Early Childhood Education Institutions Research Articles

유아교사의 유아교육기관 ESG 인식 및 중요도에 따른 교육 요구도 분석

Objectives The purpose of this study is to explore the educational needs of early childhood educators based on the analysis of their current awareness levels and perceived importance of ESG, utilizing the Borich needs assessment and The Locus for Focus model. Methods For this purpose, a study was conducted with 202 kindergarten teachers in the metropolitan area(Seoul, Gyeonggi Province, Incheon) using SPSS 23.0 and Excel programs. Through IPA analysis, we identified areasin need ofimprovement and areasofexcess. We conducted a t-test to examine the difference between the current level and importance of ESG. Additionally, we determined the top priority for educational support by comparing the Borich needs assessment and The Locus for Focus Model. Results The main results are as follows, First, within the IPA framework, HH was categorized into four areas, all of which fall under the “S” domain. HL comprised a total of three areas, with two falling under the “E” domain and one falling under the “G” domain. LL also had a total of three areas, with one falling under each of the “E”, “S”, and “G” domains. LH consisted of four areas, with two categorized under the “E” and “G” domains. Second, The analysis of the difference between the current perception levels and importance of ESG items revealed statistically significant differences in the “E” domain. Specifically, there were significant differences inthe items related to ‘waste recycling in early childhood education institutions,’ ‘implementation of environmental management policies in early childhood education institutions,’ and ‘establishment of environmental performance evaluation systems in early childhood education institutions.’ In the “S” domain, there were statistically significant differences observed for the items related to the establishmentand implementation of policies for employee stability within early childhood education institutions, as well as the establishmentand implementation of fair trade, anti-corruption, and ethical management policies for cooperation with suppliers within early childhood education institutions. Similarly, in the “G” domain, statistically significant differences were found for the items related to ‘public disclosure of management activities’ onthe website of early childhood education institutions and ‘prevention of inappropriate succession methods in early childhood education institutions.’ These differencesindicatethat these items are perceived as more important than the current level of awareness. According to the Borich Needs Assessment, the priority areas were ranked as follows:‘wasterecycling in early childhood education institutions,’ ‘prevention of inappropriate succession methods in early childhood education institutions,’ ‘implementation of environmental management policies in early childhood education institutions,’ ‘public disclosure of the management activities on the early childhood education institution’ swebsite, ‘and’ establishmentand implementation of fair trade, anti-corruption, and ethical management policies for cooperation with suppliers within early childhood education institutions.' Third, According to the analysis of The Locus for Focus model, the HH domain consists of 5 items, including ‘waste recycling in early childhood education institutions,’ ‘implementation of environmental management policies in early childhood education institutions,’ ‘establishment and implementation of policies for employee stability within early childhood education institutions,’ and ‘establishment and implementation of fair trade, anti-corruption, and ethical management policies for cooperation with suppliers within early childhood education institutions,’ as well as ‘prevention of inappropriate succession methods in early childhood education institutions.’ Fourth, The results indicate a common priority for the followingitems

Effects of Forest Activities on Sleep and Problematic Behaviors in Young Children

Background and objective: This study aims to determine the effects of forest activities, such as forest meditation and forest experience, on young children's sleep and problematic behaviors and to compare the changes that occur according to the type of forest activity.Methods: Fifty-nine five-year-old children from early childhood education institutions in Cheongju City, Korea, participated. The experiment took place over five weeks between May 3 and 31, 2022. Activities were conducted twice a week for a total of eight sessions. The forest meditation and forest experience groups carried out activities in the forest. The control group carried out thematic activities according to the Nuri curriculum followed by early childhood education institutions. The Korean version of the Children's Sleep Habits Questionnaire was used to assess the participants' sleep duration and sleep habits, and the Korean Child Behavior Checklist for Ages 1.5-5 was used to assess problematic behaviors.Results: We found a statistically significant increase in the average sleep duration of the children in the meditation group, as well as a statistically significant decrease in their total sleep habits score and the scores of the bedtime resistance, sleep onset delay, and sleep anxiety subdomains of sleep habits. A statistically significant decrease was observed in the forest experience group's scores for total problematic behaviors and internalizing problems. We also found a statistically significant positive correlation between sleep habits and problematic behaviors.Conclusion: These findings demonstrate that static activities, such as forest meditation activities, increase sleep duration and improve sleep habits, while dynamic activities, such as forest experience activities, improve problematic behaviors and internalizing problems. Providing specific programs that appropriately utilize static and dynamic forest activities can help improve sleep and problematic behaviors in young children.

Children’s Character Learning Model Based on Indonesian Local Wisdom: Implemented to Early Childhood Education in Play Centers

Character education can equip young children to become Indonesia's golden generation who are superior and skilled in noble work. This research aims to produce an early childhood character learning model based on local Indonesian wisdom through the Playing Center title which will be implemented at Early Childhood Education Institutions (ECE) in Indonesia. This research method uses the steps of the Borg and Gall research and development model. The subjects in this research were 30 teachers from five ECE institutions in the DKI Jakarta area. The data used as the basis for building a framework for early childhood character learning models based on local intelligence were collected using observation and interview techniques. The findings show that the teacher prepares a learning plan program at the beginning of each semester which is listed in the weekly program and daily program. However, the teacher has not fully prepared a simulation program that leads directly to the introduction of early childhood character. Identification of character values ​​in early childhood is done by providing examples of behavior and speech at school. The media that has been used to identify children's characters is through posters and non-digital story books. The learning environment needs to be improved because teachers have not been optimal in organizing the play environment in providing stimulation to children in class. The results of this research will enrich the character education model following the potential of the institution and the cultural background of early childhood as Indonesia's golden generation. Keywords: character learning model, local wisdom, play center, early childhood

The effect of the transformational leadership of director of an early childhood educational institution on the turnover intentions of teachers: Focusing on the mediation effects of teacher empowerment and efficacy

The effect of the transformational leadership of director of an early childhood educational institution on the turnover intentions of teachers: Focusing on the mediation effects of teacher empowerment and efficacy

The Effect of Organizational Culture of Early Childhood Education Institutions on Early Childhood Teachers' Intention to Report Child Abuse and their Behavior

The Effect of Organizational Culture of Early Childhood Education Institutions on Early Childhood Teachers' Intention to Report Child Abuse and their Behavior

MZ세대와 기성세대 유치원 교사들 간의 특성에 대한 상호 인식 탐구

Objectives The purposes of this study were to explore the perceptions of MZ Generation and established generation teachers towards each other, focusing on their experiences and thoughts from their own perspectives in early childhood education institutions.
 Methods To achieve this, six teachers belonging to the MZ Generation born between 1990 and 1997 and currently working at A and B public kindergartens located in Seoul, and five teachers belonging to the established Generation born between 1965 and 1980 were selected as research participants. Data collection was conducted through interviews from June to July 2023, and qualitative analysis was performed.
 Results Upon examining the research results, first, the established generation teachers perceived MZ generation teachers as having the following characteristics: working until the exact hour, valuing fairness and having a clear sense of responsibility, prioritizing autonomy and efficiency, thinking digitally, and self-motivated to explore and try new things. Second, MZ generation teachers perceived the established generation teachers as having the following characteristics: having a passive tendency to follow the instructions of supervisors, thinking that experience is equivalent to ability, and valuing relationships and communication.
 Conclusions This study suggests significance as it aims to understand the characteristics of teachers from different generations in early childhood education institutions to address intergenerational conflicts in the teaching culture and provide basic data for communication and collaboration.

Unveiling ethical challenges: An in-depth analysis of unethical behavior in Albanian preschool education

Background: The study delves into the prevalence and severity of unethical behavior among educators and parents in Albanian early childhood education institutions, a topic previously unexplored. Objective: The research aims to identify the most common unethical behaviors among educators and parents, understand the primary determinants of unethical behavior in preschool settings, and provide recommendations for policy development in Albanian public preschools to improve ethical norms. Settings: The study was conducted in Albanian early childhood education institutions, focusing on both educators and parents as key stakeholders. Methods: A comprehensive analysis was undertaken, utilizing questionnaires administered to educators and parents, drawing on codes of ethical behavior and thematic analysis to identify and categorize unethical behaviors. Statistical analysis using SPSS was employed to derive insights from the data. Results: Findings revealed a notable discrepancy between educators' and parents' perceptions of unethical behavior, with guardians reporting higher frequencies of unethical conduct. The most prevalent unethical behaviors included unequal treatment of children, favoritism, and use of punishment by educators, while parents commonly violated norms such as disrespecting educators and encouraging physical aggression in children. Conclusion: The study underscores the importance of addressing unethical behavior in Albanian preschool settings through enhanced awareness, training, and policy interventions. Strategies to foster better communication between educators and parents, improve professional standards, and combat discrimination are imperative for creating a more ethical environment conducive to positive child development.

기후변화교육에 관한 유아교사의 인식과 유아교육기관에서의 실천과 노력

Early childhood teacheThe purpose of this study is to examine early childhood teachers' perceptions of climate change education and their practices and efforts in early childhood education institutions. To this end, in-depth interviews were held individually or collectively with six early childhood teachers.
 The interview was recorded and transcribed, and analyzed through a qualitative research analysis process. The results of the study are as follows. First, early childhood teachers felt that the climate crisis was approaching our lives through various channels and recognized that climate change education was a necessary education for the next generation, but thought that climate change education was somewhat ambiguous and vague. Second, early childhood teachers were providing climate change education so that basic habits could be formed in their daily lives at early childhood education institutions, communicating with nature in nature, and practicing climate change education in connection with families and communities. Third, it was raised that early childhood teachers are having difficulties due to differences in perception between parents and institutional heads and need various social, physical, and administrative support and efforts to support them. These results can be useful as basic data for implementing climate change education and improving the expertise of early childhood teachers in early childhood education sites.rs' perceptions of climate change education and practice and effort in early childhood education institution

경계선 유아에 대한 유아교사의 FGI 분석

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

Eco-Friendly Media: Assistance in Developing Educational Props from Waste Materials in Probolinggo City

This community engagement was driven by the limitations of resources and adequate facilities within the early childhood education environment. The restricted or monotonous use of educational props, coupled with financial limitations within the institution, constrains the variety and creativity in the learning process. Additionally, the lack of understanding regarding the potential use of waste materials as educational props hinders more engaging teaching innovations. This community engagement aimed to introduce the creation of educational props using waste materials available within the school environment by providing engaging learning stimuli, thereby making the content delivered by teachers more effective and efficient. The approach used in this community engagement was Asset-based Community Development (ABCD). The approach enables the community to build upon existing strengths without depending on external assistance. This approach began by identifying the assets possessed by the community, which were then utilized to develop the educational institution. The outcomes of this engagement indicated some important points. First, teachers, in early childhood educational institutions in Probolinggo City, understood appropriate stimuli for the growth and development of students, demonstrating competence in pedagogic skills as one of the essential competencies for teachers. Secondly, teachers in these institutions could utilize waste materials to create Educational Play Tools (EPT) through identifying recyclable waste, training, and practical application in crafting these tools. Thirdly, teachers were capable of harnessing local potential previously untapped, which could be used to support learning activities by turning them into Educational Play Tools (EPT).

유아교사의 아동기 애착 경험이 유아-교사 관계에 미치는 영향

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

EFFORTS AND OUTCOMES IN ENHANCING EARLY CHILDHOOD EDUCATORS’ DIGITAL LITERACY AT PAUD INSTITUTIONS

This study investigates the efforts made by Early Childhood Care and Education (ECCE) institutions in kecamatan Sukasari, Bandung, to enhance the digital literacy of early childhood educators. Employing a qualitative approach and case study method, the research involved observations, documents study and in-depth interviews with representatives from four ECCE institutions. Data analysis was conducted through thematic analysis, a systematic method for identifying, analyzing, and reporting patterns within the data. The results indicate positive outcomes, including enhanced teaching methods, increased creativity and resourcefulness, improved student engagement and comprehension, and educators' adaptability to technological changes. This study contributes new knowledge to the field by highlighting comprehensive and dynamic strategies employed by ECCE institutions to enhance teachers' digital literacy. The findings underscore the necessity of a holistic, supportive, and adaptive approach to digital literacy in early childhood education, aligning with current research trends in the field.

Looking beneath the surface: associations between varied outdoor surfaces and children’s diverse play behaviours in early childhood education and care institutions

This study assumes that surfaces in outdoor environments in early childhood education and care (ECEC) institutions exert an important influence on children’s play diversity. Gibson (1979) claims that surfaces are important because they are where most action occurs; some surfaces may lead to a diversity of play behaviours, while others afford a narrower range of actions. This study was conducted as part of a three-year mixed-methods project. The sample consisted of 464 video observations (mean duration: 122 seconds) of 79 children’s free play in the outdoor environments of eight ECEC institutions. Multilevel regression analysis, controlled for children’s age and gender, indicated that functional play was positively associated with surfaces resistant to deformation (e.g. rubber) and that constructive play was positively associated with surfaces with low resistance to disintegration (e.g. sand or forest floor). These results can help develop and design outdoor environments that facilitate children’s play diversity in ECEC.

Suboptimal status of tummy time for infants in early childhood education institutions in urban China: A cross-sectional study.

Although tummy time is recommended as a form of physical activity for non-movable infants worldwide, little is known regarding the current status of tummy time practices among Chinese infants. Early childhood education (ECE) institutions provide children with rich learning experiences; however, tummy time practices among infants in these ECE institutions were unclear. This study aimed to investigate the status of tummy time among infants within the context of ECE institutions. We conducted a cross-sectional survey with primary caregivers of infants aged 0-11 months across 31 provinces of China from 1 March to 30 April 2023. To recruit participants, we collaborated with Gymboree Play & Music, an ECE institution with over 500 centres in nearly 200 cities in urban China. Our survey instrument was developed based on the World Health Organization (WHO) guidelines and literature to collect data on infants' tummy time practices, caregivers' tummy time knowledge and information sources. We used self-administered questionnaires through WeChat, in which participants scanned a quick response (QR) code to complete the questionnaire. We included 1040 infants and their primary caregivers, with 504 infants aged 0-5 and 536 infants aged 6-11 months old. Less than half of infants (48.2%) started tummy time in the neonatal period, with 20.5% starting within two weeks after birth. Only 27.2% of infants engaged in at least 30 minutes of tummy time during the last 24 hours, with infants aged 0-5 months significantly lower than those aged 6-11 months (21.6 vs 32.5%, P < 0.0001). No significant difference was found between attending ECE class and non-attending ECE class groups for the proportion of infants with tummy time ≥30 minutes per day (28.9 vs 23.4%, P = 0.0625); however, infants aged 0-5 months in the attending group engaged in longer duration of tummy time than those in the non-attending group (P = 0.0005). The compliance with the tummy time guidelines in infants receiving long-nurturing care was significantly higher than those receiving short-nurturing care (30.4 vs 22.1%, P = 0.0036). Only 42.7% of caregivers knew that at least 30 minutes daily tummy time was necessary for infant, and more primary caregivers in the attending group knew that, compared to the non-attending group (45.3 vs 36.8%, P = 0.0098). The current status of infants' tummy time practices and caregivers' knowledge are generally suboptimal within the context of ECE institutions in urban China. Longer nurturing time contributes to higher compliance with tummy time guidelines. Effectively promoting tummy time practices through multiple channels in China is crucial.

유아의 코딩놀이 경험에 따른 수학적 문제해결력과 스마트폰 중독의 차이 및 관계 분석

Objectives The purpose of this study was to examine the difference between mathematical problem-solving ability and smartphone addiction according to the experience of coding play in 5-year-old children, and the relationship between mathematical problem-solving ability and smartphone addiction.&#x0D; Methods To achieve the objectives of this study, 135 5-year-old children enrolled in early childhood education institution located in Gyeonggi Province were selected as research subjects. Data were collected through interviews with the children and questionnaires administered to their parents. Descriptive statistics, t-tests, and correlation analyses were conducted using the SPSS WIN 24.0 program to analyze the collected data.&#x0D; Results First, it was found that children with coding play experiences demonstrated higher mathematical problem- solving abilities than those without such experiences. Additionally, children with coding play experiences showed higher abilities in number and operation, algebra, and measurement. Smartphone addiction was also higher in children with coding play experiences, and they exhibited higher severity and resistance to smartphone addiction. Second, as the mathematical problem-solving abilities of children with coding play experiences increased, smartphone addiction decreased, and impulsive-compulsive use of smartphones was lower. Moreover, among the subfactors of mathematical problem-solving abilities, higher geometric and statistical abilities were associated with lower severity of smartphone addiction, withdrawal symptoms, daily life issues, and interpersonal conflicts. In contrast, there was no significant correlation between mathematical problem-solving abilities and smartphone addiction in children without coding play experiences.&#x0D; Conclusions The study suggests that early experiences with coding play can contribute to the development of mathematical problem-solving skills in 5-year-old children. However, it also indicates a potential risk of smartphone addiction. Nevertheless, the study demonstrates that higher mathematical problem-solving abilities in children with coding play experiences are associated with a lower risk of smartphone addiction. This highlights the importance of mathematical problem-solving skills, which can reduce the risk of early childhood smartphone addiction while enhancing the educational effects of coding play.&#x0D;

Implementation of Project Based Learning Method in Developing Cognitive Abilities of Children Aged 5-6 Years Through Loose Parts Media

This study aims to explore the implementation of Project Based learning (PBL) method in developing cognitive abilities of children aged 5-6 years through loose parts media. The research used a descriptive qualitative approach with a focus on observing the implementation of learning activities at 'Aisyiyah Bustanul Athfal 3 Kindergarten, Southeast Pontianak. Data were obtained through observation, interviews, and document analysis. The results showed that the PBL method applied through loose parts media was effective in developing cognitive abilities of children aged 5-6 years. Careful planning, the active role of teachers in supporting activities, and the use of interesting media are important factors in the successful implementation of this method. In addition, the results also showed that children showed progress in problem solving, logical thinking and symbolic thinking through active participation in learning activities. The findings make an important contribution to the understanding of the use of the PBL method and loose parts media in the context of early childhood education and provide practical guidance for educators to improve the quality of learning in early childhood education institutions.

Complementary feeding practices for children aged 6-23 months in early childhood education institutions in urban China: A cross-sectional study.

Appropriate infant and young child feeding (IYCF) plays a crucial role in promoting the healthy growth of children. Currently, many Chinese urban parents are seeking care of children from the early childhood education (ECE) institutions, however, little is known about the feeding practices of infants and young children in ECE institutions. This study aims to investigate the complementary feeding practices for Chinese urban children aged 6-23 months in ECE institutions and explore potential factors influencing their feeding practices. This cross-sectional study was conducted among primary caregivers of children aged 6-23 months in ECE institutions across 31 provinces in China from 1 March to 30 April 2023. Convenience sampling was used to recruit caregivers from centres of Gymboree Play & Music (an ECE institution). Self-administered questionnaires were designed using the online survey tool Sojump and distributed through WeChat platform, which collected information on 1) children's complementary feeding practices; 2) food frequency of seven food groups; 3) caregivers' feeding knowledge and practices; 4) frequency of children attended ECE classes and the primary caregivers' daily nurturing care time; 5) source of information on complementary feeding. A total of 2731 children and their caregivers were surveyed, with 416 children aged 6-11 months and 2315 children aged 12-23 months. The prevalence of minimum dietary diversity (MDD), minimum meal frequency (MMF), and minimum acceptable diet (MAD) was 59.4, 60.6, and 39.2%, respectively. Only 17.3% caregivers believed that continued breastfeeding should be at two years or above, and 29.5% children were continuously breastfed at 12-23 months (CBF). The proportion of non-responsive feeding practices among caregivers ranged from 28 to 64%. Except for CBF, the prevalence of other key complementary feeding practices was higher among children who attending ECE classes than those not attending ECE classes (all P < 0.05). Moreover, children aged 12-23 months who received long-nursing care time (≥4h/d) had significantly higher MMF and MAD prevalence than those in short-nursing care time group (MMF = 66.2 vs. 58.8%, P = 0.0003; MAD = 44.2 vs. 38.3%, P = 0.0047). The complementary feeding practices of children aged 6-23 months in ECE institutions in urban China remained suboptimal, and non-responsive feeding practices among caregivers were common. The attendance of ECE classes and the caregivers' daily nurturing care time could be beneficial in ensuring children to comply with complementary feeding recommendations.

STEAM 기반 요리 활동이 유아의 사회적 능력과 과학적 문제해결력에 미치는 효과

Objectives This study aimed to reveal the effects of STEAM-based cooking activities on young children's social skills and scientific problem-solving skills.&#x0D; Methods This study conducted STEAM-based cooking activities developed for this study through single-group experimental treatment and pre- and post-tests on 20 5-year-old children attending M early childhood education institution located in G Metropolitan City on April 10, 2023. It was conducted a total of 21 times, approximately 40 minutes each time, 3 times a week for a total of 9 weeks from January 1st to June 9, 2023. In order to examine the effectiveness of the developed STEAM-based cooking activity, data were collected on the social abilities and scientific problem-solving skills of participating children through pre- and post-tests before and after participating in the STEAM-based cooking activity. The collected data were compared to the paired sample t- Verification was conducted and the effect was analyzed.&#x0D; Results First, STEAM-based cooking activities showed statistically significant differences in the pre- and post-scores of children's overall social skills and sub-elements. Second, STEAM-based cooking activities showed statistically significant differences in pre- and post-scores of children's scientific problem-solving skills.&#x0D; Conclusions The significance of the study is that it predicts the development direction, application, and effectiveness of STEAM educational activities for young children and can be used as basic data for the development of various educational activities.&#x0D;

부모코칭역량이 유아 창의적 리더십에 미치는 영향

Objectives The purpose of this study was to investigate the mediating effect of positive psychological capital on the effect of parent coaching competency on young children's creative leadership.&#x0D; Methods This study targeted 301 parents of children aged 3 to 5 attending early childhood education institutions located in G Metropolitan City and J Province. The test tools include the young Children's Creative Leadership Scale developed by Lee Kyeong-hwa and Yoo Kyeong-hoon (2010), the Parent Coaching Competency Scale by Do-hyang Do, Kim Geun-ju, and Lee Gyeong-ju (2019), and the Korean version of the scale by Luthans, Avolio, and Norman (2006) by Tae-hong Lim (2013). The adapted, modified, and supplemented positive psychological capital scale was used. SPSS 23.0 program was used for data analysis.&#x0D; Results First, it was found that there was a significant correlation between parent coaching competency and children's creative leadership, between parent coaching competency and parents' positive psychological capital, and between parent positive psychological capital and children's creative leadership. Second, parent coaching competency was found to have an impact on children's creative leadership, and parents' positive psychological capital was found to have a mediating effect between these variables.&#x0D; Conclusions This study reveals the importance of parent variables in promoting young children's creative leadership. Therefore, this suggests that there is a need to develop various parent support programs and provide educational opportunities that can enhance parents' coaching capabilities and positive psychological capital.&#x0D;

G도 유치원 교사 인식을 통해 본 코로나19 이후 유아 발달 실태

Objectives This study investigated the status of early childhood development after COVID-19 based on teacher perception.&#x0D; Methods To this end, 173 public and private Gindergarten teachers located in G-do were surveyed, and the collected data were analyzed through frequency analysis, multiple response analysis, independent sample T-test, variance analysis, and mean difference test using SPSS 21.0.&#x0D; Results 81% of public and private Kindergarten teachers working in G Province recognized that COVID-19 had a significant impact on early childhood development, and the main factors affecting early childhood development were “wearing masks” and “social distancing.” Specifically, mask-wearing has caused direct difficulties in communication, social distancing, non-face-to-face distance learning, and the reduction in the number of Kindergarten attendance days. As a result, among the five Kindergarten curriculum areas, the areas that were most affected can be seen as the ‘communication domain’ and the ‘social relations domain’.&#x0D; Conclusions The measures to support early childhood development suggested by this study include the operation of various programs in each area, strengthening early childhood-connected integrated education, and administrative support in terms of personnel, budget, and structure. In addition, it was suggested that longitudinal studies for preemptive and preventive policy support, community cultural studies to strengthen communication and cooperation among early childhood education officials, and basic research to secure policy independence of early childhood education institutions need to be activated.&#x0D;