Ji Hyun Jung

DOI: Vol.17(No.2) 5-6, 2011

Min Kyung Han , Ji Hyang Sohn

DOI: Vol.17(No.2) 7-35, 2011

This study focused on the constructivism teaching beliefs of two pre-service teachers of early childhood education and how they incorporated their beliefs into classroom practice while encountering their first full-time teaching experience in kindergarten. Through observations, interviews, and document analysis, their process of implementing constructivism into the classrooms, and cross-case analysis between the two pre-service teachers were described and analyzed. The findings indicated that as the two pre-service teachers, faced practical issues and conflicts during their teaching in the kindergarten classrooms, they also struggled at finding a match in terms of applying their philosophy and constructivism during daily teaching practice. However, their approach in solving these dilemmas and issues related to applying constructivism to their teaching practice was different in terms of the manner of transformation. The findings of this study may help explain why constructivist theories did not play a more significant role in shaping educational practice in their internships and how educators support self-regulated learning in implementing constructivism in teaching for pre-service teachers.

internship, early childhood pre-service teachers, constructivism, transformation

Mi Hwa Park , Stuart Reifel

DOI: Vol.17(No.2) 37-57, 2011

Recently, academic pressure has resulted in early childhood educators neglecting emotions in instruction. This pressure to achieve makes it important for teachers to identify meaningful and developmentally appropriate ways to enhance children`s academic success in school. This qualitative case study explores how early childhood teachers implement instructional strategies for emotional scaffolding-supporting emotions necessary for student engagement with instruction. The primary data are observations and interviews. The findings show that the participants believed in pedagogically important emotions-emotions that created a desirable environment in which children might learn. Furthermore, they crafted their approaches to sustain such an environment so as to enable emotional scaffolding. Their beliefs about pedagogically important emotions influenced how they supported children`s emotions, increasing possibilities for student engagement and teacher satisfaction. By relating their actions this study offers concrete examples of how a teacher`s awareness and integration of a single most important emotion in instruction can promote children`s engagement with instruction.

emotion, emotional scaffolding, engagement, early childhood education

Hyun Seo , Mi Ja Park

DOI: Vol.17(No.2) 59-82, 2011

This study was conducted in order to understand theoretically the contents and methods of early childhood economic education for early childhood pre-service teachers, to develop an efficient teaching-learning model applicable in the field and test its effects, and to use the results as basic materials for qualitative improvement in education at teachers colleges. The subjects of this study were 54 students in the experimental group and another 54 in the control group sampled from D College and S College in a large-sized city in Korea. According to the results of this study, first, we developed a team project learning model for early childhood pre-service teachers early childhood economic education. Second, we applied the economic education teaching-learning model developed for early childhood pre-service teachers to the experimental group for 16 weeks, tested their economic education teaching efficacy, and obtained statistically significant results. Based on these results, we discussed the developed team project learning-teaching model and early childhood pre-service teachers economic education teaching efficacy.

early childhood pre-service teachers, economic education program, economic education teaching efficacy

Hyu Yong Park

DOI: Vol.17(No.2) 83-104, 2011

This study investigates the effect of parents formulaic expressions as language input on the emergence of their childrens verbal utterances as language output. To examine this question, this study adopts a qualitative and longitudinal case design by keeping track of the verbal utterances of a family, which consists of a pair of parents and their twin daughters from 12th month to 36th month. Among forty formulaic expressions that are selected from the parents verbal utterances, 30 formulaic expressions that emerged in the childrens utterances are analyzed. Then the study reselected and analyzed the effect of 20 formulaic expressions, out of the 30 formulaic expressions, on the childrens development of syntactic knowledge until 36 months olds. The conclusions of this study are as follows: 1) the reliable provision of diverse language models that children can imitate is critical for the growth of linguistic syntax, 2) the quality of communication through the frequently spoken linguistic cues is the key condition for syntactic development, and 3) the meaningfulness and contextual significance of linguistic stimulus determine the effectiveness of language input. Finally, some implications from the results for understanding the role of parents formulaic expressions are discussed.

twins, formulaic expression, verbal utterance, syntactic development

Byung Ho Lee , Geum Gu Lee , Ji Soo Lee , Ji Young Lee , Young Sun Park

DOI: Vol.17(No.2) 105-119, 2011

The purpose of this collective case study is to explore the practical significance of digital video-based observation in the classroom. Data from four case studies using digital video observation are presented. In the first study, video was used to conduct a systematic observation of children`s emotional expressions. In the second study, toddlers` short-term interaction and action was recorded to understand peer interaction development. In the third study, teachers collaborated with researchers in a video-based mentoring program that provided rich video data for participating teachers. The last study used video data to study children`s use of space and the teacher`s supervision system. This research provides practical directions for digital video in the classroom.

early childhood classroom, digital video, observation

Youn Ju Chang , Kul B. Basnet , Kyung Chul Kim

DOI: Vol.17(No.2) 121-136, 2011

Early childhood education is necessary to establish inclusive societies. The main problem of the education system in Nepal is the low rate of retention in the primary schools. The purpose of this study is to explore and understand the early childhood education situation in Nepal. In order to collect the research data, individual in-depth interviews with Nepalese mothers and the documents related with the social economic situation, education policy, early of Nepal were gathered. The study reveals that community participation at the early childhood education level must go hand-in-hand with commitment and forceful influence on the part of the state. Parental support and education programs are extraordinarily necessary to assist parents in helping their young children not only to survive and thrive, but also to develop their full potential.

Nepal, early childhood education