It is necessary research to investigate education improvement plan of forest experience center through the recognition of early childhood teachers, and to draw attention for improving education quality and carrying out systematic education in forest experience center.
In addition, there is a nee...
It is necessary research to investigate education improvement plan of forest experience center through the recognition of early childhood teachers, and to draw attention for improving education quality and carrying out systematic education in forest experience center.
In addition, there is a need to establish a system by linking education of forest experience center with NURI curriculum which is curriculum of national level, because it is possible to realize the whole-rounded education and the goals of five areas through the forest experience activity.
Therefore, It is the purpose of study that children experience the various educational functions of forests through the forest activities (improvement of learning ability, environmental sensitivity, psychological stability, sociality development, aggressiveness decrease, improvement of self-esteem etc.) and investigate education improvement plan of forest experience center which helps the whole-rounded growth of young childhood through the recognition of early childhood teachers.
This paper set the research problem to investigate the education improvement plan of forest experience center through recognition of early childhood teachers.
First, What is actual condition of forest experience center’s Training like?
Second, What is difference between training of forest experience center and forest experience training of early childhood education institute like?
Third, what is link plan of training of forest experience center and NURI curriculum like?
For the purpose of the study, the question words and the contents of the items were revised and supplemented according to the researchers' intention based on the questionnaire. The questionnaire was implemented and collected from september 27, 2016 to october 8, 2016. In a questionnaire survey conducted on early childhood teachers belong to the early childhood education institute, a total 245 copies of 300 copies were collected and 231 copies of the questionnaires were used for the analysis except for the 14 copies which were not reliable. Data were analyzed by using SPSS 21.0 program.
The conclusions derived from the analysis and discussion of the findings revealed in this study are as follows.
First, as a result of the analysis about real operation of education in forest experience center, it was found that the most frequent early childhood teachers participated in the regular education conducted by forest experience center. It is necessary to develop a various programs considering the age, development stage, and appropriate experience time of the infants as the place where the forest experience center is carrying out the education management operation for the forest experience activity to young children.
Second, there is a need to develop education contents to prevent problems caused by the lack of understanding developmental characteristics of young children such as behavior characteristics, emotion, cognition, and psychology in forest experience center that educate infants to cultivate emotion and to whole-rounded growth through experience the various functions of forests and in forest experience education that help young children grow and develop to healthy personality in harmony with nature.
In addition, forest education professionals should be able to receive the necessary education and training in early childhood education, and early childhood teachers should also strive to be interested in nature and forest education so that they can develop their expertise in forest experience activities.
Third, early childhood teachers perceive that education of forest experience center is related to the NURI curriculum, and recognize that natural exploration is the most related to physical exercise and health area of NURI curriculum. In addition, It is difficult to apply education of forest experience center to early childhood education institute. Because the physical environment in early childhood education institute is more insufficient than that of forest experience center.
It is necessary that forest experience activities help cherish nature and live happily with nature, rather than education based on temporary experience or short-term interest.
It is necessary research to investigate education improvement plan of forest experience center through the recognition of early childhood teachers, and to draw attention for improving education quality and carrying out systematic education in forest experience center.
In addition, there is a need to establish a system by linking education of forest experience center with NURI curriculum which is curriculum of national level, because it is possible to realize the whole-rounded education and the goals of five areas through the forest experience activity.
Therefore, It is the purpose of study that children experience the various educational functions of forests through the forest activities (improvement of learning ability, environmental sensitivity, psychological stability, sociality development, aggressiveness decrease, improvement of self-esteem etc.) and investigate education improvement plan of forest experience center which helps the whole-rounded growth of young childhood through the recognition of early childhood teachers.
This paper set the research problem to investigate the education improvement plan of forest experience center through recognition of early childhood teachers.
First, What is actual condition of forest experience center’s Training like?
Second, What is difference between training of forest experience center and forest experience training of early childhood education institute like?
Third, what is link plan of training of forest experience center and NURI curriculum like?
For the purpose of the study, the question words and the contents of the items were revised and supplemented according to the researchers' intention based on the questionnaire. The questionnaire was implemented and collected from september 27, 2016 to october 8, 2016. In a questionnaire survey conducted on early childhood teachers belong to the early childhood education institute, a total 245 copies of 300 copies were collected and 231 copies of the questionnaires were used for the analysis except for the 14 copies which were not reliable. Data were analyzed by using SPSS 21.0 program.
The conclusions derived from the analysis and discussion of the findings revealed in this study are as follows.
First, as a result of the analysis about real operation of education in forest experience center, it was found that the most frequent early childhood teachers participated in the regular education conducted by forest experience center. It is necessary to develop a various programs considering the age, development stage, and appropriate experience time of the infants as the place where the forest experience center is carrying out the education management operation for the forest experience activity to young children.
Second, there is a need to develop education contents to prevent problems caused by the lack of understanding developmental characteristics of young children such as behavior characteristics, emotion, cognition, and psychology in forest experience center that educate infants to cultivate emotion and to whole-rounded growth through experience the various functions of forests and in forest experience education that help young children grow and develop to healthy personality in harmony with nature.
In addition, forest education professionals should be able to receive the necessary education and training in early childhood education, and early childhood teachers should also strive to be interested in nature and forest education so that they can develop their expertise in forest experience activities.
Third, early childhood teachers perceive that education of forest experience center is related to the NURI curriculum, and recognize that natural exploration is the most related to physical exercise and health area of NURI curriculum. In addition, It is difficult to apply education of forest experience center to early childhood education institute. Because the physical environment in early childhood education institute is more insufficient than that of forest experience center.
It is necessary that forest experience activities help cherish nature and live happily with nature, rather than education based on temporary experience or short-term interest.
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