Dr. Mugyeong Moon

 

Dr Mugyeong Moon
Korea Institute of Child Care and Education
South Korea

Mugyeong Moon is presently the Director of Centre for ECEC Policy for Future and Vision, Korea Institute of Child Care and Education in the Republic of Korea (ROK). Dr. Moon served as a vice chair and the national coordinator for the OECD Early Childhood Education and Care Network Project. She is vice-chair of PECERA Korea (Pacific Early Childhood Education Research Association) and a steering committee member of ARNEC (Asia Regional Network of Early Childhood).

Dr. Moon’s work in her country includes serving on the Advisory Board of Teacher Education Policy Committee of Ministry of Education, on the Review Committees on the Revision of National Kindergarten Curriculum, on numerous Task Force teams for government projects, as well as being Head of the Early Childhood Education Division, Graduate School of Education, Ajou University. Dr. Moon’s expertise and research interests include early childhood policy, multicultural education, teacher education and curriculum development. Her recent research projects are ‘Integrating early childhood education and care’, ‘National frameworks and work issues of ECEC teachers’, ‘Improving the consultation system of the Nuri Curriculum’, ‘Establishing standard unit cost for kindergarten education’, and more.

She earned her Ph.D. (1998) in Early Childhood Education from the University of Illinois at Urbana-Champaign, USA and B.A. in Education from Seoul National University, ROK

Abstracts

International Forum on Kindergarten Education

Teacher Qualification, Training and Retention

Early childhood teacher qualification and training is highly important because of their effect on the quality of services and learning and developmental outcomes of children. For this reason, initial and in-service teacher training must reflect upon the goals and values of early childhood education and must be evaluated constantly whether they meet the desired quality requirements. Furthermore, it is necessary to identify work-related issues and improve working conditions in order to retain quality teachers in the field. In this presentation, international comparisons of the early childhood teacher qualifications will be made and policy issues of and strategies for the professionalization will be discussed.

Parent Seminar on Kindergarten Education

Should I send my child to a half-day or a full-day program?

Universal provision of early childhood education, increases of working mothers and reduced support from grandparents and relatives in child-rearing of today has been the main drive for the expansion of a full-day program in the early childhood. Yet, there have been controversial views and research findings on effects of service hours on children learning and development. What matters are not likely daily hours of the program operation, but the structural, process, and content quality of the program. It is important to identify characteristics and indicators of quality half-day and full-day programs (such as frequencies and types of teacher-child interactions and teacher training for a full-day program) as well as their relationships with children development. Rich information on half-day and full-day programs with high credibility will help parents evaluate which program matches their values and expectations and thus, make a right choice for their child.