Early Childhood Education Department Research Articles

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.

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.

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.

Need Analysis for Developing ELT Material for Early Childhood Education at UIN Alauddin Makassar

This research investigated the need of English that is Learning Needs and Linguistik Needs for Early Childhood Education Department at UIN AlauddinMakassar. This study involved 42 respondents which consists of 38 students, 1 lecturer, and 3 graduates Early Childhood Education Department at UIN AlauddinMakassar. In collecting the data, questionnaire and interview were employed by the researcher. The collection of the data was done by distributing the questionnaires to the participants to identify the students‟ needs in Early Childhood Education Department and interview guideline to find additional data. The findings indicated that the students' ability levels of all components of English (reading, writing, speaking, listening, grammar and vocabulary) are at the 'adequate' level. The order of students' preferences related to the English component is; Speaking and Vocabulary, which gained 3.35 of average score. level of other components of English, such as; Listening only reached 3.23 of average score, reading (3.22), writing and grammar (3.20). Meanwhile, the difficulties experienced by students while learning English were Inadequate knowledge of grammar (3.21). In addition, the most preferred learning style by students is film and video (3.24) and the most popular learning preference is speaking with a score of (3.20). This study also provides goals and objectives as a reference in designing and developing appropriate English language materials for Early Childhood Education.The goals that had been formulated are (1) to help students communicate effectively in English by developing students‟ English components and (2) to equip students to have a good basicfoundation in English which enables them to communicate everyday situations and topics. Besides, the formulated objectives are students able to use English components practically through topics related to the department with various learning preferences and styles.Objectives of this research;(1) This students are able to discuss,practice,andgive example about teaching reading for children using related vocabulary correctly.(2) The students are able to comprehend intermediate level reading materials related to children learning a foreign language and actively discuss it to their peers.(3) The students are able to practice teaching English with media using story book communicatively in small group.(4) The students are able to classify and explain about learning tools for early agr learners and conclude the topic in spoken and written English.(5) The students are able to understand and discuss clearly the way of teaching listening for children and give reason of how important to administer education.(6) The students are able to give clear presentation related to teaching English with media songs and practice with their listening.(7) The studentsare able to practice teaching English with media film cartoon in role play.(8) The students are able to participate actively in discussion related to the most appropriate English for early age lessons plans and give proper reason to their point of view.(9) The students are able to understand clear children development and characteristics and discuss their preferences towards the topic.

REHABILITEES WITH VISUAL IMPAIRMENTS’ CANE SKILLS AND THEIR INFLUENCE ON INDEPENDENT TRAVEL IN NAIROBI CITY COUNTY, KENYA

<p>The purpose of this study was to determine the influence of rehabilitees with visual impairment cane skills on their independent travel. The study was based on Bandura’s social cognitive learning theory. The researcher used a case study research design. The study was carried out at Kenya Institute for the Blind located in Nairobi County, Kenya. The target population was two orientation and mobility trainers and fifty rehabilitees with visual impairment who lost sight between the years 2011 and 2016 and who underwent rehabilitation at KIB. A purposive sampling technique was used to select KIB for the study. Snowball sampling technique was used to locate thirty-seven rehabilitees with visual impairment. Data was collected using questionnaires. The pilot study was conducted at Machakos Technical Institute for the Blind because of its similar characteristics in the admission of rehabilitees with visual impairment. The researcher ensured the content validity of the research instruments through discussion with supervisors and lecturers in the Department of early childhood and Special Needs Education. Quantitative data was gathered using questionnaires and processed using Statistical Package for Social Sciences (SPSS) program. Data was analysed using descriptive statistics and presented using tables. The findings revealed that mobility canes were the main device used at Kenya Institute for the Blind for orientation and mobility. Worldwide, canes were the most used device for orientation and mobility for individuals with visual impairment. In KIB, the device was limited in supply and not readily available. Cane skills were the most popular orientation and mobility techniques among rehabilitees in KIB. The study concluded that rehabilitees were not adequately trained since a substantial period of time has elapsed yet they have not indicated favourable independent travel to their places of work. Orientation and mobility training at KIB led to the acquisition of necessary skills relevant to independent travel of individuals with visual impairment. The study recommended that there is a need for Kenya Government to facilitate the production of cheap locally made long canes suitable for our Kenyan roads.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0758/a.php" alt="Hit counter" /></p>

예비유아교사의 지속가능발전교육(ESD) 내용을 주제로 구성한 통합적 유아동작활동 경험에 관한 연구

Objectives This study aims to examine the experiences of prospective early childhood teachers in integrated children's movement activities centered around Education for Sustainable Development(ESD). The objective is to explore an integrated approach to ESD by analyzing these movement activity experiences.
 Methods To achieve this goal, 45 first-year students enrolled in the Department of Early Childhood Education at University A in Gyeonggi-do participated in early childhood movement education classes from September 1 to December 9 in the second semester of 2022. The curriculum focused on the 17 Sustainable Development Goals (SDGs). Integrated children's movement activities were designed and implemented under the theme of ESD. Data collection involved qualitative analysis of each team's children's movement activity plan, movement activity ex-ecution report, open-ended questionnaires, and interview data.
 Results First, the themes of global environment, prosperity, people and peace emerged in that order among the five areas of the Sustainable Development Goals in integrated children's movement activities. Second, pro-spective early childhood teachers showed increased interest in, understanding of, and practical application of sustainable development through the composition of children's movement activities with ESD content. Third, the study confirmed the potential for an integrated approach to ESD as prospective early childhood teachers en-hanced their expertise in creating integrated movement activities based on the sustainable development goals.
 Conclusions The study proposes an integrated approach to early childhood movement education and sustainable development education as a means to enhance the sustainable development education capabilities of prospective early childhood teachers during their training. This approach aims to equip them with the necessary skills to effec-tively integrate ESD principles into their future teaching practices.

어린이집 교사의 권리침해 경험에 대한 탐색

The purpose of this study was to investigate the rights infringement experiences of daycare center teachers and to comprehensively explore alternatives. The subjects of this study conducted a total of 9 in-depth interviews with 3 daycare center teachers with at least 5 years of field experience, 3 times each for at least 1 hour and 30 minutes. The interview contents were transcribed after recording, and then contextualized, categorized, and analyzed by repeated reading according to the method suggested by .Bogdan & Biklien (1992). Before the start of the study, a semi-structured questionnaire was developed and interviewed, and a semi-structured question list was constructed by revising and supplementing the contents of the questions in advance for two professors of the Department of Early Childhood Education and three heads of the Comprehensive Childcare Support Center, who are field experts. As a result of the study, it was found that the experience of violating the rights of daycare center teachers was a parent who was not allowed to demand for and express their children without hesitation and the right to refute, and it was suggested that as an alternative to restoring the teaching rights of daycare center teachers, the pride of being a daycare center teacher, building trust through various methods, and understanding the system for children correctly.

통합적 동작활동이 예비유아교사의 창의적 신체표현에 미치는 의미 탐색

This study aims to investigate the impact of integrated movement activities on the creative physical expression of pre-service Early Childhood Educators participating in a child movement class. The research involved 68 students from the Department of Early Childhood Education during a 15-week course. Data were collected through unstructured interviews, reflective journals, simulated lesson evaluation forms, and researchers' field notes. The content was categorized and analyzed through a process of thematic classification. First, pre-service Early Childhood Educators began the classes with a sense of apprehension towards movement activities. However, as they integrated movement activities with art, confidence and interest were cultivated. Second, pre-service Early Childhood Educators integrated the topics of integrated movement activities with what they learned in theory, experiencing them as a method of practical knowledge. Third, pre-service Early Childhood Educators extended their prior experience with integrated movement activities into creative physical expressions, including elements like imagination, inference, and embodied representation. This study seeks to find significance in that it explores the practical knowledge potential in child movement activities, demonstrating that integrated movement activities, combining art and physical activities, enable pre-service Early Childhood Educators to experience and extend diverse and specific creative physical expressions.

예비유아교사의 유년기 놀이 경험에 관한 연구

The purpose of this study is to investigate the childhood play experiences of pre-service early childhood teachers and their meanings. The study participants were 58 second-year students (55 females and 3 males) of the Department of Early Childhood Education at a junior college in Gyeonggi-do. The research method consisted of the study participants in small groups discussing their childhood play experiences, and then writing a report on the contents of the discussion. The collected data extracted meaningful words and phrases from the contents of the discussion report and analyzed their meaning. The results of the study are as follows. The games that the pre-service teachers liked and disliked in childhood were individual play, group play, indoor play, and outdoor play, and the reasons for liking or disliking them reflected the characteristics of the play, the characteristics of the play, and the individual inclinations. In addition, what I was able to gain through childhood play experiences helped me develop in various fields, and I was able to feel positive emotions and create memories. It is believed that the results of this study will help pre-child teachers understand children's play experiences and meanings by recalling their childhood play experiences, and will provide basic data for strengthening play guidance and support capabilities by acquiring children's play support skills.

예비 유아교사의 요구도 분석 기반 전공역량체계 개편방안 탐색

The purpose of this study is exploring ways to reorganize the major competency system based on the analysis of students’ needs for the 7 major competencies set by the Early Childhood Education Department of A University. To this end, a survey was conducted targeting all pre-service teachers attending the Department of Early Childhood Education at A University. To analyze responses of 76 people, the t-test, Borich needs assessment, and The Locus for Focus Model were used, and based on this, the priorities of major competencies were derived. There were three main results: 1) Field practice competency and subject teaching expertise were derived as the top priority competency in all years. 2) As for global competency, the discrepancy between the importance and the current level narrowed in the higher years, but the relative importance is not high. 3) Interpersonal relationship and cooperation competency, teachers' knowledge and empathy competency had high importance. Based on the research results, the need for 1) operation of practical on-site competency-oriented curriculum, 2) expansion of the concept of global competency, and 3) continuous emphasis on personality and aptitude competency was discussed.

ONLINE LEARNING POLICY EVOLUTION STUDY: BIBLIOMETRIC ANALYSIS

This study aims to analyze the scientific literature on online learning policies, from the first published paper (2001) to the present (2022) through bibliometric analysis and visualization by utilizing the Scopus database-based VOSviewer software. This study took 384 articles from international authors that focused on the topic of policy online learning. Articles are classified according to the year of publication, author country, co-author, affiliation, keywords and journal title. Furthermore, articles are examined based on several indicators, including the contribution of the state/institution/author. Journal distribution, heavily cited articles, bibliographic coupling and keyword analysis. The search results show that the United States serves as the country of origin of the most prolific author affiliation in publishing articles, the Department of Early Childhood Education, The Education University (Hong Kong) serves as the home of the most prolific author affiliation, and Agaton CB, from The Open University (United States), is considered the most prolific writer. In addition, the Sustainability (Switzerland) Journal is the source of the most discussed publication topics in its journals. Furthermore, Impacts of the Covid-19 Pandemic on Life of Higher Education Students: A Global Perspective is considered the article with the most references. In addition, the most widely discussed topics are online learning policies, e-learning, public education policies, educational policies, sustainable development, digital technologies teaching and learning, mobile learning, blended learning, and distance education.

The Effect of the Food Expression Art Therapy Group Counseling Program on the Interpersonal Relationship and Happiness of Prospective Early Childhood Teachers

This study aimed to determine the impact on the interpersonal relationships and happiness of prospective early childhood teachers by applying a group counseling program for food expression art therapy. Eight fourth-grade students attending the Department of Early Childhood Education at G University in G City were selected to conduct a group counseling program applying food expression art therapy once a week for 90 minutes. Along with the program's progress, prospective early childhood teachers' interpersonal relationships and happiness were measured in pre- and post-extract, and repeated measurement variance analysis was conducted to verify the program's effectiveness according to the experimental design. In this study, the interpersonal relationship of prospective early childhood teachers was significant, and the subscale satisfaction, communication, trust, familiarity, sensitivity, openness, and understanding were all significant. In addition to happiness, subscale satisfaction and positive and negative emotions were also significant. The group counseling program applying food expression art therapy positively affects prospective early childhood teachers' interpersonal relationships and happiness, so it is necessary to expand this program.

Kindergarten students’ and pre-service teachers’ perceptions regarding the frequency of the Moon’s appearance at night

ABSTRACT The present research investigates the perceptions of kindergarten students, and pre-service teachers from the Early Childhood Education Department at the University of Athens, concerning the frequency of the Moon's appearance in the night sky. Τhe sample consisted of 15 people from each population group. Semi-structured interviews were conducted to collect the data. Data analysis suggests that the vast majority of both population groups consider the presence of the Moon in the celestial dome to be indicative of the night. Furthermore, when the relevant questions are asked independent of the need to explain other phenomena, the participants usually respond with the tautological statement that they can always see the Moon at night because it is night. The research also revealed that although knowledge which is acquired over time from: (a) observational data (e.g. the periodicity of the Moon’s Apparent Motion is not 24 h), and (b) school/extracurricular activities (e.g. the Moon orbits the Earth with a frequency that is not 24 h) constitutes grounds for doubting the belief that the Moon is always visible in the night sky, it does not actually affect this belief.

보육실습기관 교사 상호작용에 대한 예비유아교사의 경험

Objectives This study was conducted to examine in depth the experiences of pre-service early childhood teach-ers regarding teacher interaction during the childcare practice period.
 Methods Twenty-nine students enrolled in the department of early childhood education observed overall teach-er-young children interaction through daily routines and the teacher's role in interaction between young children during the 6-week childcare practice period, and wrote a reflective journal based on their interaction experience. After the practice, the pre-service early childhood teachers participated in individual interviews.
 Results First, As a result of the study, the actual interaction experienced by pre-service early childhood teachers showed a very high negative response, with 47(27.0%) positive responses and 127(73.0%) negative responses to the six items of teacher-infant interaction. 30(25.9%) positive responses and 86(74.1%) negative responses were shown to show very high negative responses to the four items of teacher role in interactions between children. Second, There were 7 obstacles-negative evaluation, prejudice and discrimination, cold and hard tone and expression, ignoring requests or questions, inconsistent interaction, lack of recognition and encouragement, negative language- in the teacher interaction recognized by pre-service early childhood teachers. The 7 elements were largely divided into 3 categories: perception, attitude, and language.
 Conclusions The significance of this study is considered to be that it provides basic data for teachers to make in-teractions desirable and positive based on the interaction experiences that pre-service early childhood teachers experienced during the practice period.

탐구기반 학습(IBL)을 통한 음악중심 STEAM 교육 프로그램이 예비유아교사의 자기주도학습능력, 음악내용지식 및 음악교수효능감에 미치는 영향

The purpose of this study was to examine the effects of a music-centered STEAM education program through inquiry-based learning for pre-service early childhood teachers on self-directed learning ability, music content knowledge, and music teaching efficacy. This study was conducted for 15 weeks with 44 second-year students (experimental group: 22, comparison group: 22) of early childhood education department at C university located in B city. Differences between groups were examined through covariate analysis using self-directed learning ability tools by Lee et al. (2003), music teaching content knowledge tools by Nam (2014), and music teaching efficacy tools by Bang and Park (2005). The findings indicated that pre-service teachers in the experimental group, who experienced an inquiry-based learning approach within a music-centered STEAM education program, demonstrated significant improvements compared to the control group. Notable enhancements were observed in self-directed learning abilities—learning planning, execution, overall self-directed learning—and in music teaching content knowledge, specifically in knowledge about young children, music teaching methods, music teaching environment, and comprehensive content knowledge. Moreover, within music teaching efficacy, there were substantial improvements in belief in teaching abilities, result expectations, and overall efficacy. This study is significant for introducing innovative music education methods that align with the Revised Nuri Curriculum through creative and problem-solving play for pre-service early childhood teachers.

Expectations and Effectiveness of Preschool Teacher Training Program: A Case Study of Teacher Training Course for the Holistic Music Educational Approach for Young Children

This study examines the expectations and effectiveness of a teacher training program for early childhood music education, specifically focusing on the Holistic Music Educational Approach for Young Children (HMEAYC) and its integration with local cultural frameworks. Participants ( n = 30) from a private university’s Department of Early Childhood Development and Education, aged between 22 and 25 years old, were about to obtain their early childhood education teaching qualification. The 36-week training, consisting of 3 hr per week, employed collaborative teaching methods and collective reflection to gather pre- and post-training data. The results indicate a 90.91% pass rate for participants who successfully obtained the HMEAYC teacher qualification. While overall expectations regarding course identity, musical skills, and pedagogical competence did not exhibit significant changes, participants with better training outcomes experienced significant positive changes in psychological cognition of musical skills and curriculum identity, with no significant difference in pedagogical competence cognition. Furthermore, Spearman’s correlation coefficient analysis revealed positive correlations between cognitive changes in musical skills, course identity, and pedagogical competence after training. Conversely, negative correlations were observed between cognitive changes in musical skills and both course identity and pedagogical competence before training, suggesting a strong association between changes in music skills and other variables.