A Comparative Study of ECEC Practitioners' Perceptions of Children's Well-Being and Their Roles in South Korea and Norway

Autor/inn/en	Nah, Kwi-Ok; Bjørgen, K.; Go, Y. M.; Yoo, Y. E.
Titel	A Comparative Study of ECEC Practitioners' Perceptions of Children's Well-Being and Their Roles in South Korea and Norway
Quelle	In: European Early Childhood Education Research Journal, 28 (2020) 6, S.847-863 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2020.1836585
Schlagwörter	Early Childhood Teachers; Teacher Attitudes; Comparative Education; Well Being; Teacher Role; Foreign Countries; Social Differences; Cultural Differences; Student Needs; Psychological Needs; South Korea; Norway + Suchen Sie Ihr Suchwort? Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Vergleichende Erziehungswissenschaft; Well-being; Wellness; Wohlbefinden; Lehrerrolle; Ausland; Sozialer Unterschied; Kultureller Unterschied; Korea; Republik; Norwegen
Abstract	This comparative study investigated how early childhood education and care practitioners in South Korea and Norway perceive the concept of children's well-being and their own roles in supporting and facilitating children's well-being. Data were collected through online questionnaires from 198 practitioners and analysed utilising chi-square analyses. The results showed that South Korean practitioners perceived the cognitive and economic domains as more important than Norwegian practitioners. Meanwhile, the practitioners from Norway perceived the social domain as more important than South Korean practitioners. Norwegian practitioners perceived physical needs, need for affection, and enjoyment as more important than Korean practitioners. Norwegian practitioners also monitored every child's well-being and more actively encouraged positive interactions and child-initiated activities. Meanwhile, Korean practitioners perceived the need for safety as important and believed that environments were not safe enough for children's health and well-being. These findings suggest that the educational approaches and sociocultural contexts of the two countries influence children's well-being. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01