Hyehyeon Kang , Kangyi Lee

DOI: Vol.28(No.2) 1-19, 2022

The purpose of this study is to investigate the relations between children’s care-oriented moral judgment and parents and teachers’ developmental expectations. A total of 337 participants participated in this study, 192 children aged five years, 192 mothers, and 13 teachers. The children participated in an interview and were measured according to their care-oriented moral judgment, while the mothers and teachers were asked questions about their developmental expectations of five-years-old children. The data were analyzed through descriptive statistics analysis, paired t-test, and Pearson’s correlation. The main results of this study are as follows. First, the care-oriented moral judgment of children five years of age was level 1 to level 1.5. Second, teachers had higher mean scores than parents with respect to developmental expectations. Third, while the children’s care-oriented moral judgment overall showed no significant relation to parents’ total developmental expectations, there was a significant correlation with teachers’ expectations of school-related skills, social skills, and emotional maturity.

care-oriented moral judgment, developmental expectation

Basma Chlaihani , Younwoo Lee

DOI: Vol.28(No.2) 21-37, 2022

This study used topic modeling, more specifically, the Latent Dirichlet Allocation (LDA) technique to analyse the trends found in scholarly research on literature-based instruction (LBI) in the area of early childhood education in the last twenty-two years (i.e., 2000 to 2021). A total of 150 papers published in 73 peer-reviewed journals met the selection criteria. Six topics were identified as the general topics dealt with by most of the papers. They were ‘arts and crafts,’ ‘types of reading and development,’ ‘inclusive education,’ ‘science, technology, and mathematics,’ ‘socio-emotional development,’ and ‘language.’ The results implied that the trend of research on LBI in the last 22 years has shown that it is an independent field, worthy of the attention of different scholars in different parts of the world. The trend of research also suggested that future studies in the field are needed with regard to specific topics and some specific contexts.

Early childhood education, literature-based instruction, children’s literature, topic modeling (LDA)

Keun Young Lee

DOI: Vol.28(No.2) 39-57, 2022

This study explores the experience and efficacy of a Web-based teacher training program in early mathematics that was developed based on the ARCS (Attention, Relevance, Confidence, and Satisfaction) model to improve the attitude of early childhood teachers toward mathematics and their teaching of the subject. The “Explanatory Sequential Design” was used to collect and analyze the data. In the experimental group, 24 early childhood teachers participated in the Web-based program and another 24 teachers were assigned to the control group. The quantitative data were analyzed with ANCOVA. For the collection and analysis of qualitative data, post-intervention and in-depth interviews were conducted with participants from the experimental group after the program ended. This study found that a Web-based training program that was developed based on the ARCS model motivated and promoted a positive attitude toward mathematics in early childhood teachers and improved their efficacy in teaching the subject.

ARCS model, early mathematics education, Web-based teacher training program

Hyeonryang Lim , Booyeun Lim

DOI: Vol.28(No.2) 59-80, 2022

This study explores early childhood teachers’ perception of teacher agency that emerges in the process of implementing the curriculum. The aim is to discover how teacher agency emerges in the context of early childhood teachers. To this end, in-depth interviews with early childhood teachers were conducted. The results revealed that early childhood teachers accepted the assumption based on their practice by sensory perception. They not only performed their practice composed of dominant curriculum discourse but also transformed it and created a gap in the existing order. The early childhood teachers’ perceptions of teacher agency have the categories of ‘encountering events that make rethink the customary practices’ and ‘creating cracks in the mold of early childhood education institutions.’ The context where teacher agency emerges could be divided into the categories of ‘teachers’ practice that varies depending on the situation’ and ‘exploring the process of teacher agency emerges.’ The results of this study are expected to serve as a basis for further research to prepare the structure and context of educational practice that can lead to active actions of early childhood teachers.

teacher agency, early childhood teacher, curriculum implementation

Booyoung Lim , Vickie Lake , Nammi Kim

DOI: Vol.28(No.2) 81-97, 2022

This qualitative study shares practical strategies from the yearlong journey of Mrs. Kim, a pre-K teacher in the U.S., who transitioned from face-to-face teaching to virtual teaching during COVID-19. The pandemic required considerable adjustment for teachers using technology in early childhood education (ECE) and teacher education, especially those whose classrooms applied constructivist-based learning. Many ECE practitioners were concerned about young children's unique developmental stages, yet many of them needed the technical knowledge and skills to continue their constructivist approach. Additionally, conflicting advice from professional organizations on the impact of technology on young children further exacerbated the issue. Data was collected through interviews, classroom demonstrations, and documents. Mrs. Kim’s experience shows that constructivist teachers can incorporate technology in multiple ways by exploring and expanding children’s learning effectively, thereby providing meaningful learning experiences for young children in a virtual setting. Applications of her story can be used to provide technological professional development for ECE practitioners and preservice teachers.

COVID-19, technology integration, virtual constructivist teaching

Yu-jin Jeong

DOI: Vol.28(No.2) 99-114, 2022

This study aimed to develop a gender sensitivity education program for parents with young children. The contents selected were ‘the concept of gender,’ ‘daily gender issues inside and around oneself,’ ‘the significance of gender sensitivity for child development,’ and ‘what to do to become a gender-sensitive parent.’ These contents were chosen to cover the cognitive, emotional, and practical aspects of gender sensitivity. Contents were organized consistent with Tyler’s model. Certain aspects of gender training were also incorporated into the program design. This program is ready to be implemented after it is evaluated for appropriateness in its contents, organization, and other related materials.

early childhood, gender sensitivity, parent education

Hyorim Lee , Nara Yun

DOI: Vol.28(No.2) 115-134, 2022

In the field of education, traditional content analysis methods have been used in reviews of research literature. As unstructured text data accumulates and various methods to analyze such data have been developed, network text analysis (NTA) using text mining techniques are being widely used in review articles. However, it is difficult to find comprehensive guidelines for conducting NTA. Accordingly, this study reviewed the NTA methodology of 77 papers in the field of Korean pedagogy and analyzed the content of the subjects NTA in three areas: general characteristics, data preparation, and statistical analysis. The results of this study differed for the studies at each stage of the NTA. For future systematic research, we suggest performing a direct comparative study of each NTA procedure and providing clear guidance on the data preprocessing process through cooperation between educational experts and data analysts.

co-word network, keyword network, literature review, network text analysis, text mining, research trends