Early Childhood Education Department Research Articles

‘한국 동요 새노래 지도’경험 탐색: 우즈베키스탄 예비유아교사들을 중심으로

The purpose of this study is to improve students' Korean language and deliver advanced Korean music education to pre-service early childhood teachers in Uzbekistan through ‘the new-song learning activities of Korean children's songs’. 65 students in the Department of Early Childhood Education at Ferghana Korea International University in Uzbekistan were targeted. Starting in September 2023, 15 weeks of ‘the new-song-learning activities of Korean children’s songs’ classes were applied. As a result of the study, interest in the Korean language are increased, Korean was difficult for TOPIK preparation.. However, speaking Korean through song lyrics is a fun everyday English. the basic composition of music was learned through the scale of Korean Children’s songs, and an integrated approach was naturally learned through physical movement activities. It is significant in that it has prepared basic data for research on Korean language classes (bilingual classes) through Korean children's song lyrics and children's music teaching and learning methods in Uzbekistan, which is envious of advanced Korean education.

예비유아교사의 잠재적 역량 발전을 위한 마이크로티칭 경험에 대한 이야기

Objectives In this study, micro-teaching was conducted to develop potential teaching competencies of pre-service early childhood teachers, and these experiences were analyzed. Methods For this purpose, micro-teaching was conducted to 10 students among the subjects of early childhood curriculum research and guidance law operated by the Department of Early Childhood Education at a university located in Gyeongsangbuk-do, and their experiences were analyzed. Results As a result of this study, the pre-service early childhood teachers recognized the micro-teaching experience as an activity of personal reflection opportunity, understood their own class activity form, and tried to improve their class activity attitude and teaching skill from the perspective of others. Second, pre-service early childhood teachers were thinking more practically about the meaning of becoming a teacher by breaking away from their subjective perception through microteaching. Third, the improvement process through trial and error showed the possibility that the pre-service early childhood teachers themselves could improve by experiencing several trial and error processes. Finally, the pre-service early childhood teachers were expecting improvement of teaching efficacy through microteaching experience. This shows that it is an opportunity to improve class competencies by having opportunities for peer supervision as well as self supervision. As a result, it was found that pre-service early childhood teachers recognized the micro-teaching experience as an opportunity for personal reflection, an activity based on escape, an improvement process through trial and error, and an expectation for improvement of teaching efficacy. Conclusions This study presents the findings of preservice early childhood teachers taking a semester-long course in early childhood materials research and teaching methods at a university's early childhood education department, which may have implications for future preservice early childhood teacher education.

예비영⋅유아교사의 인권의식, 세계시민의식 및 다문화 태도가 다문화 교수역량에 미치는 영향

Objectives The purpose of this study was to investigate the effects of human rights awareness, global citizenship awareness, and multi-cultural attitudes of pre-service early childhood teachers on multi-cultural teaching competencies. Methods A questionnaire was conducted on 134 college students enrolled in the department of child education and Early Childhood Education in C. The Cronbach α coefficient was calculated to verify the reliability of the collected data, and Pearson correlation analysis was conducted to examine the relationship between human rights awareness, global citizenship, multi-cultural attitude, and multi-cultural teaching competencies of pre-service early childhood teachers. Multiple regression analysis was conducted to examine the effects of human rights awareness, global citizenship, and multi-cultural attitudes on multi-cultural teaching competencies. Results First, there was a positive and significant correlation between human rights consciousness, global citizenship, multi-cultural attitude, and multi-cultural teaching competencies variables. Second, it was found that multi-cultural attitudes and global citizenship had a significant effect on multi-cultural teaching competencies. Conclusions In order to develop the multi-cultural teaching capabilities of pre-service early childhood teachers, it is necessary to cultivate multi-cultural attitudes and global citizenship, and it is judged that it will provide basic data for the development of related programs.

예비유아교사의 인성 및 교직적성이 교사효능감에 미치는 영향

Objectives The purpose of this study is to investigate the impact of prospective early childhood teachers' personality and teaching aptitude on teacher efficacy. Methods The research subjects were 220 students enrolled in the early childhood education department of 3- and 4-year universities located in Seoul, Gyeonggi-do. 199 copies of the questionnaire were used as the final data, and correlation analysis and stepwise multiple regression analysis were performed to analyze the collected data. Results First, it was found that the personality and teaching aptitude of prospective early childhood teachers were positively correlated with teacher efficacy, and that the higher the personality and teaching aptitude of young children, the higher the teacher efficacy. Second, the personality and teaching aptitude of prospective teachers were found to have a significant impact on teacher efficacy, and personality has a relatively higher influence than teaching aptitude, and among the personality sub-factors of prospective teachers, positive self-concept and job performance. , creative personality, and understanding of children's characteristics were found to have an influence among the sub-factors of prospective teachers' teaching aptitude. Conclusions Through this study, we were able to confirm the importance of the personality and teaching aptitude of prospective early childhood teachers in order to increase their teaching efficacy, and suggested the need for efforts by prospective teachers to help their personality and teaching aptitude.

동물기르기와 연계하여 예비유아교사가 제작한 과학그림책 분석

Objectives This study analyzed the themes of science picture books produced by pre-early childhood teachers in connection with their experience raising animals, the composition of stories and picture expressions included in the picture books, and identified problems that may arise when pre-early childhood teachers conduct early childhood science education. We sought to explore implications for early childhood science education classes at early childhood teacher training institutions. Methods We collected animal raising observation logs, individual story boards, production intentions, group story boards and picture books, and individual evaluation sheets from 15 third-year students in the Department of Early Childhood Education at a four-year university in the Gyeongbuk region, focusing on the text and pictures of individual story boards and science picture books. Themes and characteristics were analyzed, and analysis was conducted to find meaning in the individually written production intentions and evaluation sheets. Results First, most of the topics of the individual story boards and group picture books composed by pre-early childhood teachers appeared to deal with the growth process of animals, and topics related to the preciousness of life and love of nature were not included. Second, the pre-early childhood teachers composed stories and expressed them with pictures based on what they observed, but it was confirmed that some of the content and picture expressions contained scientific errors or were different from what was observed. Conclusions Picture book-making activities linked to raising animals are the same as writing observation logs, composing individual story boards, producing and sharing picture books for each group, and writing peer evaluation sheets. By providing opportunities for repeated reflective thinking, pre-early childhood teachers can check for errors in their practical knowledge. It is an effective teaching method that can help form correct scientific knowledge.

Where Does the First Year Students’ Level of English Language Skills Stand in CEFR A Study from Early Childhood Teacher Education Department

This study aims to reveal the proficiency level of English language skills among first-year students in the Early Childhood Education department at Universitas Negeri Medan. The skills assessed in this study include grammar, reading comprehension, writing proficiency, listening comprehension, and oral communication. This study employed a quantitative research methodology, focusing on first-year students who are enrolled in English language courses. Throughout the research process, the researchers refrained from administering any interventions to the samples. The acquired data from the samples undergoes analysis using descriptive statistics. The analysis indicates that 70% of the students demonstrated proficiency at the A2 level, which corresponds to basic English usage according to the Common European Framework of Reference (CEFR). This level corresponds to the English language proficiency of elementary kids. Based on this study, it is necessary to enhance the English language curriculum utilized in the Department of Early Childhood Education to align with the students' English language competence level.

관찰에 대한 그림그리기를 통해 나타난 예비유아교사의 인식 분석

The purpose of this study is to apprehend the relevant perception of prospective early childhood teachers by analyzing the drawings of prospective early childhood teachers from observation. To this end, 22 prospective early childhood teachers enrolled in the 3rd grade of the Department of Early Childhood Education at H University participated in the study from September 14 to 21, 2023. After drawing, the first interview consisted of introducing one's drawing and answering questions, and the second interview involved appreciating, sharing, and comparing each other's drawings. The results are as follows. In the drawing from observation undertaken by prospective early childhood teachers, firstly, ‘awareness of the direction of observation' appeared. The participants recognized observations as a means of understanding young children, imposing the process at the center, and accompanying an effort must be accomplished. Secondly, ‘awareness of the role of teachers as observers' appeared. They acknowledged that teachers play a role in sending affectionate attention, always keeping their positions, and putting what they have come to understand into practice when performing the observation. Based on these research results, it is expected that a teacher training course will be implemented to support prospective early childhood teachers to realize the value of observation.

예비유아교사의 놀이성이 교사효능감에 미치는 영향

Objectives The purpose of the study was to examine the mediating effect of teaching aptitude in the effect of pre-service early childhood teachers' playfulness on teacher efficacy. Methods For this purpose, a survey was conducted on playfulness, teaching aptitude, and teacher efficacy among 215 students attending early childhood education departments at three universities located in Seoul and Gyeonggi Province. The collected data were subjected to Pearson's correlation analysis, multiple regression analysis, and the Sobel test to verify the mediating effect using SPSS Statistics 24,0. Results First, it was found that pre-service early childhood teachers' teacher efficacy had a significant positive correlation with both playfulness and teaching aptitude. Specifically, among the sub-factors of playfulness, cheerfulness and imagination were positively correlated with teacher efficacy, while all sub-factors of teaching aptitude showed a positive correlation with teacher efficacy. Second, in examining the mediating effect of teaching aptitude on the relationship between playfulness and teacher efficacy, it was confirmed that teaching aptitude had a complete mediating effect. The Sobel test conducted to verify the mediating effect showed that the effect of the mediating variable was significant. Conclusions Based on the results of this study, implications to improve the teacher efficacy of pre-service early childhood teachers in future early childhood teacher training courses were provided and educational action plans were discussed.

예비유아교사들이 유아 과학 활동 장면을 떠올리며 그린 그림(drawings)

Objectives The purpose of this study was to analyze the drawings and interviews of pre-service early childhood teachers on early childhood science activities and to orient them on the educational contents and methods to be taught in early childhood science education. Methods For this purpose, 34 students from the Department of Early Childhood Education at a 4-year university located in City A were asked to draw scenes of early childhood science activities during an early childhood science education class, and then interviews were conducted with 9 of them. The content of the drawings drawn by pre-service early childhood teachers was classified according to the content of early childhood science education to examine trends, and the interview data was read repeatedly and categorized based on major keywords and main content. Results In this study, pre-service early childhood teachers’ drawings were analyzed and found that the most common scenes were ‘growing and observing plants’ and ‘raising and observing animals’. But ‘experimenting with the teacher’, ‘doing science in play’, ‘experiencing plants and animals in outdoor learning’ were relatively rare. Through these research results, it was found that pre-service early childhood teachers have biased ideas about early childhood science activities, topics related to ‘animals and plants’, ‘life and the natural environment’, and the types of science activities that take place indoors. The interviews also revealed that pre-service early childhood teachers have negative experiences and feelings related to science, which makes them feel uncomfortable and have difficulty with science. Conclusions These findings suggest that it is necessary for instructors to reflect more diverse contents of science education in early childhood science education courses and to experience science activities directly with pre-service early childhood teachers. In addition, this suggests that there is a need to reduce pre-service early childhood teachers’ indifference to science and their vague fear of science.

Influence of Neglectful Parenting Approaches on Self-esteem of Teenagers Aged 13-19 Years in Selected Day Secondary Schools in Lari Sub County in Kiambu County, Kenya

Purpose: Parents play a critical role in influencing the self-esteem of teenagers. The main aim of the study was to investigate how neglectful parenting approaches influence the self-esteem of teenagers aged 13- 19 years in day secondary schools in Lari Sub County, in Kiambu County, Kenya. Methodology: The researcher used a concurrent correlational research design. In this approach both qualitative and quantitative data collection strategies were used simultaneously to investigate the relationship between the variables. The target population was 4500 students. The sample size was 1280 participants. Questionnaires and structured interviews guides were used for data collection Stratified and Simple random sampling techniques were used to select the accessible study population. The qualitative data was collected using interview guides and presented thematically in narrative form. At the univariate level, the quantitative data was analyzed using (SPSS) software version 27 and presented in tables. At the bivariate level Pearson’s product moment correlation coefficient was used to obtain correlations and significance. Findings: From the descriptive findings 38.7% of the teenagers from neglectful parents are experiencing unhealthy self-esteem.24.0% of teenagers from authoritative parents have a healthy self-esteem. 37.3% of the teenagers had moderate self-esteem. The results also indicate that out of 1200 respondents (371) 30.9% of respondents had good experiences with their parents. 117(9.8%) had moderate experiences with their parents and 712(59.3%) had antagonistic experiences with their parents. From the inferential findings a statistically significant relationship was also found between neglectful parenting approach and teenage self-esteem, (r =0.740, p =.000). From thematic findings presented in narrative mode from school and peer counsellors, it was evident that neglectful parenting dominates the Lari Sub County region since most of the clients had unfavorable experiences with their parents. Few have lovely experiences with their parents. Unique Contribution to Theory, Practice and Policy: The research was guided by the Albert Bandura Social Learning Theory. The theory provides insight that during their initial interaction with their family children observe and learn from the actions and behaviors of caregivers or parents. Therefore, decent actions, words and behaviors from parent’s influence positively the self-esteem of teenagers. The teenagers feel good, secure and loved to be part of a warm and loving family which gives them confidence to explore their world and try new things. However, toxic words, actions and behaviors in parental relationships with teenagers influence negatively the self-esteem of many teenagers. The study recommended that policy makers in the state department of early childhood education in Lari Sub County should embrace programs to educate teenagers on healthy ways to adapt to unfriendly experiences with neglectful parents since they cannot change them but they can only build their individual self-esteem. It also recommends that parents to be educated on the need to embrace authoritative parenting strategies to cultivate health self-esteem of teenagers.

예비유아교사의 자연 친화적 교수 태도와 숲 체험 활동에 대한 인식의 요인 연구

Objectives The purpose of this study is to investigate factors that affect prospective early childhood teachers' na-ture-friendly teaching attitude and perception of forest experience activities. Methods For this purpose, a survey was conducted targeting 290 students in the Department of Early Childhood Education in Seoul and Gyeonggi Province, asking questions about educational and personal factors, and their per-ception of nature-friendly teaching attitudes and forest experience activities. The collected data were analyzed using SPSS 25.0 program. The basic statistical values of each variable were measured, inter-group differences and correlations between variables were analyzed, and multiple regression analysis was performed. Results The results of this study are as follows. First, the group that has experience taking forest-related subjects, which is an educational factor for prospective early childhood teachers, has a high interest in forest-related educa-tion as a personal factor, and has a high willingness to practice forest-related education, has a nature-friendly teaching attitude and a higher level of awareness of forest experience activities. found to be high. Second, there was a positive correlation between the experience of completing forest-related subjects, which is an educational factor for prospective early childhood teachers, their interest in forest-related education, their willingness to prac-tice forest-related education, their nature-friendly teaching attitude, and their awareness of forest experience activities. Third, it was confirmed that the experience of completing forest-related subjects and willingness to practice forest education were factors in prospective early childhood teachers' nature-friendly teaching attitude and awareness of forest experience activities. Conclusions This suggests that in order for prospective early childhood teachers to have a nature-friendly teach-ing attitude and a high awareness of forest experience activities in the early childhood education field, prior educa-tion is necessary by completing forest-related subjects during the training course. In order to educate children about nature and forests in the early childhood education field, it is necessary to have a teaching attitude and a positive perception by completing forest-related subjects from the training stage.

예비유아교사의 공감능력이 적응적 정서조절전략에 미치는 영향

Objectives This study aimed to analyze the relationship between pre-service early childhood teachers' empathic ability, interpersonal relationship skills, and adaptive emotional regulation strategies. Additionally, it sought to in-vestigate the impact of pre-service early childhood teachers' empathic ability and interpersonal relationship skills on adaptive emotional regulation strategies. Furthermore, the purpose was to illuminate the mediating effect of interpersonal relationship skills in the relationship between empathic ability and adaptive emotional regulation strategies. Methods A total of 175 pre-service early childhood teachers enrolled in the Early Childhood Education Department of a 2-year college located in Seoul were surveyed regarding their empathic ability, interpersonal relationship skills, and adaptive emotional regulation strategies. The data collected were analyzed using SPSS 18.0 software to compute Pearson's r and conduct regression analysis. Results First, it was found that there were significant correlations among pre-service early childhood teachers' empathic ability, interpersonal relationship skills, and adaptive emotional regulation strategies. Second, empathic ability and interpersonal relationship skills emerged as predictors of adaptive emotional regulation strategies. Third, in terms of the impact of empathic ability on adaptive emotional regulation strategies, interpersonal rela-tionship skills were found to have a partial mediating effect. Conclusions The enhancement of empathic ability and interpersonal relationship skills suggests the potential to increase the utilization of adaptive emotional regulation strategies among pre-service early childhood teachers. This implies providing insights for the development of programs aimed at enhancing pre-service early childhood teachers' empathic ability and interpersonal relationship skills, ultimately enabling them to utilize adaptive emo-tional regulation strategies.

에듀테크 활용에 대한 예비유아교사의 인식

The purpose of the study is to collect basic data on the development of edutech utilization programs for pre-service early childhood teachers by examining the experience of using edutech and the perception of the need for edutech in the educational field. The research method was to distribute and collect the questionnaire in May 2023 for students in the Department of Early Childhood Education at a four-year university located in Gyeonggi-do, and analyze 142 copies excluding inappropriate questionnaires. Data analysis was used for SPSS 29.0 Window and statistical processing such as frequency analysis and technical statistics was performed. The results of the study are as follows. The experience of pre-service early childhood techers using edutech was high in content creation tools and remote instructional tools among instructional tools, but low in evaluation, collaboration tools, and overall student support. As for the edutech experience, instructor lectures were the most common, and the convenience of teaching-learning was cited as the advantage of edutech. In the educational field, the necessity of edutech was generally highly recognized, and the edutech that is most required to be developed was the creation of customized instructional materials using big data. In conclusion, this study drew various implications to understand and support pre-service early childhood techers by examining the perceptions of pre-service early childhood techers about edutech. The results of this study are considered to be meaningful as basic data in the development of programs using edutech for pre-service early childhood techers in the future.

예비유아교사의 학과 적응 어려움에 대응하기 위한 선후배 멘토링 프로그램 지원 요구에 관한 연구

This study was conducted with the aim of gaining basic information for the development of seniors and juniors mentoring program to help students adapt to the department and perform their studies in the 3-year early childhood education department. The subjects of this study were 168 students in the department of three-year early childhood education at H University. Questionnaires, journal writing, and focus group interviews were conducted to find out the difficulties of early childhood education, adaptation, and academic performance, and necessary support in the mentoring program for seniors and juniors. Data analysis was not conducted after all data was collected, but both were rather done simultaneously. Primary data analysis was performed after conducting a questionnaire on difficulties and necessary support related to departmental adaptation and academic performance. Based on this, a list of questions for focus group interview was extracted, and an in-depth interview was conducted. The subjects were then asked to write a journal about their experience of the existing mentoring program. By repetitively collecting and analyzing data in this way, the data analysis results were revised and supplemented. As a result of the study, the difficulties of current students of 3-year early childhood education and demands for necessary support for them in the mentoring program were analyzed into five categories: study, human relations, time and self-management, school life, and career path. Early childhood education students’ difficulties concerning departmental adaptation diversified as they moved to the next grade. And the categories that they required help through mentoring for seniors and juniors decreased as they moved to the next grade. Based on the above results, ways to organize a mentoring program for seniors and juniors was suggested.

예비유아교사의 인공지능 관련 실태와 인식 및 인공지능교육에 대한 요구

This study analyzed the reality and perception of pre-service early childhood teachers regarding artificial intelligence, and the demands for education. For this purpose, a survey was conducted on 145 students in the department of early childhood education at colleges in Seoul and Gyeonggi-do, and the collected data were analyzed using SPSS 29.0. The research results are as follows. First, compared to their experience using artificial intelligence, pre-service early childhood teachers' level of interest and understanding of artificial intelligence was average, and they understood artificial intelligence as ‘a computer system that can think similar to humans.’ In addition, the negative perception of artificial intelligence was higher than the positive perception, and its influence on oneself was at an average level. Second, the need for artificial intelligence education for pre-service early childhood teachers was highly recognized. Additionally, with the goal of improving the ability to support play using artificial intelligence, the professional professors were requested to teach about future social changes and cases of artificial intelligence education through play. Based on the results of this study, implications for the development of artificial intelligence education subjects for pre-service early childhood teachers were discussed.

플립러닝을 적용한 유아교육과 K-project 교과의 효과성 연구

Objectives The purpose of this study is to find out the effectiveness of early childhood education department K-project subjects using flipped learning, focusing on career motivation, career preparation behaviors, and career adaptability.
 Methods For this, SPSS 25.0 was used to verify the statistical significance between pre-average score and post-average score of career motivation, career preparation behaviors, career adaptation for 40 early childhood department students who took the K-project course at A university in Chungcheong-do. The tendency (M, SD) and normality (skewness, kurtosis) of study variables were analyzed, and reliability was presented as Cronbach's alpha. As this study was analyzed by verifying the difference between the pre-average score and the post-average score, it was confirmed in the 95% confidence interval by the corresponding sample T-test, which is a paired sample verification.
 Results These are the main findings. First, as the result of analyzing the descriptive statistics for each measurement variables, it satisfied the normality, and the post-average score had improved, compared to the pre-average score. Second, the effects of early childhood education department K-project subjects using flipped learning on career motivation, career preparation behaviors, and career adaptability were found to be statistically significant. In other words, considering that the post-average score had improved statistically significantly compared to the pre-average score, it can be interpreted that the effectiveness of this subject has been verified.
 Conclusions As the results of this study, it is meaningful in that it confirms the importance of the K-project subject for pre-service early childhood teachers and provides basic data for refluxing the curriculum of this subject. Based on these research results, I would like to suggest specific ways for pre-service early childhood teachers to explore, plan, and practice their careers through the K-project curriculum.

‘유아교육과정’ 교과목 수업 개선 실천

This study explored the student agency changes of prospective early childhood teachers revealed in the process of improving the ‘Early Childhood Education Curriculum’ subject at S University in the metropolitan area. The research participants were 56 students from the Department of Early Childhood Education at S University and one professor who is the researcher oneself for the purpose of improving the 'Early Childhood Education Curriculum' class, the early childhood education curriculum theory lectures, on-site field classes, and TBL(Team Based Learning) were used to provide education to children. Research materials include kindergarten visit reports, research participants' PPT for early childhood education program presentation and key summaries, learning portfolios, class improvement reflection sheets, and researchers' research notes. The data collected during the research process was categorized based on specific concepts and reclassified based on the research problem through inductive content analysis. Excitement was mainly showed when the exercise of student agency was executed and field visit to kindergartens, and unfamiliarity was expressed through TBL early childhood education program presentations and discussion classes and learning portfolio experiences. Second, after improving the ‘Early Childhood Education Curriculum’ class, it is said that students came to recognize themselves as learners who formed student agency at the intersection of reflection and practice. I found autonomy like a compass through TBL, and through kindergarten field-related classes, they found themselves as a valuable resource as a early childhood teacher who lacked understanding of the connection between early childhood education theory and practice. Based on this study, we hope to become a systematic turning point in teaching-learning methods for improving theoretical classes to train high-quality pre-service early childhood teachers.

Voices from the field: Integrating e-portfolios in early childhood education

Digital technologies are increasingly integrated into early childhood education (ECE), prompting discussions regarding their potential benefits and drawbacks. Research has shown that technology designed for children’s developmental needs can enhance learning and development, while also improving communication between parents, teachers, and children. However, issues like access, equity, ethics, and teacher workload require careful consideration. This qualitative study explores the expected outcomes of integrating e-portfolios into ECE through one-on-one interviews with key stakeholder groups. After gathering general opinions, the participants were asked to provide detailed feedback on how the application affects children, teachers, and parents. In addition to revealing a diverse range of voices regarding the implementation of e-portfolios, this study aims to utilize the information gathered from participants for informed decision-making, offering valuable insights for the improved e-portfolio design and implementation. The study involved 34 Turkish participants from five stakeholder categories: ECE and primary school teachers, faculty members from ECE and primary school education departments, and parents. Results revealed that e-portfolios were viewed as highly beneficial, providing permanent and comprehensive documentation, facilitating data transfer to subsequent schooling levels, enabling multidimensional assessment, promoting child-centred practices, improving communication, enhancing reflective thinking and digital skills, and allowing resource utilization. However, participants raised concerns about workload, documentation gaps, and ethical issues. While e-portfolios hold promise for integrating digital technologies into ECE, current teacher education may lack sufficient training in key areas like digital literacy, documentation, assessment, and ethics. Further education in these areas can help ensure effective implementation and positive outcomes.

예비유아교사들의 디지털 역량 강화를 위한 교수공동체 경험 탐색

This study explores faculty community experience to consolidate the digital competence of S University students in G City. The participants were six professors of the Department of Early Childhood Education, who formed a program to strengthen digital capabilities and conducted qualitative research on program learning and application processes to reinforce digital competence. As a result of learning process exploration of the professors for digital competence consolidation, they tried to get out of fear deriving from the lack of digital-friendliness, implemented digital devices handling methods, made creative ideas each other, and felt joy of learning. As a community with a goal of reinforcing digital competence, they demonstrated teamwork and built up knowledge. According to the professors’ onsite application exploration results to reinforce digital competence, they had child-like curiosities as they encountered digital education and tried to make good use of digital education’s positive function so that digital education can become practical knowledge in connection with early childhood education. They decided to apply digital education to the curriculum of each subject in order to enhance the preservice early childhood education teachers’ competence. Based on the study results, various communities and training for teachers are expected to be invigorated for consolidation of digital competence of the preservice early childhood education teachers.

영아반 그림책 읽어주기 활동이 예비유아교사에게 주는 의미

This study sought to examine the meaning that the experience of reading picture books in the infant class gave to pre-service early childhood teachers. The subjects of this study are two public daycare centers located in Nam-gu, G Metropolitan City, and classes for 1-2 year olds. The study participants were 10 first to third grade students attending the Department of Early Childhood Education at G University. Data analysis was conducted through the process of data integration, domain analysis, data classification, and interpretation of classified content based on the collected journals of pre-service early childhood teachers. As a result of the study, the meaning of the experience of pre-service early childhood teachers' picture book reading activities for infants was categorized into ‘the joy of novelty and challenge in the role of teacher’, ‘gift-like interaction time with infants’, ‘growth and development’, and ‘confidence through self-reflection’. In this way, activities linked to the early childhood education field provide prospective early childhood teachers with the ability to understand infants and recognize their value. In the process of preparing and executing the activity, infant development and developmental characteristics related to the activity are connected and analyzed after the activity. This can be an experience that supports the improvement of one's teaching abilities and allows one to develop into a better teacher. In this context, field-linked activities can be said to be an effective means that can have an effective and positive impact on the teacher training process and foster teachers with practical capabilities.