Eun Oh Joo

DOI: Vol.20(No.2) 149-165, 2014

Through eight months of ethnographic observations and child interviews, this study explores two Korean children`s unique ways of nonverbal communication for social engagement at English-dominant U. S. preschools. Informed by studies of children`s peer culture, the study identifies three patterns of nonverbal communication used for the purpose of playing together or protecting a play activity. Drawing on Bakhtin`s ideas, a nonverbal language is conceptualized as having the following features: speaking voice, addressee, and a systemic way of presentation. These features are examined in the three patterns of nonverbal communication. The findings highlight the children`s capability to develop nonverbal ways of communication in accordance with classroom peer culture as well as with their home culture. Based on the findings, the researcher suggests that teachers appreciate the important role of nonverbal languages, carefully observe minority children`s actions in a different light, and support linguistic minority children`s communication and social engagement with children from the dominant culture.

nonverbal communication, Korean immigrant children, peer culture, peer interaction, preschool

Jin Hee Lee , Robert E Stake

DOI: Vol.20(No.2) 167-187, 2014

This study aimed at illuminating 6 Directors` perceptions of and experiences with child care center accreditation in South Korea, through in-depth interviews. Weighing costs and benefits of accreditation, we paid particular attention to the morale and professionalism of child care practitioners. Three issues emerged: a) is child care accreditation for compliance monitoring or quality understanding/ improvement?, b) are accreditation criteria standard-setting for the field or suppressing good practices?, and c) is the disclosure of accreditation results functioning for public right or disconcerting and demoralizing practitioners? The findings indicated that high-stakes accreditation, just as high-stakes testing, could homogenize practice and constrain practitioners, although sometimes needed. We warn that as reviews amplify and accreditation standards move higher, administrators and practitioners could become too stressed out and distracted from what they do best.

Accreditation, Program Evaluation, Child Care Centers, Professionalism

Hye Young Jung

DOI: Vol.20(No.2) 189-209, 2014

This study presents findings from a qualitative case study of a kindergarten teacher`s challenges regarding discussion-intensive mathematics lessons and her workable compromises for kindergarten teaching. Data were collected through classroom observation, semi-structured interviews, and documents. The analysis detailed here revealed that successes and failures of discussion-intensive mathematics lessons depend on how the teacher overcame challenges she encounters while integrating mathematical discussion into her everyday lessons under the direct instruction pressures of high-stakes testing in the United States public school environments. This study provides significant implications for early childhood teachers who must reconcile their teaching practices with the constraints imposed by the public school system, as well as for administrators about how to support early childhood teachers` growth, learning, and teaching practices.

mathematical discussion, kindergarten teaching, qualitative research

Hyeon Suk Kang , Ho Jae Jeon

DOI: Vol.20(No.2) 211-228, 2014

This article discusses a paradigm shift in early childhood education that is based on Jerome Bruner`s narrative theory. The theory and practice of childhood education are heavily influenced by traditional behavioralist and Piagetian ideas, which reflect a positivistic perspective on knowledge and learning. Existing problems with practices of early childhood education are mainly related to the promotion of abstract educational goals. Bruner`s narrative theory of learning may shed light on how best to reform early childhood education. The concept of narrative as a means of understanding is pivotal to the proper analysis of children`s education. The central ideas of narrative understanding (narrative knowing, cultural psychology, and folk pedagogy) need to be integrated into a re-theorization of children`s education. The value of children`s narrative and narrative competence as curriculum aims must be recognized. The child`s ability to use narrative must be fostered by conscious and informed effort, teaching an appropriate curriculum.

narrative, narrative meaning, Bruner`s theory, cultural psychology, folk pedagogy

Keum Ho Shin

DOI: Vol.20(No.2) 229-246, 2014

This study focuses on developing the implementation of early childhood environmental education (ECEE) by reflection and action to overcome the barriers through critical action research. Five kindergarten teachers working in K city and having 5-10 years of work experience were involved in a 16-week critical action research project, in which they planned and reflected on actions in a group communication, and taking actions and observing it in their classrooms. Through close observation, the research participants came to be interested in and familiar with the environment. Their interest in and familiarity to the environment eventually changed the attitudes toward the environment. Research participants` understandings of the objectives, topics, and content of ECEE came to broaden beyond the environmental protection. While conducting activities they chose, participants were able to recognize opportunities to connect environmental education activities with previous activities already implemented in their classrooms. These changes and development in participants provided them the confidence to implement environmental education in their classrooms.

childhood environmental education, critical action research, implementation

Soo Won Lee

DOI: Vol.20(No.2) 247-260, 2014

This paper explores what comprises critical thinking and how to prepare and motivate young children to be active critical thinkers in a multicultural society. Critical thinking consists of cognitive reasoning as well as intellectual traits. A controversial issue is whether intellectual traits should be included in the definition of critical thinking. Since our pedagogical approaches to critical thinking have exclusively focused on cognitive reasoning, it is necessary to explore a new form of critical thinking that integrates intellectual traits. This paper presents an integrated form of critical thinking from the perspective of reasonableness (Burbules, 1995). Reasonableness is a modified version of rationality that determines whether a particular viewpoint or action is reasonable within a certain situation, and is an alternative approach in the development of critical thinking. This paper exemplifies how these ideas can be applied to education.

critical thinking, reasonableness, cognitive reasoning, intellectual traits

Jae Eun Lee

DOI: Vol.20(No.2) 261-284, 2014

Current standards-based accountability reforms in the United States understand early childhood education as a means of preparing young children for academic success in elementary school. These policies have triggered an important debate concerning the proper way to conceptualize children’s readiness for elementary school. This article discusses the findings of a case study that examined how early childhood education reform affects prekindergarten teachers’ conceptualization of readiness. The results obtained highlight problems concerning the teaching of specific content to young children. These problems are related to the assimilation of prekindergarten programs into the U.S. K-12 education system. This research also provides information concerning the skills and knowledge that are most useful to early childhood educators operating within standards-based education systems and aiming to offer high-quality and effective instruction to young children.

prekindergarten, early education reform, standards-based accountability system, school readiness