Pre-service Early Childhood Teachers Research Articles

예비유아교사의 테크놀로지 활용 능력과 인공지능교육 및 코딩교육 인식 간의 관계 분석

Objectives The purpose of this study is to empirically verify the relationship between technology utilization ability and awareness of artificial intelligence and coding education for pre-service early childhood teachers. Methods For this purpose, a survey was conducted on 180 pre-service early childhood teachers majoring in child studies and early childhood education at a university located in J city, Gyeongsangnam-do, and the collected data were analyzed using SPSS program to verify reliability, mean comparison, and correlation analysis. Results As for the difference in perception of research variables according to the demographic characteristics of pre-service early childhood teachers, pre-service early childhood teachers who completed information literacy education and had experience in artificial intelligence and coding education showed high level of perception of technology utilization ability and artificial intelligence and coding education. In addition, there was a significant positive correlation between technology utilization ability and the perception of artificial intelligence and coding education. Conclusions In the era of the Fourth Industrial Revolution, early childhood teachers should cultivate information- related skills. Therefore, educational institutions that train early childhood teachers should actively review ways to strengthen education related to technology utilization education, artificial intelligence education, and coding education.

A Study on the Perceptions of Pre-service Early Childhood Teachers on Education for Sustainable Development (ESD) In South Korea

A Study on the Perceptions of Pre-service Early Childhood Teachers on Education for Sustainable Development (ESD) In South Korea

문제중심학습(PBL) 기반 유아수학교육 수업이 예비유아교사의 수학교수효능감, 수학적 태도 및 문제해결능력에 미치는 영향

The purpose of this study is to examine the impact of Problem Based Learning(PBL)-based early childhood mathematics education classes on pre-service early childhood teachers’ mathematics teaching efficacy, mathematical attitude, and problem-solving ability. The study participants were 38 pre-service early childhood teachers attending a 4-year university in G City. The PBL-based early childhood mathematics education class used a combination of lecture-based and problem-based learning methods, and problem-based learning consisted of four PBL problems and was conducted for a total of 9 weeks. The research tools used were mathematics teaching efficacy, mathematical attitude, and problem-solving ability before and after. Data analysis was performed using a paired samples t-test using the SPSS 28 program. As a result of the study, PBL-based early childhood mathematics education classes were found to have a positive impact on improving the mathematics teaching efficacy, mathematical attitude, and problem-solving ability of pre-service early childhood teachers. Through this, the significance of the study is that it presented and verified a PBL-based mathematics teaching model that can be applied to the early childhood mathematics education classes of pre-service early childhood teachers.

동시대미술 기반 예술놀이 경험의 교육적 의미탐색

Objectives The purpose of this study is to suggest implications for art education methods for pre-service early childhood teachers by exploring the educational meaning of art play experiences based on contemporary art. Methods To this end contemporary art-based art play was conducted for 14 weeks for 39 pre-service early childhood teachers who took the ‘Creative Arts Education’ course in the first semester of 2022 at a three-year university located in S city. The data collected in this study are personal portfolios, art play creation results ppt, and reflective journal. Results The results of the study showed that pre-service early childhood teachers experienced ‘discovering the artist within themselves’, ‘expanding art experience into daily life’, ‘positive perception of play-centered art education’, ‘improving confidence through proactive art play practice’ through the art play based on contemporary art. Conclusions Based on the results of this study, it was revealed that contemporary art-based art play experiences have educational value in art education for pre-service early childhood teachers, and further implications related to art education for pre-service early childhood teachers were suggested.

Exploring pre-service early childhood teachers’ perceptions and needs regarding digital media literacy

Exploring pre-service early childhood teachers’ perceptions and needs regarding digital media literacy

A study of preservice early childhood teachers’ subjective perceptions of digital competence

A study of preservice early childhood teachers’ subjective perceptions of digital competence

Exploring the Interconnections: Playfulness, Play Teaching Efficacy, and Play Support Competency in Pre-service Early Childhood Teachers Based on 2019 Nuri Curriculum

Exploring the Interconnections: Playfulness, Play Teaching Efficacy, and Play Support Competency in Pre-service Early Childhood Teachers Based on 2019 Nuri Curriculum

Early childhood pre-service teachers’ preparation for using technology with children: a systematic literature review

ABSTRACT This systematic literature review examined how teacher education prepared early childhood pre-service teachers to utilise digital technology with children. After searching in relevant databases the review analysed 21 articles, most of which have been published in recent years. The findings indicate that while some educational institutions have a dedicated course about digital technology, others have integrated digital competence into existing courses. Nevertheless, the review found that there is little emphasis on how to incorporate a wide range of educational technologies. Additionally, the results revealed that most teacher education curricula do not have a strong digital focus, thus indicating a need for a greater focus on combining theoretical knowledge with practical implementation for pre-service teachers. The findings indicate that further research is required in early childhood teacher education to identify ways in which digital technologies can be integrated into a more holistic approach to facilitating young children’s learning.

중국 예비유아교사 직업정체성 척도 개발 및 타당화

The purpose of this study is to explore the components of preservice early childhood teachers' professional identity in China and to develop a valid and reliable scale to measure the level of preservice early childhood teachers' professional identity.
 To identify the factors that constitute preservice early childhood teachers' professional identity, 13 subscales and 62 preliminary items were extracted through literature analysis and in-depth interviews. A Delphi survey was conducted to verify the appropriateness of the items by experts, and exploratory factor analysis and reliability analysis were conducted to determine the final five components and 33 items.
 The final item of the preservice early childhood teacher professional identity Scale was used to test the item favorability, validity, and reliability. The results of the item validity analysis showed that all items met the assumption of normality and showed good item discrimination. Confirmatory factor analysis (CFA) was conducted to verify validity, and the model fit of the scale (RMSEA .059) was found to be adequate. In addition, the standardization coefficient (.636 or higher) and average variance extracted (AVE) values of each construct's convergent validity were checked and verified through the covariance correlation between the discriminant validity components. Due to the high correlation of the constructs, multicollinearity among the constructs was tested to confirm their independence. The factor reliability of the scale is more than .867, and the total item reliability is .964, which is very high.
 The preservice early childhood teachers' professional identity scale developed in this study proved to be a valid and reliable scale to measure the level of preservice early childhood teachers' professional identity in various training programs in China.

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.

예비유아교사의 디지털 역량에 대한 교육요구도 분석

Objectives The purpose of this study was to investigate early childhood pre-service teachers’ educational needs for digital competency.
 Methods We developed questions for digital competency survey according to the purpose of this study. Educational needs were analyzed based on paired-sample test, Borich need assessment, and the Locus for Focus Model.
 Results The results of this study can be summarized as follows. First, “Digital Thinking Ability” and “Digital Educational Environment Operation” were found to be important considered areas among digital competency of early childhood pre-service teachers. Second, as a result of analyzing the top and second priority for each area, “Digital Citizenship”, “Digital Data Utilization”, “Digital Educational Environment Operation” and “Digital Utilization Communication” was the top priority with needs.
 Conclusions This study provides basic data for the digital competency support plan for early childhood pre-service teachers and educational direction in the teacher training process.

예비유아교사의 전자그림책에 대한 은유분석

Objective: This study aimed to explore the formation of conceptual metaphors by pre-service early childhood teachers concerning electronic picture books. The goal is to gain insights into how these metaphors may impact the integration of electronic pictures books within early childhood education settings.
 Methods: A total of 210 pre-service early childhood teachers participated in this study and responded to a metaphorical questionnaire. The collected data were analyzed using both qualitative and quantitative methods.
 Results: The research findings categorized the 210 metaphorical expressions into the following eight main categories: Convenience, Visual Effects, Innovation, Developmental Hindrance, Immersion, Educational Effects, Ambiguity, and Enjoyment.
 Conclusions: This study analyzed metaphorical expressions and their underlying rationales among prospective preschool teachers regarding electronic picture books. The aim is to provide guidance and support for prospective teacher education to foster a proper understanding and effective utilization of electronic picture books.

Early childhood preservice teachers knowledge of micro-organisms and cystitis

Early childhood preservice teachers knowledge of micro-organisms and cystitis

예비유아교사가 지각하는 유아과학교육 필요성과 인공지능 지식, 과학교수태도 및 과학교수효능감 간의 구조적 관계

The purpose of this study was to investigate the structural relationship between pre-service early childhood teachers' perceived need for early childhood science education and their knowledge of artificial intelligence, attitudes toward science instruction, and self-efficacy in science teaching. The subjects of this study were 224 pre-service early childhood teachers in Seoul, Gyeonggi, Chungcheong, and Gyeongsang provinces, and their data were analyzed for the research. The relationships among research variables were analyzed using Pearson's correlation analysis, and the structural relationships were explored through structural equation modeling (SEM) using SPSS 25.0 and AMOS 23.0. These results were as followed. First, when examining the tendencies of research variables, all scored above 3.0 points, indicating a high level, and normality was considered satisfactory in the analysis. Second, statistically significant positive correlations were observed among all variables, with a particular focus on endogenous variables such as science teaching self-efficacy and its sub-factors, as well as attitudes toward science instruction and its sub-factors. Third, the measurement model was found to be appropriate. Examining the path coefficients of the structural model revealed that the perceived need for early childhood science education had statistically significant effects on artificial intelligence knowledge, attitudes toward science instruction, and science teaching self-efficacy. Statistically significant effects of artificial intelligence knowledge were found on attitudes toward science instruction and science teaching self-efficacy. Mediation analysis revealed that knowledge of artificial intelligence partially mediated the influence of perceived need for early childhood science education on attitudes toward science instruction and science teaching self-efficacy. These research findings suggest the need to consider incorporating educational approaches related to artificial intelligence to enhance the foundation of early childhood science education.

‘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.

Does the Understanding of Managing Variables among Pre-Service Early Childhood Teachers Correspond to Distinct Teaching Methods in Their Future Careers?

This study aims to examine the views of pre-service early childhood student teachers (referred to as student teachers) regarding the potential impact of an inquiry-based science course on their intention to utilize inquiry-based learning approaches, such as the Control of Variables Strategy (CVS) method. The study comprised a preliminary phase (N = 17) and a primary phase (N = 81). The participants’ level of understanding of the inquiry-based method was assessed using an open- and semi-open questionnaire. A 34-item Likert-type questionnaire was created using the Theory of Planned Behavior in the preliminary phase of the study and utilized in the primary phase to examine student teachers’ intentions to include the CVS technique into their lessons. The results showed student teachers’ strong intention to implement inquiry-based learning strategies, being supported by their positive estimations of managing the CVS method engagement in the classroom. However, their estimations of the significant others’ opinions and the personal gain–loss balance expected from engaging with the CVS method significantly hindered their intention. Most interestingly, the results of the study suggest that the various levels of comprehension of the CVS method attained by student teachers are connected to the adoption of distinct approaches in their future teaching endeavors. In light of these results, we discuss several teaching implications.

ESG 인식과 소비성향, 환경문제 및 환경친화적 행동 간의 구조적 관계

Objectives The purpose of this study is to examine the structural relationship between ESG awareness, consumer behavior, environmental issues, and environmentally friendly actions of pre-service early childhood teachers.
 Methods For this study, a total of 255 pre-service early childhood teachers from the Seoul, Gyeonggi-do, and Chungcheong-do regions were surveyed. The tendencies, normality, and reliability coefficients of the research variables were examined using SPSS 23.0 and AMOS 25.0 software. Pearson's correlation analysis and structural equation modeling were conducted. The structural model was validated using various fit indices such as X2, NFI, IFI, TLI, CFI, RMSEA(LO-HI) and SRMR.
 Results These are the main findings. First, regarding the research variables, ESG awareness and environmental issues scored above 4.0 points, while consumer behavior and environmentally friendly actions averaged above 3.0 points. This indicates relatively high levels, and the data also met the assumption of normality. Second, regarding environmental issues and environmentally friendly actions, statistically significant positive correlations were found between ESG awareness and its sub-factors (Environmental, Social, Governance), as well as consumer behavior. Additionally, statistically significant positive correlations were observed between environmental issues and environmentally friendly actions. Third, based on the path coefficients of the structural model, it was found that ESG awareness had a statistically significant influence on consumer behavior, environmental issues, and environmentally friendly actions. Consumer behavior also had a statistically significant influence on environmental issues and environmentally friendly actions. Fourth, The results of the mediation analysis indicated that consumer behavior partially mediated the effects of ESG awareness on both environmentally friendly actions and environmental issues.
 Conclusions These research findings indicate the need for education on ESG awareness to address environmental issues and promote environmentally friendly behaviors. It emphasizes the utmost importance of cultivating habits related to consumer preferences through education. Based on these research results, I aim to propose strategies for enhancing ESG awareness among pre-service early childhood teachers.

Pre-service ECEC teachers’ conceptions of climate change: a community funds of knowledge and identity approach

ABSTRACT Climate change is one of the greatest threats to humanity and the biosphere. Early childhood education and care has been proposed as a key strategy to enable individuals to gain climate change literacy and enact behaviour change. Well-designed pre-service teacher training programmes in the science of climate change are required to implement effective climate change education programmes starting in the early years. Yet how pre-service early childhood teachers conceptualise climate change based on their community funds of knowledge and identity is largely unknown. This qualitative case study shows how seven Maltese pre-service teachers have some basic understanding of climate change but they also hold misconceptions, and their (mis)understandings are influenced by their community funds of knowledge and identity. Based on these findings, suggestions for teacher training programmes in relation to climate change education are proposed, and the implications of the findings for future research, policy and practice are noted.

The effect of project-based cooperative learning on disability empathy in pre-service early childhood teachers

This study investigated the effect of project-based cooperative learning in an introductory special education class on disability empathy. Disability empathy is an important competency for pre-service teachers who teach children with disabilities. The subjects of this study were 49 university students who were completing a qualification course for pre-service teachers who teach children with disabilities. First, through theoretical learning, interest and understanding of disabled infants and toddlers were raised, and educational program production activities were carried out to increase understanding of disabilities.  Project-based cooperative learning was conducted for a total of 30 hours over 15 weeks. As a result of the study, it was found that the disability empathy of pre-service early childhood teachers significantly increased after the implementation of project-based cooperative learning, and the active interaction item score was the highest in the class satisfaction area. As a result, it was found that project-based cooperative learning has a significant effect on pre-service early childhood teachers' disability empathy and promotes active interaction. The significance of this study is that it empirically verified the effect of project-based cooperative learning on preservice teachers’ disability empathy. It is hoped that the results of this study will be used as teacher education materials to improve pre-service teachers’ disability empathy.

음악 만들기 수업이 예비유아교사의 창의역량에 미치는 효과 및 경험적 의미

The purpose of this study is to validate the impact of music-making lessons on the creative competence of pre-service early childhood teachers and to investigate their musical experiences. For this purpose, a music- making activity was conducted with 19 students majoring in Early Childhood Education at a university in the G region, and data were collected and analyzed using a mixed methods research approach. The results of this study are as follows. First, the music-making lessons had a substantial impact on the creative competence of pre-service early childhood teachers. Second, the pre-service early childhood teachers' experiences in music-making were categorized as 'Facing Unfamiliarity,' 'Challenging and Communication,' and 'Growing Up.' These findings indicate that creative music experiences had a positive effect on the musical experiences of pre-service early childhood teachers, serving as foundational data for the academic curriculum of pre-service early childhood teachers.