Davies, B. (1982). Life in the classroom and playground: The accounts of primary school children. London: Routledge.
Dewey, J. (1974). The Child and the curriculum. Chicago: University of Chicago Press; (Original work published 1902).
DuFour, R., DuFour, R., Eaker, R., Many, T. (2006). Learning by doing: A handbook for professional learning communities at work. Bloomington, IN: Solution Tree.
Freire, P. (2018). Education as a practice of freedom. Durham, NC: Duke University Press.
Henderson, J. G., Gornik, R. (2007). Transformative curriculum leadership(3rd ed.), Columbus, OH: Pearson.
Katz, L. G. (1984). The professional early childhood teacher. Young Children, 39(5), 3-10.
Lindsay, P., & Lindsay, C. H. (1987). Teachers in preschools and child care centers: Overlooked and undervalued.
Child and Youth Care Quarterly, 16:91-105 doi:10.1007/BF01083974.
Polanyi, M. (1962). Personal knowledge: Towards a post-critical philosophy. London: Routledge & Kegan Paul.
Ahn, H. (2021). The relationship and influence of kindergarten teachers’ teaching flow, autonomy and job crafting in terms of professional development work. Korean Journal of Early Childhood Education, 41(3), 53-77 doi:10.18023/kjece.2021.41.3.003.
Bang, H.-S. (2020). Early childhood teachers’ perceptions of 2019 revised Nuri course and needs for teacher training. The Society for Constructivist Early Childhood Education, 7(1), 67-98.
Cho, B. K., Seo, H. J., & Kim, M. H. (2020). A study on the Korean national kindergarten curriculum and the direction of the Nuri curriculum. Korean Journal of Early Childhood Education, 40(1), 185-213 doi:10.18023/kjece.2020.40.1.008.
Cho, D. (2002). The reconsideration on the meaning and procedure of school-based curriculum development-Focused on the professional development and autonomy of a teacher-. The Journal of Curriculum Studies, 20(3), 23-44.
Cho, E.-J. (2012).
The study of the child care teacher’s professional recognition, job satisfaction and life satisfaction. (Master’s thesis). Retrieved from
http://www.riss.kr/link?id=T12683764.
Choi, K., & Yuk, G. L. (2014). A study on childcare teachers’ self-supervision in types of institutes and their academic background and career. Journal of Early Childhood Education & Educare Welfare, 18(4), 295-317.
Choi, Y., Hu, Y., & So, K. (2017). Reconceptualizing teacher autonomy in discussions on curricular autonomy policy: Michel foucault’s “care for the self ”. The Journal of Curriculum Studies, 35(2), 119-141.
Chung, K. S. (2018). The impacts of organizational culture, educational communality and satisfactions of the institutions perceived by early childhood teachers on their relational satisfaction with members.
The Journal of Korea Open Association for Early Childhood Education, 23(3), 199-223 doi:10.20437/KOAECE23-3-09.
Chung, K.-S., Son, H.-H., & Kim, J.-Y. (2019). Relationship between teacher-parent cooperation and competence for building early childhood educational community: Mediating effect of psychological empowerment.
Korea Journal of Child Care and Education, 114:45-67 doi:10.37918/kce.2019.01.114.45.
Jeong, Y.-J., & Choi, J.-Y. (2021). A study on play perception of early Childhood teachers for the 2019 revised Nuri course. Journal of Knowledge Information Technology and Systems, 16(1), 195-205 doi:10.34163/jkits.2021.16.1.019.
Jo, G. H. (2002).
A study on the relationship between the organizational health of kindergartens and their teachers’ organizational commitment. (Master’s thesis). Retrieved from
http://www.riss.kr/link?id=T8199017.
Kim, B. H. (2021).
A study on tendency and relationship of kindergarten teacher’s core competency, teacher’s autonomy, instructional creativity. (Master’s thesis). Retrieved from
http://www.riss.kr/link?id=T15804175.
Kim, H.-J., & Kim, N.-H. (2018). The relationship among day care centers’ organizational climate, perception of professionalism, and happiness of infant teachers.
The Journal of Eco Early Childhood Education & Care, 17(1), 27-48 doi:10.30761/ecoece.2018.17.1.27.
Kim, H. Y. (2010). A study on the human relations of kindergarten teachers. The Korean Journal of Phenomenological and Hermeneutic Educational Practice, 7(3), 51-70.
Lee, E., & Kim, J. (2022). Development and validation of the early childhood teacher’s autonomy scale in the implementation of early Childhood curriculum: Focusing on the 2019 revised Nuri curriculum. Korean Journal of Childcare & Education, 18(23), 23-50 doi:10.14698/jkcce.2022.18.01.023.
Lee, E.-J., & Bae, J.-H. (2021). An analysis of kindergarten teacher’s perception and current implementation toward autonomy. The Journal of the Korea Contents Association, 21(11), 389-402 doi:10.5392/JKCA.2021.21.11.389.
Lee, J. M., Cho, S. M., & Song, Y. S. (2013). A study on the trust in organization difference by career, working conditions of the child-care center teacher, and the influence of trust in organization to collaboration in the child-care center-Focused on comparison of the child-care center typology. Korean Journal of Child Education and Care, 13(3), 71-93.
Lee, K. (2019). Early childhood teacher competences toward actualizing the 「2019 Nuri curriculum」.
Childhood Education Review, 9(2), 5-33 doi:10.26834/kscice.2019.9.2.5.
Lee, S., & Yang, J. (2019). The meanings of the autonomy revealed in the experience of reconstructing the curriculum. Korean Journal of Early Childhood Education, 39(2), 565-592 doi:10.18023/kjece.2019.39.2.023.
Lim, B., Kwon, H., Kim, S., Sing, W., Shin, Y., Shin, E., ...Choi, Y. (2019). Gaejeing nurikwajeong haeseolseo [개정 누리과정 해설서]. Sejong, Chungcheongnamdo: Korea: Ministry of Education, & Ministry of Health and Welfare.
Liu, Y., Jung, J.-H., & Lee, A.-R. (2022). The moderated mediating effects of play teaching efficacy and teacher-parent partnerships in the relationship between early childhood teacher’s positive play beliefs and teacher-child interaction.
The Journal of Korea Open Association for Early Childhood Education, 27(1), 117-137.
Oh, C. (2018). Redesigning the early childhood curriculum based on autonomy.
Korean Journal of Early Childhood Education, 38(4), 415-443 doi:10.18023/kjece.2018.38.4.017.
Park, H.-Y., & Kim, H.-S. (2020). Effects of early childhood teachers’ autonomy support and play teaching efficacy on young children’s playfulness. Institute of Education, Dongguk University, 5(2), 65-82.
Park, Y., & Jung, H. (2022). A study on early childhood teacher’s autonomy in curriculum implementation. Teacher Education Research, 61(1), 75-96 doi:10.15812/ter.61.1.202203.75.
Son, H. S., & Lee, J. Y. (2018). The effects of child care teachers’ perception of professionalism, happiness and emotional intelligence on teacher-child interactions.
Journal of Research in Curriculum & Instruction, 22(6), 414-425 doi:10.24231/rici.2018.22.6.414.
Youn, J. (1992). gyoyughaengjeonggwa haggyogyeongyeong [교육행정과 학교경영]. Seoul: Kyohakyongusa.
Youn, S.-J., & Kim, J.-W. (2021). Development and validation of the play sensitivity scale for early childhood teachers.
The Journal of Korea Open Association for Early Childhood Education, 26(3), 145-174 doi:10.20437/KOAECE26-3-06.