| 초록 |
The purpose of this study is to examine whether there is a difference in teachers' ecological sensibility and eco-life behaviors depending on their early childhood teachers' experience in eco early childhood teacher education training and implementation of eco early childhood education. The study also aims, to explore the relationship and influence between variables, so that early childhood teachers can be ideal models for eco-life behaviors. To this end, data were collected from 214 early childhood teachers using a background questionnaire and the 'ecological sensibility' and 'eco-life behaviors' scales, and differences, relationships, and explanatory power were analyzed using the SPSS 21.0 program. First, early childhood teachers with experience in eco early childhood education teacher training and implementation of eco early childhood education showed high ecological sensibility and eco-life behaviors. Second, the higher the ecological sensibility of early childhood teachers, the higher the eco-life behaviors. Third, the eco early childhood education teacher training and eco early childhood education implementation experience, and the relative explanatory power of ecological sensibility were all significant. Therefore, considering the purpose of the Nuri curriculum, which takes the cultivation of an ecological worldview that respects and love people and nature as its main compositional focus, promoting the eco-life behaviors of early childhood teachers is key. Thus, there is a need for an eco early childhood education teacher training program to improve the execution ability of early childhood education. |
