Vol.22
Preschool Teachers' Beliefs as Context for Children's Emotional Development
So-young Sung , Daniel J. Walsh
22(2) 1-28, 2016
Better with Siblings? A Comparison of Only Children and Children with Siblings in Prosocial Behaviors of Korean Preschool Children
Haein Oh , Hee Young Jeoung
22(2) 29-41, 2016
Association Between Young Children`s Temperament and Language Development: The Mediating Role of Peer Interactions
Keun Kyu Kim
22(2) 43-58, 2016
The Figured World of Diversity: Korean Preschool Teachers` Beliefs About Multicultural Education
Minjung Lim , Jinhee Kim
22(2) 59-77, 2016
The Relationship Between Interactive Peer Play, Behavioral Self-Regulation, and the Teacher-Child Relationship According to Teacher` Evaluation
Yoonse Hwang
22(2) 79-95, 2016
“Would You Tell My Teacher to Let Me in the Block Center?”: A Case Study of a Korean Immigrant Boy`s Peer Interactions and Preschool Peer Culture at Playtime
Jooeun Oh
22(2) 97-113, 2016
Challenges Facing South Korean Early Childhood Teachers in Providing Global Citizenship Education: Becoming a Cosmopolitan Citizen
Kyeonghwa Lee
22(2) 115-131, 2016
A Critical Look at the Technological Trends of Qualitative Research
Haeryung Yeu
22(2) 133-151, 2016
Curriculum Disciplinarity in Early Childhood Emergent Curriculum
Seongmi Lim
22(2) 153-165, 2016