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초록· 키워드
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This study was to examine the current state of the early childhood's English Education given during the regular curriculum and the teacher's teaching situation in teaching early children English. The purpose of this study was to offer superior early childhood education and an efficient English education in early childhood.
The Questionnaires used are as follows :
1. What are the recognition of English teacher's and Qualifications for early childhood ?
1-1. What are the recognition and Qualifications according to teacher's background variable?
2. What is the actual state of English Education for early childhood?
3. What are the realities of Education for English teachers of early childhood ?
3-1. What are the teaching state according to teacher's background variable ?
The subject of these study were 219 teachers who were teaching english at 205 kindergarten in Busan. The study was performed with Questionnaires made by this researcher, and the data were analyzed with Frequency, Percentage and x² -test.
The results of the study are summarized as follows.
First, many English teachers of early childhood were educated by the agent or agency of English education program and it is necessary to have a training program for the English teacher. For training English teacher in early childhood, it was researched that those who majored in English education, completed the primary course of early childhood education and were trained about English education in early childhood were competent to do such a thing and those who majored in early childhood education and English education in early childhood(33.8%). In the teacher's Quality, it was explored that the first was development in early childhood or teaching and the second was teaching method. Some differences according to the teacher's background variable revealed on difficulties happened when they taught early children and the main objective of English education.
Second, in most kindergartens, the English education has been performing 2 times a week and it takes 20-30 minutes at a time. The age was 4-5 years old, the number was 20-30.
Third, most English lessons were introduced by program and performed. The fields used in class were listening, speaking and the teaching tools were boarding, picture, word cards, tape etc were used. The method of lesson was the game activity with teaching tools in relation to English, and efficient teaching methods were also expressed with the same one. But In aspect of English lesson activity form, language form, pronunciation, the rate of English and Korean usage there were remarkable differences according to teacher's background variable.
The Questionnaires used are as follows :
1. What are the recognition of English teacher's and Qualifications for early childhood ?
1-1. What are the recognition and Qualifications according to teacher's background variable?
2. What is the actual state of English Education for early childhood?
3. What are the realities of Education for English teachers of early childhood ?
3-1. What are the teaching state according to teacher's background variable ?
The subject of these study were 219 teachers who were teaching english at 205 kindergarten in Busan. The study was performed with Questionnaires made by this researcher, and the data were analyzed with Frequency, Percentage and x² -test.
The results of the study are summarized as follows.
First, many English teachers of early childhood were educated by the agent or agency of English education program and it is necessary to have a training program for the English teacher. For training English teacher in early childhood, it was researched that those who majored in English education, completed the primary course of early childhood education and were trained about English education in early childhood were competent to do such a thing and those who majored in early childhood education and English education in early childhood(33.8%). In the teacher's Quality, it was explored that the first was development in early childhood or teaching and the second was teaching method. Some differences according to the teacher's background variable revealed on difficulties happened when they taught early children and the main objective of English education.
Second, in most kindergartens, the English education has been performing 2 times a week and it takes 20-30 minutes at a time. The age was 4-5 years old, the number was 20-30.
Third, most English lessons were introduced by program and performed. The fields used in class were listening, speaking and the teaching tools were boarding, picture, word cards, tape etc were used. The method of lesson was the game activity with teaching tools in relation to English, and efficient teaching methods were also expressed with the same one. But In aspect of English lesson activity form, language form, pronunciation, the rate of English and Korean usage there were remarkable differences according to teacher's background variable.
목차
Ⅰ. 서론
Ⅱ. 유아기의 영어교육
Ⅲ. 연구방법
Ⅳ. 결과 및 해석
Ⅴ. 논의 및 제언
참고문헌
〈Abstract〉
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UCI(KEPA) : I410-ECN-0101-2009-001-019502712