Pre-service Early Childhood Teachers Research Articles

유아과학교육 수업에 적용된 팅커링과 메이킹 중심 메이커 활동이 예비유아교사의 창의적 성향과 문제해결력에 미치는 효과

Objectives This study was carried out to investigate the effect of tinkering and making-oriented maker activities applied to early childhood science education classes on the creative disposition and problem-solving ability of early childhood pre-service teachers. Methods Forty-seven third students from the early childhood education department at a college located in U city were set as the experimental group and the comparison group, and an independent sample t-test and normality test were performed to verify the homogeneity between the two groups. To verify the effects on the creative tendencies and problem-solving skills of early childhood pre-service teachers according to the early childhood science education class through the making and tinkering approach maker activities, t-test and covariate analysis (ANCOVA) were performed using the SPSS WIN 23.0 program. Results The experimental group, which conducted early childhood science play classes through tinkering and making-oriented maker activities showed higher scores on creative disposition and problem-solving ability than the comparative group, and there was a significant difference between the groups. Conclusions The implementation of early childhood science play classes through tinkering and making-oriented maker activities positively affects the creative disposition and problem-solving ability of early childhood pre-service teachers. The study suggests that maker activities can be an educational method to develop teacher competency for nurturing future talents.

Early childhood preservice teachers' perceptions about art activities: A cross-cultural study

This study aims at identifying American and Turkish early childhood preservice teachers’ perceptions of the purpose of art activities in early childhood education and the relationships between rankings of the participants made through a self-reported importance order survey. A total of 270 preservice teachers studying at the University of North Texas and Kilis 7 Aralık University participated in the study. “Art activities evaluation sheet” was used to collect data. The data were analyzed using median values, Man Whitney U Test, and Kruskal-Wallis H test. The obtained results showed that there are both some similarities and differences in the American and Turkish preservice teachers’ perceptions of the purpose of art activities. Both American and Turkish early childhood preservice teachers gave the highest priority to the same item “Art activities improve creativity”. However, some items were valued differently by American and Turkish preservice teachers. No gender-related differences were observed in the rank orders of both American and Turkish preservice teachers.

Early childhood preservice teachers’ attitudes towards online engagement, civic responsibility, and service learning

Early childhood preservice teachers’ attitudes towards online engagement, civic responsibility, and service learning

Implementation of Blended Learning to Improve Motivation and Learning Outcomes of Pre-Service Early Childhood Teachers

In pre-service early childhood teachers, learning motivation is important to understand the theory and special learning planning for early childhood, which is incidentally different from primary or secondary education. The motivation to learn certainly influences learning outcomes later. Therefore, this study’s objective is to analyze the effectiveness of blended learning on pre-service early childhood teachers' motivation and learning outcomes. A quasi-experimental design with a non-equivalent control group design and a sample of 90 students were used. The results showed that blended learning could significantly increase students' learning motivation than conventional learning. Blended learning is also effective for improving pre-service early childhood teachers' learning outcomes compared to fully online learning. The flexibility offered in blended learning is the main advantage that can be considered. The research implies that blended learning can be implemented as an appropriate learning model during the Covid-19 pandemic or when learning is entirely offline.
 
 Received: 19 June 2022 / Accepted: 30 August 2022 / Published: 2 September 2022

Reclaiming Playful Learning: Exploring the Perceptions of Playful Learning among Early Childhood Preservice Teachers

Despite a deeply-rooted tradition that recognizes the value of play-based learning in early childhood education and care (ECEC), there has been relatively little research into adult playful learning in the higher education sector. This study explored the perceptions of play and playful learning among early childhood preservice teachers while they learned through play with reflection at a public university in the United States. An analysis of their reflective journals revealed that engaging in play activities promoted positive affect and a sense of learning community which, in turn, elicited playfulness and joy. Additionally, the study highlighted the value of hands-on, playful learning, challenging the participants’ preconceived notion of play and internalizing playfulness, thus gaining a stronger personal commitment to enact play pedagogies in their future endeavors. Considering that play-based pedagogy has increasingly been marginalized both in ECEC and higher education, the findings suggest a need to reclaim play and playful learning in teacher education programs.

예비유아교사의 실습경험에 관한 질적 메타분석

Objectives In this study, we intend to broaden our understanding of the practice experiences of pre-service early childhood teachers through a qualitative meta-analysis of the practice experiences of pre-service early childhood teachers and to investigate the future direction of practice for pre-service early childhood teacher. Methods This study analyzed the practice experiences of pre-service early childhood teacher through qualitative meta-analysis based on the qualitative meta-analysis execution process of Noblit and Hare (1988). Qualitative meta-analysis is largely divided into the first half and the second half. In the first half, research materials were collected and analysis subjects were selected, and in the second half, the results obtained by comparing and analyzing the selected research materials were categorized. Results As a result of comprehensively exploring the practice experiences of pre-service early childhood teacher, pre-service early childhood teacher experienced the practice process centered on ‘change in perception, practice of education, and enjoyment of relationships’. During the practice process, pre-service early childhood teacher experienced changes in their perception of young children, recognition of themselves as subjects in their surroundings, experience of practical knowledge, experience exhaustion, reflective thinking, interacting with teachers based on trust and support, and forming positive relationships with children through emotional enjoyment. Conclusions Based on the results of this study, we can consider emphasizing the active participation of young children and pre-service early childhood teacher, cultivating practical knowledge that combines theory and knowledge, promoting reflective thinking to coordinate the light and shade of practice, and forming a positive relationship with teachers and young children based on emotional support.

팀기반 학습을 활용한 플립러닝 수업이 예비유아교사의 성취동기와 협력적 자기효능감, 인지적 학습역량, 전공만족도에 미치는 영향

Objectives The purpose of this study is to find out the effects of flipped learning class using team-based learning in early childhood music education class on the achievement motivation, cooperative self-efficacy, cognitive learning competence, and major satisfaction of pre-service early childhood teachers. Methods For this, using SPSS 23.0, we divided the research variables into pre- and post- and distributed the questionnaire to 45 students who took early childhood music education among K University's early childhood education department located in Chungcheongbuk-do. We confirmed the statistical significance in the 95% confidence interval by analyzing with the Paired T-test, which is a method of comparing the paired pre- and post-average data for each study variable. Results These are the main findings. First, the descriptive statistics for each variable, which were achievement motivation, cooperative self-efficacy, cognitive learning competence, and major satisfaction was higher than 3 points and satisfied the normality. In addition, the difference in average scores of research variables before and after flipped learning classes using team-based learning was found to have improved from a minimum of .11 to a maximum of .53. Second, the effects of flipped learning class using team-based learning on achievement motivation was not found to be statistically significant, whereas the effects on cooperative self-efficacy, cognitive learning competence, and major satisfaction were statistically significant. Conclusions The results of this study confirmed the possibility of applying the innovative teaching method as a practical study through the major satisfaction as well as the competence required for pre-service early childhood teachers. It is also meaningful in that it is used as basic data to suggest a direction to competence-based education.

아동관찰 및 행동연구 관련 전공 서적 분석

Objectives The purpose of this study was to analyze major books related to child observation and behavioral research that help pre-service early childhood teacher to develop basic knowledge necessary for observing young children. Methods In this study, 20 major books related to child observation and behavior research published from August 2019 to August 2021 were analyzed. The selected major books were systematically analyzed according to subjects, and play observations. The collected analysis data were analyzed for frequency using an Excel program. Results In the subjects of major books, basic concepts such as concepts, necessity, and purpose were dealt with in relation to child observation. In addition, the subjects of the major books included understanding child observation, types of child observation, and methods of child observation. On the other hand, some major books did not cover understanding child behavior research, types of child behavior research, and methods of child behavior research. As a result of analyzing the contents of observation of play, the observation of young children was presented rather than observation of infants at the age of play. In the play space, all major books suggested observation of indoor free play. In the indoor play by interest area, both infants and young children were able to see dramatic play area and block play area. The play observation methods were mainly anecdotal records and timetable method. Conclusions As the importance of observation, including early childhood play, has grown in early childhood education institutions, this study was proposed a direction for the composition of major books related to child observation and behavioral research.

Classification and evaluation of educational apps for early childhood: Security matters

This study explored certain popular educational apps’ vital characteristics and potential profiles (n1 = 50) for kindergarten kids. The profile analysis involved a categorization ascended from an evaluation process conducted by pre-service early childhood teachers’ (n2 = 295) at the University of Crete, Greece, using a new instrument, validated in the present research, the ETEA-2 scale. The categorization criteria were the five dimensions of the ETEA-2: Learning, Suitability, Usability, Security, and Parental Control. The classification based on Latent Class Analysis led to three apps' profiles: Cluster/profile 1 includes apps that have high values in Learning, Usability, Suitability, and medium Parental Control and Security; Cluster/Profile 2 includes apps with medium Learning, Usability, Suitability, but low Parental Control and High Security; Cluster/Profile 3 includes apps with medium Learning, Usability, Suitability, but low Parental Control and low Security. This profile scheme is an indicative categorization summarizing the crucial features that popular apps possess and can help parents and/or educators’ decision-making on choosing the desirable application for their kids. Moreover, from an independent evaluation of these specific fifty apps sought on the internet, the members of Cluster2/Profile 2 were the most popular and preferable, as suggested by the number of downloads. This profile is distinguished for the security dimension.

Development of pre-service early childhood teachers’ technology integrations skills through a praxeological approach

How to improve and what should be carried out for pre-service teachers’ technological competencies for teaching purposes is still an important issue on the agenda of the higher education field. In light of this, we aimed to reflect the individual and collective technology integration knowledge and skills construction process of pre-service early childhood education teachers with democratic participation. We utilized the praxeological approach as a method and learning approach to reveal the reflections of the instructional technologies course. The participants in this study were 52 sophomore pre-service teachers in the early childhood education department. We collected the data from various sources such as interviews, portfolios, researchers’ field notes, e-mails, online course evaluation form. We carried out the thematic analysis method to analyze the data. The findings indicated that three main themes emerged as initial challenges, learning process, and learning outcomes during enhancement of pre-service early childhood teachers' technology integration knowledge and skills. As a result, the praxeological approach used in instructional technologies courses in teacher education programs leads to a crucial digital transformation to be ready to become future teachers.

학습자 참여중심 토의를 활용한 과학수업이 예비유아교사들의 과학교수효능감, 의사소통능력, 문제해결능력에 미치는 효과

Objectives The purpose of this study was to explore the effect of the learner participation-centered discussion class on the science teaching efficacy, communication capability, and problem solving ability of pre-service early childhood teachers. Methods The subjects of this study were 32 students enrolled in a four-year early childhood education program. The learner participation-centered discussion class were carried out through the science education class (45 hours) during the first semester in 2021. Data were collected from science teaching efficacy, communication capability, and problem solving ability rating scales. Results The results of quantitative analysis were as follows. First, the learner participation-centered discussion class brought statistically significant difference to pre-service early childhood teachers’ science teaching efficacy(both science teaching outcome expectancy and science teaching self-efficacy). Second, the learner participation-centered discussion class brought statistically significant difference to pre-service early childhood teachers’ communication capability(especially in message converting capability out of all sub-domains). Third, the learner participation-centered discussion class brought statistically significant difference to pre-service early childhood teachers’ problem solving ability(especially in the production of alternative resolution method, and the implement and confirmation of resolution method out of all sub-domains). Conclusions Therefore, the learner participation-centered discussion class is the meaningful teaching method to improve the science teaching professionality and problem solving ability of pre-service early childhood teachers.

Geleceğin Öğretmenlerinin Okul Öncesi Eğitim Programına Bakışı: Programın İçerik, Nitelik, İşlevsellik ve Anlaşılırlığının Değerlendirilmesi

This study aims to investigate the views of pre-service early childhood teachers about the content, quality, functionality, and comprehensibility of the early childhood education (ECE) program used in Turkey. The study was conducted as a phenomenological study and its participants consisted of 20 pre-service early childhood teachers. The researchers collected data through an open-ended interview form. According to the findings, the participants expressed a positive opinion about the content of the program in general but stated that the program should be improved regarding gains and indicators, activity type, assessment, parent involvement, and adaptation. In addition, the participants found the program mostly qualified but expressed that it should be updated with new headings according to changing times and needs. Moreover, pre-service teachers found the program functional and guiding in general, but they said that it is not informative about educational approaches and children living in different environments. Finally, according to the participants, the program is comprehensive in terms of language, expression, and elaboration, but it needs more explanations and examples. In the light of these findings, it is thought that this research will contribute to the development and revision of the currently used ECE program.

예비유아교사의 물질과 내부작용하는 놀이경험의 의미

Objectives This study sought to examine the meaning and appearance of material intra-action in play experience of pre-service early childhood teachers. Methods The participants were eight students took the course ‘instructional principles on subject areas in early childhood education’ for the third grade in the department of early childhood education at K university in Deugu. The participants in groups chose which material is played and had time to play with the materials. The data was collected in various ways through photography and video, the reflective journals, field notes, and research diaries. Results The appearance of intra-action with materials is to become a play-agency through encountering the complex signs, a competent player with different repetitions, and breakout of play with entanglements of humor and imagination. The play experience provided pre-service teachers with the opportunity to entangle with materials and to contemplate the nature of play. Conclusions This study suggests that the play process in which pre-service teachers explore materiality is truly the nature of play and found the value of play in exploring materiality. For the settle down of children-led play, which is noted in the 2019 revised Nuri curriculum, this research suggest that pre-service teachers should have experience not simulation classes but the opportunity to experience the nature of play.

Australian Preservice Early Childhood Teachers’ Considerations of Natural Areas as Conducive and Important to Include in Educational Experiences

Understanding preservice early childhood teachers’ perspectives on education in nature is important in the context of risk aversion and the future of education for sustainability. In the present study, 296 early childhood preservice teachers examined 16 photographs of outdoor areas from four categories: park with fence, park without fence, grassy area, forest. They the selected photographs depicting areas they most preferred and least preferred. They then selected photographs depicting areas the considered most or least conduciveness to education. The participants also completed a series of questions related to their beliefs about education in nature ant the benefits for child development and health. There were clear associations between the areas participants preferred and those they considered educationally conducive. Likewise, there were associations between areas participants least preferred and their ratings of least conducive. The belief that nature experiences belong within school settings was the strongest predictor of perceived educational and developmental benefits. The findings suggest more opportunity to spend time in a range of natural environments and a belief in the importance of nature experiences should be emphasised in early childhood preservice teacher training.

예비유아교사와 유아교사의 다문화 관련 국내 연구 동향

This study was conducted to determine the direction of multicultural research targeting preservice and early childhood teachers by analyzing domestic research trends on multi-cultures among such teachers. From 2012 to 2021, 243 domestic academic journals were analyzed depending on year, research method, and research topic. A total of 177 papers on multi-cultures targeting early childhood teachers were published during the 10 years since 2012, which is three times that of the 62 papers on preservice early childhood teachers. In 2013, multicultural research related to preservice and early childhood teachers accounted for the highest and lowest at 15.4% and 4.5% of the total research in 2017, respectively. Second, in the research trend by research method, the most frequent is quantitative research, with 48(70.6%) of preservice early childhood teachers and 103(55.4%) of early childhood teachers accounting for more than half of all research and qualitative research was used in the following order. Third, in the research trend by research topic, preservice early childhood teachers were the focus of the most research on teacher professionalism with 25(37.9%) studies, and early childhood teachers were the focus in the most research on educational practice with 59(32.6%) papers. Based on the results, the necessity of continuous multicultural research targeting preservice early childhood teachers and the study for various research methods were discussed.

예비유아교사의 역량 증진을 위한 온라인 PBL 수업 사례연구

Objectives The purpose of this study was to show a case of qualitatively exploring the process and results of online PBL class to enhance competency of pre-service early childhood teachers. Methods The online PBL applied the early childhood education theory class was conducted for 24 third-year students in the department of early childhood education at a 4-year university in Chungcheong Province. Online lessons were conducted for 14 weeks out of 15 weeks excluding the mid-term evaluation period, and PBL was applied over 10 weeks from the 5th week to the 14th week. In order to explore experiences of pre-service early childhood teachers, class recording videos, individual journals, group interview transcripts, evaluation papers were collected, and the contents were analyzed according to the subject. Results In the online PBL class, pre-service early childhood teachers repeated individual and cooperative learning, continued reflection, and went through the process of designing and implementing online mock classes, in order to solve a practical problem. In results, they improved competencies for curriculum and classroom management, understanding children and supporting plays, problem solving and communication, and using digital. Conclusions The online PBL class was effective in enhancing competencies needed for pre-service early childhood teachers. In particular, the digital competency promoted through the full non-face-to-face class will help them prepare for the future educational environment.

Preservice early childhood teachers’ science conceptual changes with STEM-based science activities

Developing positive attitudes towards science and scientific process skills at an early age enables children to become more successful in the fields of science. However, in order to provide this education in early years, it is necessary to use scientific concepts correctly and appropriately by teachers and parents. This study investigated the effects of STEM-based science education practices on the science conceptual changes of preservice teachers. One-phase experimental embedded pattern design, one of the mixed-method research, was used in the study. The study group consisted of 20 (16 women, 4 men) preservice teachers (PST) who were enrolled in an undergraduate course titled Science Activities for Preschoolers. In addition, data were collected from the Science Concepts Form, STEM-based science activities plans, and application videos. The study results showed that STEM-based science activities positively impacted the science-related conceptual changes of preservice teachers. Especially, preservice teachers’ conceptual changes were increased in stone and soil, living and non-living thnigs, and force, motion and balances concepts. Furthermore, it has been determined that this program supported teachers in correcting misconceptions in different science subjects (ex. Earth and space science, life science, physical science) and using concepts correctly. The study results suggested that STEM-based science education practicess are important for teacher’s science understanding and using in classroom.

예비유아교사의 역량 증진을 위한 온라인 PBL 수업 사례연구

Objectives The purpose of this study was to show a case of qualitatively exploring the process and results of online PBL class to enhance competency of pre-service early childhood teachers. Methods The online PBL applied the early childhood education theory class was conducted for 24 third-year students in the department of early childhood education at a 4-year university in Chungcheong Province. Online lessons were conducted for 14 weeks out of 15 weeks excluding the mid-term evaluation period, and PBL was applied over 10 weeks from the 5th week to the 14th week. In order to explore experiences of pre-service early childhood teachers, class recording videos, individual journals, group interview transcripts, evaluation papers were collected, and the contents were analyzed according to the subject. Results In the online PBL class, pre-service early childhood teachers repeated individual and cooperative learning, continued reflection, and went through the process of designing and implementing online mock classes, in order to solve a practical problem. In results, they improved competencies for curriculum and classroom management, understanding children and supporting plays, problem solving and communication, and using digital. Conclusions The online PBL class was effective in enhancing competencies needed for pre-service early childhood teachers. In particular, the digital competency promoted through the full non-face-to-face class will help them prepare for the future educational environment.

유아동작수업을 경험한 우즈베키스탄 예비유아교사들에 관한 연구

Objectives This study applied Korean university’s early childhood movement class to Uzbekistan pre-service early childhood teachers and analyzed the student’s participation and the contents of the movements class planned by the students. Methods This study applied the classes for 15 weeks from March 2021, targeting 90 Uzbekistan students of the Department of Early Childhood Education at the Korea International University in Ferghana (KIUF) and analyzed the experiences of students based on the collected data. Results At first, the students obsessed with something to teach young children). However they gradually applied what they had learned, and led the class in a free and permissive atmoshpere. In the participation process, There were positive emotional changes such as joy, passion, and sense of accomplishment. The contents of the motion activity simulation class actively used various teaching aids. However, There was a lack of consideration for the systematic planning process and safety. Conclusions Cultivating the pre-service early childhood teachers who learned Korean early childhood curriculum seems to enable to nurture experts in early childhood education in Uzbekistan. In addition, as it is possible to apply the Korean Nuri Curriculum, it is expected that high-quality early childhood education will be practiced in the field of early childhood education in Uzbekistan. Furthermore, it will contribute to Uzbekistan’s early childhood education by delivering Korea’s early childhood education to Uzbekistan’s early childhood education.

유아동작수업을 경험한 우즈베키스탄 예비유아교사들에 관한 연구

Objectives This study applied Korean university’s early childhood movement class to Uzbekistan pre-service early childhood teachers and analyzed the student’s participation and the contents of the movements class planned by the students. Methods This study applied the classes for 15 weeks from March 2021, targeting 90 Uzbekistan students of the Department of Early Childhood Education at the Korea International University in Ferghana (KIUF) and analyzed the experiences of students based on the collected data. Results At first, the students obsessed with something to teach young children). However they gradually applied what they had learned, and led the class in a free and permissive atmoshpere. In the participation process, There were positive emotional changes such as joy, passion, and sense of accomplishment. The contents of the motion activity simulation class actively used various teaching aids. However, There was a lack of consideration for the systematic planning process and safety. Conclusions Cultivating the pre-service early childhood teachers who learned Korean early childhood curriculum seems to enable to nurture experts in early childhood education in Uzbekistan. In addition, as it is possible to apply the Korean Nuri Curriculum, it is expected that high-quality early childhood education will be practiced in the field of early childhood education in Uzbekistan. Furthermore, it will contribute to Uzbekistan’s early childhood education by delivering Korea’s early childhood education to Uzbekistan’s early childhood education.