Jin Hee Kim , Min Jung Lim

DOI: Vol.19(No.1) 5-21, 2013

Qualitative researchers use various methods to understand the perspectives of members of a culture. Many of these research methods have been designed by Western researchers and applied across cultures. In this context, this paper provides empirical evidence for critical discussion of culturally responsive research methods. We first present a brief description of the two ethnographic studies on Korean immigrant communities in a major city of the southeastern United States and then address how the research methods, participant observation and interviews, were complicated by particular cultural contexts. Based on our experiences with ethnographic studies of Korean immigrant communities, we address implications for qualitative researchers in early childhood studies.

qualitative research, ethnographic study, participant observation, interview, researcher role

Udomluck Kulapichitr

DOI: Vol.19(No.1) 23-43, 2013

The issue of quality in early childhood education has been under debates and concerns for decades. Research on the effects of early childhood education points to the quality of experience provided to young children. The purpose of this paper is to identify what contribution the quantitative paradigm makes to the quality of early childhood education. Three waves or movements of research study provide an overview of perspectives on quality early childhood education. Empirical research about quality has been driven much by quantitative or positivist research in early childhood education. This paper also looks into issues and problems found from empirical studies. Messages from research on quality indicate important components of structural and process quality, and call for a new era of research that moves beyond easy-to-measure construct. Future research should include the mix methods approach, sociocultural context, childrens rights, strong standards, all stakeholders and collaborative research.

quantitative inquiry, quality, early childhood education

Hyoung Shin Park , Eun Jung Cho , Jeong Ju Kim

DOI: Vol.19(No.1) 45-65, 2013

This research explored the effects of book-making activities with music-listening on young children`s creativity and character building, which could suggest an effective approach in art education. For this purpose, 47 five-year-old children at kindergartens in G city were grouped into an experimental group and a comparison group. The experimental group was provided with book-making activities based on music-listening. The average and standard deviation of children`s creative attitude and character building were calculated and ANCOVA with pre-test scores of the two groups as the covariate was carried out from the data collected. The main results showed that book-making activities based on music-listening have positive effects in cultivating a creative attitude and good character traits in young children. The results indicate that having children share their thoughts from listening to music and making a book with creative stories is appropriate for the trend of current art education emphasizing creativity and character.

music-listening, book-making, creativity and character

Keun Kyu Kim , Il Rang Lee , Jongmin Ra

DOI: Vol.19(No.1) 67-86, 2013

The reading achievement during early childhood has been a persistent source of debate for many areas of early education. This study aims to examine young childrens reading achievement in early years in the United States and also complement previous research on childrens reading achievement in the early years by using the latent growth modeling (LGM). The LGM is flexible to assess different degrees of reading growth trajectories across kindergarten through the first grade with explanatory variables inherent to children (e.g., gender and parents education) and schools (e.g., private and/or public schools). Results from the study show substantial variation in the initial status of and rates of change of reading achievement across kindergarten to the first grade due to explanatory variables. The children and school characteristics selected for this study explained a moderate to large percentage of variance in growth trajectories.

gender, kindergarten, latent growth modeling, reading ability, socioeconomic status

Hye Young Jung

DOI: Vol.19(No.1) 87-108, 2013

Although a growing number of literature on classroom discussions in mathematics education exists, very little work has examined how to promote young childrens engagement in classroom discussions that can assist with the development of their confidence and ability in mathematics. Through a qualitative case study, this study aimed to achieve an intensive and holistic understanding of a particular kindergarten teachers ways of thinking about and facilitating mathematical discussion within his/her own classroom. Data were collected through observing mathematics lessons, semi-structured interviewing with the teacher, and documenting. My analysis highlighted three pedagogical roles of the teacher: creating a respectful atmosphere for promoting participants willingness, motivating emotions in classroom discussion, and laying down ground rules for becoming better speakers and better listeners. This study offers significant implications for early childhood teachers who work hard at developing trusting classroom communities but unsure of how to initiate mathematical discussion.

early childhood mathematics, classroom discussion, kindergarten

Younsun Lee

DOI: Vol.19(No.1) 109-127, 2013

Because of marriage-immigrants and migrant-workers, demographic diversity has rapidly increased in South Korea since the late 1990s. Discourses of multicultural education have arisen in the field of early childhood education. What are the goals of multicultural education policies for young children in Korea? This study investigated the concept, ideology and goals of multicultural education in the policy document. Critical Discourse Analysis was used to examine ideologies in policy texts. Findings demonstrate that, by borrowing and selecting favorite words from Western multicultural education models or theories, policymakers reframed early childhood multicultural education to assimilate ethnic minorities in Korea. National educational institutions functioned as the dominant form of producing and controlling the notion of multicultural family and education. It is recommended that policymakers in Korea consider experiences of teachers and voices of parents and children from culturally diverse backgrounds in developing multicultural education programs.

multicultural education policy, assimilationist approach, cultural deficit paradigm

Hyung Sook Cho , Min Jeong Kim , Kunhee Lee

DOI: Vol.19(No.1) 129-152, 2013

This study intends to verify the effects of application of the feminist science educational approach and to seek new directions of early childhood teacher education. First, the study demonstrated that an early childhood teacher education program based on a feminist science educational approach had an influence on enabling the positive recognition of science, scientists, and early childhood science education. It was also determined that the early childhood teacher education program based on a feminist science educational approach helped teachers develop a scientific attitude and helped science lessons through the aspects of lesson planning, management, and evaluation.

a feminist science educational approach, early childhood teacher education, science education

Young Mi Lee , Su Jeong Wee

DOI: Vol.19(No.1) 153-170, 2013

The present study examines kindergarteners` understanding of the base-ten number system through formal and informal instructions in the United States and South Korea. A total of 69 kindergarteners (30 in the U.S. and 39 in Korea) and their head teachers participated in this study over the course of one semester. Experimental groups in both countries were provided with various formal and informal instructions, whereas control groups were not. The math activities for formal instruction and concrete materials for informal instruction, which were designed to support Korean children`s development of base-ten understanding, were provided to the experimental groups in the U.S. and Korea for one semester. Pre-tests and post-tests were conducted with all participating children at the beginning and at the end of the semester to examine changes in the children`s understanding of base-ten notation over time. The findings indicate no differences in terms of children`s performance on base-ten tasks during the pre-test between the experimental and the control groups in each country. Comparison between the countries showed that Korean children exhibited better understanding of base-ten notation than their peers in the U.S. even before any math instruction was provided. During the post-test, children in the experimental groups in both countries showed better understanding of base-ten notation than children in the control groups. Overall, Korean children in the experimental group achieved the highest scores in understanding the base-ten system. This paper discusses the elements that affected the children`s understanding of base-ten notation in the U.S. and Korea, including numerical language systems and the types of instruction provided.

cross-national, base-ten number system, kindergarteners, Korea, United States