Susanne A Denham

DOI: Vol.18(No.2) 5-24, 2012

In this article, topics and sub-topics recently submitted and published in early childhood education were reviewed, along with examples of reviews, quantitative studies, and qualitative studies for each topic. For every topic, numbers of manuscripts and researchers involved were also detailed. Demarcations of and research from (a) domains of development; (b) problems of development; (c) at risk development; (d) child care; (e) educational processes; (f) educators; (g) intervention; (h) family influences; (i) cultural influences; and (j) policy were illustrated. The healthy diversity in our field was stressed; there is no dearth of important questions remaining to be addressed in each of these topic areas. As we know more about these areas of early education and development, we will be more and more able to help foster the best outcomes possible for our children.

early childhood education, research, development, quantitative review, qualitative review

Laurie Katz , Min Jeong Kim , Hyun Young Kang

DOI: Vol.18(No.2) 25-43, 2012

Three telling cases by each of the authors are presented to demonstrate how an ethnographic perspective makes visible young children`s; (1) multiple identities and the many roles they enact in their lives and (2) co-construction of their knowledge from the resources available to them. Telling Case One: "The Storytelling Project" examines African American children`s written and oral narratives in preschool and kindergarten classrooms located in a low socio-economic urban community in the southeast region of the United States. Telling Case Two: “Narrative practices of Deaf & Hearing Students” explores how intertextuality influences the narrative practices of young deaf children in two kindergarten classrooms. And, Telling Case Three: "Large Group Meeting time" examines children`s and teacher`s interactions and various meaning making within and across their everyday large group meetings and classroom experiences. Findings from these three telling cases have implications for how curriculum affords or constrains children`s identities and the resources they use to construct their learning.

ethnography, young children, storytelling, literacy, identity, deaf education Katz, Kim, & Kang

Yoo Seon Bang

DOI: Vol.18(No.2) 45-71, 2012

This study examined how family involvement is initiated, implemented, and negotiated among Korean-American parents, administrators, and teachers in a U.S. public kindergarten. Multiple techniques including observations, informal interviews, and review of documents were utilized. The findings showed that Korean American families experienced difficulties and various barriers in their participation. Their lack of knowledge and unfamiliarity of the current school system often isolated and disadvantaged them in their interactions with the school personnel, and limited their involvement in the school. This study examines Korean American families` interactions with school personnel and involvement in conventional family-involvement activities. These activities consciously and/or unconsciously require specific mainstream knowledge, language, and culture. This unequal school practice privileging a specific culture and empowering the people with the culture has been maintained in this school. Such continuation of the conventional operation and the unbalanced power structure should be recognized and problematized in the school system.

family involvement, minority family, Korean American parents, unequal relationship Bang

Sun Jin Oh , So Jung Seo

DOI: Vol.18(No.2) 73-92, 2012

The main purpose of this study was to examine changes in student teachers` levels of sense of efficacy before and after their student teaching practicum. Furthermore, this study examines the extent to which the variables of interest affected the student teachers` sense of efficacy before and after teaching practicum. The subjects of this study were 127 student teachers double-majoring in elementary (K through Grade 3) and early childhood education who were enrolled in student teaching credits during Fall 2009 and Spring 2010 at a Midwestern research-extensive university in the United States. Paired t-tests indicated that the student teachers who responded to both pretest and posttest reported that their sense of efficacy increased significantly over time during a student teaching experience in overall student teachers` efficacy scores. Along with the main results of this study, implications for research and practice were discussed.

student teachers` sense of efficacy, student teaching practicum, changes in student teachers` sense of efficacy

Eun Young Yoo

DOI: Vol.18(No.2) 93-106, 2012

Student teachers who wish to focus on early childhood education are now expected to be prepared to leverage ``computer integrated education`` or ICT programs in their future curriculum. Many educator programs in South Korea offer courses related to computer education, but few student teachers are willing to take advantage of computer integrated education. Previous studies related to student teacher`s computer integrated education has been conducted mostly in western countries and focused on computer self-efficacy and educational ICT attitudes. However, this study is designed to explore the causal relationship between student teacher`s pedagogy related variables (constructivist beliefs, teacher efficacy) and computer literacy (computer self-efficacy and educational ICT attitudes) to discover how it affects their prospective ICT integration. A survey was conducted among students teachers in 2 colleges and 2 universities (N=267). Results showed that future ICT integration correlates with all teacher related variables and there was a direct or indirect causal relationship among variables. Implication for teacher education programs and future research direction are presented.

student teachers in early childhood education, computer integrated education, educational beliefs

Mi Ai Kim

DOI: Vol.18(No.2) 107-129, 2012

Child care teaching is a gendered profession. In reviewing the literature on child care work that has been mainly published in the U.S., this study explores the gendered meaning of the profession. The review begins by exploring how the work has been historically and economically viewed as gendered in the Western society. It then reviews empirical research studies on child care teachers` perceptions of their work. These studies embody three research strands: child care teachers` perceptions of (1) professional development, (2) working conditions, and (3) their work from gendered perspectives. The article discusses how child care teachers` perceptions of their work relates to the gendered aspect of care work and how they negotiate the gendered meaning of care work within societal and political contexts. The current research offers implications, from sociological perspectives, for future research on early childhood teachers` work.

child care, gendered work, historical and economic assumptions, teachers` perceptions, sociological perspectives

Hae Kyung Hong

DOI: Vol.18(No.2) 131-145, 2012

This study investigated the relations of young children`s math literacy experiences at home, their disposition toward mathematics, and math ability. Four-hundred eighty mothers of 3- to 6- year-old children completed questionnaires about their home math literacy environment and ninety-nine children were assessed on their disposition toward mathematics and mathematics ability. Results showed that differences in home math literacy environment were associated with child`s age, mother`s educational level, and regular math class attendance. The child`s disposition toward math was positively associated with the home math literacy environment, but not math ability. These findings suggest that disposition toward math may be related to play materials & space and math play－like games while math ability may be related to parental involvement and supports rather than math learning activities.

home math literacy environment, mathematics ability, disposition toward mathematics, preschoolers

Jee Sun Jung

DOI: Vol.18(No.2) 147-165, 2012

The purpose of the study is to explore actual support systems for male teachers as they face challenges within a university-based child care setting. The study used a qualitative case study. Two male teachers, seven female teachers, and two administrators participated in this study. Observations, interviews, ongoing conversations, and email exchanges were used as data sources. Findings revealed that a collaborative culture among the teachers provided an invisible support system as it helped them to establish common communicative channels, a collective bond, and mutual support for professional growth, regardless of their gender. The study suggests that, in order to attract and retain quality male teachers, child care centers may need to take a holistic approach, creating a safe and trusting context that systematically nurtures a culture of collaboration and collegiality.

male preschool teachers, collegiality, mentorship, collaborative culture