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Korean Early Childhood Teachers’ Perceptions on Beliefs and Practices in Early Literacy Education

박은혜|전홍주
한국유아교육학회 (The Korean Society For Early Childhood Education)|2015.12|International Journal of Early Childhood Education|제21권 제2호|pp. 65-87

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참고문헌

키워드

early literacyteachers’ beliefs and practicesearly childhood education in Korea
주제분류교육학

초록

In providing young children with literacy experiences, the teacher’s role is critical. In order to understand the beliefs and practices of early childhood teachers in a Korean context, in which children’s literacy is considered a key aspect of school readiness, 419 early childhood teachers across Korea were selected to complete a questionnaire. Differences associated with the teachers’ demographic variables, including types of early childhood setting, geographic region, teaching experiences, teacher qualifications, and educational training majors, were analyzed. The findings indicate that early childhood teachers in Korea strongly believe in emergent literacy approaches and practice such methods more frequently than reading readiness approaches. While no significant difference in beliefs related to the teachers’ demographic variables was found, differences were found in practices related to type of early childhood setting, teacher qualifications, and educational training majors. The results imply a need for discussion of alternative perspectives on early literacy that may better fit the Korean context

Abstract

In providing young children with literacy experiences, the teacher’s role is critical. In order to understand the beliefs and practices of early childhood teachers in a Korean context, in which children’s literacy is considered a key aspect of school readiness, 419 early childhood teachers across Korea were selected to complete a questionnaire. Differences associated with the teachers’ demographic variables, including types of early childhood setting, geographic region, teaching experiences, teacher qualifications, and educational training majors, were analyzed. The findings indicate that early childhood teachers in Korea strongly believe in emergent literacy approaches and practice such methods more frequently than reading readiness approaches. While no significant difference in beliefs related to the teachers’ demographic variables was found, differences were found in practices related to type of early childhood setting, teacher qualifications, and educational training majors. The results imply a need for discussion of alternative perspectives on early literacy that may better fit the Korean context

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