.

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12

Rahmawati, Risa, Dede Siti Hodijah, Nu'man Ihsanda, Neni Susiyani, Sri Sugiarti, and Sandi Tya. "Teachers’ Strategies: Can It Prevent Bullying to Early Childhoods in Preschool Education?" Journal Corner of Education, Linguistics, and Literature 3, no. 4 (May 1, 2024): 368–76. http://dx.doi.org/10.54012/jcell.v3i4.287.

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Bullying is an action of verbal and non-verbal violences done repeatedly by a person to another. This study aims to determine the forms of bullying carried out by early childhood and teachers’ strategies applied to overcome bullying behavior in preschool education. The method used in this study is a qualitative under a descriptive approach. The findings of the present study show that bullying carried out by early childhoods is in the forms of aggressive and negative actions such as kicking, pinching, hitting, taunting, and pushing friends. In addition, the strategies used by the teachers to prevent bullying behavior to the early childhood are carried out through several steps: (1) the teachers conducted anti-bullying during the teaching and learning process through storytelling method using hand puppet as media related to bullying material, (2) the teachers invited the early childhoods to sing the song to know anti-bullying, (3) the teachers communicated to the parents about the dangers of bullying, (4) the teachers invited the parents to understand well their early childhood’s character, (5) the teachers invited the parents to participate in parenting program, (6) the teachers advised and supervised the early childhoods when they are at school, (7) the teachers provided strict policy against bullying behavior. In conclusion, bullying behavior can be prevented earlier through instilling character education and implement seven strategies such as mentioned above.

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13

Kilderry, Anna. "Teachers in early childhood policy." Journal of Education Policy 29, no. 2 (July 23, 2013): 242–62. http://dx.doi.org/10.1080/02680939.2013.817612.

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14

Su-Min, Ryu, Lee Ha-Jeong, and Han An-Na. "Early Childhood Education Teachers’ Metaphors on Early Childhood Special Education." Korean Society for Child Education 24, no. 2 (May 25, 2015): 169–88. http://dx.doi.org/10.17643/kjce.2015.24.2.10.

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15

Park, Sang-Wook, Haeng-Mi Son, Joo-Hyeon Kim, Hye-Jin Park, Hye-Seon Byun, Mi-Soob Jang, Hye-Ji Heo, and Do-Kyeong Ko. "Early Childhood Teachers' Experiences of Sex Education for Early Childhood." Journal of Korean Association for Qualitative Research 7, no. 2 (November 30, 2022): 152–62. http://dx.doi.org/10.48000/kaqrkr.2022.7.152.

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16

Fadillah, Fadillah. "Early Childhood Metacognitive Learning among Students of Early Childhood Teacher Education." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 4, no. 2 (January 21, 2020): 658. http://dx.doi.org/10.31004/obsesi.v4i2.332.

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The purpose of this research is to describe the ability of Early Childhood Teacher Education students to carry out Early Childhood metacognitive learning.By using the developmental research method that refers to the Dick and Carey's model, the following research results are obtained: Based on the teaching of thinking, teaching for thinking and teaching about thinking, early childhood metacognitive learning is planned so that the method and media used are clear, to train students' thinking ability. The implementation of early childhood metacognitive learning is assessed from the teacher's perception, namely students of Early Childhood Education as prospective teachers and from children's perceptions. From the teacher's perception it is believed that early childhood metacognitive learning can start at the age of 2 years old. From the children's perception, early childhood metacognitive learning occurs because of the process of habituation and imitation.

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Kim, Hyo-Jin. "Exploring the Changes of Early Childhood Teachers’ Experiencers on and the Meanings of Reflective Emotion Journaling." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 13 (July 15, 2023): 727–50. http://dx.doi.org/10.22251/jlcci.2023.23.13.727.

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Objectives The purposes of this study were to explore the changes of teacher’s experiences writing reflective emotion journals and the meaning of it in the contexts of early childhood education and care. Methods In this qualitative study, nine early childhood teachers participated in a course of the graduate school during 15 weeks, and at this time they submitted 10 journals and participated in the group discussion, group interviews. Results Two major themes along with multiple sub-themes were identifies including: First, the teacher's emotional journal writing experience changed from ‘unfamiliarity, difficult start’ to write down with focusing on the teacher's emotions in early childhood education to ‘objectively facing one's emotions,’ ‘discovering positive emotions, savoring them’, ‘viewing the classroom space as a living world’, and ‘considering teacher emotion in detail’. Second, the meaning of the experience of writing emotional journals to teachers can be summarized as ‘the journey to get to know me’, ‘time to empathize and comfort’, ‘the process of transferring the virtuous cycle’, and ‘time of growth’. Conclusions In conclusion, It is expected that it will be possible to find ways to support teachers' healthy emotional experiences in the early childhood education field while awakening the importance of teacher emotions in the early childhood teacher education program and presenting directions in terms of applying the value and meaning of teachers' emotional journal writing.

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Gould, Kiri. "ideal early childhood teacher?" New Zealand Annual Review of Education 29 (April 23, 2024): 23–40. http://dx.doi.org/10.26686/nzaroe.v29.9455.

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In policy, teachers are persistently positioned as central to improving the quality of early childhood education and care (ECEC). They are frequently the targets for policy reform that proactively seeks to shape teaching priorities and practices. The constructions of teachers in policy shape notions of ideal professional identities, opening up spaces for certain identities and closing spaces for others. This critical discourse analysis of seven key ECEC policy texts assembles a range of discourses to identify and critically examine two prevalent and distinct 'ideal' professional identities for early childhood teachers: The Professional and The Kaiako.

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Kim, JiYoung, and jin ju Youn. "Searching for Images of Good Early Childhood Teachers Recognized by Pre-service Teachers." Korean Society of Culture and Convergence 44, no. 10 (October 31, 2022): 1057–71. http://dx.doi.org/10.33645/cnc.2022.10.44.10.1057.

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The purpose of this study is to analyze the image of a good early childhood teacher recognized by pre-service teachers, focusing on the qualities and roles of teachers. The participants of this study were 32 pre-service teachers in the 3rd year of the 4-year early childhood education department. For data analysis, images were analyzed and meanings were given using the open coding method of Kim Young-cheon (2006). Results, First, as the qualities of a good early childhood teacher recognized by preservice teachers, infinite and fair love, positive emotions and neat appearance, and educational philosophy and beliefs as a teacher were mentioned. Second, as the roles of good early childhood teachers, caregivers, guides, observers, education providers, playmates, facilitators, and universal entertainers were mentioned. Through this, we intend to establish a correct self-image as an early childhood teacher by exploring the qualifications and roles to be performed in the future, and to provide the basic data necessary for cultivating the teacher's professionalism.

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Cho, Yujin. "Awareness of Early Childhood Teacher’s Teaching Life by Pre-service Early Childhood Teachers Through Photovoice." Journal of Humanities and Social sciences 21 13, no. 6 (December 31, 2022): 1217–30. http://dx.doi.org/10.22143/hss21.13.6.83.

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Lee, Hye-Won, and Jae-Eun Jung. "The mediating effect of grit on the relationship between teacher cooperation and teacher efficacy of early childhood teachers." korean Jouranl of Early Childhood Education 25, no. 4 (December 31, 2023): 389–408. http://dx.doi.org/10.15409/riece.2023.25.4.15.

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The purpose of this study is to select teacher cooperation and grit as variables that affect early childhood teachers' teacher efficacy and to confirm the mediating role of grit in the relationship between teacher cooperation and teacher efficacy. For this purpose, data were collected using the ‘Teacher Cooperation Scale’, ‘Teacher Efficacy Scale’, and ‘Grit-O Scale’ targeting 241 early childhood teachers working at early childhood education institutions located in Seoul and Gyeonggi-do. The collected data were analyzed using the SPSS 24.0 program to analyze the mediating effect of grit in the relationship between teacher cooperation and teacher efficacy. As a result of the study, in the correlation between early childhood teachers' teacher cooperation, teacher efficacy, and grit, all three variables showed a significant positive correlation with each other. In addition, grit had a partial mediating effect in the relationship between early childhood teachers' teacher cooperation and teacher efficacy. This means that teacher cooperation affects teacher efficacy, and grit can contribute to this as a psychological competency. In order to improve the efficacy of early childhood teachers, efforts are needed to enhance grit through cooperative relationships with fellow teachers. To this end, various suggestions are discussed, such as policy guaranteeing opportunities and time to autonomously participate in teacher learning communities.

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Oh, Su-Heon, and Seung-Hee Kim. "Early Childhood Teachers’ Euphoria According to Teacher’s Background Variables." Korean Association For Learner-Centered Curriculum And Instruction 16, no. 10 (October 5, 2016): 141–65. http://dx.doi.org/10.22251/jlcci.2016.16.10.141.

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Kim, Youngsun, and Seunghee Kim. "Climate change literacy and perception on climate change education according to early childhood teacher’s background variables." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 13 (July 15, 2024): 303–20. http://dx.doi.org/10.22251/jlcci.2024.24.13.303.

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Objectives The purpose of this study was to investigate climate change literacy and perception on climate change education according to early childhood teachers’ background variables. Methods This study conducted survey research targeting at 256 early childhood teachers in Gwangju metropolitan city and JeollaNamdo from July 10 to August 18, 2023. Data were analyzed using frequency analysis, descriptive statistic analysis, one-way ANOVA, and χ2 test. Results There were significant differences in all of the sub-factors of early childhood teachers’ climate change literacy including climate change perception, climate change knowledge, and climate change attitude, according to teacher’s background variables. Early childhood teachers’ perception on climate change education also differed significantly according to teacher’s background variables. In particular, significant differences were noticeable depending on the type of working institution and whether or not to take climate change classes, such as the well-equipped climate change literacy of teachers at national and public kindergartens as well as teachers taking climate change classes. This suggests that in order for climate change education to be actively conducted, it is important for early childhood teachers to acquire knowledge and information about climate change. Conclusions This study is meaningful in providing basic data for the development of climate change teacher education programs by investigating climate change literacy and perception on climate change education according to early childhood teachers’ background variables.

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Aini, Wirdatul, Setiawati Setiawati, and Alim Harun Pamungkas. "The Creativity of the Early Childhood Education’s Teachers in Creating an Animation Media Web-Based in Koto Tangah Padang." KOLOKIUM: Jurnal Pendidikan Luar Sekolah 7, no. 2 (October 30, 2019): 127–34. http://dx.doi.org/10.24036/kolokium-pls.v7i2.355.

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One of the success of the Early Childhood Education Institution in society is based on the teacher’s factor. The problem facing by the Early Childhood Education Institution in the sub-district of Koto Tangah is the lack of the creativity of the teachers to use modern media that will motivate children to play while learning. Until now, Early Childhood Education teachers still use traditional media in the teaching and learning process, when it looks outdated and less able to motivate children in learning. This training aims to help the teachers to be creative Early Childhood Education’s teachers in making an animation learning media Web-based. Through the training of animation learning media Web-based, the teachers can improve their ability in applying various media. Skill training method in making an animation media-based uses; (1) speech method is used to deliver the material theoretically about the concept of Early Childhood Education and the learning characteristics, (2) discussion method is used by the Early Childhood Education’s teachers to discuss about how to make an animation media web-based, (3) experiment/ practice method is used to train the Early Childhood Education’s teachers in having an ability in making an animation media, each teacher tries to create an animation media web-based directly. The subject of this research is the 21 teachers, taken from each delegation of the Early Childhood Education Institution in Koto Tangah, Padang. The result of this research for the community can be described: (1) Early Childhood Education’s teachers comprehend characteristics and learning strategies for early childhood, (2) some of them have already skilled, creative in creating web-based animation learning media. It is suggested to the school to always motivate and facilitate the Early Childhood Education’s teachers in creating a good learning media following the advancement of science and technology. The Early Childhood Education’s teachers are expected to have continuous training to improve their creativity in creating a good and varies learning media.

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Maylani, Rany, and Ega Asnatasia Maharani. "Teachers’ perception towards early childhood literacy development methods in ‘aisyiyah bustanul athfal (ABA) kindergarten." Journal of Early Childhood Care and Education 5, no. 1 (March 21, 2022): 13–26. http://dx.doi.org/10.26555/jecce.v5i1.5006.

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The literacy ability of early childhood is inseparable from their teacher’s role in teaching literacy for children. The knowledge and methods used by the teacher are expected to be able to improve children's skills to comprehend the content of text and become active readers in the future. This research aims to find out teacher's perception towards early childhood literacy development methods in ‘Aisyiyah Bustanul Athfal (ABA) Kindergarten in Depok Sub-district. The research method employed in this research is qualitative descriptive. The sampling technique is purposive sampling in order to obtain 8 participants out of 4 kindergartens in Depok Sub-district. The research data were analyzed by thematic analysis technique using NVivo 12 software. The findings revealed that: (1) teachers’ perception towards early childhood literacy development is mostly defined as the skill to reading and writing. (2) Teacher implementation on the early childhood literacy is carried out through activities involving printed learning media. (3) The development method for early childhood literacy learning is still limited to storytelling and writing. (4) School support for early childhood literacy development methods consists of providing facilities and infrastructures, and supporting teachers create published story books. However, the problems and obstacles faced by teachers are the lack of availability of reading books and inadequate infrastructure.

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Lee, Ja-Jung, and Kyung Sook Kim. "The Effects of Early Childhood Teachers’ Playfulness and Development of Professionalism on Their Play Support Practices." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 6 (March 31, 2023): 721–37. http://dx.doi.org/10.22251/jlcci.2023.23.6.721.

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Objectives This study was conducted to examine the effects of early childhood teacher’s playfulness and the development of professionalism on their play support practices. Methods The subjects of this study were 250 early childhood teachers working in kindergartens located in G city and J province. The playfulness, development of their professionalism, and play support practice were evaluated directly by the early childhood teachers. The Pearson correlation analysis and multiple regression analysis on the data collected were conducted by using SPSS WIN 29.0. Results First, the early childhood teachers’ playfulness and development of the professionalism were major fators to explain their play support practice. Second, the early childhood teachers’ playfulness and their development of the professionalism explained their play support practice. Third, based on analysis of relative effects of the teachers’ playfulness and development of the professionalism on their play support practice, their play support practice were explained 54% by the development of the professionalism while the teachers’ playfulness did not have effect. Conclusions The playfulness and development of the professionalism were major factors that explained the teachers’ play support practice. Especially the teachers’ development of the professionalism had much greater effect on their play support practice. This study suggests that development of professionalism of early childhood teachers might be a way to enhance the teachers’ competence for play support practice in early childhood classes.

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Kwon, Hye Jin. "Early childhood Pre-service Teachers’ Reviews on Early Childhood bullying Experiences and Early Childhood bullying." Forum of Public Safety and Culture 13 (September 30, 2021): 193–205. http://dx.doi.org/10.52902/kjsc.2021.13.193.

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Koh, Hee Seon. "A Study on Early Childhood Teachers' Creative Competencies Perceived by Pre-Service Early Childhood Teachers." Korean Association For Learner-Centered Curriculum And Instruction 20, no. 9 (May 1, 2020): 825–50. http://dx.doi.org/10.22251/jlcci.2020.20.9.825.

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Kwak, YoungSook. "The Development and Validation Study of The Korean Version of Teacher Efficacy Scale for Early Childhood Teachers." Educational Research Institute 43, no. 2 (October 31, 2023): 235–68. http://dx.doi.org/10.34245/jed.43.2.235.

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The purpose of this study is to develop a Korean version of the teacher self-efficacy scale for early childhood teachers by adapting Bandura's (2006) teacher self-efficacy scale (TSES) and considering the contextual suitability of early childhood education in Korea, and to verify its validity and reliability. In the preliminary investigation, the constructs and questions of the Korean version of the teacher efficacy scale for early childhood teachers were explored through literature analysis, translation-back-translation, and content validity verification. As a result of the preliminary investigation, a preliminary draft of 6 constructs and 28 questions was developed. In main survey, exploratory factor analysis, confirmatory factor analysis, and reliability analysis were conducted on 305 early childhood teachers to verify the scale goodness of the Korean version of the teacher efficacy scale for early childhood teachers. As a result of the study, the Korean version of the teacher efficacy scale for early childhood teachers was developed with 6 constructs and 28 questions, and the Cronbach’s α coefficient was found to be .96. Therefore, the Korean version of the teacher efficacy scale for early childhood teachers developed in this study was found to be an appropriate scale for measuring the teacher efficacy of early childhood teachers.

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Cho, Seong Jin, and Youn Kyoung Ahn. "The Effects of Early Childhood Teachers' Grit and Teacher Efficacy on Job Satisfaction." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 12 (June 30, 2023): 427–38. http://dx.doi.org/10.22251/jlcci.2023.23.12.427.

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Objectives The purpose of this study is to analyze the effect of grit and teacher efficacy of early childhood teachers on job satisfaction. Methods A survey was conducted on 211 teachers working at early childhood education institutions located in N and S cities in Chungcheongnam-do, and technical statistical analysis, reliability and correlation analysis, and multiple regression analysis were conducted using SPSS 23.0. Results First, it was found that there was a positive correlation between the grit of early childhood teachers and teacher efficacy and job satisfaction. Second, the grit and teacher efficacy of early childhood teachers had an effect on job satisfaction, and grit was identified as a factor that had a relatively large effect on job satisfaction. Among the grit's sub-factors, passion, persistence, and continuity of interest had a significant effect on job satisfaction, and among teacher efficacy, a sense of calling and teaching ability had a significant effect on job satisfaction. In particular, grit had a relatively greater influence on job satisfaction than teacher efficacy. Conclusions Grit and teacher efficacy can play an important role as variables affecting job satisfaction of early childhood teachers, so measures should be sought to increase the positive effects of grit and teacher efficacy of early childhood teachers.

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Kim, Jung-Hee. "Early childhood teachers' exploring the perspective of early childhood instructional media." Asia-pacific Journal of Multimedia services convergent with Art, Humanities, and Sociology 7, no. 7 (July 31, 2017): 59–68. http://dx.doi.org/10.14257/ajmahs.2017.07.28.

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SHIN, Yo-Jung. "A Study on the Effect of Director's Authentic Leadership on Early Childhood Teacher's Professionalism: Centered on Mediating Effect of Organizational Culture of Early Childhood Educational Institute." Association of Korea Counseling Psychology Education Welfare 11, no. 1 (February 28, 2024): 283–97. http://dx.doi.org/10.20496/cpew.2024.11.1.283.

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The purpose of this study is to investigate the relationship between variables affecting the early childhood teacher's professionalism after setting the director's authentic leadership as an independent variable, the organizational culture of early childhood educational institute as a mediating variable, and the early childhood teacher's professionalism as dependent variable, considering that the director's authentic leadership was a motivational factor affecting the organizational culture of early childhood educational institute. The research questions established to achieve such research objective are as follows. First, what is the relationship among the director's authentic leadership, organizational culture of early childhood educational institute, and early childhood teacher's professionalism? Second, do the director's authentic leadership and organizational culture of early childhood educational institute affect the early childhood teacher's professionalism? Third, does the director's authentic leadership affect the early childhood teacher's professionalism through a medium of organizational culture of early childhood educational institute? The research object in this study was final 225 early childhood teachers except the unreliable respondents out of 250 teachers who worked in 'D' city. From the result of this research above, it may be summed up as follows. First, this study has shown that it had statistically significant positive relationship among the director's authentic leadership, organizational culture of early childhood educational institute, and early childhood teacher's professionalism. Second, the internalized moral viewpoint, relational transparency, and balanced processing of information among the subfields of director's authentic leadership had positively significant direct effect on the early childhood teacher's professionalism. In addition, the rational culture, relationship culture, hierarchy culture among the subfields of organizational culture of early childhood educational institute had positively significant direct effect on the early childhood teacher's professionalism. Third, the director's authentic leadership affected the early childhood teacher's professionalism, mediated by the organizational culture of early childhood educational institute. This researcher considers it as the director's authentic leadership and organizational culture of early childhood educational institute were the related variables that affected the early childhood teacher's professionalism.

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Kim, Hye-Seong, and Jin-Young Chae. "The Influence of Early Childhood Teachers’ Childhood Attachment Experiences on Preschooler-teacher Relationships: Examining the Mediating Effect of Psychological Flexibility." Korean Journal of Teacher Education 40, no. 2 (March 30, 2024): 99–122. http://dx.doi.org/10.14333/kjte.2024.40.2.05.

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Purpose: This study investigated attachment experiences in childhood, psychological flexibility, and the level of preschooler-teacher relationships of early childhood teachers, and analyzed the effect of childhood attachment experiences on preschooler-teacher relationships based on verifying the mediating effect of psychological flexibility. Methods: A survey was conducted with 274 homeroom teachers in charge of infants aged three to five at a domestic Early Childhood Education institution. The collected data were calculated using the SPSS version 26.0 to calculate the mean and standard deviation. Pearson's correlation analysis was conducted to examine relations among the variables. Mediating effects were tested with Model 4 of the PROCESS macro for SPSS version 4.1. Results: First, the childhood attachment experiences of Early Childhood teachers, psychological flexibility, and the level of preschooler-teacher relationships were all above the middle range. Second, psychological flexibility partially mediated the influence of childhood attachment experiences of Early Childhood teachers on preschooler-teacher relationships. Conclusion: This research provides basic data on childhood attachment experiences, psychological flexibility, and the preschooler-teacher relationships of Early Childhood teachers and reveals a high positive influence relationship between these variables. This reveals that Early Childhood teachers need to mentally and institutionally support Early Childhood teachers in order to improve their childhood attachment experiences, psychological flexibility, and move preschooler-teacher relationships to a higher level.

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Oh, Anna. "Early Childhood Teachers’ Perceptions and Demands about Teacher Personality Education." Korean Society of Culture and Convergence 44, no. 8 (August 31, 2022): 485–500. http://dx.doi.org/10.33645/cnc.2022.8.44.8.485.

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The purpose of this study is to clarify early childhood teachers’ perceptions and demands of teacher personality education. A survey of 224 childhood teachers was conducted, and in-depth interviews were conducted with five other teachers. The collected data were frequency analysis and qualitative analysis. As a result of the survey on the status of personality education, the most common response was that both one’s personality level and teacher education opportunities were ‘normal’. The results of each question showed the most responses to ‘participate for self-regulation and positive self-achievement’, ‘problems of working conditions difficult to participate in training’, ‘self-development affects the personality of teachers the most’, and ‘personality education programs are needed to form desirable self-concept and values’. Next, as a result of the survey on personality education needs, the highest response was “stress management method for psychological-emotional stability with appropriate convergence of theory and practice” methodically. It was summarized that the expectation of creating an educational environment through regular personality education was high, including time for self-awareness and reflection. In conclusion, this study proposed to set the development direction of character education programs for early childhood teachers.

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Kim, Jeong-Hee. "Structural Relationships between Emotional Intelligence, Teaching Competencies, and Teacher–Child Interactions in Preservice Early Childhood Teachers." Institute for Education and Research Gyeongin National University of Education 43, no. 4 (December 31, 2023): 129–40. http://dx.doi.org/10.25020/je.2023.43.4.129.

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This study aimed to explore practical strategies for enhancing the competencies of preservice early childhood teachers in teacher–child interactions by examining the mediating effect of teaching competencies on the influence of emotional intelligence on teacher–child interactions. A total of 180 preservice early childhood teachers were enrolled in early childhood education programs in Gyeonggi and Incheon. Descriptive statistics, correlation analysis, path analysis, and mediation analysis were conducted using structural equation modeling for data collection and analysis. The study results revealed the following key findings: First, the emotional intelligence and teaching competencies of preservice early childhood teachers directly influence teacher–child interactions. Second, the emotional intelligence of preservice early childhood teachers indirectly affects teacher–child interactions through teaching competencies. Emotional intelligence was confirmed to have an indirect effect on teacher–child interactions through teaching competencies, which is greater than its direct effect. In conclusion, these findings indicate that education aimed at improving emotional intelligence and teaching competencies is essential for enhancing teacher–child interactions among preservice early childhood teachers.

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Lee, Mia, and Sukyung Shin. "The Relationship between Early Childhood Teacher’s Personality and Professionalism Expected by Pre-service Early Childhood Teachers." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 3 (March 15, 2022): 385–98. http://dx.doi.org/10.22251/jlcci.2022.22.3.385.

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Hwang, Hae-Ik, and Hye-Kyoung Chae. "Looking at the early childhood teachers and parents’s of early childhood teacher’s strength through metaphoric analysis." Journal of Korea Open Association for Early Childhood Education 22, no. 5 (October 31, 2017): 425–44. http://dx.doi.org/10.20437/koaece22-5-18.

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Zulkarnaen, Zulkarnaen, and Zulfakar Zulfakar. "The Effectiveness of Early Childhood Teachers." International Journal of Multicultural and Multireligious Understanding 8, no. 8 (August 15, 2021): 138. http://dx.doi.org/10.18415/ijmmu.v8i8.2859.

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The complexity of teaching and the intricacies of the varied early childhood education systems contribute to the multiple considerations regarding development, method of delivery, intended and needed outcomes, and issues and next steps for professional development in early childhood education. There are several promising practices and directions currently underway for professional development and learning. Recommendations from professional organizations as well as emerging research are providing guidance for next steps. They are calling attention to professional learning and effective teachers and their essential role in the children’s high-quality experiences in early care and education settings and in developing early childhood education as a profession.

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Sung, Won-Kyung. "A Study on the Pre-service Kindergarten Teachers’ Image of Kindergarten Teacher." K Association of Education Research 9, no. 2 (June 30, 2024): 383–97. http://dx.doi.org/10.48033/jss.9.2.20.

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The purpose of this study the images of kindergarten teachers thought bypre-service kindergarten teachers and whether the images of kindergarten teachers thought bypre-service kindergarten teachers change during the teacher training period. In this study, datawere collected through picture metaphors from 42 early childhood education students in thefirst semester of the first year and the first semester of the fourth year. The results of thestudy are as follows. First, the external images of kindergarten teachers thought by prospective early childhood teachers were ‘smiling’, ‘playing with children’, and ‘observingand supporting’, and the internal images of kindergarten teachers were ‘personal qualities’,‘professional competency’, and ‘professional attitudes’. Second, during the teacher trainingperiod, prospective early childhood teachers further consolidated ‘personal qualities’ amonginternal images and became to perceive ‘professional attitudes’ highly. Third, compared to thefirst grade, the fourth grade showed more complex images. With regard to the reason why theimages of kindergarten teachers changed, prospective early childhood teachers answered that‘major learning’ and ‘practical experience’ were important factors. Centering on the studyresults as such, a plan to support image formation that can help understanding teachers’ rolesin kindergarten teacher training was proposed.

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Pasiningsih, Pasiningsih. "Early Childhood Education Teachers’ and Prospective Teachers’ Understanding about Geometric Shapes." ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal 10, no. 1 (July 4, 2022): 163. http://dx.doi.org/10.21043/thufula.v10i1.13665.

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Children explore shapes in their daily lives. Understanding geometry is needed in children’s daily life and help them to develop their ability in solving problem. However, in Indonesia, learning math in the context of early childhood education merely focuses on learning numbers. Therefore, it is possible that teachers do not have sufficient knowledge in teaching geometry. For this reason, it is important to find out early childhood education teachers’ and prospective teachers’ understanding about geometric shapes. This study used descriptive qualitative approach to answer the research question of how early childhood education teachers and prospective teachers understand geometric shapes. The data were collected using semi-structured interviews then analysed using thematic analysis. Findings showed that early childhood education teachers and prospective teachers have lack of understanding about geometric shapes particularly in their content knowledge of 2-dimensional geometry, how to teach and assess children’s learning in geometry. It is suggested that early childhood education teachers as well as prospective teachers improve their knowledge about geometry. Early childhood education schools and universities are also expected to provide professional development and explore further other areas of mathematics, such as geometry not just focusing on numbers.

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Lee, Young-Mi, and Seon-Young Park. "Analysis of In-service and Pre-service Early Childhood Teachers" Perception on Early Childhood Teacher Competency." Journal of the Korea Academia-Industrial cooperation Society 22, no. 12 (December 31, 2021): 555–65. http://dx.doi.org/10.5762/kais.2021.22.12.555.

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Duncan, Judith. "Misplacing the Teacher? New Zealand Early Childhood Teachers and Early Childhood Education Policy Reforms, 1984–96." Contemporary Issues in Early Childhood 5, no. 2 (June 2004): 160–77. http://dx.doi.org/10.2304/ciec.2004.5.2.4.

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Kim, So-Hyang. "Early Childhood Curriculum Management Decision Making Structure for Sustainable Early Childhood Education." Korea Association for Early Childhood Education and Educare Welfare 27, no. 3 (September 30, 2023): 57–85. http://dx.doi.org/10.22590/ecee.2023.27.3.57.

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The purpose of this study is to provide a basis for sustainable development education in early childhood education by examining the decision-making structure of early childhood curriculum management as the governance structure of ESG related to sustainable development. The results of examining the five factors in the decision-making structure of early childhood curriculum management, such as children, parents, national level curriculum, directors of early childhood education institutions, and teachers are as follows. Children are divided into maturationism, behaviorism, and constructivism according to the perspective of viewing the development of children, and their influence on the decision-making structure is determined. Based on the stewardship code, parents' demands are reflected in the national level curriculum and directors of early childhood education institutions to affect the decision-making structure. The national level curriculum affects the decision-making structure through a re-understanding of the play-centered curriculum that reflects the educational backgrounds and constructivist educational beliefs of early childhood teachers. Directors of early childhood education institutions affect the decision-making structure according to the type of institution. Finally, teachers affect the decision-making structure according to the process of reforming the national level curriculum and educational beliefs. Therefore, it was discussed that children, parents, national level curriculum, directors of early childhood education institutions, and teachers can affect the decision-making structure of early childhood curriculum according to their perspectives.

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Lim, Se Eun, Gon Sung Yang, and Yo-Sang Ha. "The Mediating Effect of Recognition of Professionalism on the Relationship between Ego-Resilience and Job Satisfaction in Early Childhood Teachers." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 20 (October 31, 2023): 367–77. http://dx.doi.org/10.22251/jlcci.2023.23.20.367.

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Objectives This study aim to explore the mediating effect of early childhood teacher’s recognition of pro-fessionalism on the relationship between ego-resilience and job satisfaction. Methods The data were analyzed from 306 early childhood teachers in Daejeon, Sejong City, and South Chungcheong Province. Reliability analysis, technical statistics, frequency analysis, correlation analysis, and me-diating effect analysis of each scale were conducted using the SPSS 21.0 and PROCESS Macro Model 4. Results Research results were as follows. First, the correlations between early childhood teacher’s ego-resil-ience, job satisfaction, and recognition of professionalism were significant. Second, the mediating effect of recog-nition of professionalism was significant in the relationship between ego-resilience and job satisfaction. Conclusions The results of this study empirically verified the mediating effect of recognition of professionalism on the effect of ego-resilience of early childhood teachers on job satisfaction, and provides useful implications for program development or intervention to improve job satisfaction of early childhood teachers.

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kim, inae. "Early childhood teachers' FGI analysis of borderline children." korean Jouranl of Early Childhood Education 26, no. 1 (March 31, 2024): 5–27. http://dx.doi.org/10.15409/riece.2024.26.1.1.

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The purpose of this study is to explore early childhood teachers' perceptions of borderline infants. To this end, seven early childhood teachers currently working at early childhood education institutions were analyzed using FGI (Focus Group Interview) to identify which infants are recognized as borderline infants, what difficulties they have in their relationship with borderline infants, and what they think are the ways to help borderline infants adjust to kindergarten smoothly. As a result of the study, first, as implications for borderline infants, early childhood teachers considered ‘unbearable ambiguous infants’, ‘infants who cannot communicate at all’, and ‘infants who have difficulty establishing social relationships’ as borderline infants. Second, the necessary conditions for borderline infants were ‘the teacher's ungiving mind’, ‘communication and cooperation with guardians’, and ‘support systems inside and outside kindergartens’. The results of this study can be used as basic data to find ways to support young children's adaptation to kindergarten by understanding the meaning teachers experience in the process of guiding borderline infants in the kindergarten field.

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Yingya, Zhou. "Scholastic Performance and Professional Identity of Prospective Early Childhood Education Teachers." International Journal of Social Science And Human Research 05, no. 10 (October 23, 2022): 4610–14. http://dx.doi.org/10.47191/ijsshr/v5-i10-28.

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This study discusses the current situation of professional identity of early childhood education students in colleges From three aspects: professional cognition, professional attitude and emotion, and professional behaviour, and tries to understand the influencing factors of professional identity, including personal information, scholastic performance, etc. The study determined the relationship between the professional identities with the scholastic performance of the prospective early childhood education teachers. Results show that scholastic performance is significantly and positively correlated with the total professional identity score.

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Kline, Kate. "Early Childhood Teachers Discuss the Standards." Teaching Children Mathematics 6, no. 9 (May 2000): 568–71. http://dx.doi.org/10.5951/tcm.6.9.0568.

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Kwon, Eun-Jeong, and Won-Kyoung Son. "Early childhood teachers’ recognition of play." Journal of Korea Open Association for Early Childhood Education 27, no. 3 (June 30, 2022): 27–53. http://dx.doi.org/10.20437/koaece27-3-02.

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Kim, Hyun-Mi, and Kyee-Yum Kwon. "Caring and early childhood teachers' professionalism." Korean Society for Child Education 25, no. 3 (August 25, 2016): 135–56. http://dx.doi.org/10.17643/kjce.2016.25.3.08.

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Scott-Kassner, Carol. "Developing Teachers for Early Childhood Programs." Music Educators Journal 86, no. 1 (July 1999): 19–25. http://dx.doi.org/10.2307/3399572.

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