Yeon Seung Lee

DOI: Vol.15(No.2) 5-6, 2009

Yoon Hyung Lee

DOI: Vol.15(No.2) 7-22, 2009

Since the inception of early intervention programs in the U.S., there has been a continuous effort to pursue the richness of family centeredness in practice. However, past and current literature verifies that implementing family-centered practice has been lacking throughout the service process of early intervention regardless of document regulations enforced by the law. Literature validates that the problems and issues regarding quality family participation have persisted. Drawing on a Disability Studies framework, the paper claims that the completion of procedural requirements by law does not necessarily exemplify quality family participation but oftentimes positions parents as others. Therefore, rethinking the quality and notion of family participation is needed to gain insight into persistent issues. Suggestions for practitioners are offered.

Early Intervention, Family-centered, Family Participation, Disability Studies

Hye Kyoung Chun

DOI: Vol.15(No.2) 23-45, 2009

The purposes of this study are to examine the effects of the mathematical inquiry activities with responsive interactions on the intelligence development and the vocabulary abilities of toddlers. The subjects were 56 two-year-olds attending national or public day care centers in G City. The subjects were divided into two groups. The experimental group were given the mathematical inquiry activities twice a week. The teacher and toddlers had the responsive interactions during the mathematical inquiry activities. The results show positive effects of the mathematical inquiry activities on the intelligence development and the vocabulary abilities. Research results show that the mathematical inquiry activities with responsive interactions for two year old toddlers are feasible alternative educational models to improve the toddlers` cognitive ability.

Mathematical Inquiry Activities, Responsive Interactions, Intelligence Development, Vocabulary Abilities

Yoon Se Hwang

DOI: Vol.15(No.2) 47-58, 2009

The purpose of this study was to investigate the relationship between interactive peer play and behavioral self-regulation. The subjects were 286 preschool and daycare center children in Gyeongbuk Province, South Korea. The children ranged in age from 3 to 5 years (M= 65.21 months). Twelve of their teachers contributed ratings for interactive peer play and behavioral self-regulation. Pearson correlation and stepwise type analysis were used in the analysis of the data. The major results of this study were as follows. First, a significant relationship was found between interactive peer play and behavioral self-regulation. Secondly, Play Interaction was found to explain 20.2% of young children`s behavioral self-regulation. Play Disruption and Play Interaction explained 9.3% of self-inhibition. Play Disconnection explained 5.3% of Self-inhibition, and Play Disconnection explained 5.3% of Self-assertion.

Interactive Peer Play, Behavioral Self Regulation, Play Assessment

Soo Min Sohn

DOI: Vol.15(No.2) 59-77, 2009

This study examined four female early childhood preservice teachers` perception of readiness to work with children and families from diverse cultural and linguistic backgrounds and the factors that influence their perceived readiness. Although both of the two Caucasian and two ethnic minority student teachers exhibited competence to work with diverse populations, they were confronted by a lack of skills and deep understandings of diversity in field placement. The factors that influenced the preservice teachers` perception of multicultural readiness were more complex and multifaceted, interwoven with their attitudes, prior experiences, multicultural training, and ethnicity. This study suggests that teacher educators need to recognize multidimensional backgrounds of each preservice teacher and understand how those factors are translated to their teaching. Also, educators need to provide practical and specific knowledge and skills to preservice teachers so they can effectively work with diverse students and families.

Preservice Teacher Education, Multicultural Education, Teachers` Ethnicity

Shun Ah Chung , Mi Ok Moon

DOI: Vol.15(No.2) 79-96, 2009

In this paper, we will mainly address policy issues for promoting young Korean children`s environmental health. In specific, we will, first, discuss the global actions of promoting a healthy lifestyle which was established based on WHO`s MEME (Multiple Exposures-Multiple Effects) model and Children`s Environmental Health Indicators (CEHI). Second, we present and analyze current recent laws and regulations on children`s environmental health in Korea by using the MEME model and CEHI. Third, we suggest future directions for establishing policy on young children`s environmental health. One of our suggestions is to apply the MEME model and implement the CEHI for promoting young children`s environmental health. We also suggest that environmental education should be used as an indicator of exposure to the environment rather than as a way of prevention and intervention. Finally, we suggest establishing a Children`s Environmental Health Office which governs all matters of children`s health.

Children`s Environmental Health, Multiple Exposures-Multiple Effects(MEME) Model, Children`s Environmental Health Indicators, CEHI, World Health Organization, WHO, Environment Health Policy

Suk Young Park

DOI: Vol.15(No.2) 97-117, 2009

This study focused on recognizing how an induction teacher constructs and reconstructs particular meanings in her teaching and how she shapes her sense of self as an early childhood education teacher in her everyday life. A case study approach was used to conduct this in-depth investigation of an early childhood education induction teacher in Korea and how she perceived herself as a newcomer in the teaching world. The participant in the study was Ujin, a Korean woman in her twenties, who had fewer than two years of early childhood teaching experience. The findings of this study describe the extensive journey that this early childhood education induction teacher took to find her own way in the world of teaching. Ujin demonstrated enthusiasm and passion for becoming a teacher when she chose early childhood education as a major. However, the events she experienced in the real teaching world were different and unique according to the given context, and she continuously negotiated her teacher identity from moment to moment.

Early Childhood Education, Teacher Identity, Teacher Induction, Induction Teacher, Teacher Education, Power Relations