권재희 Jaehee Kwon

DOI: Vol.25(No.2) 1-20, 2019

This study examines the values and support that four middle-class Korean mothers with different immigrant statuses in the U.S. have for their children’s language and literacy development as presented in Korean or English book selections. The findings show that all mothers wanted their children to develop the Korean language. However, depending on their immigrant statuses and experiences, the mothers have different values in regard to their children’s developing Korean language skills. These differing values influence providing Korean books for their children. All four mothers began to highly value that their children learn English as they started school and utilized their different types of capital to acquire the school-valued English books. This study sheds light on how immigrant parents can differ in their values and support for their children’s language and literacy development at home. It also highlights the importance of building home-school partnerships to maintain immigrant children’s heritage language and literacy development.

immigrant parents, book selections, language and literacy development, capital, field

Basma Chlaihani , 이연우 Younwoo Lee

DOI: Vol.25(No.2) 21-43, 2019

The purpose of this research was to analyze the trends in research on the Reggio Emilia approach from 2000, few years after the introduction Malaguzzi’s Reggio Emilia approach to the American early childhood educational system, to 2019 and extract the topics explored. 32 scholarly articles published in 9 journals met the criteria for this study and were used to examine the research trends of Reggio Emilia related research in the American early childhood education settings. The findings indicated that the year 2007 witnessed the largest number of publications on the topic and that the journal with the most published articles on the topic was Early Childhood Education Journal. The 32 articles were found to have tackled the following 9 topics: Teacher, parents, child, environment, teaching practices, educational models, subject education, interactions, and skills. ‘Teaching practices’ was the most discussed topic and ‘parents’ was the least. Documentation and professional development were found to be the most discussed and creativity and memory the least. Implications for future research on the topic were discussed.

Reggio Emilia, trend analysis, American early childhood education and care

강현영 Hyunyoung Kang

DOI: Vol.25(No.2) 45-68, 2019

This study aims to understand classroom interactions among children and teachers during the large group meeting time in a preschool classroom, and to examine the role of the teachers and children, particularly in regard to the reconsideration of teacher's use of power in the classroom meetings. The study was proceeded in one preschool classroom over a five and a half months, located in a Midwestern city in the United States. This study adopted a microethnographic approach to look closely at actual interactions and how the children and teachers engaged in such group meaning making and learning during their large group meetings, especially in regard to the teacher-children interactions based on Edmiston (2008)'s re-conceptualization of power in this classroom context. During the large group meeting time, power was shared between the teacher and the children, and various forms of interactions and power relations (‘power over’, ‘power with’, ‘power for’) were co-constructed in this classroom context.

early childhood education, classroom interaction, power relationships, learning community

최지은 Jieun Choi

DOI: Vol.25(No.2) 69-84, 2019

This study addresses one important question: Is there a way to balance globalization and multiculturalism such that nations can use curricular ideas from other nations without erasing elements of local culture within the curriculum? Based on the premise that globalization is an active process of negotiation, this study is an examination of the Korean Character Education Program (KCEP) for kindergarten in terms of its active negotiation between two value systems: the fundamental, traditional Korean values, and western values that have influenced the foundation of Korean early childhood education (ECE). This study aimed to analyze how and to what extent the KCEP of the national ECE curriculum reflects the adoption of Western educational influences, while reinforcing traditional Korean values, by comparing it with the Child Development Project (CDP), an exemplary American character education program. Based on an analysis of three main curricular elements of the two programscurricular contents, teaching-and-learning methods, and core goals-it was found that KCEP maintains traditional values (i.e., filial piety, care) as curricular contents and adapts them to Western practices (i.e., discussion, experiential activities), resulting in a domain-specific balance between Korean values in contents and Western values in pedagogy. In terms of the KCEP’s core goals, Korean and Western values were found to coexist in a complementary relationship.

comparative analysis, Korean character education, globalization, multiculturalism, early childhood education curriculum

김현수 Hyunsu Kim , 성소영 So-young Sung

DOI: Vol.25(No.2) 85-112, 2019

This study explores the effect of the class using 3D printing on the communication skills, problem-solving ability, and creative personality of pre-service early childhood teachers. In this study, classes specially designed to incorporate 3D printing were introduced to the pre-service early childhood teacher-training curriculum and applied to an experimental group from September to December 2018. An analysis of study data shows that the class using 3D printing had a positive effect on the communication skills, problem-solving ability, and creative personality of pre-service early childhood teachers. These research findings have important implications for the development of new programs to improve the core competencies of pre-service early childhood teachers.

3D printing, communication skills, problem-solving ability, creative personality, pre-service early childhood teachers

서영민 Youngmeen Suh , 정혜린 Hyelin Jeong

DOI: Vol.25(No.2) 113-126, 2019

This study surveyed the effects of early childhood subitizing on mathematical patterns. The participantsincluded 115children aged 4 and 5 years, from 2 private kindergartens located in Seoul and Gyeonggi-do. This study examined subitizing and mathematical patterns of children in a one-to-one interview. The analysis methods were analyzed using the SPSS 20.0 program. Demographic characteristics, t-test, Pearson’s correlation, and multiple regression analysis were evaluated. The study showed the following results; first, there was a difference in the spatial structure of subitizing and mathematical patterns according to age. Second, no difference was reported on the basis of gender; and thirdit had an effect on the repetition pattern and spatial structure pattern of mathematical patterns. This study made an attempt to find out the impact of subitizing before centuries, and it is expected that this study can be used as a basic data to analyze the method of subitizing in the early childhood education institutions and the composition of early childhood mathematics program.

subitizing, mathematical pattern, children

안효진 Hyojin Ahn , 오주은 Jooeun Oh

DOI: Vol.25(No.2) 127-141, 2019

Using the post-qualitative research methodology (Jackson & Mazzei, 2012), in this study, we explore the experiments and movements of getting out of the dogmatic images of early childhood pre-service teacher education and access to early childhood science education in new ways. For this, we use Deleuze and Guattaris’ concepts, such as territorialization, deterritorialization and reterritorialization. The instructor who meets Deleuze and Guattari, and 11 students who take her early childhood science education course are participated in. Data generation is done from the first week of September in 2017 to the second week of December in 2017. Using Deleuze and Guattari’s rhizomatic thinking, a professor tried to not only deconstruct habits or code for teaching, but actually connect them together in new and unexpected ways. There are some experiments and movements toward an active currere; beginning with the image of reactive currere, serendipity and leaking with the lines of flight, tracing the mapping, and being in reactive currere or becoming in active currere?

Deleuze, early childhood pre-service teacher education, early childhood science education, de-territorialization, re-territorialization, line of flight