윤민아 Min A Yun , 이성주 Seong Joo Lee

DOI: Vol.27(No.2) 1-19, 2021

This study aims to investigate the relationship between pre-service early childhood teachers’ self-esteem, happiness, and interpersonal relationship ability, and to verify the mediating effect of interpersonal relationship ability between self- esteem and happiness. To achieve the research objective, we conducted a survey among 280 pre-service early childhood teachers enrolled in colleges in Gyeonggi-do and Chungcheong-do and analyzed their responses. According to the results, first, the self-esteem of the pre-service early childhood teachers showed a high positive correlation with happiness, and second, the self-esteem of the pre-service early childhood teachers showed an above average correlation with interpersonal relationship ability. Third, it was found that interpersonal relationship ability had a partial mediating effect between self-esteem and happiness. The findings of this study can be used as basic material for self-esteem, happiness, and interpersonal relationship ability improvement programs, as well as for the curriculum development of pre-service early childhood teacher training.

Pre-service early childhood teacher, Self-esteem, Happiness, Interpersonal relationship ability

김경진 Kyoung Jin Kim , 한민경 Min Kyung Han , 정은영 Eunyoung Jung , 유혜민 Hae Min Yu

DOI: Vol.27(No.2) 21-39, 2021

Building positive relationships with peers at school age is the core of a child’s development and peer competence is a critical skill in making relationships. The purpose of this study is to identify the association between children’s self-regulation skills and peer competence and examine how the teacher-child relationship mediates the development of those social-emotional skills. With 285 kindergarteners in South Korea, we measured students’ (1) self-regulation, (2) child-teacher relationship, and (3) peer competence. This research confirms that both self-regulation and teacher-child relationships influence children’s peer competence development directly, indirectly, or as a mediator. Results showed that children’s self-regulation, except for the ‘self-control’ sub-category, and teacher-child relationship has positive correlation with peer competence. In addition, the qualities of teacher-child relationships mediate the association between children’s self-regulation and peer competence. Ideas about improving self-regulation and teacher-child relationships to promote peer competence are discussed.

Peer competence, Self-regulation, Teacher-child relationship

김민지 Minjee Kim , 임수진 Soojin Lim

DOI: Vol.27(No.2) 41-58, 2021

Korea’s 2019 Revised Nuri Curriculum differs from the previous curriculum in many aspects, including a focus on child- and play-centeredness as core values and establishing a national-level curriculum for young children. However, it does not clarify how this approach differs from the previous one. Therefore, this study aimed to analyze the Japanese kindergarten curriculum, which is similar to the Korean kindergarten curriculum. The results indicated that Japan’s kindergarten curriculum was based on the concept of ‘education through the environment.’ The environment is a comprehensive concept that includes the community and the human and physical environments provided by teachers for children’s play. This curriculum allows young children to experience trial and error and develop thinking skills. The curriculum includes cultural exchange and succession and emphasizes teachers as part of the environment. The curriculum contents are subdivided into the significance and characteristics of education through the environment, the subjectivity of young children and teachers, important matters, environmental planning, and implementation methods. Consequently, a more specific and clear proposal is needed to support the environment and play. This would realize the play proposed in the national-level curriculum.

national curriculum, new kindergarten education guidelines, education through environments, 2019 Revised Nuri Curriculum

김태연 Tae-yeon Kim

DOI: Vol.27(No.2) 59-72, 2021

Unlike prior studies, which focused on negative characteristics like stress or burn-out, this study examined the positive effects of the internal variables of autonomy, altruism, resilience, interpersonal competence on the professionalism of pre-service childcare teachers. The subjects of this study were 415 pre-service childcare teachers enrolled in childcare-related departments in Seoul and Gyeonggi Province in South Korea. A structural equation model was developed that reflects the relationship between childcare teacher professionalism and the examined variables. A positive relationship between autonomy, altruism, resilience, and interpersonal competence and professionalism was identified. Autonomy, altruism, and resilience were found to influence professionalism through the mediation of interpersonal competence. These findings suggest that university curricula should be changed to incorporate training related to these variables.

professionalism, autonomy, altruism, resilience, interpersonal competence

이나련 Nayeon Lee , 정유진 Yu-jin Jeong

DOI: Vol.27(No.2) 73-88, 2021

This study investigated a father’s individual, family, and work characteristics as potential predictors on their participation in an online parenting program, guided by the Health Belief Model and the ecological system perspective. The data from 369 fathers who participated in a public online multiple-session parenting program were analyzed with a Poisson regression. As a result, fathers aged 35-39 were likely to participate in fewer sessions compared to those younger or older. Higher educational level and self-motivation for participation were associated with a higher participation rate. Those with more children participated in fewer sessions. Lastly, fathers who worked for 41-52 hours per week were likely to participate in more sessions than those who worked fewer or more hours. Based on these results, furthermore, several implications and directions for further research were suggested.

fathers with young children, online parenting program, participation

김경철 Kyung Chul Kim , 장신우 Zhang Xinyu , 차이춘징 Cai Chunjing

DOI: Vol.27(No.2) 89-115, 2021

The purpose of this study is to explore the effect of interpersonal relationships in the workplace on job burnout of Chinese kindergarten teachers with modulating effect of emotional intelligence. To this purpose, a survey was conducted on 168 kindergarten teachers from in Jilin Province, China. The analysis was performed by descriptive statistics, analysis of variance, Pearson’s correlation coefficients and Process 3.4 with SPSS 22. The results of this study are as follows. First, the general situation of job burnout for Chinese kindergarten teachers is not serious. Second, both interpersonal relationships in the workplace and emotional intelligence are negatively related to job burnout. Third, interpersonal relationships in the workplace directly affect job burnout, and emotional intelligence can ease job burnout through interaction with interpersonal relations in the workplace. According to the research results, in order to reduce the job burnout of Chinese kindergarten teachers, external resources such as interpersonal relationships and internal resources such as emotional intelligence of early childhood teachers should be improved.

kindergarten teachers, interpersonal relationships in the workplace, emotional intelligence, job burnout