Influence of R-learning based education on kindergarten and kindergarten teacher

Abstract

This study examines the influence of R-Learning based education on a kindergarten classroom and kindergarten teacher. It was conducted from December 1st, 2010 to April 30rd, 2011 by adopting survey and qualitative method. The researcher distributed two hundreds seventy one electronic questionnaires from samples of three hundreds ten kindergarten selected by R-Learning Development, Promotion, & Support to the kindergartens and kindergarten teachers who agreed to the participation for this study. Collected data were analyzed by a One-Way Analysis and t-Test to examine the influence and difference of R-Learning education on a kindergarten and kindergarten teacher. Brief results for this study are as follows. First, R-Learning based education positively influenced on kindergarten specifically in the area of educational environment and curriculum. Negative influence was observed in the area of administration and management. Second, R-Learning based education positively influenced on kindergarten teachers specifically in the area of teacher's professional development, teaching and learning support, and administration and management. Negative influence was observed in the area of evaluation and administrative support and educational planning support. For further application and diffusion of the robot learning, effective and practical contents which reflect teacher's demands and child's developmental characteristics should be developed. What is more necessary is to provide more child-directed contents and train teachers for their understanding and application on how to and what to use in robot learning education in kindergarten classrooms.