2021, Vol.11, No.1

Global Creative Leader: Education & Learning 2023 KCI Impact Factor : 1.5

pISSN : 2234-7534
https://journal.kci.go.kr/gcl

The purpose of this study was to develop a core competence test for preservice early childhood teachers and to examine the validity and reliability. To develop a core competence test for preservice early childhood teachers research related to core competence was analyzed to form a definition of core competence. 7 factors and 50 questions were selected as the preliminary questions. To select the final questions, an exploratory factor analysis was conducted for 385 preservice early childhood teachers in Chungnam as a preliminary question to develop a test for 22 questions with 5 factors. To verify the construct validity and concurrent validity, a confirmatory factor analysis was conducted on 336 preservice early childhood teachers and a correlation analysis between early childhood teachers core competence. As a result of the verification of the test, it was found that the construct validity, concurrent validity & internal consistency were appropriate. Thus, developed a core competence test for preservice early childhood teachers had construct validity and internal consistency.

The purpose of this study is to confirm whether the integrated program for children's creativity and emotional ability is effective in improving young children's creativity and emotional ability. The subjects of this study were 42 children aged 5 years. An experimental group and a comparative group were formed and 20 lessons were conducted for 10 weeks. The effectiveness of the program was confirmed using Lee(2010)'s standardization test tool for infant creativity and Cho(2014)'s test tool for infants and lower elementary school age. The collected data were analyzed by t-test and ANCOVA using the SPSS 22.0 program. The results of the study are as follows. Young children's creativity and emotion programs were effective in improving young children's creative ability. As for the emotional ability, the effect of the program could be confirmed in all of the sub-factors of the emotional ability, proving this program is effective in improving the emotional intelligence. The implications of this study are as follows. First, as the kindergarten curriculum has recently been revised to play-centered education, this program should also be used flexibly in a children's center. Second, The teacher's competency to use the program is needed. Teacher should observe the children and use effective methods depending on the situation.

This paper discussed how recent technological developments have changed the understanding of learners and the recognition of learning theories based on the lens of newly emerging post-humanism. To address this issue, this paper summoned the four substantial theories of post-humanism ―i.e., new materialism, actor-network theory, object-oriented ontology, and post-phenomenology― and focused on the following research questions: i) what are the characteristics of post-human learners? and ii) what are the alternative post-human learning theories? Regarding the first question, this paper emphasized that post-human learning will include such aspects as cyborg learning, the learning by artificial brain, and networked learning, and consequently, that the characteristics of learners will change from natural or cyborg learners to BIOLOID or AI learners. Considering the second question, this paper compared the humanistic and post-human learning theories in terms of the foundations, types, and traits of learners, and suggested such alternative learning theories as post-human-behaviorism, connectionism, and relationalism. This paper's discussion may provide implications for the directions of learning theories under the trends of technological social shift.