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

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Title: A Comparative Study of ECEC Practitioners' Perceptions of Children's Well-Being and Their Roles in South Korea and Norway
Language: English
Authors: Nah, Kwi-Ok, Bjørgen, K., Go, Y. M., Yoo, Y. E.
Source: European Early Childhood Education Research Journal. 2020 28(6):847-863.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 17
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Descriptors: Early Childhood Teachers, Teacher Attitudes, Comparative Education, Well Being, Teacher Role, Foreign Countries, Social Differences, Cultural Differences, Student Needs, Psychological Needs
Geographic Terms: South Korea, Norway
DOI: 10.1080/1350293X.2020.1836585
ISSN: 1350-293X
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.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1281789
Database: ERIC
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  Data: A Comparative Study of ECEC Practitioners' Perceptions of Children's Well-Being and Their Roles in South Korea and Norway
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  Data: <searchLink fieldCode="AR" term="%22Nah%2C+Kwi-Ok%22">Nah, Kwi-Ok</searchLink><br /><searchLink fieldCode="AR" term="%22Bjørgen%2C+K%2E%22">Bjørgen, K.</searchLink><br /><searchLink fieldCode="AR" term="%22Go%2C+Y%2E+M%2E%22">Go, Y. M.</searchLink><br /><searchLink fieldCode="AR" term="%22Yoo%2C+Y%2E+E%2E%22">Yoo, Y. E.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22European+Early+Childhood+Education+Research+Journal%22"><i>European Early Childhood Education Research Journal</i></searchLink>. 2020 28(6):847-863.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Early+Childhood+Teachers%22">Early Childhood Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Education%22">Comparative Education</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Differences%22">Social Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Differences%22">Cultural Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Needs%22">Psychological Needs</searchLink>
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  Data: 10.1080/1350293X.2020.1836585
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  Label: ISSN
  Group: ISSN
  Data: 1350-293X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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      – SubjectFull: Early Childhood Teachers
        Type: general
      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Comparative Education
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      – SubjectFull: Student Needs
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      – SubjectFull: Psychological Needs
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      – SubjectFull: South Korea
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      – SubjectFull: Norway
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