Ok Seung Yang

DOI: Vol.5(No.0) 3-4, 2000

학회자료

DOI: Vol.5(No.0) 5-6, 2000

Bernard Spodek , Olivia N. Saracho

DOI: Vol.5(No.0) 7-8, 2000

Hae Kyung Hong

DOI: Vol.5(No.0) 9-25, 2000

Issues regarding numerical ability of young children have to be treated in terms of the representation of numerical relations as well as children`s understanding about them. The purposes of this study were (1) to examine whether there were differences in the levels of number representation by children`s age and sex; (2) to examine the relationship between number concept and number representation. One hundred and ninety 3 to 6-year-old children from a rural area participated in this study. Results indicated that 3 to 4-year-old children are in a developmental phase of pictorial representation, 4 to 5-year-old children are in a pictorial and verbal representation phase, and 5 to 6-year-old children are in a verbal and numeral representation phase. Furthermore, children possess a high level of number representation tend to possess more ability in number concepts. The finding implies that the levels of number representation are also able to provide more useful information to describe the numerical ability of young children.

Hee Kyoung Kwon , You Me Han

DOI: Vol.5(No.0) 27-45, 2000

This study was investigated the relationships between daycare teachers attitudes toward emergent literacy and their practices in regard to literacy learning of toddlers and preschoolers. A total of 129 daycare teachers in 27 daycare centers of Central Pennsylvania participated in this study. Teachers were asked to complete the questionnaire that was developed by the researchers. Data were analyzed by t-test and multiple regression. Results showed that teachers` who had strong emergent literacy attitudes provided more literacy activities for the toddlers and preschoolers.

Suk Ran Choi , Young Sook Kim

DOI: Vol.5(No.0) 47-57, 2000

The purpose of this study is to analyze writings by the 4∼5 year-old children and propose effective guidance to children`s writing based upon the portfolio assessment. Four preschool children participated during free play for 10 weeks. The data were drawn from work samples, interviews, and observations including a preschool/home literacy portfolio from the subjects. The collected data were analyzed in accordance with the research themes. The procedure of the analysis was based on studies from Spradley (1980). The Domain Analysis on the writing was conducted on the basis of Spradley`s Developmental Research Sequence. The results are as follows: the common patterns in writing categories for 4∼5 year-olds were `invented spellings`, `phonetic spellings`, and `the reversed spellings`. The most frequently mentioned letter contents category was `desire/prayer`, and the next was `demand` and `irrelevant contents` subsequently. The guidance should be adjusted to the various writing levels on the basis that each child has different ways of meaning reconstruction after perceiving the contents of stories. Another implication for further studies is that helpful scaffolding on the basis of children`s different levels improve children`s writing abilities.

Sue Dockett , Bob Perry

DOI: Vol.5(No.0) 59-69, 2000

This paper explores understandings of national identity among one group of 5-8 year old children in the western suburbs of Sydney, New South Wales, Australia. Children`s responses to a series of questions about the national identity represented by four dolls-differing in physical appearance and background narrative-are reported. Results indicate that the young children who participated in this study have strong beliefs about national identity and the ways in which it is determined.

Linda Keesing Styles

DOI: Vol.5(No.0) 71-81, 2000

This paper attempts to identify some of the key issues related to one aspect of the practicum-the theory/practice dichotomy-and to proffer one potential alternative approach based on the experiences of the researcher in an early childhood teacher education program. This alternative is informed by postmodern critiques of curriculum and focuses specifically on ecological principles as an alternative influence on assessment in the practicum. The discussion highlights a number of the issues related to what constitutes theory and how it interacts with practice. Some traditional approaches are challenged and early childhood teacher educators are encouraged to incorporate innovative assessment practices in the practicum.

Wai Yee Margaret Kwong Lee , Po Wah Tse Chan

DOI: Vol.5(No.0) 83-95, 2000

Teacher educators need to be more responsive to the views of stakeholders in the provision of teacher education programs. In the planning phase of two new preschool teacher education courses, a large scale, systematic study ("the contextual analysis") was conducted to collect stake-holders` views on the following: What is it like for young children to grow up in Hong Kong and what are the contextual factors impinging on it? What is the role of early childhood education? Who are the competent early childhood teachers and what makes them competent? Qualitative and quantitative data was collected through focus group interviews, a questionnaire survey and an archival study. This paper reports the process and outcome, and examines the utility of the study.

Young Ja Lee , Jong Sook Lee , Eun Soo Shin

DOI: Vol.5(No.0) 97-109, 2000

This study aims to assess the effects of the Emotional Intelligence Program developed by Lee, Lee, and Shin (2000b), and to examine the differences in the teacher rating scores and young children`s interactions related to the emotional intelligence. Subjects were 42 five-year-old children: 21 for the experimental group and 21 for the comparison group. Teacher rating scores are measured three times: before the implementation of the program, after 6 months` implementation, and after 18 months` implementation. The results show the positive effects on the development of young children`s emotional intelligence rated by the teachers according to three ongoing evaluation times. And there are differences in the frequencies of young children`s interactions related to emotional intelligence between the experimental group and the comparison group.

Unhai Rhee , Yoo Lim Shin

DOI: Vol.5(No.0) 111-121, 2000

This paper examines trends in research on early childhood care and education through the content analysis of 592 articles from the three major Korean journals published between 1976-1999. the general trend during the past two decades can be characterized by a sharp increase in the number of articles during the 90`s; increase in the collaborative research; a shift from non-empirical to empirical studies; and expanded and diversified research areas with emphasis on child development, early childhood curriculum, and parent-child relationships.

Won Young Rhee , Young Ja Lee , Chan Ok Park , Hyung Sook Cho

DOI: Vol.5(No.0) 123-134, 2000

The purpose of the study was to find out whether the attachment-improving activities for working mothers of young children and their teachers at childcare centers could increase the attachment level when Q-set was given. Activities, which were developmentally appropriate and easy to perform at home and centers were selected. Mothers and teachers were expected to do at least two activities a week at home and centers with children for 10 weeks. Sixty three young children, their mothers and 19 teachers participated in the study. The results of the study indicated that the attachment level of the teachers of the experimental group improved significantly compared to that of the comparative group. But mothers` attachment level with children for both groups shows no significant difference. For a long time it has been believed that attachment is the emotional quality, which should be formed at home between mothers and their children. However, this research showed that the attachment level can be improved by teachers. It is important to improve the attachment quality in social contexts such as centers.

Olivia N. Saracho

DOI: Vol.5(No.0) 135-141, 2000

This study examined a literacy program for families of five-year-old kindergarten children. A five-month intervention was provided to 25 families where they learned to use the children`s interests and skills to select strategies, activities, and materials to promote the children`s language and literacy learning. The study describes a workshop approach to help parents develop skills and understandings to create a supportive literacy environment in their home. Activities, demonstrations, and stories also are described. Most families used a pattern of resources in and outside the school context.

Patricia Tarr , Masayoshi Okuno

DOI: Vol.5(No.0) 143-153, 2000

This paper represents a particular point in time in an on-going dialogue and research between the authors over the past four years about the relationship between the educational philosophy of the preprimary schools in Reggio Emilia and Japanese early childhood education. This dialogue has provided insights into each of the researcher`s own cultural understandings and perspectives. The paper compares each culture`s "image of the child" and the roles of teachers. It discusses the importance the environment plays in young children`s education in both cultures. The paper identifies aspects of the Reggio philosophy that may prove to be problematic for Japanese educators.

Jung Na , Myung Lim Chang , Eun Sil Park , N. Begz , Le Thi Anh Tuyet

DOI: Vol.5(No.0) 155-162, 2000