Peer-reviewed article
Awareness and demand of early childhood teachers for development of a sustainable development-oriented early childhood promotion program
Yeon Seung Lee, Jong-Myoung Park ·
Summary
Written by AI, not yet AICS's view · claude-sonnet-5-5This study surveyed 230 early childhood teachers in Busan about sustainable development education and personality education programs for young children. Teachers reported high awareness and perceived need for sustainable development education. They also reported difficulties putting it into practice, including a lack of materials. Teachers said a program should last 20-30 minutes, suit 5-year-olds, and that developing such a program is very necessary.
Key points
- 230 teachers in Busan were surveyed and the data were analysed with SPSS 23.0.
- Teachers' awareness and perceived necessity of sustainable development education were high.
- Early childhood personality education programs were most often implemented every day.
- Lack of materials was rated as a high difficulty in implementation.
- Teachers considered 20-30 minutes and age 5 as appropriate, and program development as very necessary.
Limitations
The abstract describes a teacher survey from one city (Busan) and does not report children's outcomes or test any program. It gives no numerical results, so the size of the findings and how teachers were sampled are unknown.
Abstract
This study conducted a survey of 230 teachers in Busan to find out the perceptions and demands of early childhood teachers for the development of a sustainable development-oriented infant personality promotion program, and the results of the analysis with the SPSS 23.0 program are as follows. First, as a result of examining the perceptions of early childhood teachers about sustainable development education and early childhood personality education programs, the awareness and necessity of sustainable development education were high, and teaching and learning methods were high in terms of experience and difficulty in implementation. Next, the number of implementations of early childhood personality education programs was the highest every day (often), and the lack of data was high in difficulty. Second, as a result of examining the needs of early childhood teachers for the development of a sustainable development-oriented infant personality promotion program, it was found that the appropriate time was 20-30 minutes and the appropriate age was 5 years old, and the necessity of program development was very necessary.