Perception Of Early Childhood Teachers Research Articles

Kindergarten teachers’ perspectives on sustainable development practices and observed practices

Purpose: Kindergartens are an important educational environment for the development of children at an early age, and they also play a crucial role in developing the values of sustainable development. The purpose of this study is to investigate kindergarten teachers’ perceptions of observable and sustainable development practices. Design, methodology, approach: Semi-structured interviews were conducted with 302 Saudi kindergarten teachers. Additionally, observation cards were utilized to collect data on actual practices of sustainable development in kindergartens. Data were analyzed using Nvivo12, a qualitative data analysis software, and descriptive analysis methods. The main themes were produced first, and then the perspectives were organized around them. Finding: The impact of social and cultural factors on the development of values, the lack of resources available to implement educational activities, and teacher awareness and training gaps were found to be the main barriers to the development of sustainable development values in kindergartens. Originality, value: To the best of the author’s knowledge, this is the first study in Saudi Arabia that has looked into the environmental and social perceptions of early childhood teachers about sustainable development practices, so the study’s findings can highlight the importance of reorienting teacher education programs toward sustainability in order to bridge knowledge and practice gaps.

유아교사의 디지털 역량에 대한 주관적 인식 유형 분석

Objectives This study categorized the perception of early childhood teachers and analyzed the characteristics of each type by applying Q-methodology to find out the digital competencies perceived by early childhood teachers. Methods To this end, in order to analyze literature and extract Q samples, an open-ended survey was conducted with 102 early childhood teachers working at early childhood education institutions located in the Jeonbuk region as the Q population. Among the 102 research subjects, a total of 98 Q populations were formed excluding missing values, and a total of 36 Q samples were extracted through a categorization process. After extracting the Q sample, the Q sample statements were classified for the P sample of 36 current early childhood teachers. The data collected from the P sample of 36 people were scored from 1 point of strong disagreement to 9 points of strong agreement, and factor analysis was performed using the SPSS 29.0 program. Results As a result of the study, early childhood teachers' perception of digital competencies was divided into four types. Type 1 was named competency based on digital citizenship and understanding, Type 2 was named competency to use technology based on digital safety, Type 3 was named cooperation and communication competency using digital technology, and Type 4 was class operation and management competency based on digital responsibility and rights. Conclusions It is expected that this study will provide basic data for digital competency enhancement programs and teacher training suitable for early childhood teachers' perception types.

빅데이터를 통해 바라본 유아교사에 대한 사회적 인식*:유아교사 지원을 위한 빅데이터 분석 연구

빅데이터를 통해 바라본 유아교사에 대한 사회적 인식*:유아교사 지원을 위한 빅데이터 분석 연구

은유 분석을 활용한 유아 교사들의 멀티미디어에 대한 인식

Objectives The purpose of this study is to look at how early childhood teachers perceive multimedia.
 Methods To this end, this study used a metaphor analysis method known to be suitable for finding out an in-dividual's beliefs or attitudes. 273 early childhood teachers were studied, and images of early childhood teachers on multimedia were collected using a metaphor analysis questionnaire and analyzed according to the metaphor analysis procedure.The metaphor analysis questionnaire consists of metaphor expressions and metaphor rea-sons, so it is possible to grasp the overall perception of multimedia by early childhood teachers as well as the rea-son and meaning of such perception.
 Results As a result of the study, early childhood teachers recognized multimedia in four categories: ‘the im-portance of multimedia’, ‘the role of multimedia’, ‘the characteristics of multimedia’, and ‘the dangers of multi-media’. The subcategories for the four categories are as follows. The importance of multimedia was divided into ‘the needs of the times’ and ‘the necessities of the future’. The ‘role of multimedia’ was divided into ‘inducing in-terest’, ‘providing information’, and ‘educational materials’. The ‘characteristics of multimedia’ were divided into ‘convenience’, ‘newness’, ‘diversity’, and ‘double-sidedness’. The ‘risk of multimedia’ was divided into ‘addiction’ and ‘absence of interaction’.
 Conclusions The results of this study are significant in that they provided educational implications for the appro-priate selection and use of multimedia in the educational field by revealing the understanding and perception of early childhood teachers about multimedia.

지속가능발전지향 유아인성 증진 프로그램 개발을 위한 영유아교사의 인식 및 요구

This study conducted a survey of 230 teachers in Busan to find out the perceptions and demands of early childhood teachers for the development of a sustainable development-oriented infant personality promotion program, and the results of the analysis with the SPSS 23.0 program are as follows. First, as a result of examining the perceptions of early childhood teachers about sustainable development education and early childhood personality education programs, the awareness and necessity of sustainable development education were high, and teaching and learning methods were high in terms of experience and difficulty in implementation. Next, the number of implementations of early childhood personality education programs was the highest every day (often), and the lack of data was high in difficulty. Second, as a result of examining the needs of early childhood teachers for the development of a sustainable development-oriented infant personality promotion program, it was found that the appropriate time was 20-30 minutes and the appropriate age was 5 years old, and the necessity of program development was very necessary.

유아교사의 개인 배경 변인에 따른 전문성 지원환경 인식 차이 연구

Objectives In this study, we tried to analyze and discuss the differences in perception of early childhood teachers' personal background variables(age, academic background, career, type of early childhood education institution, and age) (opportunities for professional learning and development, relationship between teachers and directors, expectations for teachers and infants, and decision-making).
 Methods A total of 624 early childhood teachers working in kindergartens and daycare centers in the metropolitan and non-metropolitan areas were surveyed to collect data. Using SPSS 21.0, independent sample t-verification, ANOVA, and Scheffé follow-up verification were conducted to analyze differences in recognition and technical statistics such as internal consistency analysis, data normality verification, mean and standard deviation.
 Results In terms of professional learning and development opportunities, there were significant differences in perception according to the age, career, type of early childhood education institution, and age of the teacher and director. In the perception of expectations for teachers and infants, there was a significant difference according to the age of teachers and the type of early childhood education institution. However, in the case of teacher autonomy and decision-making, no significant difference in perception was found according to individual background variables.
 Conclusions Based on these findings, it was suggested that it is necessary to establish a professional support environment considering the individual characteristics of early childhood teachers, and that discussions on the professional support environment for early childhood teachers need to be approached by subdividing them into sub-variables as well as higher concepts. In addition, the necessity of activating various in-house activities, seminars, and study meetings in consideration of teacher experience to support the professional development and learning of early childhood teachers was discussed.

영유아교사의 놀이중심 과학교육에 대한 인식과 어려움

This research aims to analyze the perceptions and challenges faced by early childhood teachers regarding play-based science education and seeks to explore implications and strategies for enhancing science education. To achieve these goals, the study conducted a collaborative learning community with 11 teachers (5 for toddlers and 6 for kindergartners) working in 4 childcare centers in A City. The researchers collected scientific activity videos, educational materials, childcare records, teachers’ journals, and other data from the participating teachers. Using a thematic coding analysis method, the study categorized the perceptions of early childhood teachers regarding science education into three main themes: 'Understanding play-based science education,' 'Science education with the goal of knowledge transmission,' and 'Challenges and difficulties in science education.' Furthermore, in the field of early childhood education, teachers were found to recognize difficulties in implementing play-based science education. These difficulties included challenges related to "Finding and supporting science within play," "Psychological and physical challenges faced by teachers," and "Challenges with principals, other teachers, and parents." The significance of this study lies in its potential to serve as foundational material for understanding teachers' perceptions of science education and addressing the challenges they face in teaching science.

Teachers’ Perceptions and Strategies on the Integrated Early Childhood Education Curriculum in Serenje District of Zambia

The aim of this study was to establish perceptions of early childhood teachers on integrated curriculum and strategies they can use to improve integrated planning in early childhood centers in primary schools of Serenje District. The study used a phenomenological design on a sample of twelve participants. The study collected data using interviews, classroom observations and document analysis that was analysed thematically. The study found that ministry of education curriculum policy for early childhood education did not support teacher perceptions on integrated curriculum, early childhood teachers positively perceived integrated curriculum, curriculum integration and teachers used integrated curriculum as an alternative to facilitate holistic learner development. The study recommended that the Ministry of Education and its stakeholders work together to revise provisions of the early childhood pedagogical policy guidelines so that it reflects integrated approaches in order to efficiently facilitate the holistic learning through play process of early childhood learners.

Barriers to Ethics of Care: The Perceptions of Early Childhood Teachers

Barriers to Ethics of Care: The Perceptions of Early Childhood Teachers

학교 차원 긍정적 행동지원의 중요성과 실행 가능성에 대한 유아교사와 유아특수교사의 인식

Purpose: This study purposed to examine the perceptions of early childhood teachers and early childhood special education teachers regarding the importance and feasibility of school-wide positive behavior support at the school level. Method: To achieve this, a survey was developed based on an analysis of previous studies on the perception of school-wide positive behavior support, and it was administered to early childhood teachers and early childhood special education teachers. Results: First, both early childhood teachers and early childhood special education teachers highly recognized the importance of school-wide positive behavior support in all items. However, early childhood teachers preschool teachers rated 'Organized and predictable daily routine' in the universal level, 'Implementing teacher training' and 'Group guidance for teaching social skills' in the targeted level, and 'Establishing and implementing positive behavior support plans based on functional assessment' in the individual level higher than early childhood special education teachers. Second, both early childhood teachers and early childhood special education teachers highly recognized the feasibility of implementing school-wide positive behavior support as above average in all items. However, early childhood teachers perceived a higher feasibility of implementing five items in the universal level and three items in the targeted level than early childhood special education teachers. In the individual level, there was no perceptual difference between the two groups of teachers. Third, both groups perceived the feasibility of the items much lower than their importance, and recognized factors such as time constraints, lack of collaboration, and insufficient administrative and financial support as obstacles to implementation. Conclusion: Based on the findings, recommendations for further discussions and directions for future research on the implementation of school-wide positive behavior support in early childhood education settings were suggested.

Perception of early childhood teachers concerning digital play

Perception of early childhood teachers concerning digital play

Intentional teaching for visual arts in Early Childhood Education: teachers’ practices and perceptions

The early childhood sector in New Zealand has a long-held tradition of free play and child-led pedagogy, influencing visual arts approaches with young children. However, alongside learning through play, New Zealand’s sociocultural curriculum highlights the active role of the teacher and intentional pedagogy. This article explores the practices and perceptions of early childhood teachers regarding visual arts through a mixed methods study, including a nationwide survey and an embedded case study. Data indicated that teachers are confused about the appropriateness of taking an active role during children’s visual arts learning, and about when to be intentional versus leaving children to play without interference. Such tensions appear to be founded in contradictory theoretical assumptions, and are evident through a lack of confidence, skills, strategies and language for teaching. The authors argue that professional learning could ameliorate these tensions by clarifying educational theories and identifying intentional visual arts teaching practices that align with current theoretical beliefs about how young children learn in early childhood.

근거이론을 기반으로 한 ADHD 성향 유아의 자연체험 효과에 대한 유아교사 인식연구

Objectives The purpose of this study is to present a theoretical framework by examining and analyzing the natural experience effects of attention deficit and hyperactivity in children with at-risk ADHD. This is based on the perceptions of early childhood teachers using the grounded theory.
 Methods To this end, in-depth interviews were conducted with a total of five directors and teachers of early childhood education institutions who had experience in conducting nature experiences such as outdoor play, plant growing, and ecological education including forest experience, to children with at-risk ADHD. The collected data was analyzed by applying grounded theory methods such as open coding, axial coding, and selective coding.
 Results First, the analysis of the natural experience effect process of children with at-risk ADHD resulted in 103 concepts, 27 subcategories, and 10 categories. Second, nature experience activities children with at-risk ADHD showed that causal situations such as “natural colorfulness and variability of nature play” had a positive effect on their negative traits of “lowering attention deficit and hyperactivity tendencies,” and this phenomenon was influenced by the contextual conditions of the “vast natural environment” and the “strengths-based educational environment.” In addition, according to the interventional conditions of “activities preferred by all human resources (parents, teachers, infants, etc.),” the strategy of “positive family change” was used, resulting in “growth in developmental areas (language, play, emotion and physical)” and “overall relationship change in educational institutions.” Third, the core category of this course was ‘natural experiences of children with at-risk ADHD are positive’.
 Conclusions The results of this study are expected to be used as a basis for early childhood education institutions to educate, develop, and support nature experiences for children with at-risk ADHD.

A study on the perception of early childhood teachers on teacher professionalism in the Post-Corona era

연구목적: 최근 전세계 경험한 코로나 팬데믹은 이전과는 근본적으로 일상의 새로운 변화를 가져오고 있으며, 이러한 예측불가능성과 불확실성의 증대로 유아교육에 대한 사회적요구도 달라지고 있다. 이에 본 연구에서는 포스트 코로나 시대의 교사 전문성에 대한유아교사들의 인식을 탐색하였다. 방법: 목적표집을 통해 유아교육기관에서 근무하고 있는 교사 6인을 연구참여자로 선정하였으며, 2021년 9월부터 10월까지 8주에 걸쳐 면담을 실시하였다. 수집된 집단 및 개별면담자료, 연구자일지, 기타 문서 등은 나선형 자료 분석 과정을 거쳐, 최종 범주로 ‘변화에열려있는 유아교사 전문성, 상황적응적인 유아교사 전문성, 관계적 맥락 속에서 발현되는유아교사 전문성’이 도출되었다. 결과: 첫째, 유아교사들은 코로나 팬데믹으로 인한 시대 변화를 직시하면서, 혼란스런교육 현장임에도 불구하고 대응할 수 있는 방안을 고민하며 도전을 반복하고 있었다. 둘째, 유아교사들은 마주한 상황에 적응하며 자신만의 방법으로 유연하게 풀어가며, 새로운 이해와 실천을 만들고 있었다. 셋째, 교사들은 관계들 사이의 연결점이자 핵심 축으로써 기관 내외의 공동체와 함께 살아가기 위해 협력하였으며, 변화하는 시대와 세계와끊임없는 마주침을 통해 유아교사 전문가로 되어가기 위해 노력하고 있었다. 결론: 본 연구를 통해, 역동적이며 복잡한 시대에 유아교사 전문성에 대한 이해를 보다확장하며, 나아가 유아교사 전문성에 대한 방향성 및 지원체제를 구축하는데 시사점을제공하고자 한다.Objectives: Recently, the coronavirus pandemic around the world fundamentally and singularly affected daily life, and the now exposed unpredictability and uncertainty in society have led to demands for change in early childhood education. This study aimed to explore early childhood teachers' perception of teacher professionalism in the post-COVID-19 era. Methods: Through objective sampling, six currently working early childhood teachers were selected as participants. Interviews were conducted over eight weeks from September to October of 2021. The collected interview data, researcher journals, and other documents were analyzed through a spiral data analysis process. ‘The expertise of teachers who are open to change, the expertise of teachers who are adaptable to the situation, and the expertise of teachers expressed in a relational context were derived as the final categories. Results: First, early childhood teachers faced the changes of the times caused by the coronavirus pandemic, and they were repeatedly challenged while contemplating ways to respond despite the chaotic educational scene. Second, the teachers were adapting to the situation they faced, flexibly solving it in their own way, and creating a new understanding and practice. Third, the teachers cooperated to live together with the community inside and outside the institution as a connecting point and as a key axis among relationships. Also, they were striving to become teacher experts through constant encounters with the changing world and times. Conclusions: This study provides opportunities to expand our understanding of early childhood teachers’ professionalism in a dynamic and complex era. It also offers implications for establishing a direction and support system for early childhood teachers’ professionalism.

은유 분석을 통한 유아교사의 교수매체에 대한 인식

Objectives This study investigated the perception of early childhood teachers’ teaching media through metaphor analysis. Through this study, it is intended to present the direction of the selection and use of teaching media for high-quality curriculum operation.
 Methods This study used a metaphor analysis method. The metaphor analysis method is to examine the metaphor expression and the reason for metaphor together through a semi-structured sentence completion questionnaire. To this end, a metaphor analysis survey was conducted on 180 early childhood teachers. The questionnaire was composed of the sentence “Teaching media of the 2019 revised Nuri curriculum is ( ). Because, ( ).” The collected data were analyzed according to the metaphor analysis procedure to categorize the types of metaphors.
 Results The research results were divided into ‘perception of teaching media from children’ perspective’ and ‘perception of teaching media from teachers’ perspective’. First, perception of teaching media of early childhood teachers from the perspective of children were found to be ‘something that children can manipulate and touch directly’, ‘what changes according to childrne’ thoughts’, ‘encouraging voluntary participation of children’, ‘growing children’. Second, perception of teaching media of early childhood teachers from the perspective of teacher were found to be ‘giving directions to play support’, ‘reflecting the professionalism of the teacher’, ‘making the revised nuri curriculum run efficiently’, ‘everything around children’ life’.
 Conclusions These results suggest that the selection and use of teaching media should be centered on children, and that efforts should be made to develop teachers’ professional perspectives on teaching media.

Digital disruption in early childhood education: A qualitative research from teachers’ perspective

In the digital era, teachers need to behave more positively attitude about ICT. In this study, we investigated the perception of early childhood teachers regarding the use of ICT in the online learning process during the Covid-19 pandemic through a qualitative interview. For the data collection, we interviewed 53 early childhood teachers in Indonesia. The data collected from interviews were analyzed using thematic coding techniques. The research obtained particular information on how the perception of the teachers to digital disruption during the Covid-19 pandemic within five main themes: 1) ICT benefits (8 sub-themes), 2) the importance of ICT competencies (2 sub-themes), 3) promotion of the ICT training (5 sub-themes), 4) the uses of ICT (6 sub-themes), and 5) barriers in using ICT (5 sub-themes). The results indicated that ICT training that supports ICT use among early childhood teachers needs to be promoted more. This study contributes to the body of knowledge on the use of ICT in the early childhood teaching process. In addition, this study also increases the empirical study findings that are useful for reporting the online learning practice in early childhood education.

A Study on the Perception of Early Childhood Teachers and Parents of Young Children with Disabilities Regarding the Application of the 2019 Revised Nuri Curriculum

이 연구에서는 2019 개정 누리과정과 관련한 특수교육대상 유아 교사와 학부모의 경험, 어려움, 지원요구 등에 대해 살펴보고, 그 결과를 토대로 특수교육대상 유아를 위한 2019 개정 누리과정의 지원 방안을 모색해 보고자 하였다. 이를 위해 전국에 있는 특수교육대상 유아 담당 교사와 특수교육대상 유아 학부모를 대상으로 설문 조사를 시행하였고, IBM SPSS 25.0 프로그램을 활용하여 통계처리하였다. 연구 결과, 유치원 과정 특수교사들은 2019 개정 누리과정에 대하여 전반적으로 긍정적으로 인식하고 있었으나, 2019 개정 누리과정을 특수교육대상 유아에게 적용하는 것에 대한 어려움을 느끼고 있었다. 그리고 특수교육대상 유아 학부모들은 놀이의 중요성에 대해 공감하고, 유아의 발달에 긍정적인 영향을 주는 것으로 인식하고 있었으나, 놀이 중 문제행동 지도와 관련해서는 다소 어려움을 느끼고 있었다. 주요 연구 결과를 토대로 볼 때, 교사들이 2019 개정 누리과정을 특수교육대상 유아에게 잘 적용할 수 있도록 현장 지원 자료 개발 및 보급, 교사 연수, 장학지도 등 다양한 형태의 지원이 이루어져야 함을 알 수 있었다.

A Study on the Perceptions of Early Childhood Teachers’ “Korean Traditional Fairy Tales”: Focusing on metaphor analysis

목적 본 연구는 유아교사의 ‘한국 전래동화’에 대한 인식연구를 은유분석을 통해 살펴보는데 목적이 있다. 방법 이를 위해 경남지역 유아교사 163명을 대상으로 구글 설문지를 통한 조사를 실시하였다. 결과 체계적 은유분석 절차에 의해 도출된 결과는 다음과 같다. 먼저, 영유아기 마음의 평가를 주는 동화, 두 번째, 시시하고 고정관념이 담긴 동화 세 번째, 다양한 삶의 교훈이 있는 동화, 네 번째, 우리 전통의 삶과 지혜가 담긴 동화, 다섯 번째, 친근하며 쉽고 재미가 있는 동화, 여섯 번째, 영유아기 필수적 경험으로써의 동화, 일곱 번째, 다양한 활동으로 확장할 수 있는 동화, 여덟 번째, 시리즈 형태로 구성된 동화가 포함된다. 결론 이러한 결과를 통해 유아교사들이 인식하는 한국 전래동화의 강점은 공유하고 확산하며, 한국 전래동화의 부정적 인식은 보완하고 개선하는데 활용될 수 있을 것이다.

Role Perceptions of Early Childhood Teachers Leading Professional Learning Communities Following a New Professional Development Policy

ABSTRACT The goal of the study was to examine the factors that drove early childhood teachers to accept a leadership role in professional learning communities (PLCs), their perceptions of the role’s characteristics and the implications of taking on an additional role beyond the teaching of kindergarten-age children. This qualitative study included 30 Israeli early-childhood teachers who were actively leading a PLC. Analysis of the data revealed that their PLC-related objectives were driven by internal and external motivations. The findings also indicate their sense of having to manage a dual role: the traditional role of early childhood educators and that of PLC leaders.

Perceptions of Early Childhood Teachers on Observing Young Children through Metaphor Analysis

본 연구는 은유 분석을 통해 유아교사의 유아관찰에 대한 인식을 살펴보고자 하는데 그 목적이 있다. 연구참여자는 유아교육기관에 재직 중인 교사 155명이며, 자료수집은 유아관찰에 대한 메타포와 그 이유를 작성하도록 구성되어 있는 개방형 설문지를 사용하여 온라인 설문조사를 통해 이루어졌다. 수집된 자료는 메타포 명명, 메타포의 분류 및 제거, 메타포의 표본 추출과 범주화, 평정자 간 신뢰도 확인의 4단계 절차로 분석되었다. 연구결과, 131개의 메타포는 본다는 것, 유아 이해, 관찰의 관점, 교육의 기본, 어려움, 교사 성장의 과정, 평가를 위한 업무의 7가지 범주로 분석되었다. 유아교사들이 유아관찰에 대해 가지고 있는 다양한 시선과 실천을 분석하고, 관찰의 의미, 관점, 목적, 어려움 등의 측면에서 유아관찰의 한계와 방향성을 논하였다.