Childcare Curriculum Research Articles

표준보육과정에 나타난 영아권리에 대한 분석 및 보육교사의 인식

이 연구는 표준보육과정의 영아권리에 관한 내용을 분석하고, 영아권리에 대하여 보육교사들이 인식하는 중요도와 실천정도는 어떠하며, 이들의 배경 특성에 따라 어떤 차이를 보이는지 알아보는데 목적이 있다. 연구방법은 표준보육과정 영아권리 내용을 분석하고 문헌고찰과 내용분석 결과를 활용한 설문조사 도구를 개발하였다. 설문조사는 서울시와 경기도 소재 어린이집의 영아반 보육교사를 대상으로 무선 표집 하였으며, 최종적으로 353부를 분석에 활용하였다. 수집된 자료의 분석은 SPSS 21.0을 활용하였으며, 빈도분석과 집단간 차이분석(t검정 및 one-way ANOVA), 사후검정( Scheffe

"An Analysis of the Mathematics Education Contents in Standardized Child Care Curriculum for Young Children Aged Two - Focusing on Nursery Child Care Initiative -"

"An Analysis of the Mathematics Education Contents in Standardized Child Care Curriculum for Young Children Aged Two - Focusing on Nursery Child Care Initiative -"

An Analysis of the Fine Arts Activities on the Standard Childcare Curriculum Guidebook(for 2 years) for Teachers Based on the Elements and Principle of Fine Arts

An Analysis of the Fine Arts Activities on the Standard Childcare Curriculum Guidebook(for 2 years) for Teachers Based on the Elements and Principle of Fine Arts

보육교사의 표준보육과정 이해도가 보육과정 운영 어려움에 미치는 영향

보육교사의 표준보육과정 이해도가 보육과정 운영 어려움에 미치는 영향

Development of the Story Template Design and Digital Contents for Promoting Young Children’s Creativity

Background/Objectives: Although various teaching, learning methods have been developed to utilize computers and ICTs for young children’s creativity education so far, limitations that do not satisfy learner’s changing needs and tastes, and do not utilize the most recent information technologies, still exist. Methods/Statistical Analysis: First, we provided young children with well-known fairy-tale scenarios or scenarios with good cinematic quality, and customized story templates, in which young children may freely and creatively reconfigure each frame of the story by using editing functions. Second, we designed templates to provide young children with subjects indirectly and directly to create an entirely new story. The proposed procedures for developing digital contents are designed to collectively perform young children-directed experiences and plays and to gain young children’s attention by utilizing images, videos, and Sound Effects (SE). Next, we developed creative scenarios that focus on developing young children’s creativity and vocabulary by configuring contents for age 3-5 that reflect traits of young children development. Then, based on existing fairy tales, we provided templates including characters, backgrounds, overall scenarios etcetera, which teachers use in classes. Therefore, the templates are designed young children to modify and reconfigure the given story. Finally, we adjusted quantities of digital contents by focusing on highlights of the template, and configured the contents by sentences. We also considered a linkage between elementary curriculum and 0-2 national child-care curriculum, to configure the templates. In addition, we created the templates for young children to freely edit and modify. Findings: Digital contents based on the story template have utilized the 3 dimensional simulations, rather than existing 2 dimensional texture mapping approaches, to provide an environment that enables young children to freely reconfigure and modify stories by using various editing functions such as size and motion changes. Digital contents based on the proposed story template also enable young children to creatively reconfigure each component of the given story, thereby learning more vocabulary, structuring finer sentence, conceiving the subject of the story, and enhancing creativity and originality. Improvements/Applications: The digital contents that use the proposed story templates lead young children to infinite reminiscent of action sequences, serve as a source of originality that enables magnificent thoughts. Through this imagination, creativity of young children shall be developed.

어린이집 영아반 및 유아반 교사의 제3차 어린이집 표준보육과정에 대한 인식과 편성·운영 실태

본 연구는 "제3차 어린이집 표준보육과정"에 대한 영아반 및 유아반 교사들의 인식 및 편성 운영 실태를 분석하여 어린이집 표준보육과정 적용과 운영의 실제 변화를 위한 기초 자료를 제공하여 보육의 질적 향상에 기여하고자 하는데 그 목적이 있다. 이를 위해 제3차 어린이집 표준보육과정에 대한 영아반 및 유아반 교사들의 인식, 편성 운영 실태는 어떠한지와 영역별 실행정도는 어떠한지를 연구문제로 설정하였다. 연구방법은 제3차 어린이집 표준보육과정에 대한 인식 및 편성 운영 실태에 관한 질문지를 구성하고 경상남도의 보육교사들을 연구대상으로 총 300부의 질문지를 배부하여 267부를 선정하여 분석하였다. 수집된 연구자료는 t 검증 및 일원변량분석을 실시하였다. 연구결과 첫째, 어린이집 영아반 및 유아반 교사들은 대체로 제3차 어린이집 표준보육과정을 인식하고 있었다. 둘째, 어린이집 영아반 및 유아반 교사들은 대체로 제3차 어린이집 표준보육과정을 적절히 편성 및 운영하고 있었다. 셋째, 영아반 교사와 유아반 모두 제3차 어린이집 표준보육과정을 영역별로 실행하고 있었지만 영역별 실행도는 차이가 있었다. This article aims to help improve day care qualitatively to offer base data for applying the standard childcare curriculum and improve the management, by analyzing the teacher's recognition, organization and management on the 3rd standard childcare curriculum. For this, we examined teacher's recognition, organization and management on the 3rd standard childcare curriculum and determined how much a teacher of an infant class and a teacher of a young children class conduct for every sector. A questionnaire was prepared to study the recognition, organization and management on the <TEX>$3^{rd}$</TEX> standard childcare curriculum and the selected study subjects were educare teachers in G-do. T-test and one-way analysis of variance were conducted with the collected research data. The study results are as follows. First, the educare teachers mostly recognized the <TEX>$3^{rd}$</TEX> standard childcare curriculum. Second, they were properly organizing and managing the 3rd standard childcare curriculum. Third, all the teachers of an infant class and a young children class were conducting the <TEX>$3^{rd}$</TEX> standard childcare curriculum for every sector.

An Analysis of Art-related Activity in 「2-year-old Infant &amp; Toddler Care Program」based on National Childcare Curriculum

An Analysis of Art-related Activity in 「2-year-old Infant &amp; Toddler Care Program」based on National Childcare Curriculum

Effects of Nursing Teacher's Efficacy and Professionalism on Childhood Curriculum Performance

Objective: This study examined the effect of early childhood teachers' perceptions of teacher efficacy and professionalism, which are personal traits, when administering the National Childcare Curriculum. Methods: Using snowball sampling, data were collected from 266 childcare center teachers in the nation and were analyzed using one-way analyses of variance and multiple regression using SPSS 14.0. Results and Conclusion: The findings are as the following: First, teacher efficacy was not significantly different among teachers by age, teaching experience, education, and childcare center type. Second, teacher efficacy was significantly related to the perception of their professionalism. Lastly, teachers' perceptions of teacher efficacy and professionalism explained significantly the variance in teachers' performance when administering the National Childcare Curriculum. Keywords: teacher efficacy, teacher professionalism, childhood curriculum performance

Supporting Physical Activity in the Childcare Environment (SPACE): rationale and study protocol for a cluster randomized controlled trial.

BackgroundYoung children are prone to low levels of physical activity in childcare. Researchers have identified that preschoolers tend to be more active outdoors than indoors, with higher activity levels occurring during the first 10 minutes of outdoor playtime. Additionally, interventions incorporating either staff training or the inclusion of play equipment have been effective at increasing children’s activity in this setting. As such, the overarching objective of the Supporting Physical Activity in the Childcare Environment (SPACE) intervention is to improve the physical activity levels of preschoolers during childcare hours, utilizing a combination of the above components. The purpose of this manuscript is to provide a detailed account of the protocol, innovative methods, and evaluation plans used in the implementation of the SPACE study; in an effort to support the development of further research in this field.Methods/DesignThe SPACE study, a cluster randomized controlled trial, involves 22 childcare centres randomly allocated to either the experimental (n = 11) or the control (n = 11) group. Childcare centres receiving the intervention will adopt an 8-week physical activity intervention with the following components: 1. shorter, more frequent bouts of outdoor playtime (4 × 30 min periods rather than 2 × 60 min periods); 2. new portable play equipment (e.g., obstacle course, balls); and, 3. staff training (1 × 4 hr workshop). Actical accelerometers will be used to assess total physical activity with measurements taken at baseline (i.e., week 0), immediately post-intervention (i.e., week 8), and at 6- and 12-month follow-up. As secondary objectives, we aim to evaluate the effectiveness of the intervention on preschoolers’: a) sedentary time; b) standardized body mass index scores (percentiles); c) health-related quality of life; and childcare providers’ physical activity-related knowledge and self-efficacy to implement physical activity.DiscussionThe SPACE study aims to increase the low levels of physical activity observed within childcare centres. The findings of this work may be useful to policy makers and childcare providers to consider modifications to the current childcare curriculum and associated outdoor play time.Trial registration ISRCTN70604107 (October 8, 2014)

An Analysis of the Continuity and Sequence of Science Educational Contents in Standard Childcare Curriculum for 0 to 2 Year-Olds, Nuri Curriculum for 3 to 5 Year-Olds, and Elementary Integrated Curriculum

An Analysis of the Continuity and Sequence of Science Educational Contents in Standard Childcare Curriculum for 0 to 2 Year-Olds, Nuri Curriculum for 3 to 5 Year-Olds, and Elementary Integrated Curriculum

영아교사의 표준보육과정의 실행 수준과 장애 요인과의 관계

본 연구의 목적은 영아교사의 표준보육과정의 실행 수준과 장애 요인을 분석하고, 두 요인간의 관계성을 살펴보는 것이다. 연구대상은 전라남도의 어린이집에 근무하는 204명의 영아교사이며, 연구도구는 선행연구를 참고하여 연구목적에 적절하게 제작한 질문지를 사용하였다. 질문지는 2013년 5월 6일부터 6월 13일까지 배포 수거되었다. 수집된 자료는 SPSS 18.0 프로그램을 사용하여 빈도분석, 기술통계, 일원변량분석, Pearson 상관분석을 실시하였다. 연구결과를 제시하면 다음과 같다. 첫째, 영아교사의 표준보육과정의 실행 정도는 "비교적 높은 수준" 으로 나타났다. 영아교사의 근무기관 유형, 학력, 경력에 따라 표준보육과정의 실행 수준에서 통계적으로 유의미한 차이가 없었다. 둘째, 영아교사의 표준보육과정 운영의 장애 요인은 "보통 정도" 인 것으로 나타났다. 영아교사의 근무기관 유형, 학력, 경력에 따라 표준보육과정 운영의 장애 요인에서 통계적으로 유의미한 차이가 없었다. 셋째, 영아교사의 표준보육과정 운영의 실행 수준과 장애 요인간에는 부적인 관련성이 있었다. The purpose of this study was to analyze the relationship between practice level and obstacle factors for national childcare curriculum of infant teachers. The subjects were 204 infant teachers who are working in day care centers in Jeonnam. A questionnaire was made by the researcher on the basis of relevant materials. The data were collected from May 6 to June 13. The data were analyzed by statistical methods such as frequency, descriptive, ANOVA and Pearson-correlation with the SPSS Windows 18.0 program. The results are as follows: First, practice level for national childcare curriculum of infant teachers was relatively high level. There were no significantly different practice level of national childcare curriculum according to teacher's career, teacher's academic degree and teacher's workplace type. Second, obstacle factors for national childcare curriculum of infant teachers was normal level. There were no significantly different obstacle factors of national childcare curriculum according to teacher's career, teacher's academic degree and teacher's workplace type. There were negative correlation between practice level and obstacle factors for national childcare curriculum of infant teacher's.

Plenary conference: Keys to successful physical activity during childhood

Plenary conference: Keys to successful physical activity during childhood

Effects of Physical Environment, Child Care Curriculum, Teacher’s Interaction Quality on Toddler’s Play Behavior

The purpose of this study was to verify the importance of child care quality and provide basic data to arrange a support system considering the improvement of child care quality. For this study, the effects of physical environment, child care curriculum, and interaction quality on toddlers play behavior in class for two-year-olds in child care centers were examined. The subjects of this study were 100 children and 14 teachers in 14 child care centers in Seoul. The quality of physical environment and child care curriculum were evaluated by the Child Class Check List. The quality of teacher interaction was evaluated by the Caregiver Interaction Scale(CIS). Toddlers play behavior was measured by the Play Behavior Observation Table. The results of this study were as follows. First, physical environment had an effect on toddlers play behavior. Second, the quality of child care curriculum had an effect on toddlers play behaviors. Third, teacher interaction was the main factor influencing toddlers play behavior. Study results imply that is important to educate toddlers teachers for them to recognize the importance of child care quality. Also, it is necessary to create an institutional framework for toddlers teachers to develop their professionalism.

Early childhood educators’ meta-cognitive knowledge of problem-solving strategies and quality of childcare curriculum implementation

This study aims to explore the impact of early childhood educators’ meta-cognitive knowledge on the quality of their childcare curriculum implementation, and to gain insights regarding successful problem-solving strategies associated with early education and care. Early childhood educators’ implementation of general problem-solving strategies in real educational settings has not previously been studied, even though providing early education and care is a complicated ill-structured task requiring effective problem-solving strategies. The present study surveyed 166 South Korean early childhood educators regarding their meta-cognitive knowledge of five general problem-solving strategies (free production, analogy, step-by-step analysis, visualisation and combining) and childcare curriculum implementation. In general, strategic teachers provided high-quality childcare. Teachers preferred analogy most strongly among the five general problem-solving strategies, but step-by-step analysis was the most powerful predictor of quality of curriculum implementation. Among the five strategies, only three strategies (step-by-step analysis, free production and analogy) showed meaningful associations with quality of curriculum implementation.

Measuring Quality of Curriculum Implementation and Teaching in Childcare Centers Using Accreditation Standards in South Korea

The present study develops and introduces the Korean Childcare Curriculum Implementation Inventory (K-CCII), a self-report inventory for childcare teachers that focuses on curriculum implementation and teaching, based on accreditation standards for childcare centers in South Korea. Twenty-five criteria about curriculum and teaching were derived from the accreditation standards and employed as items in the K-CCII. A total of 196 teachers evaluated their classroom practices using the K-CCII. Through exploratory and confirmatory factor analyses, acceptability and fitness of two separate versions of the K-CCII (the five-factor model and the four-factor model) were explored. The factor analysis results indicated that both models of the K-CCII were moderately acceptable. Sensitivity of the K-CCII was examined through associations with teacher and classroom characteristics. Teachers’ educational levels were positively associated with the K-CCII factors related to curriculum implementation and planning, and child-teacher ratios were negatively associated with the factor regarding daily routines. The overall factor scores of the K-CCII rated by teachers in non-profit centers were significantly higher than those in for-profit centers.

Physical activity at daycare: Childcare providers’ perspectives for improvements

In London, Ontario, approximately 45 percent of preschoolers are insufficiently active.With the large number of preschoolers who attend childcare (54%), and the low levels of physical activity among preschool-aged children, daycare centers may be an appropriate avenue to intervene. This study sought to collect childcare providers’ suggestions for improving physical activity during daycare hours and their perspectives regarding the feasibility of meeting the physical activity guidelines currently set out for preschoolers. This qualitative study targeted a heterogeneous sample of childcare providers (n = 54) working at YMCA daycare centers in London, Ontario. Eight focus groups were conducted. Saturation was reached by the fifth focus group; however, three additional focus groups were completed to confirm that the researchers continued hearing the same responses. Focus groups were audio-recorded and transcribed verbatim. Inductive content analysis was used to code and categorize emerging themes. Strategies were incorporated to ensure data trustworthiness. Childcare providers believed the children in their care were quite active and when asked what would be required to increase the physical activity participation among the preschoolers in their care, participants discussed: staff training/workshops; guest physical activity instructors; additional equipment and resources; and increased funds for physical activity. The majority of focus group participants also felt it was feasible for the preschoolers in their care to meet or exceed the preschooler physical activity guidelines. Developing programs and resources that are informed by childcare providers may be an effective way to target sedentary behaviors among the preschool-aged population. Accordingly, childcare providers’ suggestions of how to maximize the opportunities for physical activity during daycare hours should be considered when developing and revising childcare curriculum, resources and policies.

The Standard Childcare Curriculum and the Kindergarten Curriculum Revised in 2007 in the Republic of Korea :

The Standard Childcare Curriculum and the Kindergarten Curriculum Revised in 2007 in the Republic of Korea :

Bringing action research to the curriculum development process

In this article, we describe our efforts as project coordinators to negotiate directions and meanings at the initial stages of a childcare curriculum development project for children from birth to age five in the Province of New Brunswick, Canada. Understanding curriculum as a complex relational dynamic that is shaped by the multiple social and cultural contexts in which teachers and learners dwell, and mindful of the ways in which our discursive practices simultaneously include and exclude, we accepted, as an ethical matter, our responsibility to create spaces for critical conversations in which practitioners’ voices can be heard. Reflecting on the project proposal and notes from our meetings with practitioners, it is evident that while we have been somewhat successful in making explicit our personal views on a social constructivist approach to curriculum development and presenting counterpoints to the dominant discourse of school readiness and a culture of performativity, we have, thus far, been less successful in fully engaging practitioners. As we move forward with the project we consider how we might engage more deeply with practitioners in critical conversations about curricula content and form. We consider the possibilities of emancipatory and collaborative action research with practitioners that will, in the final analysis, enable us to extend the evaluative question ‘Are the results good, for whom, and in what ways?’ to ‘Says who?’

Assessing the Development of Young Children in Child Care: A Survey of Formal Assessment Practices in One State

With the current emphasis on program accountability and appreciation of the importance of early learning and timely identification of delays, early childhood developmental assessment in child care centers is crucial. In Florida, a state that supports local control of child assessment decisions, counties were surveyed to determine the specific tools and formal assessment procedures for children birth to 5 in subsidized child care. Sixty-one counties responded for a 91% return rate. Survey results were examined according to experts’ recommendations for best practices in child assessment. Most counties used multiple tools to assess multiple domains of child development with age-appropriate instruments. Many did not involve parents in the assessment process or use tools connected to the child care curriculum. The survey results underscore the complexity of implementing assessment systems for young children in child care.