Melanie Killen , 노지영 Jee Young Noh

DOI: Vol.24(No.special) 1-17, 2018

This paper examined whether children would receive others’ testimony or abide by their own moral evaluations when making judgments in a social exclusion context. A total of 139 children (mean age = 5.68) divided into two age groups (4-5 years, 6-7 years) were compared in their moral judgments. Children were first introduced to a social exclusion scenario (“a group of friends excluded one person due to his skin color”), followed by contrasting testimony information from a peer consensus group and an adult authority. One side of informants argued that the event was acceptable, while the other side argued that the event was unacceptable (counter-balanced). Results showed that in evaluating the social exclusion scenario, children used their own interpretation to judge the wrongfulness of the event rather than the testimony information received. That is, children disregarded any testimony that did not align with their own moral interpretation, regardless of whether the testimony came from a peer consensus group or an adult authority. Further, as children’s moral thinking develops with age, older children (6-7 years) are more likely to make moral judgments based on their interpretation compared to younger children (4-5 years).

testimony, moral judgments, authority, peer group

한선아 Sun-ah Han

DOI: Vol.24(No.special) 19-32, 2018

In this study, I explore a plan to apply service-learning in the program for training early childhood teachers, as there are increasing attempts to have a new understanding of community service and incorporate service activities into college education. With a focus on the characteristics as a learning method discovered through the theoretical examination of service-learning and cultivating practical knowledge that constitutes the core of the early childhood teacher training program, I have contrived phased procedures that pursue both service activities and learning and can equally benefit student, faculty, and local community. By conducting both the learning of early childhood social education and service activities according to the procedures, I explore the appropriateness of service-learning in promoting the effectiveness of learning in the early childhood teacher training program.

Service-Learning,program for training early childhood teachers

Basma Chlaihani , 이연우 Younwoo Lee

DOI: Vol.24(No.special) 33-52, 2018

The purpose of this study was to analyze trends in research on inclusive early childhood education in the United States from 2009 to 2017, during the Obama administration, and to extract successful implementation elements related to inclusion in early childhood education and care settings. 83 articles met the criteria for this study and were used to examine the research trends of inclusion in early childhood education settings. First, the findings showed that these 83 articles were divided as follows: 25 articles were investigative research, 24 were literature research, 21 were experimental studies, and 13 were qualitative studies. Second, the 83 articles investigated a total of 10 topics. 23 papers investigated the effects of different interventions, 12 addressed social skills, and 10 explored different perspectives and attitudes. Third, the 25 investigative papers were further analyzed to derive the key elements of the successful implementation of inclusive education in early childhood education and care settings. This resulted in the extraction of 29 implementation elements. Based on these results, implications for future research in this field are discussed.

young children with disabilities, inclusive education, research trends, Obama administration

김수정 Soo Jung Kim , 김명순 Myoung Soon Kim

DOI: Vol.24(No.special) 53-71, 2018

This study looked at in-service child care teachers’ views on how high-quality teacher-child interaction develops in the Korean Early Childhood Care and Education (ECCE) context, through the direct voice of childcare teachers who are currently working in the Korean ECCE settings. By conducting 5 focus group interviews with 20 in-service child care teachers, we found that the teachers were seeking to gain the opportunity to reflect by themselves through observing their own interactions, as well as other teachers’ interactions, within the peer coaching system which can get feedback in a parallel relationship. The results of this study are expected to contribute to suggest a concrete and selfmotivated model of teacher education program for improving the quality of teacher-child interaction, that can be applied to the reality of Korean ECCE settings.

teacher-child interaction, childcare teachers, focus group interview, teacher education program

권정윤 Jeong-yoon Kwon , 조혜영 Hye-young Jo , 장민영 Min-young Jang

DOI: Vol.24(No.special) 73-93, 2018

This study examines the longitudinal effects of teacher-child relationships and of following school rules on depression of school-aged children, using 2^nd to 4^th annual datasets of a 1^st-grade elementary school from Korean Children and Youth Panel Survey data. The subjects comprised 2,342 students from grade 2 to grade 4 (who became 4^th graders in 2013). The latent growth model was used to examine the longitudinal causal effects of teacher-child relationships and of following school rules on perceived depression of school-aged children. The results of this study are as follows: first, the scores of “teacherchild relationships” and of “following school rules” of school-aged children decreased during the three years; however, the scores of “depression” increased. Second, “teacher-child relationships” and “following school rules” were found to have longitudinal influences on “depression” in school-aged children. Based on these findings, implications with regard to school adjustment and depression of lower-grade students in elementary school are discussed.

school adjustment, depression, latent growth model

안효진 Hyo Jin Ahn

DOI: Vol.24(No.special) 95-113, 2018

Using the perspectives of Deleuze and Guattari and other educators, this study explored some perspectives on and challenges in early childhood nature education. Deleuze and Guattari (1980/1987) emphasized a univocal being and a multiplicity of becomings. From the viewpoint of the ontology of transcendence, and based on a literature review, trends in early childhood nature education were analyzed. From the immanence perspective, some challenges and directions in early childhood nature education are described. One big challenge is that learners and the world are becoming entangled through intra-activity (Barad, 2007). This study highlights several methods of learning and teaching, using intra-pedagogy (Taguchi, 2010), and discusses what quality of life means for children and teachers. All subjectivities can gain the power to welcome new potentials and open up to creativity and invention. Life itself enables and produces connections between organisms, matter, and human beings. Life is the ongoing movement of living.

nature education, early childhood education, Deleuze and Guattari

김진구 Jin-gu Kim , 박진이 Jin-iee Park

DOI: Vol.24(No.special) 115-131, 2018

This study investigated friendship dynamics regarding aggression and social status subtypes through a longitudinal social network analysis (SIENA) involving a sample of 1^st-grade elementary school students. Participants were selected from three classrooms (N = 78, 50% girls at waves 1 and 2) and they were followed up from April to July of 2016. The results indicated that relational aggression and social preference were socialized in the peer network of 1^st-grade students. The effects of socialization on overt aggression and perceived popularity were not significant. This study’s participants tended to select friends with similar levels of relational aggression. In addition, social preference became similar among friends. These findings suggest that peer influence plays a significant role in the development of individual student aggression and social status. This varied by level of aggression and social status type. There are resulting implications for class management, teacher consultation, and transition.

aggression, social status, friendship networks, 1^st grade elementary school students, Stochastic Actor-Based Models (SIENA)

윤은주 Eunju Yun

DOI: Vol.24(No.special) 133-151, 2018

This study aims to de-territorialize and re-territorialize a role of an “early childhood teacher educator” by breaking traditionally determined rules, habits, strategies, and regulations; and also aims to generate new agencies or becomings in a preservice education classroom. Deleuzian methodology (Coleman & Ringrose, 2013) was adopted to capture the awkward, messy, unequal, unstable, surprising and creative qualities of encounters and interconnections across differences (Stewart, 2007, p. 128). Data generation was done from the first week of September in 2017 to the second week of January in 2018, over a span of 6 months, with 14 student teacher participants including the researcher. The two big rhizomes were generated, the happening of breaking and the becoming of an early childhood teacher educator. The first rhizome was entangled by three small rhizomes: rupturing my own class rituals as a conductor; inviting prohibited rules and materials; and playing a role of a self-stinging stingray lecturer. These three rhizomes played a key role in continually breaking my own instructional rituals and regulations and, eventually, created the second result, i.e., new becomings of bodies of all the elements in the classroom. This research hoped to make contributions to turning a typical practice of pre-service education to beneficial opportunities for early childhood student teachers to have a power of transformation over their future practices with forces and intensities of de-territorialization and re-territorialization.

Deleuze, early childhood teacher education, de-territorialization, re-territorialization trans-humanism, post-humanism, line of flight