Basma Chlaihani , 이연승 Yeon Seung Lee

DOI: Vol.27(No.1) 1-27, 2021

This study aimed to analyze the trends found in the scholarly research on professionalism in early childhood education and care (ECEC) that was published between 2000 and 2019. For this study, 98 papers published in 33 journals met the selection and inclusion criteria and were analyzed. They were organized by journal, regional context of research, year of publication, and research method. The results showed that 27 of the papers were published in the European Early Childhood Education Research Journal and 51 were set in European countries. 14 papers were published in 2014 and 52 were based on qualitative studies. The papers were analyzed using the Keyword Network Analysis (KNA) and the results showed that, excluding the keywords used in the selection process, the most frequently used keywords were ‘policy,’ ‘early childhood teacher,’ ‘professional identity,’ and ‘professional knowledge.’ The keywords made a total of 17 communities, implying a variety in the topics discussed. The papers were classified by topics, the most discussed of which were ‘views on professionalism,’ ‘training and professional development,’ ‘policies,’ and ‘types of knowledge.’ The implications of the results of this research are discussed.

Professionalism, ECEC, keyword network analysis, research trends, Europe

권민균 Myn-gyun Kwon

DOI: Vol.27(No.1) 29-45, 2021

This study explored the experiences of pre-service early childhood teachers participating in team-based learning (TBL) in an early childhood profession course to understand the meanings of ownership of learning and team learning. In this study, the contents of reflective journals written by thirty-one junior year pre-service teachers during their participation in team-based learning were analyzed and compared to the established literature on ownership of learning and team learning. Results indicated that motivation, monitoring, persistence, and efficacy were the themes emerged as the meanings with relation to the ownership of learning. Encouragement for solving problem and accommodation with different perspectives were the themes emerged as the meanings to team-based learning. The value of team-based learning in self-directed learning is discussed not only in the individual ownership of learning but in the collective agency of learning for the early childhood education profession.

team-based learning, ownership of learning, children’s literature, reflective writing, preservice teachers

김지연 Ji Yeon Kim , 김명순 Myoung-soon Kim

DOI: Vol.27(No.1) 47-67, 2021

The purpose of this study was to identify parents’ literacy behaviors and children’s emergent literacy skills, as well as the relationship between them, in multicultural families and non-multicultural families with four- to six-year-old children. Fifty-one children and their mothers in multicultural families and 51 children and their mothers in non-multicultural families, all of whom were living in Seoul or Gyeonggi Province, participated in this research. The results of the study are summarized as follows: 1) parents in the multicultural families engaged in literacy behaviors (e.g., helping to read books and environmental print, and teaching writing) with their children less frequently than those in the non-multicultural families; 2) compared with the children in the non-multicultural families, the children in the multicultural families had smaller vocabularies, lower scores on knowledge of the Korean alphabet (e.g., principles of consonant addition and alphabet composition), and lower writing scores; 3) there was a positive correlation between parents’ literacy behavior and children’s vocabulary in both the multicultural and the non-multicultural families. In non-multicultural families, the parents’ literacy behaviors were associated with their children’s knowledge of the principle of alphabet composition and writing ability.

multicultural families, parents’ literacy behavior, children’s emergent literacy skills, children’s vocabulary skills, children’s Korean alphabet knowledge

Yuting Yang , 서현아 Hyunah Seo

DOI: Vol.27(No.1) 69-92, 2021

Based on the change in preschool teachers' working styles and the increasing interest in preschool teacher's mental health research during the COVID-19 pandemic, this research explores the relationships among preschool teacher's mindfulness, resilience, and online teaching effectiveness on the Chinese mainland. According to the survey data collected from a representative sample (n = 427), the results showed significant correlations among preschool teacher's teaching mindfulness, resilience, and teaching effectiveness. Teaching mindfulness positively predicted teaching effectiveness, teaching mindfulness positively predicted teacher's resilience, and teacher's resilience positively predicted online teaching effectiveness. Teacher's resilience played a partial intermediary role between preschool teacher's mindfulness and online teaching effectiveness. This research expanded the research on preschool teacher's mindfulness and resilience, filled a gap in the research of preschool teacher's mental health and teaching effectiveness, and provided a foundation for ensuring and improving preschool teacher's mental health and curriculum quality during unusual periods, as well as for the implementation and popularization of preschool mindfulness training.

COVID-19, Mindfulness, Resilience, Teaching Effectiveness, Preschool Teacher

Allison S. Henward , 동풀잎 Pool Ip Dong

DOI: Vol.27(No.1) 93-114, 2021

This study focuses on a three-year-old boy’s car play with YouTube in light of multiliteracy practices and learning. Employing an ethnographic approach (participant observations, informal interviews, and collecting documents and artifacts), we traced his various car plays with YouTube videos at home for six months. Here we demonstrate how he skillfully and creatively consumed, produced, modified multiliteracies with YouTube videos, shown in his play with toys. In his production of multimodal texts, he engages with multiple linguistic repertoires and creates transformative practices texts, such as body movement, gesture, music, and routines in his play space. We consider and analyze his car play as text, revealing young children's dynamic multimodal ways of knowing and producing their interests in home spaces. The findings can evoke the virtual realm of learning and today's communications milieu even during the COVID-19 pandemic situation and shed light on contemporary young children's complex and diverse play and (in)formal learning with digital cultures.

Multimodality, Multiliteracy, Play, YouTube videos

최우수 Woosoo Choi , 성영실 Youngsil Sung

DOI: Vol.27(No.1) 115-133, 2021

The purpose of this study was to identify the effects of mothers’ parenting stresses and marital conflicts on young children's social competence and the mediating effect of family interactions thereon. Technical statistics, correlation, reliability, confirmation factor, structural model, and path analyses were conducted using data from the 1,555 families who responded to the Panel Study on Korean Children (PSKC) (2014) from of the Korea Institute of Child Care and Education (KICCE). The results showed a positive correlation between the parenting stress of mothers and marital conflict, family interaction and social competence of young children. Parenting stress and family interaction, parenting stress and social competence, marital conflict, and family interaction. A positive correlation also existed between marital conflict and young children's social competence. Second, in the relationship between mother's parenting stress and young children's social competence, family interactions were partially mediated, while, in the relationship between mothers’ marital conflicts and young children's social competence, family interactions were fully mediated. This study will be used as a baseline to explore ways by which improve the social competence of young children.

mother, parenting stress, marital conflict, social competence, family interaction

양 정

DOI: Vol.27(No.1) 135-164, 2021

The purpose of this study was to gain insight into how a prekindergarten teacher’s beliefs on readiness shaped how she adopted to a new mathematics teaching practice that was based on a play-based approach. The methodology used was based on a descriptive case study of a teacher named Marley, who participated in a two-year-professional development (PD), which focused on responsive early mathematics pedagogy by connecting play-based learning and early mathematics teaching. Findings highlighted that the environmentalist notions of readiness were dominant within Marley’s ideas and practices, and how Marley took up PD contents and the district’s mandated free play time were closely linked with her environmentalist notions of readiness.

readiness, play-based pedagogy, early mathematics, teacher belief, professional development