ABSTRACT
Early Childhood Teachers' Recognition and Actual State on Cooperative Art Activities
Lee Seon Hye
Advisor : Prof. Seo Hyun, Ed. D.
Major in Early Childhood Education
Graduate School of Education, Chosun University
The purpose of this study is to i...
ABSTRACT
Early Childhood Teachers' Recognition and Actual State on Cooperative Art Activities
Lee Seon Hye
Advisor : Prof. Seo Hyun, Ed. D.
Major in Early Childhood Education
Graduate School of Education, Chosun University
The purpose of this study is to investigate and analyze the actual conditions of cooperative art activities conducted by early childhood education institutions, and to examine the differences in perception and actual conditions of cooperative art activities revealed by the background variables of early childhood teachers.
The following research questions were set up according to the purpose of the above study.
1.1 What is the teacher's perception of collaborative art activities?
1.2. Does the teacher's perception of cooperative art activities differ depending on the teacher variables?
2.1. What about cooperative art activities?
2.2. Does the actual situation of cooperative art activities differ according to teacher variables?
For this study, 280 teachers of early childhood education institutions in Ycity were selected. Based on the literature and previous research (Kim, Sook-hee, Eun-kyung, 2016; Na Young, 2008; Je Seo-ho, 2010), the research tool was used to investigate the cooperative activities and cooperative art activities The questionnaire was formulated with the consultation of three younger and older teachers, and the researcher revised it to suit the purpose of this study. The research procedure was conducted as a preliminary investigation, the present investigation. Data collected for this study were analyzed using the SPSS 18.0 program. The frequency, percentage, mean, and standard deviation were calculated using descriptive statistics in order to obtain basic data on the general characteristics of the study subjects. The frequency, percentage, mean, and standard deviation of the items were calculated by using descriptive statistics for the research problems, and 𝑥² was tested to see the difference according to the background variables of the teachers.
The results of this study are as follows.
First, the teacher 's perception about cooperative art activities is as follows. The perception of the goal of the cooperative art activity was highest in 'respecting and respecting other people's opinion', which showed statistically significant difference in establishment type. The awareness of the necessity of cooperative art activities was recognized by most teachers as 'necessary'. Teacher 's perception of children' s developmental areas in which collaborative art activities are most influential was highest in creativity development, followed by social development, emotional development, and total development Respectively, there were significant differences according to background variables of teachers. Teacher's perception of environment composition in the cooperative art activities of early childhood showed the highest value of 'choosing fine art space'. The most important role of the teacher in the cooperative art activities of the young children was the role of 'motivating the young children to give them various and sufficient information to freely make them'. The reason why teachers feel difficulty in guiding cooperative art activities in early childhood is 'lack of practical teaching materials provided for cooperative art activities' and 'lack of sufficient space and time for cooperative art activities'. The most important thing to think about cooperative art activities in early childhood was 'the interest of young children and the consideration of activities that young children can do', followed by the 'activities appropriate for the development stage of young children' appear, there was a difference according to the teachers' background variables. The cooperative art activities were most likely to be provided for 'providing various training and specific teaching methods' and 'providing cooperative art programs according to the stage of development and interest of young children' Respectively. Teachers were most expected in the contents of instruction for cooperative art activity instruction, and the environment composition and teaching method for cooperative art education was the highest.
Second, the current status of early childhood cooperative art activities in early childhood education institutions is as follows. Most of the teachers answered that they had done 'cooperative art activities'. The most valuable area of collaborative art education is 'giving children the opportunity to express their freedom and expressions, so that they feel fun and fun through the atmosphere where most children's thoughts and expressions are accepted'. Cooperative art activities were performed more than once a month. The cooperative art activities were selected according to the guidelines of the national guidebook of the Nursing Process, the second was the topic selection based on the interest and interest of the young children, and the third was the 'topic selection' was the highest. The time of 'art activity time' showed the highest time for cooperative art activities and 'small group' showed the highest group size. Cooperative art activities took about 20~30 minutes. The cooperative art activities showed the highest level of use of medium and the type of medium used was the highest education plan of magazines related to early childhood education. Most of the teachers showed that they did not have experience of cooperative art activities related teacher training. The most common method of receiving educational materials was 'provided by the source', and the students who were unable to purchase materials were 'prepared at home'. The evaluation method of collaborative art activities showed the highest level of 'sharing stories about active works', and the evaluation contents were 'the children played the role of interacting with each other while watching the activity process of children'.
In sum, most of the early childhood teachers recognize the necessity of collaborative art activities, and most of them are applied in actual field. However, in cooperative art activities, it was difficult to develop teaching materials, to plan and organize various activities, to prepare and utilize materials, to have opportunities for teacher training, and to provide teacher training and various educational opportunities. Based on the results of this study, various collaborative art activities programs and support plans for young children's activities plan and material utilization should be sought so that more desirable and effective collaborative art activities can be operated in the field of early childhood education. First of all, there is a need for urgent teacher education and training that can complement and develop these areas.
ABSTRACT
Early Childhood Teachers' Recognition and Actual State on Cooperative Art Activities
Lee Seon Hye
Advisor : Prof. Seo Hyun, Ed. D.
Major in Early Childhood Education
Graduate School of Education, Chosun University
The purpose of this study is to investigate and analyze the actual conditions of cooperative art activities conducted by early childhood education institutions, and to examine the differences in perception and actual conditions of cooperative art activities revealed by the background variables of early childhood teachers.
The following research questions were set up according to the purpose of the above study.
1.1 What is the teacher's perception of collaborative art activities?
1.2. Does the teacher's perception of cooperative art activities differ depending on the teacher variables?
2.1. What about cooperative art activities?
2.2. Does the actual situation of cooperative art activities differ according to teacher variables?
For this study, 280 teachers of early childhood education institutions in Ycity were selected. Based on the literature and previous research (Kim, Sook-hee, Eun-kyung, 2016; Na Young, 2008; Je Seo-ho, 2010), the research tool was used to investigate the cooperative activities and cooperative art activities The questionnaire was formulated with the consultation of three younger and older teachers, and the researcher revised it to suit the purpose of this study. The research procedure was conducted as a preliminary investigation, the present investigation. Data collected for this study were analyzed using the SPSS 18.0 program. The frequency, percentage, mean, and standard deviation were calculated using descriptive statistics in order to obtain basic data on the general characteristics of the study subjects. The frequency, percentage, mean, and standard deviation of the items were calculated by using descriptive statistics for the research problems, and 𝑥² was tested to see the difference according to the background variables of the teachers.
The results of this study are as follows.
First, the teacher 's perception about cooperative art activities is as follows. The perception of the goal of the cooperative art activity was highest in 'respecting and respecting other people's opinion', which showed statistically significant difference in establishment type. The awareness of the necessity of cooperative art activities was recognized by most teachers as 'necessary'. Teacher 's perception of children' s developmental areas in which collaborative art activities are most influential was highest in creativity development, followed by social development, emotional development, and total development Respectively, there were significant differences according to background variables of teachers. Teacher's perception of environment composition in the cooperative art activities of early childhood showed the highest value of 'choosing fine art space'. The most important role of the teacher in the cooperative art activities of the young children was the role of 'motivating the young children to give them various and sufficient information to freely make them'. The reason why teachers feel difficulty in guiding cooperative art activities in early childhood is 'lack of practical teaching materials provided for cooperative art activities' and 'lack of sufficient space and time for cooperative art activities'. The most important thing to think about cooperative art activities in early childhood was 'the interest of young children and the consideration of activities that young children can do', followed by the 'activities appropriate for the development stage of young children' appear, there was a difference according to the teachers' background variables. The cooperative art activities were most likely to be provided for 'providing various training and specific teaching methods' and 'providing cooperative art programs according to the stage of development and interest of young children' Respectively. Teachers were most expected in the contents of instruction for cooperative art activity instruction, and the environment composition and teaching method for cooperative art education was the highest.
Second, the current status of early childhood cooperative art activities in early childhood education institutions is as follows. Most of the teachers answered that they had done 'cooperative art activities'. The most valuable area of collaborative art education is 'giving children the opportunity to express their freedom and expressions, so that they feel fun and fun through the atmosphere where most children's thoughts and expressions are accepted'. Cooperative art activities were performed more than once a month. The cooperative art activities were selected according to the guidelines of the national guidebook of the Nursing Process, the second was the topic selection based on the interest and interest of the young children, and the third was the 'topic selection' was the highest. The time of 'art activity time' showed the highest time for cooperative art activities and 'small group' showed the highest group size. Cooperative art activities took about 20~30 minutes. The cooperative art activities showed the highest level of use of medium and the type of medium used was the highest education plan of magazines related to early childhood education. Most of the teachers showed that they did not have experience of cooperative art activities related teacher training. The most common method of receiving educational materials was 'provided by the source', and the students who were unable to purchase materials were 'prepared at home'. The evaluation method of collaborative art activities showed the highest level of 'sharing stories about active works', and the evaluation contents were 'the children played the role of interacting with each other while watching the activity process of children'.
In sum, most of the early childhood teachers recognize the necessity of collaborative art activities, and most of them are applied in actual field. However, in cooperative art activities, it was difficult to develop teaching materials, to plan and organize various activities, to prepare and utilize materials, to have opportunities for teacher training, and to provide teacher training and various educational opportunities. Based on the results of this study, various collaborative art activities programs and support plans for young children's activities plan and material utilization should be sought so that more desirable and effective collaborative art activities can be operated in the field of early childhood education. First of all, there is a need for urgent teacher education and training that can complement and develop these areas.
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