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Journal articles on the topic 'Early childhood teachers'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Lee, Seo-Yeun. "A Metaphor Analysis of Early Childhood Education of Pre-service Early Childhood Teachers Taking the Early Childhood Curriculum Course." Korean Association For Learner-Centered Curriculum And Instruction 25, no. 5 (2025): 225–40. https://doi.org/10.22251/jlcci.2025.25.5.225.

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Objectives The purpose of this study is to find out the perceptions of pre-service early childhood teachers about early childhood education before and after taking the Early Childhood Curriculum course through metaphor analysis. Methods 35 pre-service early childhood teachers taking a class at S University in Asan, Chungcheongnam-do, collected and analyzed data using a metaphor questionnaire for early childhood education before and after taking the course (1 week) and after (15 weeks), resulting in a total of two upper categories and six lower categories. Based on this, we analyze the frequenc

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Kim, Junghyun, and Hyesoon Kim. "The Effect of the Principal's Leadership Type on the Play Support Effectiveness of Early Childhood Teacher : Focused on the Mediating Effect of Early Childhood Teacher's Empowerment." Korean Society of Culture and Convergence 44, no. 12 (2022): 497–514. http://dx.doi.org/10.33645/cnc.2022.12.44.12.497.

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This study attempted to investigate the mediating effect of early childhood teacher's empowerment in the effect of the principal's leadership type on the play support effectiveness of early childhood teachers. The subjects of this study included a total of 209 early childhood teachers. The collected data were frequency analysis, reliability analysis, descriptive statistical analysis, correlation analysis, and path analysis using SPSS 26.0 and AMOS 26.0 programs. As a major result, first, there was a significant positive correlation between the director's leadership, the empowerment of early ch

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Winy Nila Wisudawati. "PLAYFULNESS AND TEACHER’S SELFEFFICACY OF EARLY CHILDHOOD TEACHERS." Journal of Southeast Asia Psychology (SAPJ) 12, no. 1 (2024): 15. http://dx.doi.org/10.51200/sapj.v12i1.5053.

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This study aims to determine the relationship between playfulness and self-efficacy among early childhood teachers. Playfulness is a personality trait that underlies an individual's tendency to be intrinsically motivated, have a clear orientation toward pleasure, and participate spontaneously and without restrictions. The method used in this research is quantitative research methods with a correlational research design. The tool to measure playfulness is the Adult Playfulness Traits Scale (APTS), which consists of 19 items and Norwegian Teacher Self-Efficacy Scale (NTSES) to measure teacher’s

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Ji, Yu-jin, and Jeong-eon Park. "Early Childhood Teacher’s Perception of Good Early Childhood Mathematics Education Using Metaphor Analysis." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 23 (2024): 1–18. https://doi.org/10.22251/jlcci.2024.24.23.1.

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Objectives The purposes of this study was to use metaphor analysis to categorize and analyze early childhood teachers’ perceptions of good early childhood mathematics education to help effectively apply good early childhood mathematics education to the field. Methods A metaphor analysis questionnaire was distributed online to teachers of 3-5 year olds working at a childhood education institutions in all country of Korea. And data analysis modified and supplemented the five stages of metaphor analysis proposed by Gok and Erdogan (2010) to suit this study, including metaphor discrimination stage

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Hidayat, Yusuf, Agus Kuncoro, Ulfah Tunajijah, Lulu Muhimah, and N. Neni Susiyani. "STRATEGI GURU DALAM MENGEMBANGKAN KARAKTER DISIPLIN ANAK USIA DINI DI SATUAN PAUD SEJENIS KAWASEN." Jurnal Intisabi 2, no. 2 (2024): 162–75. https://doi.org/10.61580/itsb.v2i2.68.

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Early childhood discipline is the obedience character possessed by early childhood to apply rules or norms. The present study aims to find out the teachers’ strategy and the realization of the implementation of the teachers’ strategy to develop early childhood’s discipline in early childhood education in Kawasen, Banjarsari, Ciamis. This study uses a qualitative approach under the Phenomenological method. The results of the study show that there are two strategies carried out by the teachers: habituation and giving rewards strategies. The habituation strategy is carried out by the teachers, su

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Lee, Jin-Hee. "The Early Childhood Teacher’s Images of Pre-service Teachers, Kindergarten Teachers, and Daycare Center Teachers." K Association of Education Research 7, no. 3 (2022): 107–24. http://dx.doi.org/10.48033/jss.7.3.6.

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The purpose of this study is to examine the image of teachers for pre-service teachers, kindergarten teachers, and daycare center teachers, and to see if there is a difference in the image of teachers they think. To this end, a survey was conducted from April 11 to April 29, 2022 on students enrolled in the Department of Early Childhood Education at vocational colleges in Gyeonggi-do, Seoul, and kindergarten and daycare center teachers. The mean, standard deviation, and Cronbach α coefficients were calculated for the final 214 out of 250 questionnaires, and the data were analyzed through one-w

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Kim, Yu-Mi, and Sung-Sook Pu. "The Effect of Director's Authentic Leadership on Early Childhood Teacher's Play Teaching Efficacy: Mediating Effect of Early Childhood Teacher Job Crafting." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 15 (2023): 651–66. http://dx.doi.org/10.22251/jlcci.2023.23.15.651.

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Objectives This study aimed to investigate the mediating effect of early childhood teacher job crafting in the director's authentic leadership influence on early childhood teacher's play teaching efficacy. Methods To this end, an online survey was conducted among 324 early childhood teachers from kindergartens and daycare centers located in Seoul and Gyeonggi-do. In addition, descriptive statistics, frequency analysis, reliability analysis, correlation analysis, regression analysis, and Sobel Test were conducted to analyze the collected data. Results The results of this study are a

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Diamond, Karen E. "Supporting Early Childhood Teachers." Topics in Early Childhood Special Education 21, no. 3 (2001): 150–51. http://dx.doi.org/10.1177/027112140102100302.

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Hwang, Hae Ika, and Hye Kyoungb Chae. "Exploring the Character Strength of Early Childhood Teachers." Contemporary Social Sciences 27, no. 1 (2018): 25–32. http://dx.doi.org/10.29070/27/57212.

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UNAL, Merve, and Gokce KURT. "Socioeconomic Profile of Early Childhood Education Preservice Teachers." Eurasian Journal of Educational Research 18 (April 4, 2018): 1–20. http://dx.doi.org/10.14689/ejer.2018.74.4.

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Kim, Eun Jung, and Min Kyung Ha. "The Image of ‘Early Childhood Teachers in Childhood Remote Education’ by Current Early Childhood Teachers." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 11 (2022): 147–61. http://dx.doi.org/10.22251/jlcci.2022.22.11.147.

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Objectives The purpose of this study was to examine how incumbent early childhood teachers who have undergone changes due to COVID-19 image early childhood teachers in remote education. Methods In this study, metaphor analysis was conducted to find out the human conceptual system and thoughts from the perspective of experientialism. The subject of the study is 172 early childhood teachers with remote education experience. The researcher distributed the research subject a sentence-completed metaphor analysis questionnaire, “In remote education, the early childhood teacher is ( ). Because

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Kim, Ji-Young. "Early Childhood Teachers' Perception about Early Childhood Music Activity." Korean Journal of Human Ecology 17, no. 3 (2008): 389–97. http://dx.doi.org/10.5934/kjhe.2008.17.3.389.

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Rahmawati, Risa, Dede Siti Hodijah, Nu'man Ihsanda, Neni Susiyani, Sri Sugiarti, and Sandi Tya. "Teachers’ Strategies: Can It Prevent Bullying to Early Childhoods in Preschool Education?" Journal Corner of Education, Linguistics, and Literature 3, no. 4 (2024): 368–76. http://dx.doi.org/10.54012/jcell.v3i4.287.

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Bullying is an action of verbal and non-verbal violences done repeatedly by a person to another. This study aims to determine the forms of bullying carried out by early childhood and teachers’ strategies applied to overcome bullying behavior in preschool education. The method used in this study is a qualitative under a descriptive approach. The findings of the present study show that bullying carried out by early childhoods is in the forms of aggressive and negative actions such as kicking, pinching, hitting, taunting, and pushing friends. In addition, the strategies used by the teachers to pr

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Kim, Gwang-su. "Comparison of Teacher Creativity and Teacher Efficacy of Pre-early Childhood Teachers and Current Early Childhood Teachers: Latent Mean Analysis." Korean Association For Learner-Centered Curriculum And Instruction 19, no. 15 (2019): 693–713. http://dx.doi.org/10.22251/jlcci.2019.19.15.693.

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SAHIN, Figen, Muge SEN, and Caglayan DINCER. "Early Childhood Preservice Teachers’ Experiences with Reflective Journal Writing." Eurasian Journal of Educational Research 19, no. 84 (2019): 1–22. http://dx.doi.org/10.14689/ejer.2019.84.5.

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Kim, Hyo-Jin. "Exploring the Changes of Early Childhood Teachers’ Experiencers on and the Meanings of Reflective Emotion Journaling." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 13 (2023): 727–50. http://dx.doi.org/10.22251/jlcci.2023.23.13.727.

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Objectives The purposes of this study were to explore the changes of teacher’s experiences writing reflective emotion journals and the meaning of it in the contexts of early childhood education and care. Methods In this qualitative study, nine early childhood teachers participated in a course of the graduate school during 15 weeks, and at this time they submitted 10 journals and participated in the group discussion, group interviews. Results Two major themes along with multiple sub-themes were identifies including: First, the teacher's emotional journal writing experience changed f

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Su-Min, Ryu, Lee Ha-Jeong, and Han An-Na. "Early Childhood Education Teachers’ Metaphors on Early Childhood Special Education." Korean Society for Child Education 24, no. 2 (2015): 169–88. http://dx.doi.org/10.17643/kjce.2015.24.2.10.

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Park, Sang-Wook, Haeng-Mi Son, Joo-Hyeon Kim, et al. "Early Childhood Teachers' Experiences of Sex Education for Early Childhood." Journal of Korean Association for Qualitative Research 7, no. 2 (2022): 152–62. http://dx.doi.org/10.48000/kaqrkr.2022.7.152.

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Kilderry, Anna. "Teachers in early childhood policy." Journal of Education Policy 29, no. 2 (2013): 242–62. http://dx.doi.org/10.1080/02680939.2013.817612.

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Choi, Ara. "Preservice Early Childhood Teachers’ Perception of the Relationship between Early Childhood Teachers and Parent." Korean Journal of family welfare 29, no. 3 (2024): 645–62. https://doi.org/10.13049/kfwa.2024.29.3.11.

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Lee, Hye-Won, and Jae-Eun Jung. "The mediating effect of grit on the relationship between teacher cooperation and teacher efficacy of early childhood teachers." korean Jouranl of Early Childhood Education 25, no. 4 (2023): 389–408. http://dx.doi.org/10.15409/riece.2023.25.4.15.

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The purpose of this study is to select teacher cooperation and grit as variables that affect early childhood teachers' teacher efficacy and to confirm the mediating role of grit in the relationship between teacher cooperation and teacher efficacy. For this purpose, data were collected using the ‘Teacher Cooperation Scale’, ‘Teacher Efficacy Scale’, and ‘Grit-O Scale’ targeting 241 early childhood teachers working at early childhood education institutions located in Seoul and Gyeonggi-do. The collected data were analyzed using the SPSS 24.0 program to analyze the mediating effect of grit in the

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Fadillah, Fadillah. "Early Childhood Metacognitive Learning among Students of Early Childhood Teacher Education." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 4, no. 2 (2020): 658. http://dx.doi.org/10.31004/obsesi.v4i2.332.

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The purpose of this research is to describe the ability of Early Childhood Teacher Education students to carry out Early Childhood metacognitive learning.By using the developmental research method that refers to the Dick and Carey's model, the following research results are obtained: Based on the teaching of thinking, teaching for thinking and teaching about thinking, early childhood metacognitive learning is planned so that the method and media used are clear, to train students' thinking ability. The implementation of early childhood metacognitive learning is assessed from the teacher's perce

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Kim, JiYoung, and jin ju Youn. "Searching for Images of Good Early Childhood Teachers Recognized by Pre-service Teachers." Korean Society of Culture and Convergence 44, no. 10 (2022): 1057–71. http://dx.doi.org/10.33645/cnc.2022.10.44.10.1057.

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The purpose of this study is to analyze the image of a good early childhood teacher recognized by pre-service teachers, focusing on the qualities and roles of teachers. The participants of this study were 32 pre-service teachers in the 3rd year of the 4-year early childhood education department. For data analysis, images were analyzed and meanings were given using the open coding method of Kim Young-cheon (2006). Results, First, as the qualities of a good early childhood teacher recognized by preservice teachers, infinite and fair love, positive emotions and neat appearance, and educational ph

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Kim, Youngsun, and Seunghee Kim. "Climate change literacy and perception on climate change education according to early childhood teacher’s background variables." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 13 (2024): 303–20. http://dx.doi.org/10.22251/jlcci.2024.24.13.303.

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Objectives The purpose of this study was to investigate climate change literacy and perception on climate change education according to early childhood teachers’ background variables. Methods This study conducted survey research targeting at 256 early childhood teachers in Gwangju metropolitan city and JeollaNamdo from July 10 to August 18, 2023. Data were analyzed using frequency analysis, descriptive statistic analysis, one-way ANOVA, and χ2 test. Results There were significant differences in all of the sub-factors of early childhood teachers’ climate change literacy including climate change

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Aini, Wirdatul, Setiawati Setiawati, and Alim Harun Pamungkas. "The Creativity of the Early Childhood Education’s Teachers in Creating an Animation Media Web-Based in Koto Tangah Padang." KOLOKIUM: Jurnal Pendidikan Luar Sekolah 7, no. 2 (2019): 127–34. http://dx.doi.org/10.24036/kolokium-pls.v7i2.355.

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One of the success of the Early Childhood Education Institution in society is based on the teacher’s factor. The problem facing by the Early Childhood Education Institution in the sub-district of Koto Tangah is the lack of the creativity of the teachers to use modern media that will motivate children to play while learning. Until now, Early Childhood Education teachers still use traditional media in the teaching and learning process, when it looks outdated and less able to motivate children in learning. This training aims to help the teachers to be creative Early Childhood Education’s teachers

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Gould, Kiri. "ideal early childhood teacher?" New Zealand Annual Review of Education 29 (April 23, 2024): 23–40. http://dx.doi.org/10.26686/nzaroe.v29.9455.

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In policy, teachers are persistently positioned as central to improving the quality of early childhood education and care (ECEC). They are frequently the targets for policy reform that proactively seeks to shape teaching priorities and practices. The constructions of teachers in policy shape notions of ideal professional identities, opening up spaces for certain identities and closing spaces for others. This critical discourse analysis of seven key ECEC policy texts assembles a range of discourses to identify and critically examine two prevalent and distinct 'ideal' professional identities for

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Kwak, YoungSook. "The Development and Validation Study of The Korean Version of Teacher Efficacy Scale for Early Childhood Teachers." Educational Research Institute 43, no. 2 (2023): 235–68. http://dx.doi.org/10.34245/jed.43.2.235.

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The purpose of this study is to develop a Korean version of the teacher self-efficacy scale for early childhood teachers by adapting Bandura's (2006) teacher self-efficacy scale (TSES) and considering the contextual suitability of early childhood education in Korea, and to verify its validity and reliability. In the preliminary investigation, the constructs and questions of the Korean version of the teacher efficacy scale for early childhood teachers were explored through literature analysis, translation-back-translation, and content validity verification. As a result of the preliminary invest

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Lee, Ja-Jung, and Kyung Sook Kim. "The Effects of Early Childhood Teachers’ Playfulness and Development of Professionalism on Their Play Support Practices." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 6 (2023): 721–37. http://dx.doi.org/10.22251/jlcci.2023.23.6.721.

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Objectives This study was conducted to examine the effects of early childhood teacher’s playfulness and the development of professionalism on their play support practices. Methods The subjects of this study were 250 early childhood teachers working in kindergartens located in G city and J province. The playfulness, development of their professionalism, and play support practice were evaluated directly by the early childhood teachers. The Pearson correlation analysis and multiple regression analysis on the data collected were conducted by using SPSS WIN 29.0. Results First, the early childhood

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Cho, Seong Jin, and Youn Kyoung Ahn. "The Effects of Early Childhood Teachers' Grit and Teacher Efficacy on Job Satisfaction." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 12 (2023): 427–38. http://dx.doi.org/10.22251/jlcci.2023.23.12.427.

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Objectives The purpose of this study is to analyze the effect of grit and teacher efficacy of early childhood teachers on job satisfaction. Methods A survey was conducted on 211 teachers working at early childhood education institutions located in N and S cities in Chungcheongnam-do, and technical statistical analysis, reliability and correlation analysis, and multiple regression analysis were conducted using SPSS 23.0. Results First, it was found that there was a positive correlation between the grit of early childhood teachers and teacher efficacy and job satisfaction. Second, th

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Choi, Eun Bin, and Sang Ock Jang. "The Effect of Accountability, Empowerment, and Social Support of Early Childhood Teachers on Play Support Competency." Korean Association For Learner-Centered Curriculum And Instruction 25, no. 12 (2025): 369–89. https://doi.org/10.22251/jlcci.2025.25.12.369.

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Objectives The purpose of this study is to analyze the effect of early childhood teacher’s accountability, empow erment, and social support on play support competency. Methods The subjects of this study were 396 early childhood teachers in Gyeongnam, and a questionnaire survey about accountability, empowerment, social support, and play support competency was conducted from August 17 to 22, 2024. For data analysis, descriptive statistical analysis, ANOVA, Scheffé-test, Pearson’s correlation co efficient, and hierarchical multiple regression analysis were used by SPSS 27.0. Results First, early

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Divine, Koku Kekesi, Kormla Donkor Simon, and Torkonyo Moses. "Early Childhood Education Teachers' Perceptions on the Use of Play as a Teaching Technique in Afadjato South District of the Volta Region, Ghana." Education Quarterly Reviews 2, no. 3 (2019): 504–16. https://doi.org/10.31014/aior.1993.02.03.83.

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The study investigated the perception of early childhood educators on the use of play as a teaching technique in the Afadjato South District. The study was a cross-sectional descriptive design using concurrent triangulation mixed method approach. A sample of 120 participants was used comprising100 kindergarten teachers, 10 basic school heads and 10 school supervisors. Purposive, simple random and convenience sampling techniques were used to select the participants. Questionnaire and interview guide were used to collect data. Descriptive and inferential statistics were used to analyse the quant

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Maylani, Rany, and Ega Asnatasia Maharani. "Teachers’ perception towards early childhood literacy development methods in ‘aisyiyah bustanul athfal (ABA) kindergarten." Journal of Early Childhood Care and Education 5, no. 1 (2022): 13–26. http://dx.doi.org/10.26555/jecce.v5i1.5006.

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The literacy ability of early childhood is inseparable from their teacher’s role in teaching literacy for children. The knowledge and methods used by the teacher are expected to be able to improve children's skills to comprehend the content of text and become active readers in the future. This research aims to find out teacher's perception towards early childhood literacy development methods in ‘Aisyiyah Bustanul Athfal (ABA) Kindergarten in Depok Sub-district. The research method employed in this research is qualitative descriptive. The sampling technique is purposive sampling in order to obt

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Cho, Yujin. "Awareness of Early Childhood Teacher’s Teaching Life by Pre-service Early Childhood Teachers Through Photovoice." Journal of Humanities and Social sciences 21 13, no. 6 (2022): 1217–30. http://dx.doi.org/10.22143/hss21.13.6.83.

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Kim, Hye-Seong, and Jin-Young Chae. "The Influence of Early Childhood Teachers’ Childhood Attachment Experiences on Preschooler-teacher Relationships: Examining the Mediating Effect of Psychological Flexibility." Korean Journal of Teacher Education 40, no. 2 (2024): 99–122. http://dx.doi.org/10.14333/kjte.2024.40.2.05.

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Purpose: This study investigated attachment experiences in childhood, psychological flexibility, and the level of preschooler-teacher relationships of early childhood teachers, and analyzed the effect of childhood attachment experiences on preschooler-teacher relationships based on verifying the mediating effect of psychological flexibility. Methods: A survey was conducted with 274 homeroom teachers in charge of infants aged three to five at a domestic Early Childhood Education institution. The collected data were calculated using the SPSS version 26.0 to calculate the mean and standard

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SHIN, Yo-Jung. "A Study on the Effect of Director's Authentic Leadership on Early Childhood Teacher's Professionalism: Centered on Mediating Effect of Organizational Culture of Early Childhood Educational Institute." Association of Korea Counseling Psychology Education Welfare 11, no. 1 (2024): 283–97. http://dx.doi.org/10.20496/cpew.2024.11.1.283.

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The purpose of this study is to investigate the relationship between variables affecting the early childhood teacher's professionalism after setting the director's authentic leadership as an independent variable, the organizational culture of early childhood educational institute as a mediating variable, and the early childhood teacher's professionalism as dependent variable, considering that the director's authentic leadership was a motivational factor affecting the organizational culture of early childhood educational institute. The research questions established to achieve such research obj

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Oh, Su-Heon, and Seung-Hee Kim. "Early Childhood Teachers’ Euphoria According to Teacher’s Background Variables." Korean Association For Learner-Centered Curriculum And Instruction 16, no. 10 (2016): 141–65. http://dx.doi.org/10.22251/jlcci.2016.16.10.141.

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Kwon, Hye Jin. "Early childhood Pre-service Teachers’ Reviews on Early Childhood bullying Experiences and Early Childhood bullying." Forum of Public Safety and Culture 13 (September 30, 2021): 193–205. http://dx.doi.org/10.52902/kjsc.2021.13.193.

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Cho, Yukyung, and Koeun Kim. "Exploring early childhood teachers' perceptions of digital leadership of early childhood education directors." korean Jouranl of Early Childhood Education 27, no. 1 (2025): 95–131. https://doi.org/10.15409/riece.2025.27.1.5.

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The purpose of this study is to examine early childhood teachers' perceptions of the digital leadership of directors and to explore the digital leadership that directors should possess from the teachers' perspectives. To achieve this, focus group interviews (FGI) were conducted with 12 preschool and daycare teachers, divided into 4 groups, from September to December 2024. The interview data collected through the FGI were qualitatively analyzed through a repetitive and progressive process, and the findings are as follows. First, early childhood teachers believed that the digital leadership of d

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Kim, Jeong-Hee. "Structural Relationships between Emotional Intelligence, Teaching Competencies, and Teacher–Child Interactions in Preservice Early Childhood Teachers." Institute for Education and Research Gyeongin National University of Education 43, no. 4 (2023): 129–40. http://dx.doi.org/10.25020/je.2023.43.4.129.

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This study aimed to explore practical strategies for enhancing the competencies of preservice early childhood teachers in teacher–child interactions by examining the mediating effect of teaching competencies on the influence of emotional intelligence on teacher–child interactions. A total of 180 preservice early childhood teachers were enrolled in early childhood education programs in Gyeonggi and Incheon. Descriptive statistics, correlation analysis, path analysis, and mediation analysis were conducted using structural equation modeling for data collection and analysis. The study results reve

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Koh, Hee Seon. "A Study on Early Childhood Teachers' Creative Competencies Perceived by Pre-Service Early Childhood Teachers." Korean Association For Learner-Centered Curriculum And Instruction 20, no. 9 (2020): 825–50. http://dx.doi.org/10.22251/jlcci.2020.20.9.825.

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Vicente-Nicolás, Gregorio, Lozano Carlos Rodríguez, and Judith Sánchez-Marroquí. "Music in Early Childhood Education: generalist teachers versus specialist teachers." Espiral. Cuadernos del Profesorado 16, no. 32 (2023): 29–38. https://doi.org/10.25115/ecp.v16i32.8862.

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Today, there is still a debate in schools about who should be the teacher responsible for teaching music in Early Childhood Education: some believe that it should be the Early Childhood teacher and others believe that it should be the specialist music teacher who takes on this task. The objective of this work is to know the opinion of future teachers of Early Childhood Education on some aspects of their training and teaching of music, with special attention to whether they consider that this discipline should be taught by them or, on the contrary, by the music teacher. The group of participant

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Zhang, Jiaqi, Xueliang Yang, and G. Abitova. "CONFLICT ISSUES AND COPING STRATEGIES AMONG RURAL PRESCHOOL TEACHERS IN SPECIAL POSITIONS A QUALITATIVE ANALYSIS OF A RURAL PRESCHOOL SPECIAL POST TEACHERS." Sciences of Europe, no. 131 (December 27, 2023): 68–74. https://doi.org/10.5281/zenodo.10434707.

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Rural early childhood special education, as an integral part of grassroots early childhood education in thecountry, has made significant contributions to rural education. However, the issue of the loss of rural early childhood special post teachers (referred to as "rural post early childhood special group teachers") still remains unresolved. This article employs a qualitative analysis grounded in theory and utilizes interview methods to observe arural preschool special post teacher (a rural preschool special group post teacher) for a semester. By searching andorganizing relevant materials, tru

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Sung, Won-Kyung. "A Study on the Pre-service Kindergarten Teachers’ Image of Kindergarten Teacher." K Association of Education Research 9, no. 2 (2024): 383–97. http://dx.doi.org/10.48033/jss.9.2.20.

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The purpose of this study the images of kindergarten teachers thought bypre-service kindergarten teachers and whether the images of kindergarten teachers thought bypre-service kindergarten teachers change during the teacher training period. In this study, datawere collected through picture metaphors from 42 early childhood education students in thefirst semester of the first year and the first semester of the fourth year. The results of thestudy are as follows. First, the external images of kindergarten teachers thought by prospective early childhood teachers were ‘smiling’, ‘playing with chil

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Kim, Jung-Hee. "Early childhood teachers' exploring the perspective of early childhood instructional media." Asia-pacific Journal of Multimedia services convergent with Art, Humanities, and Sociology 7, no. 7 (2017): 59–68. http://dx.doi.org/10.14257/ajmahs.2017.07.28.

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Pasiningsih, Pasiningsih. "Early Childhood Education Teachers’ and Prospective Teachers’ Understanding about Geometric Shapes." ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal 10, no. 1 (2022): 163. http://dx.doi.org/10.21043/thufula.v10i1.13665.

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Children explore shapes in their daily lives. Understanding geometry is needed in children’s daily life and help them to develop their ability in solving problem. However, in Indonesia, learning math in the context of early childhood education merely focuses on learning numbers. Therefore, it is possible that teachers do not have sufficient knowledge in teaching geometry. For this reason, it is important to find out early childhood education teachers’ and prospective teachers’ understanding about geometric shapes. This study used descriptive qualitative approach to answer the research question

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Lim, Se Eun, Gon Sung Yang, and Yo-Sang Ha. "The Mediating Effect of Recognition of Professionalism on the Relationship between Ego-Resilience and Job Satisfaction in Early Childhood Teachers." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 20 (2023): 367–77. http://dx.doi.org/10.22251/jlcci.2023.23.20.367.

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Objectives This study aim to explore the mediating effect of early childhood teacher’s recognition of pro-fessionalism on the relationship between ego-resilience and job satisfaction. Methods The data were analyzed from 306 early childhood teachers in Daejeon, Sejong City, and South Chungcheong Province. Reliability analysis, technical statistics, frequency analysis, correlation analysis, and me-diating effect analysis of each scale were conducted using the SPSS 21.0 and PROCESS Macro Model 4. Results Research results were as follows. First, the correlations between early childhood

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Chung, Daeryun, and Sooyeon Choi. "Exploring the meaning of identity formation through the experiences of preliminary early childhood teachers." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 17 (2022): 743–69. http://dx.doi.org/10.22251/jlcci.2022.22.17.743.

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Objectives This study investigated the meaning of identity formation as early childhood teachers through the experiences of preliminary early childhood teachers. Methods Six preliminary early childhood teachers enrolled at universities located in Seoul and Gyeonggi-province were selected as research participants, and in-depth interviews were conducted to understand their experiences without exaggeration. Based thereon, Giorgi's “existential phenomenological analysis” was used to understand the meaning of lived experiences of preliminary early childhood teachers more concretely and reveal

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Asmorowati, Murni Mei, and Brigita Puridawaty. "Effectiveness of the Implementation of the Early Childhood Education – Elementary School Transition Regarding Environmental Introduction for Early Childhood Education Teachers and Elementary School Teachers in Jambi City." Journal of Scientific Research, Education, and Technology (JSRET) 4, no. 1 (2025): 457–64. https://doi.org/10.58526/jsret.v4i1.494.

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This study aims to see how effective the implementation of the early childhood education – elementary school transition is regarding the introduction of the school environment for early childhood education teachers and elementary school teachers in Jambi City through the understanding obtained by early childhood education teachers and elementary school teachers about the early childhood education – elementary school transition in Jambi City. The researcher used a quantitative descriptive method by distributing questionnaires to early childhood education teachers and elementary school teachers

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Oh, Anna. "Early Childhood Teachers’ Perceptions and Demands about Teacher Personality Education." Korean Society of Culture and Convergence 44, no. 8 (2022): 485–500. http://dx.doi.org/10.33645/cnc.2022.8.44.8.485.

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The purpose of this study is to clarify early childhood teachers’ perceptions and demands of teacher personality education. A survey of 224 childhood teachers was conducted, and in-depth interviews were conducted with five other teachers. The collected data were frequency analysis and qualitative analysis. As a result of the survey on the status of personality education, the most common response was that both one’s personality level and teacher education opportunities were ‘normal’. The results of each question showed the most responses to ‘participate for self-regulation and positive self-ach

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Lee, Eunji, and Jihyun Kim. "A Study on the Teacher-Related Predictors about the Early Childhood Teacher’s Autonomy in the Implementation of Early Childhood Curriculum." Korean Journal of Child Studies 43, no. 3 (2022): 263–74. http://dx.doi.org/10.5723/kjcs.2022.43.3.263.

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Objectives: This study aimed to identify the level of autonomy early childhood teachers have in implementing the curriculum. Furthermore, the study aimed to find variables that predict early childhood teachers’ autonomy in curriculum implementation. These include “play sensitivity,” “organizational health,” and “professional knowledge and skill perception.”Methods: This study was conducted on 375 early childhood teachers. The teachers responded to questionnaires on “their autonomy in the implementation of early childhood curriculum,” “play sensitivity,” “organizational health,” and “profession

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