김명희 Myonghee Kim

DOI: Vol.28(No.1) 1-24, 2022

This qualitative study aims to explore Korean early childhood teachers’ gender perceptions and how those perceptions translate into their classroom practices. The data were collected through semi-structured interviews with six early childhood teachers. The data analysis revealed that the teachers possessed gender sensitivity, while acknowledging the value of gender equality. They also perceived early childhood centers as sites for promoting sound gender perspectives among children. At the same time, however, they experienced conflicts between ideas that gender is primarily socially constructed, on the one hand, or biologically determined, on the other, when confronting gender differences that seem innate. Informed by their views on gender and knowledge on the nature of early childhood education, the teachers preferred to make natural, verbal interventions when children showed gender-stereotyped behaviors. Based on these findings, this study particularly highlights a need for professional teacher training on gender issues.

유아교사, 젠더 신념, 젠더 교육 관행, 한국 유아 교사의 젠더 신념, early childhood teachers, gender beliefs, gender practices, Korean early childhood teachers’ gender beliefs

양수영 Suyoung Yang

DOI: Vol.28(No.1) 25-43, 2022

This study was conducted to suggest specific methods for the revised Nuri curriculum to be properly implemented in distance education in the context of prolonged COVID-19. For this, action research was performed with two in-service teachers from April 1 to July 16, 2021. Specifically, the process of reflecting on experience, preparing improvement method, and implementing the method were repeated three times for the study. As a result of the study, implementation methods in the distance education including specific teaching and learning methods for child-centered and play-based curriculum were derived. Through the results of this study, the revised Nuri curriculum may be properly practiced in distance education in the context of prolonged COVID-19.

원격교육, 누리과정, 실행연구, 코로나19, distance education, Nuri curriculum, action research, COVID-19

임민영 Min Yeong Lim , 이강이 Kangyi Lee

DOI: Vol.28(No.1) 45-60, 2022

This study examines the longitudinal effects of preschoolers’ early academic skills on the developmental trajectory of academic achievement and academic self-efficacy in the fifth grade. The results of the study are as follows. Language and literacy skills in preschoolers’ early academic skills affect the trajectory of elementary academic achievement, which affects their academic self-efficacy in the fifth grade as well. Mathematical thinking affects academic self-efficacy in the fifth grade directly. This study is significant, as it identifies the importance of early academic skills. It is expected that this study will provide academic insight into basic learning ability and practical implications for the transition from preschool to elementary school in the field of early childhood education and elementary education.

취학 전 기초학습 능력, 학업성취, 학업적 자기효능감, 종단매개효과, 잠재 성장 모형, early academic skills, academic achievement, academic self-efficacy, longitudinal mediation, latent growth model

조경진 Kyungjin Cho , 줄리아플러머 Julia D. Plummer

DOI: Vol.28(No.1) 61-78, 2022

The purpose of this study was to gain insight into how preschool-age children used gestures and body movement for understanding of science concepts during embodied play. Using a theoretical perspective on embodied cognition as considering gestures and body movements, we analyzed video data of embodied play science activity for 3-to-5-year-old children. Findings suggest that children’s gesture use and/or body movements varied in conjunction with verbal description. We also found that children often used their gestures and/or body movements independently as they developed and communicate their ideas. An important factor in how children use their gestures and body movements to shape and represent their ideas during embodied play of scientific concept, which they used their gestures following the teacher’s guidance and support to investigate science phenomenon. Our findings provide evidence for young children’s gestures and body movements for understanding science concepts as they showed through interactions with the teacher’s supports and guidance.

과학교육, 임바디먼트, 제스처, 놀이중심, 유아, science education, embodiment, gesture, play-based, early childhood