2016 OMEP SEOUL

68th OMEP World Assembly and International Conference

This program book is sponsored and made by Changjisa 2

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TABLE OF CONTENTS

2016 OMEP Conference Organization 4 Useful Information 5 Guidelines for Presenters 8 Welcome Address 10 Keynote Speeches 16 Session Highlights 22 Program Schedule 30 Daily Program 31 General Information on the Conference Venue 72 Sponsors 76 Call For Manuscript For IJEC 77 World OMEP Declaration 2012-2015 78 OMEP 2017 Announcement 83 Index of Authors 85 Floor Maps 92 Certificate of Attendance 95 For Your Notes 96 4

2016 OMEP CONFERENCE ORGANIZATION

Directors and Managers President Eunhye Park(Ewha Womans University) [email protected] Vice-President/Reception Heejin Kim(Ewha Womans University) [email protected] Academic Director Eunsoo Shin(Duksung Women's University) [email protected] Editing Executive Director Seung Yeon Lee(Ewha Womans University) [email protected] Advertising Director Anna Cho(Kangnam University) [email protected] Trustee of Director Hong-Ju Jun(Sungshin Women's University) [email protected] Programs Evaluation Myoung Soon Kim(Yonsei University) [email protected] Cultural Exchange Hee Sook Park(Kangnam University) [email protected] General International Cooperation Wonkyung Sung(Woosong University) [email protected] Manager School Visit Jeongsun Park(Myongji College) [email protected] Financial Jung Ae Ohm(Ewha Womans University) [email protected] Exhibition and Booth Hyangja Kim(Myongji College) [email protected]

Staff Members

Promotional Dept.: Cultural Exchange Dept.: Kijoo Cha(Gachon University) Heekyung Han(Korea National Univ. of Transportation) Su Kyoung Park(Konkuk University) Hee Jung You(Hanshin University) Hyun Jean Yi(Catholic University of Daegu) International Cooperation Dept.: Program Planning Dept.: Soonhwan Kim(Ewha Womans Uninversity) Hyung Mee Kim(Korean Bible University) Eun Mee Lim(Sungkyul University) Byungho Lee(Duksung Women's University) School Visit Dept.: Daeun Park(Chungbuk National University) Nan Sil Kim(Myongji College) Youngeui Yoo(Soon Chun Hyang University) Ji Hi Bae(Sungshin Women’s University) Programs Evaluation Dept.: Financial Dept.: Hyejin Jang(Daegu University) Hoewook Chung(Ewha Womens Uninversity) Boo Yeun Lim(Pusan National University) Yeo Hun Koh(Chungkang College of Cultural Industries) Mugyeong Moon(KICCE) Exhibition and Booth Dept.: Programs Editorial Dept.: Hyunock Lee(Sungkyul University) Kyung Eun Jahng(Kyung Hee University) Myung Hee Choi (Shingu College) Suhyun Kwon(Myongji College) Okjong Ji(Korea National Univ. of Transportation) Joo Yeon Ryu(Ewha Womans University) General Affairs Dept.: Reception Dept.: Seenyoung Park(Bucheon University) Hae Kyoung Kim(Seoul Women's University) Min young Jang(Ewha Womans Uninversity) Jeong Yoon Kwon(Sungshin Women's University)

*Special thanks to graduate and undergraduate students at Ewha Womans University and other volunteers. 5

USEFUL INFORMATION

Registration

Registration is located at ECC Hall (B4, ECC building) from 8:00am on Wednesday, July 6. Badges need to be picked up on site at registration. Badges should be worn at all the times, not only courtesy to other registrants but also as an indication that registration has been completed before participation in any scheduled event.

Abstracts

All abstracts have been uploaded on OMEP 2016 website, www.omep2016.org, and OMEP 2016 App.

Information Center

Information center will be located in front of Samsung Hall at ECC building. At the information center, you will be able to check conference location, get tourist information near the conference site, etc.

Certificate of Attendance

‘Certificate of Attendance’ form is attached at the back of this program book.

Poster and Exhibition

The poster session and the exhibition will be presented on July 7, from 8:30am to 1:30pm. The poster session will be located at ECC Square, and the exhibition will be located at ECC Hall.

Refreshments & Meals

Mid-morning and afternoon refreshments (coffee, water, and snack), lunches, and the Welcome Reception are included in the registration fee. The main points will be located at the floor B4 (ECC Hall, Lee Sam Bong Hall, and ECC Theater) in ECC building and at Kim Emma Hall (#B152) in Education Building B. Please follow the directions of the conference staff.

Refreshments partly sponsored by G Genius-box Genius-box 6

Map of Ewha Womans University 7

Transportation

Subway at Ewha Womans University Subway Green line #2 Ewha Womans Univ. Station

Buslines at Ewha Womans University 1. Ewha Womans Univ. Station Blue: 163, 170, 171, 172, 270, 271, 273, 371, 472, 602, 603, 700, 705, 721, 751 Green: 5711, 5712, 5713, 5714, 6716, 7017, 7611, 7712 Red: 1000, 1100, 1200, 9600, 9602, 9706

2. Ewha Back Gate Blue: 161, 370, 470, 601, 708, 750, 751 Green: 6714, 7017, 7736, 7737 Red: 9101, 9600, 9601, 9602, 9706, 9713 Yellow: 7736, 7737 8

GUIDELINES FOR PRESENTERS

Symposium

The self-organized symposium should be arranged around a central theme and involves presentations from multiple institutions rather than from a single laboratory, department, or organization. The symposium should consists of at least three presentations, a chair, and a discussant. Symposiums are scheduled for 90 minutes on a related topic and time for active discussion with the audience. Each lecture room is equipped with PC laptop computer, one video projector, and one large screen. Presenters of a symposium need to communicate with each other on the length of individual presentations and tell also the chair of how the symposium is structured. Allow enough time between your arrival and the time of presentation. The program is tightly scheduled. Chairs are urged to ensure that the length of the talk is strictly complied with, as is the course of the program. Please be courteous and take care that you do not exceed your own session time.

Workshop

The workshop is a presentation emphasizing interaction and exchange of practical knowledge and skills which are useful in the field of early childhood education. Presenters need to specify the maximum number of delegates and space requirement, and also must provide all materials for the workshop. Workshops are scheduled for 90 minutes. Each lecture room is equipped with PC laptop computer, one video projector, and one large screen. Please be courteous and take care that you do not exceed your own session time. You may wish to provide handout to accompany your workshop presentation. As the program is tightly scheduled and it is impossible to delay a presentation, please allow enough time between your arrival and the time of presentation. Since it is unknown how many people might be viewing your presentation, bring as many handouts as you believe may be necessary. 9

Individual Paper Presentation

A individual paper presentation is a standard oral presentation as part of a shared presentation; individual paper presentations are scheduled for 60 minutes for four individual paper session. Each presenter will have 15 minutes to present and 5 minutes for Q&A. Typically, your presentation will be grouped with 3 other presentations (of complementary topics, when possible). Each presentation, therefore, should feature four presentations. Please identify yourself to the session moderator 10 minutes before the session. Follow the instructions of the moderator; especially regarding the time for your talk. Each lecture room is equipped with PC laptop computer, one video projector, and one large screen. You may wish to provide handout to accompany your paper presentation. Since it is unknown how many people might be viewing your presentation, bring as many handouts as you believe may be necessary.

Poster Presentation

The poster presentation session is for a knowledge sharing on early childhood education and care. Posters should be concise and visually appealing, highlighting only key information about your work or research. Images and graphics are highly encouraged. The poster session is scheduled for 60 minutes. Your poster should come ready for display within the dimensions specified. Poster format is 60x90cm (24×36in), vertical. It is recommended that displays do not exceed 1m in height. You may wish to provide A4 sheet handouts similar to the poster to accompany your poster presentation. This provides a useful ‘take-away’ resource with your contact details on the handout. Since it is unknown how many people might be viewing your presentation, bring as many handouts as you believe may be necessary. Your poster will be displayed on July, 7 (Thursday), so we kindly ask that it be mounted one day before the poster session. Specifically, we urge all the presenters to mount their posters on July 6, after 6:00pm during the Welcome Reception. After the poster session, the poster should be removed around 1:30pm during lunch time. Any posters remaining after the poster session may be discarded. OMEP Korea and its staff are not responsible for packing, removing, or shipping your poster. If you have to leave before your dismantling time, please designate a colleague to be responsible for removing your poster. 10

WELCOME ADDRESS

Welcome Address 1

I would like to personally welcome each of you to the 68th OMEP World Conference. It is an exciting time for the field of early childhood education (ECE), as, for the very first time, its importance is acknowledged by world leaders of 193 countries at the United Nations Summit on Sustainable Development last September. Specifically, Target 4.2 of the Sustainable Development Goals (SDGs) asserts that “By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre- primary education so that they are ready for primary education.” But what do we need to do to meet this target?

As the theme of this World Conference suggested, we need to transform our early childhood systems for our future generations. In most countries, ECE is not a coherent system. There are many funding streams, hundreds of small programmes, and different regulations. It involves primary care providers, teachers, families, and communities. All of them have to work together in order to achieve effective and quality ECE. We must situate ECE in a holistic context. We need innovations at the same time optimise the strengths we already have. Most importantly, we need to show the world that young children’s holistic development and enhanced learning has a strong multiplier effect which can transform not only individuals but also societies. We are, in fact, starting a revolution.

I would like to thank each of your for attending our conference and bringing your expertise to our gathering. You, as early childhood education leaders, have the vision, the knowledge, the wherewithal and the experience to help us pave our way into the future. Throughout this conference, I ask you to stay engaged, keep us proactive and help us shape the future of ECE. My personal respect and thanks goes out to all of you.

On behalf of the World Executive Committee, I would especially like to thank the conference planning committee led by Professor Eunhye Park, all of the supporting agencies, sponsors, and helpers who contributed the grants and their efforts during the conference preparation. This conference would not have been a success without you. Thank you.

Dr. Maggie Koong World President of OMEP 11

Welcome Address 2

Welcome!

Welcome to the 68th OMEP World Assembly and International Conference in Seoul, Korea. Preparing children for the future is the central role of early childhood education. Responding to the global issues of education and development of children is imperative for the future generations.

The Incheon Declaration adopted in World Education Forum 2015 requires that the global community transform Early Childhood Systems to enhance the quality of education. The transformation will ensure higher quality of early childhood education and learning for children. It is our goal to create more effective systems that better meet the needs of both current and future generations.

The 68th OMEP World Assembly and International Conference in Seoul will provide an arena for the global community to continue the discourse on "Transforming Early Childhood Systems for Future Generations." Please join us as we create the prospect for educational innovation in global society.

Dr. Eunhye Park President, OMEP Korea 12

Welcome Address 3

Dr. Maggie Koong, distinguished guests, and honorable delegates and attendees to the 68th OMEP World Congress and International Conference, it is with profound pleasure and privilege that I, on behalf of Ewha Womans University, extend a hearty welcome to you all. I would like to offer my appreciation to the organizing committee for orchestrating and coordinating this Conference.

I believe that Ewha Womans University and OMEP share same vision for women and children. We began a tradition of providing education to women and children 130 years ago, and Ewha has now grown into a global hub for female leaders. I am very proud to present the Ewha kindergarten to you. It was the very first kindergarten in Korea and celebrated its centennial anniversary in 2014. Ewha has always been a leader of the field of early childhood education in Korea.

Early childhood education and care have been rapidly expanding in the last 15 years, but with unequal pace and coverage internationally. In order to provide quality early childhood education and care with equity, Education 2030, the global education framework adopted in September of 2015, targeted the universalization of inclusive and quality early childhood education and care, including the provision of at least one year of free and compulsory pre-primary education for all. In order to meet this target, we must have evidence-based data about early childhood education and care. I am sure the members of the OMEP are devoted to the rights and welfare of children around the world.

Ewha, along with the organizing committee, will do its best to ensure that you enjoy your time with us and take home pleasant memories of your visit with us. I expect the 68th OMEP International Conference to be a great success. Thank you.

Dr. Kyunghee Choi President, Ewha Womans University 13

Welcome Address 4

Greetings,

I would like to offer warm congratulations on the 68th World Assembly and International Conference of the World Organization for Early Childhood Education and Care (OMEP) to be held in Seoul, Korea. It gives me pleasure to welcome OMEP World President Dr. Maggie Koong and distinguished country delegates who have come to attend the OMEP World Assembly and International Conference, and everyone who has come to the International Conference. I would like also to extend my gratitude to OMEP Korea President Dr. Eunhye Park and others at OMEP Korea for their excellent arrangements.

In 2015, the Korean Ministry of Education hosted the World Education Forum, where we discussed seven specific targets for nurturing world citizens, including increased access to early childhood education and care. At the event, we reaffirmed the importance of early childhood education and our shared responsibility for ensuring it.

In order to promote the right to education and a fair start for every child in Korea, the Korean government introduced a standard curriculum called the Nuri Curriculum for five-year-olds in 2012 and extended it to further include three- and four-year-olds in 2013. Now, any child aged three to five can benefit from the common curriculum, regardless of which educational institutions they use, and are entitled to education and child care subsidies, regardless of their parents’ income levels. The Korean government is committed to doing everything it can to ensure that every child in Korea is educated and protected, irrespective of the conditions they were born into.

As the proverb goes, “It takes a village to raise a child.” Early childhood education is an important topic of our time that everyone needs to take seriously. I hope the OMEP World Assembly and International Conference in Korea serves as the opportunity to reaffirm the importance of early childhood education and leads to ways to ensure equitable quality education for all.

I would like to express my gratitude to all of you once again for finding the time out of your busy schedules to attend the OMEP World Assembly and International Conference and taking interest in the event. I especially wish that those of you who have traveled from abroad have a pleasant and wonderful time in Korea. Thank you. [Translated by OMEP, KOREA]

Dr. Joon Sik Lee Deputy Prime Minister and Minister of Education, Korea 14

Welcome Address 5

Our honored guests who have come a long way from around the world, and ladies and gentlemen. I am truly pleased to see that an international conference of the World Organization for Early Childhood Education and Care (OMEP) is held in Korea and would like to extend my heartfelt congratulations. I would like to express my special gratitude to the World President Maggi Koong as well as the President of OMEP Korea Eunhye Park who have made this wonderful conference possible. Also I would like to thank Professor Sharon Kagan, who will give a keynote address and the other invited speakers for this conference.

OMEP is an international childhood educational organization representing five continents, as well as a special advisory institution to the UN on child issues. OMEP made a great contribution when the UN constituted the Convention on the Rights of the Children. Representing the field of early childhood education at the World Education Forum held at Incheon in May 2015, OEMP advanced an innovative idea for the manifestation of a better early childhood education.

This international conference, which is being held in Korea for the first time, has a theme of “Transforming Early Childhood Education Systems for Future Generations.” This conference aims to find a way to innovate the existing childhood education system which is inextricably interwoven with policy, practice, and research on early childhood education. Thus this conference has important implications for policies on early childhood education in many countries. As we all know, eminent scholars in childhood education and the top experts for the development of policies are invited to this conference. Quality discourse on early childhood education in this conference will open a new vista for the future early childhood education.

It is high time for Korean childhood education to initiate a fundamental innovation. The first kindergarten in Korea was established in the 1910s, more than a century ago. With all the historical turbulences including national liberation in 1945, government establishment in 1948, and the Korean War from 1950 to 1953, Korean government did not pay due attention to early childhood education at a national level, as its top priority was given to the increasing accessibility to elementary school.

Only after the 1960s, when the rate of enrollment reached approximately 100 percent in elementary schools, were enforcement ordinances of the kindergarten facilities and of the kindergarten curriculum promulgated in Korea. Still, even after the 1960s, the government was more interested in expansion of secondary education rather than preschool education. Only after the 1990s, when secondary education sufficiently matured, the government drew its attention to early childhood education.

In the 1960s and 1970s the government was more occupied by childcare, rather than education itself. The Child Welfare Act in the 1960s served as the legal base for daycare centers as part of child welfare facilities. The rapid industrialization and urbanization of the 1970s, in particular, led to a dramatic expansion of daycare centers that took care of young children whose parents were absent. Those centers were more concerned with caring rather than education.

In the 1990s, however, early childhood education in Korea made a significant progress. In addition to half-day programs in kindergarten, time-extended and full day programs became available, and the Early Childhood 15

Education Promotion Act in the 1990s defined early childhood educational institution as a school, thereby confirming that kindergarten should fall under the category of the public education system.

The Early Childhood Education Advancement Policy, announced in 2009, served as an opportunity for Korean early childhood education to make a progress further. This policy started with two aims: First, every child needs to be educated, not just to be taken care of. To this end, a common curriculum titled the Nuri Curriculum was created, integrating the education curriculum at kindergarten and childcare curriculum at daycare center. The Nuri Curriculum has been applied to five-year-olds since 2012, and later to three- and four-year-olds since 2013. Second, every child needs to receive free education. Now those aged three to five who enroll in Nuri Curriculum receive free education. This is an important advancement made in Korean early childhood education.

Still, the current Korean early childhood education has many tasks to overcome. First, two separate institutions are in charge of young children: kindergarten, the educational institution for young children; and the childcare institution for daycare. Kindergarten is subject to regulations by the Ministry of Education, while daycare centers are under the jurisdiction of the Ministry of Health and Welfare. Therefore, kindergartens and childcare centers significantly differ in terms of operating principles, teacher qualifications and salaries, facility requirements, and so on. Secondly, too great a disparity exists among educational institutions such as disparity in facilities and environment between public and private institutions, as well as gaps among individual institutions. Thirdly, Korean government should think out viable alternatives or effective strategies which can reduce the gap between kindergarten and daycare center in a financially sustainable manner.

In order to meet these challenges, the Korean government has been implementing policies to integrate kindergarten-provided education and daycare center-provided childcare. The Nuri Curriculum marked a starting point in that it introduced an integrated standard curriculum to both kindergarten and daycare center. The early childhood education/daycare institutions, however, are still administered by two different entities– the Ministry of Education and the Ministry of Health and Welfare. It is expected that from 2017 the Ministry of Education will be the sole administrative body.

I hear that delegates from many countries came together to the World Assembly held along with the International Conference to explore ways of collaborating between the OMEP and other international organizations. I hope that at the International Conference ideas and strategies are also discussed to ensure quality education for every child in the world, leaving no child behind. I also hope that “quality education for all,” the aim of the proposed SDG 4, is fulfilled in early childhood education as well. In particular, I would like to acknowledge that a fund-raising project which is promoted by Korean students ranging from preschool children to college students to invite professionals in Third World countries to this International Conference, may be a good example of cooperation to achieve the SDG 4.

Distinguished guests, and ladies and gentlemen, I hope you have the chance to experience the history, culture, and food of Korea and build good memories during your stay. I wish you a wonderful and pleasant trip.

Dr. Chaechun Gim President, Korean Educational Development Institute Former Vice Minister of Education 16

KEYNOTE SPEECHES

Sharon Lynn Kagan

Teachers College, Columbia University Yale University's Child Study Center

Sharon Lynn Kagan is the Virginia and Leonard Marx Professor of Early Childhood and Family Policy and Co-Director of the National Center for Children and Families at Teachers College, Columbia University and Professor Adjunct at Yale University's Child Study Center. As the author of 250 articles and 14 books, Professor Kagan is noted for her seminal research on the institutions that impact the quality, equity, and sustainability of services impacting young children and their families. Using research and working in conjunction with UNICEF, the World Bank, UNESCO, and the IADB, Kagan has helped shape early childhood policies in over 70 countries globally. Acknowledged for these research and policy contributions, Kagan is a Fulbright Scholar, and an elected Fellow of both the National Academy of Education and the American Educational Research Association (AERA). She is the only woman in the history of American Education to receive its three most prestigious awards: the 2004 Distinguished Service Award from the Council of Chief State School Officers (CCSSO), the 2005 James Bryant Conant Award for Lifetime Service to Education from the Education Commission of the States (ECS), and the Harold W. McGraw, Jr. Prize in Education. 17

Abstract for the Keynote Speech 1:

Transforming Early Childhood Systems for Future Generation

Setting the stage for the conference, this keynote will explain WHAT ECE systems are, WHY they are so critical now, and HOW we might go about implementing them in diverse countries. The PowerPoint will begin by focusing on the increasing emphasis being placed on ECE globally, suggesting that there are five key reasons, all based in research, for this new ECE context. Given this new ECE reality, nations are not only increasing the number of direct services young children and their families receive, but are systematically addressing the quality, equitable distribution, and sustainability of these services. To do this successfully, countries around the globe are launching new ECE systems. Learning from their experiences, this presentation will: (i) unveil how countries are developing systems, (ii) delineate the challenges they face as they do so, and (iii) present the outcomes they achieve. Participants will leave the session understanding the rationale for, the approach to, and the benefits of, ECE systems work in this exciting new era of ECE advancement. 18

Samuel L. Odom

Frank Porter Graham Child Development Institute University of North Carolina at Chapel Hill

Dr. Samuel L. Odom is the Director of the Frank Porter Graham Child Development Institute and Professor in the School of Education at the University of North Carolina at Chapel Hill. He has also held faculty positions at Indiana University and Vanderbilt University. In his 30+ year career, Dr. Odom has focused on research and professional development related to early intervention and early childhood special education. He has published over 100 articles and book chapters, as well as having edited eight books. His research and scholarship has focused on themes related to social integration of preschool children in inclusive settings, social competence of preschool children with disabilities, evidence-based practice for children and youth with autism spectrum disorder, and the application of implementation science to professional development of teachers. Dr. Odom has received numerous recognitions for this work, including the Outstanding Special Education Research Award from the Council for Exceptional Children in 2007 and the Arnold Lucius Gesell Prize awarded for career achievement in research on social inclusion and child development by the Theordor Hellbrugge Foundation, Munich, Germany, in 2013. 19

Abstract for the Keynote Speech 2:

Inclusion of Children with Disabilities in Early Childhood Education

Inclusion of young children with disabilities in early childhood care and education settings has received international recognition and support. Inclusion may be defined by three qualities: belonging and membership, participation, and learning opportunities for children with disabilities in classes and community activities in which their same-age peers without disabilities participate. These qualities reflect the psychological and sociological goal of inclusion. In the United States, inclusion of children with special needs began with broader legislation that funded research on disability, and the earliest early childhood inclusive programs began in the 1970s. From that time, a number of programs and features of inclusion have evolved, and these can be viewed within an ecological systems theory framework. Most proximal to the child are practices that occur within a class or group community setting, and different instructional and intervention approaches may be employed to support the inclusion for children with disabilities. These strategies include direct instruction, embedded learning, multi-tiered levels of support, universal design for learning, and peer-mediated intervention. To support implementation of these strategies, preparation and training of teachers and early care providers is essential and there have been different approaches to providing such training experiences, which include development of online training modules and coaching strategies. The provision of effective practices that support inclusion and train teachers is in turn supported by more distal influences such as national legislation, agency regulations, and collaborations across professional groups. Such official sanctions and support for inclusion are influenced by factors at the large cultural or societal level, such as values related to disability and early care and education. Drawing on social learning theory, strategies at the societal level can be employed to intentionally influence attitudes that support inclusion of young children with disabilities. In conclusion, the author will offer a set of synthesis points that emerged from a national study in the United States. These points are that beliefs about and definitions of inclusion influence access to inclusive settings and quality, specialized instruction is an important component of inclusion, collaboration among professionals is the cornerstone of effective programs, preparation and professional development is necessary for successful inclusion, programs--not children--have to be ready for inclusion, and inclusion can benefit children with and without disabilities. 20

Arjen Wals

Wageningen University, Netherlands University of Gothenburg, Sweden UNESCO Chair of Social Learning and Sustainable Development

Arjen Wals is a Professor of Transformative Learning for Socio-Ecological Sustainability at Wageningen University in the Netherlands. He also holds the UNESCO Chair of Social Learning and Sustainable Development. Furthermore he is the Carl Bennet Guest Professor in Education for Sustainable Development at Gothenburg University in Sweden and an Adjunct Faculty member at Cornell University. His teaching and research focus on designing learning processes and learning spaces that enable people, young and old, to contribute meaningfully sustainability. A central question for Arjen is: how to create conditions that support new forms of learning which take full advantage of the diversity, creativity and resourcefulness that are all around us, but so far remain largely untapped in our search for a world that is more sustainable than the one currently in prospect? Ever since co-designing ‘Action Research & Community Problem Solving’ in inner-city schools in Detroit while a Ph.D student at the University of Michigan (1987-1991), he has been interested in community-engaged research and children’s agency and capacities to contribute to social ecological sustainability. More recently he has embarked on the idea of creating sustainability-oriented hybrid learning configurations: vibrant coalitions of (un)likely stakeholders using multiple forms of learning to jointly imagine, design and implement solutions to the key challenges of our time. In 2014, he was the lead author of an article published in Science on the role of citizen science in bridging science education, environmental education and sustainability. He is editor and co-editor of a number of popular books including: ‘Higher Education and the Challenge of Sustainability’ (Kluwer Academic, 2004), ‘Creating Sustainable Environments in our Schools’ (Trentham, 2006), ‘Social Learning towards a Sustainable World’ (Wageningen Academic, 2007), ‘Learning for Sustainability in Times of Accelerating Change’ (2012), and of Routledge’s International Handbook on Environmental Education Research (2013). He writes a regular research blog that signals developments in the emerging field of sustainability education: www. transformativelearning.nl 21

Abstract for the Keynote Speech 3:

Protecting and Expanding Children’s Innate Sustainability through Intergenerational Ecologies of Learning

We live in a new geological epoch called the anthropocene: a time during which one single species, home sapiens, has succeeded to alter major geo-ecological systems. The consequences of this remarkable feat are becoming more clear and severe by the day, whether it is climate change, the dramatic loss of biodiversity, rising inequity or the toxification of water, air, soil and of our bodies (not to mention the bodies of plants and other animals).

Young people today are disproportionately affected by what we might call global sustainability challenges in that they will have to live longer with the socio-ecological and economic consequences of lifestyle and development choices made by the generation of their parents and grandparents. They will also have more time to work on these challenges assuming that there will be enough time still to do so.

Two questions are central in my contribution: 1) how can intrinsic human qualities that children tend to have that are essential for living more sustainably on the Earth, be preserved and even strengthened, and 2) how can intergenerational learning facilitate that older generations can re-claim those qualities?

I will argue that at present, in most parts of the world, our education systems unwillingly but surely ‘take sustainability out of the child.’ Rather than creating learning environments that cultivate and strengthen innate sustainability qualities like empathy, care, relational thinking, curiosity, and collaboration, young children are prepared, already early on in their life, to adjust to a world that is reduced in disciplines and categories, highly competitive and individualistic, focused on rapid growth and development, and one that lacks a sense of place, belonging and connecting, also with the non-human world.

Creating learning environments that ‘breathe’ sustainability instead of unsustainability is not easy in times of globalization and digitalization but there are plenty of examples from across the globe that show this is possible. In my contribution I will highlight possibilities of early childhood education for building upon children’s sustainability and their agency to contribute towards a sustainable future, and how they can play a role in bringing back to the world of ‘grown-ups’ what they have lost over time. In doing so I will introduce the idea of intergenerational ecologies of learning. 22

SESSION HIGHLIGHTS

1. OMEP’s Growing Role at the UN, UNICEF, UNESCO, and Beyond: Policies and Projects [S1-1]

Date: Wednesday, July 6, 1:30 to 3:00pm Place: Education Building B, Room 151 Organized by World OMEP

The goals of this session are for participants to gain knowledge about OMEP's global advocacy work and to understand how they can contribute to the organization's on-going projects. This symposium will feature several brief presentations followed by an interactive discussion on OMEP's growing visibility and influence in global child advocacy and international policy making. Representatives to the UN and UNESCO, along with their colleagues, will highlight several projects and describe how OMEP members can become involved. Highlights will include (1) OMEP's work with the UN Committee on Migration to address the social-emotional needs of refugee children, (2) OMEP's collaboration with the Red Cross to provide emotional support to young children in emergency shelters, (3) OMEP's collaboration with UNICEF to bring school-based water, sanitation and hygiene education (WASH) into early childhood settings, (4) OMEP's new role as a Flagship Partner with UNESCO's Global Action Program on Education for Sustainable Development, and (5) OMEP's position on a variety of important policy issues.

• ‌Chair: Ingrid Pramling Samuelsson (University of Gothenburg, Sweden / UNESCO Chair in Early Childhood Education and Sustainable Development) • Participants include: - Maggie Koong (Victoria Educational Organization, Hong Kong / World President of OMEP) - Amber Nicole Eriksson (Columbia University, USA / OMEP Youth Representative to the UN) - ‌Judith Tate Wagner (Whittier College, USA / Deputy World President of OMEP / OMEP's WASH Project Leader at UNICEF) - ‌Ingrid Pramling Samuelsson (University of Gothenburg, Sweden / UNESCO Chair in Early Childhood Education and Sustainable Development) - ‌Kezia Carpenter (Instituto Alberto Einstein, Panama / Red Cross Project Coordinator) - Arjen Wals (Wageningen University, Netherlands / University of Gothenburg, Sweden / UNESCO Chair of Social Learning and Sustainable Development) 23

2. International Journal of Early Childhood (IJEC): How to Publish in the Journal [W1-5]

Date: Wednesday, July 6, 1:30 to 3:00pm Place: Education Building B, Room 253 Organized by OMEP Korea

In this session, Donna, an editor of the International Journal of Early Childhood (IJEC) will share advice on how to get published in IJEC. IJEC is a peer-reviewed journal, which has been indexed in SCOPUS, PsycINFO, Google Scholar, EBSCO, Academic OneFile, British Education Index, CSA Environmental Sciences, Educational Research Abstracts Online (ERA), ERIC System Database, MathEDUC, OCLC, OmniFile, SCImago, etc. IJEC has 2,000 members in 70 countries around the globe. IJEC publishes three issues yearly, and by the year 2015 they had published 47 volumes of journals. This journal is an important voice about research on children, childhood, and early childhood education across various social and cultural contexts, and highly contributes to the international debate on early education. Their coverage spans a range of topics such as multicultural issues, children’s learning and sustainable development, recent issues in early childhood education and care, and curriculum questions. IJEC places considerable emphasis on the child’s right to education and care. The session will provide useful information and guidelines on how to get your paper published with IJEC, including organizing your paper, writing a cover letter, and submitting your work by specific deadlines.

• Speaker: Donna Berthelsen (Queensland University of Technology, Australia / Editor of International Journal of Early Childhood) 24

3. OECD-UNESCO Joint Initiative: Survey of Teachers in Pre-primary Education (STEPP) - Voices of the Teachers at the Forefront [S2-5]

Date: Thursday, July 7, 1:30 to 3:00pm Place: Education Building B, Room 154 Organized and supported by Korean Association of Early Childhood Teacher Educators & Korean Association of Early Childhood Teacher Educators in College

Across the globe, early childhood care and education (ECCE) has been rapidly expanding in the last 15 years with unequal pace and coverage. Confronted with the global challenge of providing quality ECCE with equity, Education 2030-the global education framework adopted in September in 2015, targeted the universalization of inclusive and quality ECCE, including the provision of at least one year of free and compulsory pre-primary education. In order to meet this target, it is essential to have evidence-based data about the ECCE teachers and educators, including their training, working conditions, practices, and needs, particularly in low- and middle-income countries. The Survey of Teachers in Pre-primary Education (STEPP) project, launched in May 2015, was conceived to respond to this gap in knowledge. The STEPP project, implemented with a joint partnership including OMEP, aims to develop survey instruments that allow Member States to collect policy- relevant data and information concerning pre-primary education personnel and their job conditions. In this symposium, the presentation will focus mainly on (1) justification of the project, (2) policy issues and dimensions addressed in the STEPP survey, (3) participating countries, (4) survey design and methodology, (5) partners, and (6) progress to date and foreseen challenges.

• Chair: Jeong Yoon Kwon (Sungshin Women’s University, Korea) • Participants include: - Yoshie Kaga (Programme Specialist, UNESCO Paris, France) - Selma Sonia Simonstein (Former President of World OMEP, Chile) - Hey Jun Ahn (Hanyang Women’s University, Korea) 25

4. ESD Early Childhood Education for Sustainability: The OMEP World Project [S2-1]

Date: Thursday, July 7, 1:30 to 3:00pm Place: Education Building B, Room 151 Organized by GAP World Project / Supported by World OMEP

It is the fifth year since the “Early Childhood Education for Sustainability (ESD),” OMEP World Project has been established. This session will recognize sustainability projects that have displayed exceptional qualities and potential for enhancing ESD through developmentally appropriate early childhood pedagogical practices. Specifically, this session features a series of presentations by the five awarded teams from Kenya, Thailand, Greece, Uruguay, and USA. Specifically, these projects includes issues related to a) developing water conservation in Kenya, b) education for sustainable development in Thailand, c) finding renewable energy sources in Greece, d) building a sustainable school in Uruguay, and e) practicing ESD from cradle through College and beyond in the USA. By discussing the innovative and creative ways sustainability is being addressed across the globe, this session aims to foster new awareness and understanding in order to promote teaching ESD with developmentally appropriate early childhood pedagogical practices, and to discuss implications for policy.

• Chair: Ingrid Pramling Samuelsson (University of Gothenburg, Sweden / UNESCO Chair in Early Childhood Education and Sustainable Development) • Award Winner: - Greece: Vassiliki Pliogou (Metropolitan College of Thessaloniki), Anastasia Kountouroudi (Preschool Center “Nipiakos Kipos”), Ifigeneia Kamperidou (Preschool Centre “Nipiakos Kipos”), Anna-Iris Coumpa (Preschool Centre “Nipiakos Kipos”), Maria-Lito Coumpa (Preschool Centre “Nipiakos Kipos”) - Kenya: Lilian Atieno Okai (President of OMEP Kenya) - Thailand: Patcharaporn Puttikul (Chulalongkorn University), Udomluck Kulapichitr (Chulalongkorn University) - Uruguay: Elizabeth Ivaldi (President of OMEP Uruguay) - United States: Valene Crystal Martinez (Whittier College) 26

5. Bridging the World, Bridging the Generation [S2-7]

Date: Thursday, July 7, 1:30 to 3:00pm Place: Education Building B, Room 153 Organized and supported by OMEP Korea

In this session, seven teams will share their insights into multicultural and intergenerational collaboration after a four-month of cultural exchange across the globe. This project originated with the idea of supporting OMEP presidents who were unable to participate in the OMEP Assembly due to social, political and economic challenges. Six OMEP presidents from each of the five continents were provided with travel funds and conference registration fees through the generosity of five preschools in South Korea. From March of 2016 to June of 2016, those five preschools in South Korea were actively engaged with the following OMEP presidents in a cultural exchange with the purpose of fostering mutual understanding of one another’s cultures. Specifically, they partnered with the OMEP president of Ghana from the African continent, the OMEP president of Pakistan from the Asia-Pacific continent, the Czech Republic and Greece OMEP president from Europe, the El Salvador OMEP president from the South American continent, the Haitian OMEP president from North American continent. Moreover, another feature of this presentation is the involvement of young generational presenters. Students from multiple age groups (e.g., preschoolers, middle school students, and high school students) will present the results of this four-month of cultural exchanges after having been connected to students in their similar age group from these six countries. For example, each age group of students will share their findings after having learned one another’s folk tales, traditional plays, birthday songs, and other popular songs such as “twinkle, twinkle little star” in each other’s native language. Finally, graduate students from Ewha Womans University will present their comparative study on Chinese, Japanese, and Korean pre-service early childhood teachers’ knowledge on multicultural education.

• Chair: Soonhwan Kim (Ewha Womans University, Korea) • Participants include: -Czech: Dana Moravcova (President of OMEP Czech, Czech), Cheongok Yoo, & Hyejin Son (Saessak Kindergarten, Korea) -Greece: Effrosyni Katsikonouri (President of OMEP Greece, Greece), Chillsun Ryu, Younyoung Yang, Youkyung Cho, Youngnam Kim, & Dawoon Jung (Hyechon Kindergarten attached to DaeJeon Institute of Science and Technology, Korea)

27

-El Salvador: Mayra Gonzalez (President of OMEP El Salvador, El Salvador), Sung-Hee Lee, & Eun-ji Kim (Woosong Kindergarten, Korea), Chun Ja Lee, & Sunae Kwak (Chimshin Kindergarten, Korea), Sungkyung Sim, & Eunsuk Ham (Demonstration Kindergarten of Wonkwang University, Korea) -Haiti: Larissa Denise Annoual Chapoteau (OMEP Haiti, Haiti), Jeongsun Park, & Jinsu Kim (Myoungji Kindergarten, Korea) -Ghana: Grace Matilda Amarteifio (Marina Nursery School and Kindergarten, Ghana), Seungwon Kang, Yun-Seo Oh, Seung kwon Bae, Jung-eun Park, Su-min Park, Taejoon Kim, & Jin won Lee (PUMP, High School Students of Korea) -Pakistan: Noushad Ahmed Khan (President of OMEP Pakistan, Pakistan), Yu Jung Ro, Jae woo Yoon, Eunji Chung, Soyeon Cho, Hojae Kim, Jimin Kong, Gunwoo Kong, & Stephen Chung (JaniMun, Middle & High School Students of Korea) -Next Generation: Mingyoung Ha, Jieun Kim, & Bisung Ku (Next Generation Organizing Committee of Korea, Ewha Womans University, Korea) 28

6. Children First, Right Start For All: Enhancing Quality and Catering for Diversity [S2-3]

Date: Thursday July 7, 1:30 to 3:00pm Place: Education Building B, Room 152 Organized by OMEP Hong Kong

As an affluent and advanced city, the Government of the Hong Kong Special Administrative Region (HKSARG) ensures children’s access to quality kindergarten education irrespective of their family financial means. The 2016 Policy Address announced the implementation of the free quality kindergarten education policy from the 2017/18 school year to provide good quality and highly affordable kindergarten education and further enhance the quality of kindergarten education in tandem. In this symposium, officials of the Education Bureau of Hong Kong will share the key features of their new policy including its guiding framework and initiatives to improve teacher professionalism, arranging funding, support for students with different needs, school accountability and quality, parental engagement, etc. underpinned by the guiding principles of uniqueness, equity, quality, diversity, and sustainability in kindergarten education. Specific to the issue of catering for kindergarten students with special needs, there are currently over 7,000 children with special needs wait-listed for school rehabilitation services in Hong Kong. How to help these children has been a long-standing problem to the government and kindergartens. In August 2014, the Heep Hong Society launched a two-year pioneering project adopting a two-pronged approach comprising on- site support and centre-based therapeutic training by a multi-disciplinary team. The success of the Project has brought about significant policy impact. The HKSARG launched a larger scale pilot project adopting a similar model in November 2015, and is exploring regularization of the Project. During this session, representatives of the Heep Hong Society will also be introducing their pioneering service model and the result of an effectiveness study conducted by the Department of Psychology from the University of Hong Kong.

• Chair: Amelia N. Y. Lee (Hong Kong Baptist University, President of OMEP Hong Kong, Hong Kong) • Participants include: -Lan-See Nancy Tsang (Heep Hong Society, Hong Kong) -Wai-Ching Michelle Yau (Education Bureau, Hong Kong) 29

7. Play and Resilience: The OMEP World Project [S3-5]

Date: Friday, July 8, 9:00 to 10:30am Place: Education Building B, Room 251 Organized by Play and Resilience World Project / Supported by World OMEP

The “Play and Resilience” OMEP World Project was newly established by OMEP to support the development and resilience of young children through play conducted in a safe, child friendly, and stimulating environment. The Travel Award recognizes the best efforts in promoting play and resilience around the world. Among the 36 applications, the seven projects that clearly demonstrate outstanding qualities and potential were awarded. In this symposium, seven award-winners were invited to give a short presentation on their projects. These outstanding projects were composed of a) the development of resilience through medical play from Australia, b) preschool altruism and soul from Bosnia and Herzegovina, c) physical education in early childhood from New Zealand, d) play project in the mobile kindergartens in China, e) promoting democratic coexistence in early childhood infancia from El Salvador, f) an early childhood resilience project from Turkey, and g) resilience and children’s games in a rural area of west China.

• Chair: Maggie Koong (Victoria Educational Organization, Hong Kong / World President of OMEP) • Award Winner: -Australia: Dawn Butterworth (President of OMEP Australia), Lis Karen Mathiasen (Westminster Junior Primary School) -Bosnia and Herzegovina: Larisa Pejic (Preschool Institution) -New Zealand: Claire Jane McLachlan (University of Waikato), Sophie Foster (Jumping Beans) -China: Chaoyun Yan (Sichuan Normal University), Liangjing Guo (Nanjing Normal University), Xiaoxia Feng (Beijing Normal University) -El Salvador: Evelyn Adriana Calero (Fundasil, Fundación Silencio) -Turkey: Ebru Ersay (Gazi University) -China: Yinian Ma, & Guoyan Zhang (Northwest Normal University) 30

PROGRAM SCHEDULE

World Assembly International Conference Monday Tuesday Wednesday Thursday Friday July 4 July 5 July 6 July 7 July 8

8:00- Registration Open

Poster & Exhibition 9:00- (8:30-13:30) Opening Symposium Workshop 9:30- Keynote World World Ceremony 3 3 Speech Assembly Assembly 10:00- 2

10:30- Break Break Break

11:00- Break Break Keynote Keynote Individual Speech Speech Presentation 3 11:30- 1 3

World World 12:00- Assembly Assembly Closing Ceremony 12:30- Lunch Lunch

13:00-

Lunch & 13:30- Lunch & Working Regional Group Symposium Workshop Symposium Workshop 14:00- Meeting Meeting 1 1 2 2

14:30-

15:00- Break Break Break

15:30- Individual Presentation 16:00- 1 School Visit World World Assembly Assembly 16:30- Individual Presentation 17:00- 2 17:30 18:00- Assembly Welcome Banquet 20:00 Reception Reception 31

DAILY PROGRAM Wednesday, July 6, 2016

Wednesday, July 6, 2016 ECC 8:00- Registration Open ECC Hall

9:00-10:30 Opening Ceremony Samsung Hall

10:30-11:00 Break (Refreshments) ECC Hall

Keynote Speech 1 Samsung Hall 11:00-12:00 Transforming early childhood systems for future generation Sharon Lynn Kagan, Teachers College, Columbia University, USA Lee Sam Bong Hall / 12:00-13:30 Lunch ECC Theater

13:30-15:00 Symposium 1 Education Building B

S1-1: Policy Chair: Ingrid Pramling Samuelsson University of Gothenburg, Sweden 151 OMEP's growing role at UN, UNICEF, UNESCO and beyond: Policies and projects Judith Tate Wagner, Whittier College (OMEP UN Representative), USA Ingrid Pramling Samuelsson, University of Gothenburg (OMEP UN & UNESCO Representative), Sweden Arjen Wals, Wageningen University, Netherlands Kezia Carpenter, Instituto Alberto Einstein, Panamá Maggie Koong, World President of OMEP, Hong Kong Amber Nicole Ericksson, OMEP Youth Representative to the UN, USA

S1-2: Policy Chair: Qian Liu East China Normal University, China B154 Practices of grass-root management on ECE in China Qian Liu, East China Normal University, China Lin Li, East China Normal University, China Dongmei Yang, Xiamen Academy of Educational Science, China 32

S1-3: Workforce Chair: Osamu Fujii Takatsukasa Hoikuen Childcare Centre. Japan 153 Curriculum of early childhood teacher education in Asia Pacific Eunhye Park, Ewha Womans University, Korea Amelia N. Y. Lee, Hong Kong Baptist University, Hong Kong Nobuko Kamigaichi, Jumonji University, Japan Hoewook Chung, Ewha Womans University, Korea Heekyung Lee, Bucheon University, Korea Seenyoung Park, Bucheon University, Korea Lily Hok Neo Wong, Advent Links-SAUC, Singapore Edite Maria Louise Hill, OMEP Aotearoa New Zealand, New Zealand Udomluck Kulapichitr, Chulalongkorn University, Thailand

S1-4: Quantitative Research & Ecology Chair: Sandie Wong Charles Sturt University, Australia 152 Ecological factors in child development for Korean, American, and Australian children: Insights from quantitative research Kate Elizabeth Williams, Queensland University of Technology, Australia Haesung Im, Ewha Womans University, Korea Kijoo Cha, Gachon University, Korea

S1-5: Curriculum Chair: Rongfang Gu Nanjing Normal University, China 154 The development of health education: Working through the multi-level teaching-research system in China Xuequn Chen, Nanjing No.2 Kindergarten, China Xin Liu, Beijing Normal University, China Qian Fan, Liu Yi Kindergarten, China Shouwen Zhang, Capital Normal University, China Yingchun Li, Changping District Beijing Industrial Kindergarten, China Dan Liu, Beijing Normal University, China 33 Wednesday, July 6, 2016 13:30~15:00 Workshop 1 Education Building B

W1-1: Curriculum 462 How to recognize the "red flags" in early childhood years Betina Serson, Private Practice, Brasil

W1-2: Curriculum 254 Walking the talk: Exploring teacher-child dialogues that support children’s agency for social justice Lia De Vocht, University of Canterbury, New Zealand Glynne Margaret Mackey, University of Canterbury, New Zealand

W1-3: Curriculum 256 How to use read alouds to teach kindergarteners good values Toni Bain, Victoria Education Organisation, Hong Kong Cecily Ko, Victoria Education Organisaton, Hong Kong

W1-4: Curriculum 461 Seven novel strategies: Effective ways to stimulate interest in inquiry Rong Li, Victoria Organization, China Briar Shao, Shanghai Victoria Kindergarten Gumei Campus, China

W1-5: IJEC Publishing 253 International Journal of Early Childhood (IJEC): How to publish in the Journal Donna Berthelsen, Queensland University of Technology, Australia

15:00~15:30 Break (Refreshments) Kim Emma Hall (B152)

15:30~16:30 Individual Presentation 1 Education Building B

IP1-1: Culture & Society Moderator: Daeun Park Chungbuk National University, Korea 651 A need of quality multicultural courses for pre-service teachers Sungok Reina Park, Northern Arizona University, USA

Disney through Alice's looking-glass Edna Runnels Ranck, OMEP-USA, USA Judith Lynne McConnell-Farmer, Washburn University, USA 34

Parent intrusive homework support and children’s math achievement: Relation to children’s motivational frameworks Daeun Park, Chungbuk National University, Korea

Chinese father educational involvement Xiaowei Li, Beijing Normal University, China

IP1-2: Culture & Society Moderator: Jooeun Oh Incheon National University, Korea 652 Young children's digital game spaces as the production of cultural capital Youn Jung Huh, Salem State University, USA

Development of I-sarn traditional food consumption model for early childhood Chatchawan Jye-Jye Limruchatakul, Rajabhat Maha Sarakham University, Thailand Thatsanee Jeab Nakunsong, Rajabhat Maha, Sarakham University, Thailand Suchada Su Wangsittidet, Rajabhat Maha Sarakham University, Thailand Wanrintip Fon Srekula, Rajabhat Maha Sarakham University, Thailand

Dewey's publicness: Young children becoming the public through operating a library Jinju Kang, Pusan National University, Korea Eun Kyoung Goh, Dong-A University (Human Life Research Center), Korea

Family, community, and society: Resources integration in the kindergarten reading festival Jun Du, Beijing Normal University Kindergarten, China

IP1-3: Culture & Society Moderator: Hong-Ju Jun Sungshin Women's University, Korea 653 Intergenerational relationships - more than a nice idea! Margaret Ann Nicholls, OMEP Aotearoa/NZ, NewZealand

Developing an instrument for Korean early childhood teacher competencies Min Jung Kang, Institute for Early Child Education, Korea 35

Language beliefs and practices of Korean American parents depending on Wednesday, July 6, 2016 residential status Heekyung Han, Korea National University of Transportation, Korea

Strategies of home-kindergarten cooperation to promote parent-child reading Yuan Yuan Wu, Beijing Normal University Kindergarten, China

IP1-4: Culture & Society Moderator: Hyun Jean Yi Catholic University of Daegu, Korea 654 To be adopted - a different kind of migration Eva Birgitta Ahlin, The Department of Psychology, The City of Gothenburg, Sweden

The Dokdo Arirang Project through Reggio Emilia Approach Chang Sook Kim, Dankook University, Korea

Peer conversation and visual arts Hui Peng, Nanjing Normal University, China

Inheritance of intangible cultural heritage should start from children Changyu Zhu, Teachers' College for Vocational Studies, China Lan Li, Chengdu No.12 Kindergarten, China Ping Huang, Chengdu No.13 Kindergarten, China Shihong He, Chengdu No.14 Kindergarten, China

IP1-5: Culture & Society Moderator: Kijoo Cha Gachon University, Korea 658 Exploring the concept of sustainable development based on interdisciplinary approach Hyunjung Seo, Korean Early Childhood Education Center, Korea

REBUS - Trip to a better school environment Mania Teimouri, Kultur i Väst, Sweden

Mathematics in early years Gizem Solmaz, Middle East Technical University, Turkey 36

Education de la petite enfance et déculturation Alain Philippe Binyet Bi Mbog, OMEP Cameroon, Cameroon

IP1-6: Culture & Society Moderator: Eun Mee Lim Sungkyul University, Korea 659 Encountering the concept of creativity - character based on education Hyunju Choi, Korean Early Childhood Education Center, Korea

Desarrollo del pensamiento l gico matem tico y comunicativo en ni os de 4 y 5 a os Ulina Mapp, Comité Nacional Panameño de la OMEP, Panama

Recent trends in parent education for fathers in Japan Shuo Zhao, Hiroshima University, China Yumiko Suzuki, Hiroshima University, Japan

Raising children in culturally diverse communities: What happens in Australia? Karen Liang Guo, Deakin University, Australia

IP1-7: Culture & Society Moderator: Hyejin Jang Daegu University, Korea 660 Research on strategy of grandparents raising children in China transforming economy Qiyi Zhang, China Welfare Institute Kindergarten, China

Effect of the program supporting the children of Korea-Vietnam multicultural families Yong Hee Hong, Ewha Womans University, Korea Young E Ra, Kookje University, Korea Haejeon Kim, Ewha Womans University, Korea Wooyong Jeun, Ewha Womans University, Korea

Family in the Borderlands/la Frontera: Mexican transnational family risk and resiliency Kezia Carpenter, Instituto Alberto Einstein, Panama

Preschool teachers’s cultural schemas of recognizing children from different cultures Hyejin Jang, Daegu University, Korea 37

IP1-8: Culture & Society Moderator: Jae Eun Lee Wednesday, July 6, 2016 / Teacher Education Baekseok University, Korea 661 Immigrant mothers’ perception about school readiness and their practice for their children Yijeong Kwon, Seowon University, Korea

Voices on lingustic diversity in Swedish preschools Hiba Abou-Taouk, University of Gothenburg, Sweden

Mathematical knowledge for teaching in the early childhood context Jae Eun Lee, Baekseok University, Korea

Comparison of early childhood teacher education in U.S. and China Yueyan Du, Nanjing Normal University, China

16:30~17:30 Individual Presentation 2 Education Building B

IP2-1: Curriculum Moderator: Hyejin Jang Daegu University, Korea 651 Kindergartens in digital environments through the website Edita Rogulj, OMEP Croatia, Croatia

Gender equity education in preschools Min Zou, China Women's University, China Lu Wang, China Women's University, China Xiang Qiu, China Women's University, China Wen Zhang, China Women's University, China

Meaningful curriculum for low income Latino preschoolers Lena Lee, Miami University, USA

Development of environmental education instructional model based on evidence - based learning and place - based learning approach for enhancing environmentally responsible behavior of kindergarteners Patcharaporn Puttikul, Chulalongkorn University, Thailand 38

IP2-2: Curriculum Moderator: Jooeun Oh Incheon National University, Korea 652 International comparison of kindergarten art curriculums Hajin Kim, Ewha Womans University, Korea Heejin Kim, Ewha Womans University, Korea

Development and intervention of self-regulation in mathematical activities in 5-6 Yajie Zhang, Education Science School of Henan University, China Yaping Yue, Education Science School of Henan University, China

Preparing early childhood educators with oral storytelling techniques and approaches Lenore Wineberg, University of Wisconsin Oshkosh, USA

Connecting food and gardening in sustainability education during early childhood Mayumi Jige, Osaka Ohtani University, Japan Mika Tominaga, Osaka Ohtani University, Japan Michiko Inoue, Osaka Ohtani University, Japan

IP2-3: Curriculum Moderator: Anna Cho Kangnam University, Korea 653 The experience of relational integration development courses Xiaolin Yu, California Sunshine Kindergarten Chenghua District, China Shan Huang, California Sunshine Education Group Inc., China

We're in it together: Sustainability and peace education from preschool through college Judith Tate Wagner, Whittier College, USA

Structured versus unstructured play activities: Effect of instructional methods on preschoolers’ gross motor proficiency Hazel Mei Yung Lam, OMEP-Hong Kong, Hong Kong 39

IP2-4: Curriculum Moderator: Haesung Im Wednesday, July 6, 2016 OMEP Korea, Korea 654 Technology integration for authentic learning: eMINTS instructional model Dong Hwa Choi, Park University, USA

Supporting young children’s construction of science experiences with structured manipulatives Xiuhua Guo, Beijing Normal University Kindergarten, China

The iPlus consulting model to support use of national childcare curriculum Jai Wha Seo, Yonsei University, Korea Myoung Soon Kim, Yonsei University, Korea Youngshin Lee, Yonsei University, Korea

IP2-5: Curriculum Moderator: Jinyoung Kim College of Staten Island/CUNY, USA 658 Child rights and responsibilities: Keys to future wellbeing Dawn Butterworth, OMEP Australia, Australia

Hong Kong pre-service kindergarten teachers’ beliefs and practices about promoting children’s creativity Zhi Yu Li, HKBU, Hong Kong Linda Fong, HKBU, Hong Kong Man Ning Anselm Kwan, HKBU, Hong Kong Tsz Ying Poon, HKBU, Hong Kong Sum Kwing Cheung, HKBU, Hong Kong

Preschool teachers opportunity to work with the curriculum in varying group sizes Annika Kristin Rosenqvist, University of Gothenburg, Sweden

TECE: The transition of Chinese kindergarten curriculum evaluations under the teacher empowerment Feng Li, Daqing Normal University, China Shanshan Jiang, Daqing Normal University, China 40

IP2-6: Play Moderator: Hyun Jean Yi Catholic University of Daegu, Korea 659 A study on the effective management of mixed-age classes in kindergartens Jinwha Lee, Pai Chai University, Korea Ji-Won Eom, Korea Institution of Child Care and Education, Korea

Learning mathematics through active inquiry during corner play Annie Yu, Shanghai Victoria Education, China Maggie Gao, Shanghai Victoria Education, China

A year 2/3 class as authors of The Fascinating History of Australia Lis Karen Mathiasen, Westminster Junior Primary School, Australia

IP2-7: Play Moderator: Hyung Mee Kim Korean Bible University, Korea 660 The relationships between pretend play and theory of mind in the picture books Sook-yi Kim, Howon University, Korea

Effects of imagery activities on young children’s verbal and non-verbal creativity Ka Yan Lee, Hong Kong Baptist University, Hong Kong Sum Kwing Cheung, Hong Kong Baptist University, Hong Kong

Promoting development of children and teachers through “Kindergarten Little Master” game Cuifeng Xu, Beijing Normal University Kindergarten, China

The strategies of fostering children's cooperation ability in scientific exploration activities Shuhua Huang, China Welfare Institute Kindergarten, China 41

IP2-8: Curriculum / Play Moderator: Jae Eun Lee Wednesday, July 6, 2016 Baekseok University, Korea 661 Reflections of play and toys in impressionist art Eda Kargi, Eastern Mediterranean University, Turkey Yucel Yazgin, Near East University, Turkey

The value of public role-play room for development of 5 years old children Fang Yu, China Welfare Institute Nursery, China

Improving ECE curriculum through parental involvement Adrijana Visnjic Jevtic, OMEP Croatia, Croatia

IP2-9: Curriculum / Workforce / Policy Moderator: Seenyoung Park Bucheon University, Korea 655 Investigating professional learning for sustainability in Australia Sue Elliott, University of New England, Australia

Teachers’ perception on forest-experience integrated creativity education for early childhood Heejeon Suh, Tongmyong University, Korea

A research about synchronicity between the development of addition/ subtraction conception and arithmetic capability of K3 children Yifei Lu, China Welfare Institute Kindergarten (Pujiang), China

ECC 18:00~20:00 Welcome Reception Lee Sam Bong Hall 42

Thursday, July 7, 2016 ECC 8:00- Registration Open ECC Hall

8:30~9:30 Poster Session (Staying open until 1:30pm) ECC Square

P1-P26: Culture & Society P1: Intergenerational exchanges, daily-life and nature-based experiences for children through silk production process Hiroko Murata, Kio University, Japan

P2: Effect of cultural approach activity using picture books on infants' perspective taking Hyun Jung Lee, Kwangju Women's University, Korea Jae Yeon Oh, Kwangju Women's University, Korea

P3: Hong Kong pre-service kindergarten teachers' attitudes towards teaching children with special educational needs Sin Yee Wong, HKBU, Hong Kong Tsz Ying Poon, HKBU, Hong Kong Sum Kwing Cheung, HKBU, Hong Kong

P4: Influence of cultural orientation on multicultural teaching competence mediated by multicultural sensitivity and multicultural attitude Hoewook Chung, Ewha Womans University, Korea

P5: What environmental supports should be provided for in early childhood? Osamu Fujii, Takatsukasa Hoikuen Childcare Centre, Japan

P6: The effects of early childhood teachers’ mindfulness and happiness on their commitment to teaching, interpersonal competence, and professional development level Myung Sun Kim, Kwangju Women’s University, Korea Jae Yeon Oh, Kwangju Women’s University, Korea

P7: Grandparents-parents coparenting and its relations with maternal parenting stress, children's behavioral problems Xiaowei Li, Beijing Normal University, China 43

P8: The role of nursery teachers for children after the Great East Japan Earthquake Misako Nishino, Tohokufukushi University, Japan

P9: Analysis on the image of poverty as manifested in the fairy tale books Su Jeong Jeong, Ewha Womans University, Korea Seohyun Kim, Ewha Womans University, Korea

P10: The effects of teacher‐related variables on two‐year‐old children’s social‐ Thursday, July 7, 2016 emotional adjustment Sun Young Hwang, Chunnam Techno University, Korea Kyung Park, Kwangju Women’s University, Korea

P11: Influence of foreign teachers on children in large-scale activities in multicultural environment Yuanyuan Ren, China Welfare Institute Kindergarten, China

P12: What’s MOKU-IKU? <2> The Wood-start Project for child-rearing support in forested regions Nobuko Kamigaichi, Jumonji University, Japan Haruna Yoshikawa, Saitama University, Japan Mayo Nishikawa, Asunoki Day Care Center, Japan

P13: The exploration for the meaning of parent involvement in cooperative preschools Youngsil Sung, Korea National University of Education, Korea

P14: International kindergarten makes children happier Hao Liu, China Welfare Institute Kindergarten, China

P15: What’s MOKU-IKU? <1> MOKU-IKU (wood education) as ESD in Japan Haruna Yoshikawa, Saitama University, Japan Nobuko Kamigaichi, Jumonji University, Japan Asako Watanabe, Senshu University Matsudo Junior High School, Japan 44

P16: A case study on the multicultural background father's participation in kindergarten education Jung Ah Suh, Ewha Womans University, Korea Jung Ae Ohm, Ewha Womans University, Korea

P18: Effect of activities with multi-cultural folktales on multi-cultral perceptions and creativity Anna Cho, Kangnam University, Korea

P20: Challenges and opportunities of gifted children and gifted education in Hong Kong Ka Yan Sze, Hong Kong Baptist University, Hong Kong Tsz Ying Poon, Hong Kong Baptist University, Hong Kong

P21: The influences of an infant’s self-control capacity on peer competence Jae Hak Park, Hanul School, Korea

P23: The early childhood educational use of Jewish education method, Havruta Seong Soo Jeon, Bucheon University, Korea

P24: The effects of an integrated activity using character-building children’s stories on young children’s prosocial behavior and interpersonal cognitive problem solving Keumja Yang, Kwangju Women's University, Korea Kyung Ran Kim, Kwangju Women's University, Korea

P25: Early achievement of rural newly naturalized refugees and local non- refugees in Tanzania Laurent Gabriel Ndijuye, The University of Hong Kong, Hong Kong

P26: The effects of expert mentoring on multi cultural education for early childhood teachers Heekyung Lee, Bucheon University, Korea 45

P27-P64: Curriculum

P27: A study on the values of unwatched questions of 5-year-old children Sunkyung Choi, Dongduk Institute of Philosophy with Young Children, Korea Hyoeun Jang, Dongduk Institute of Philosophy with Young Children, Korea Daeryun Chung, Dongduk Women’s University, Korea

P28: A significance of aesthetics in developing character education for young

children: Focusing on the value of ‘sublime’ Thursday, July 7, 2016 Boo Yeun Lim, Pusan National University, Korea Sung Sook Kim, BK21 Plus Eco-Edu System Research Team, Pusan National University, Korea Ara Cho, BK21 Plus Eco-Edu System Research Team, Pusan National University, Korea KyungAe Kim, BK21 Plus Eco-Edu System Research Team, Pusan National University, Korea

P29: Nation-nees in early childhood curriculum of Korea Hong-Ju Jun, Sungshin Women's University, Korea

P30: Analysis of early childhood teachers’ demand for the development of resilience program Young-Suk Paik, Kwangju Women’s University, Korea Hyun Suk Oh, Kwnagju Women’s University, Korea

P31: VEO 50 years of history, moving forward (Embracing the past, embarking on the future) Maria Lau, Victoria Educational Organsiation, Hong Kong Genevieve Best, Victoria Educational Organsiation, Hong Kong

P32: Case study of the comparison between the novice and proficient teacher on the development of their children learning evaluation abilities Yuqing Bao, Fujian Preschool Education College, China

P33: A study of ECEC students who participated in the child-rearing support training Tomomi Naito, Tokyo City University, Japan 46

P34: Comparison of American music standards and Korea Nuri Curriculum Miyi Son, Busan Kyungsang College, Korea Heejin Kim, Ewha Womans University, Korea

P35: Nurturing gratitude through serving poor children Pl Pl Chan, HKIED, Hong Kong

P36: A study on teachers' perceptions of children's rights and the current operation of free choice time activities Soonhwan Kim, Ewha Womans University, Korea Jaejin Park, Ewha Womans University, Korea Jieun Kim, Ewha Womans University, Korea

P37: Hong Kong pre-service kindergarten teachers’ attitudes towards inclusive education Joan Pui Ka Lo, Hong Kong Baptist University, Hong Kong Wing Han Leung, Hong Kong Baptist University, Hong Kong

P38: Key points and educational strategies of children’s social development during the transition from kindergarten to primary school Yangjing Ning, The First Affiliated Kindergarten of Fujian Presch, China

P40: A study of the teaching practice development of students who participate in the child-rearing support-center Mutsuko Yoshinaga, Musashino University, Japan

P41: Hong Kong pre-service kindergarten teachers' beliefs and attitudes about teaching of writing Yuk Ying Chow, HKBU School of Continuing Education, Hong Kong Tsz Ying Poon, HKBU, Hong Kong Sum Kwing Cheung, HKBU, Hong Kong

P42: Introduction of life materials for creative art courses in 3-year-old curriculum Ying Zi Wang, Zhejiang Provincial Authorities Kindergarten, China 47

P43: Effects of character education program with picture-books on pre-service early childhood teachers Younhee Byun, Tongmyong University, Korea

P44: Cross-cultural sustainability activities for young children in China and the United States Judith Tate Wagner, Whittier College, USA Alina Flores Bonto, Whittier College, USA

Amanda Aguilar, Whittier College, USA Thursday, July 7, 2016 Breelyn Sara Kamppila, Whittier College, USA Byanca Bravo, Whittier College, USA Francisco Javier Campos, Whittier College, USA Juan Navarro, Whittier College, USA Lauren Yukari Kakazu, Whittier College, USA Melissa Erica King, Whittier College, USA Micheyla Buechler, Whittier College, USA Tiffany Mariko Tsui, Whittier College, USA

P45: An analysis of DRR activities on age 3 to 5 Nuri Curriculum Teacher’s Guidebook Nuri Hong, Ewha Womans University, Korea Eunhye Park, Ewha Womans University, Korea Jaejin Park, Ewha Womans University, Korea Jieun Choi, Indiana University, USA

P46: The preparation and guidance of small clubhouse activities Rong Zhou, Victoria Kindergarten (Shenzhen Futian), China

P47: The development of contents standards for reinforcing kindergarten teachers’ science teaching professionalism Youngeui Yoo, SoonChunHyang University, Korea Eunsoo Shin, Duksung Women's University, Korea Eunjung Kim, Jeju International University, Korea 48

P48: Implementing a curriculum based on Reggio Emilia: Investigating leadership, organizational structures, and professional learning Manon Marie Boily, Universite du Quebec a Montreal, Canada Sylvie Martel, CPE Tortue tetue, Canada

P49: The medicating effect of science teaching knowledge on the effect of child care teachers’ burnout and science teaching anxiety on their science teaching efficacy Young-Suk Paik, Kwangju Women’s University, Korea Dong Rye Kim, Cheonnam Child-Rearing Support Center, Korea

P50: An analysis of cultural diversity activities on Nuri Curriculum Teacher’s Guidebook Min young Jang, Ewha Womans Uninversity, Korea Eunhye Park, Ewha Womans Uninversity, Korea

P51: Mothers' and teachers' perceptions and executions about social relationship for young children Anna Cho, Kangnam University, Korea Hee Sook Park, Kangnam University, Korea

P52: Multicultural, international-mindedness Chengqi Fang, Shanghai Victoria Educational Organization, China Yanning Gong, Victoria Kindergarten (Pu Dong) Shanghai, China

P53: The effects of science learning cycle model on children’s science inquiry ability and concepts of chemistry in dyeing activities. Eun Sol Lee, Duksung Women's University, Korea Nam Lyang Kim, Duksung Women's University, Korea Eunsoo Shin, Duksung Women's University, Korea

P54: Study on the awareness on core competencies and the demand for the professionalism improvement of childcare teachers in the childcare field Gyeong-jin Park, Duksung Women's University, Korea

P55: Early childhood preservice teachers' beliefs about music related to field experiences in South Korea Hae Kyoung Kim, Seoul Women's University, Korea 49

P56: The way and function of developing evaluation in the curriculum construction Xiaolu Wang, Ningbo No.2 Kindergarten, China

P57: Text network analysis on social education activities in Nuri Curriculum Teacher's Guidebooks Seonhye Park, Woosong University, Korea Woonju Cho, Korea National University of Transportation, Korea

P58: Implicaci n familiar en el desarrollo escolar de la escritura Thursday, July 7, 2016 Jose Quintanal-Diaz, UNED. Universidad Nacional de Educacion a Distanci, Spain Jose Luis Garcia-Llamas, UNED. Universidad Nacional de Educacion a Distanci, Spain

P59: Exercise intention and behavior: Testing the moderating mediator model of exercise habit SongGeun Park, Chung-Ang University, Korea

P60: An analysis of sibling conflict structures in Korean picture books Yonji Choi, Dongduk Women’s University, Korea Daeryun Chung, Dongduk Women’s University, Korea

P61: A study on the activities related to peace education based on the Nuri Curriculum Anna Cho, Kangnam University, Korea

P62: A qualitative analysis on 5-year-old children's questions during circle times Soyeon Park, Dongduck Women's University, Korea Daeryun Chung, Dongduck Women's University, Korea

P63: Christian education and childminder and kindergarten teacher training based on survey Tetsuya Watanabe, Niijima Gakuen Junior College, Japan

P64: Dual language learners how can early childhood educators support this growing community of learners Charles Patrick Mayer, EyasKids, USA Xu Yajuan, EyasKids, China 50

P66-P77: Play

P66: Longitudinal study of child-teacher interactions and peer interactions Soo-Jung Yoon, Sangji Youngseo College, Korea Ye-Jin Yi, Korea Institute of Child Care and Education, Korea

P67: Good play or bad play? Belma Tugrul, Fatih University, Turkey

P68: A program development of culturally appropriate play-based learning activities for Myanmar children Boo Young Lim, ECEC Myanmar, Korea NweNwe Aung, OMEP Myanmar, Myanmar

P69: Study and practice: The creation of the kindergarten play area Hua Fang, Chengdu Tong external experiment kindergarten, China Jing Xia, Captial Normal University, China

P70: Really funny play early childhood pre-service educators experienced in their childhood Jungyoon Chang, Ewha Womans University, Korea

P71: Parenting efficacy in the association between maternal interaction quality and infants’ development Jihyun Sung, Sungkyunkwan University, Korea Jiyoung Lee, The 3rd Child Care Center for the National Assembly, Korea

P72: The research on the usage of open materials in area activities Ying Zi Wang, Zhejiang provincial authorities kindergarten, China

P73: Teacher’s reflective thoughts and educational solutions on playing limitations during free choice activity period Selyoung Park, Ewha Womans University, Korea Jung Ae Ohm, Ewha Womans University, Korea 51

P74: The relationship between fathers’ play participation and young children’s emotional intelligence and creativity Min Hyoung Rue, Ajou University Childcare Center, Korea Hee Sook Park, Kangnam University, Korea

P75: Characteristics of social interaction between infant peers Won Jeong Na, Ewha Womans University, Korea Doolee Kim, Ewha Womans University, Korea Thursday, July 7, 2016

P76: Application research of online fun games Bai Li, Beijing Quarkedu Technology Inc., China Qi Sun, Beijing Quarkedu Technology Inc., China Jing Xia, Captial Normal University, China

P77: A research on traditional play songs for improving infants’ communicative competence Seong Yeon Park, Duksung Women’s University, Korea

P78-P83: Policy

P78: Early education reform of China Ya Wei Chen, Demay Education, China

P79: The convention of the rights of the child in Japan George Doigami, Japanese Federation of Private Nursery Schools, Japan

P80: The status quo and trend of kindergarten quality evaluation system in China Xia Zhang, Beijing Institute of Education Science, China

P81: A brief history of government support for early childhood protection in UAE Alyaa Aljasmi, Sharjah University, United Arab Emirates

P82: Quality and warmth in early childhood care and education Gabriela Etchebehere, Universidad de la Republica, Uruguay 52

P83: Participatory construction of Integra’s institutional education projects: Play as an institutional seal Karen Paola Perez, Fundacion integra, Chile Oriele Del Carmen Rossel, Fundacion Integra, Chile

P84-P94: Workforce

P84: The difficulties which teachers in charge of one-year-old infant classes Mi Sook Jo, Sungshin Women's University, Korea

P85: The role of leaders of the nursery school etc. 2 Shizuko Matsunaga, Shiraume gakuenn University, Japan Hirofumiu Murakami, Tokoha University, Japan Toshiyuki Shiomi, Shiraume Gakuen University, Japan

P86: Design and validity of kindergarten teachers’ professional consciousness evaluation index system Qiong Pan, Shanghai Academy of Educational Sciences, China

P87: Let’s do ‘Eco Activity’ together! Hyo young Choi, Science Sinsung Daycare Center, Korea

P88: Childcare center-connected 30-minute play program after work Yong Bun Wang, Seoul Asan Childcare Center, Korea

P89: Personality education program Yeonhwa Cho, Namdong-gu Office Childcare Center, Korea

P90: Hong Kong pre-service kindergarten teachers’ attitudes towards inclusive education Joan Pui Ka Lo, HKBU, Hong Kong Wing Han Leung, HKBU, Hong Kong Tsz Ying Poon, HKBU, Hong Kong Sum Kwing Cheung, HKBU, Hong Kong 53

P91: The role a of leaders of the nursery school etc. 1 Hirofumiu Murakami, Tokoha University, Japan Shizuko Matsunaga, Shiraume Gakuen University, Japan Toshiyuki Shiomi, Shiraume Gakuen University, Japan

P92: Growing a male student in early childhood education department into adaptable teacher Okjong Ji, Korea National University of Transportation, Korea

Geongsuk Kim, Gachon University, Korea Thursday, July 7, 2016

P93: Research on novice teachers’ classroom interaction in math collective teaching Shanshan Jiang, Daqing Normal University, China Qi Li, Northeast Normal University, China Jiamiao Song, Northeast Normal University, China

P94: Pre-service teachers’ perceptions on the daily tasks of teachers in early childhood education Seenyoung Park, Bucheon University, Korea

P95-P129: Others

P95: Educating and engaging college students in child advocacy Valene Crystal Martinez, Whittier College, USA Jessica Marie Iribe, Whittier College, USA Micheyla Buechler, Whittier College, USA Lauren Yukari Kakazu, Whittier College, USA

P97: “Kamishibai” (picture-story show) as an effective learning resource for children. Mie Oba, Fukuyama City University, Japan

P98: Early achievement of rural newly naturalized refugees and local non-refugees in Tanzania Laurent Gabriel Ndijuye, The University of Hong Kong, Hong Kong 54

P99: Comparison of representation of female characters in turkish award winner - Caldecott books Sumeyra Eryigit, Middle East Technical University, Turkey

P100: Relations of home environment and parent-child relationship to young children’s creativity Ka Yi Liu, Hong Kong Baptist University, Hong Kong Sum Kwing Cheung, Hong Kong Baptist University, Hong Kong

P101: Equality for sustainability in culturally different preschools in 6 countries Motoaki Hagiwara, OMEP Japan, Japan Masanaka Hotta, Saitama Gakuen University, Japan Kaori Shuzui, Kyoritsu Women’s University, Japan Toshiko Kaneda, Tokyo International Welfare College, Japan Masayo Kawakita, Jumonji University, Japan Naomi Hiura, Kwansei Gakuin University, Japan Hiroko Okamoto, Nagoya Management Junior College, Japan Noriko Sakai, Siomigaoka Nursery School, Japan Yuriko Isizuka, Aoi-daiichi-youchien, Japan

P102: The effects of an action learning-based media education program for EC teachers Yeon Jung Kwon, Kyungbok University, Korea Seung Yeon Lee, Ewha Womans University, Korea

P103: Turkish parent's reaction to technological devices as a teaching tool in kindergartens Gizem Solmaz, Middle East Technical University, Turkey

P104: What white clover reveals about radioactive contamination levels Takashi Saito, Shokei Gakuin University, Japan Yutaka Yamazaki, Shokei Gakuin University, Japan Toshiharu Izumi, Shokei Gakuin University, Japan Mihoko Endoh, Haranomachi Seiai Hoikuen, Japan 55

P105: Possibilities of Korean early childhood teacher program toward cosmopolitan citizenship education Kyeonghwa Lee, Pukyong National University, Korea

P106: Affective relationships of children living in child care institutions Michiko Iwasaki, Tokyo Kasei University, Japan

P107: Socialization of children requiring home-based care in Japan

Narumi Matsumoto, Tokyo Kasei University, Japan Thursday, July 7, 2016

P108: A study on the child-rearing practice in the university for ECEC Yasuko Yahagi, Den-en Chofu University, Japan

P109: Predicting young children's anxiety and pervasive developmental disorder from parents’ depression Woonju Cho, Korea National University of Transportation, Korea Eunyoung Kim, Korea Institute of Child Care and Education, Korea

P110: Infants' health dietary education, good eating habits for next generation Yuko Kiyama, A Nursery School, Japan

P111: Action research on aesthetic approach to art activities for four-year-old children Hyohoon Chon, Ewha Womans University, Korea Hyun Ju Lee, Aicorea, Korea

P112: Effects of using predictable picture books on a child with intellectually disability Ka Wing Wong, Hong Kong Baptist University, Hong Kong Ho Pik Ying, Hong Kong Baptist University, Hong Kong Sum Kwing Cheung, Hong Kong Baptist University, Hong Kong

P113: An analysis on the mind-mindedness of infant teachers Joo Yeon Ryu, Ewha Womans University, Korea Seung Yeon Lee, Ewha Womans University, Korea 56

P114: Self-concept, understanding of musical concepts, and music teaching efficacy of pre-kindergarten teachers Suhyun Kwon, Myongji College, Korea Jung Ah Choi, Busan Institute of Science and Technology, Korea

P115: The characteristics of award-winning green preschools in Bali, Berkeley, and Hong Kong Ailin Iwan Poon, The University of Hong Kong, Hong Kong

P116: Implication of Dewey's theory of educative experience on early child science education Hanna Yoo, Ewha Womans University, Korea Kyungmi Kang, Ewha Womans University, Korea

P117: The implementation and exploration of “Kindergarten Parent Volunteers Project” Xin Liu, Huayang Kindergarten of Chengdu Tianfu New Area, China Fei Li Huang, Huayang Kindergarten of Chengdu Tianfu New Area, China

P118: Quality and sustainable practices: Case studies of award winning green preschools Ailin Iwan Poon, The University of Hong Kong, Hong Kong

P119: A research on awareness of health of young children in Korea Sung-Hee Lee, Woosong University, Korea

P120: What predicts the preschoolers’ separation anxiety: A pilot study in China Xianda Wang, Fujian Preschool Education College, China Yangjing Ning, The First Affiliated Kindergarten of Fujian Preschool, China

P121: Child’s rights in the educational environment Ewa Lewandowska, The Maria Grzegorzewska University, Poland

P122: Study of God concept in children's picture Eunhye Park, Ewha Womans University, Korea Sungjin Choi, Ewha Womans University, Korea Jieun Kim, Ewha Womans University, Korea 57

P123: A comparative ERP study on children’s face perception between cartoon and real Jingmei Wang, Zhejlang Normal University, China

P124: Designing a smart educational environment: Interacting among forest, kindergarten, and home Heejeon Suh, Tongmyong University, Korea

P125: Teachers’ perception of brain-based early childhood education Thursday, July 7, 2016 Young Sook Kwak, Ewha Womans University, Korea

P126: The sensitivity of new teachers and experienced teachers at the interaction between preschooler-teacher Heeyoung Kim, Ewha Womans University, Korea

P127: Reflect on teachers-children’s discourse characteristics in the evaluation indicators of institutions of early childhood education Ji Young Lee, Ewha Womans University, Korea

P128: Strengthening social competences through cooperative activities in kindergarten Ana Stefanec, Kindergarten Dobro drvo, Croatia Igor Majcen, Kindergarten Dobro drvo, Croatia

P129: Building up a group of nurturing community in child-care center for double-income family Hye Jean Joung, Namdong Childcare Center of Korea Workers’ Compens, Korea

8:30~9:30 Exhibition (Staying open until 1:30pm) ECC Hall

Ai corea Autistar

www.aicorea.org www.autistar.kr 58

Bridging the world Boyuksa Bridging the generation

www.boyuksa.co.kr cafe.naver.com/omep2016

Changjisa DELICUSH

www.changjisa.com www.delicush.com

Genius-box & 3RD ROUND Gyeonggi Children's Museum G Genius-box Genius-box www.gcmuseum.or.kr www.geniusbox.co.kr

Imagination Playground NCSOFT Cultural Foundation

www.ip-korea.co.kr www.ncfoundation.or.kr

Paranmaum Powerbook

www.paranmaum.co.kr www.powerbook.kr

Pulmuone FOODMERCE Unicef

http://www.foodmerce.com www.unicef.or.kr 59

9:30-10:30 Keynote Speech 2 Samsung Hall

Inclusion of children with disabilities in early childhood education Samuel L. Odom, University of North Carolina at Chapel Hill, USA

10:30-11:00 Break (Refreshments) ECC Hall

11:00-12:00 Keynote Speech 3 Samsung Hall

Protecting and expanding children’s innate sustainability through Thursday, July 7, 2016 intergenerational ecologies of learning Arjen Wals, Wageningen University, Netherlands

12:00-13:30 Lunch Lee Sam Bong Hall / ECC Theater

13:30-15:00 Symposium 2 Education Building B

S2-1: ESD award Chair: Ingrid Pramling Samuelsson University of Gothenburg, Sweden 151 ESD Early Childhood Education for Sustainability: The OMEP World Project Vassiliki Pliogou, Metropolitan College of Thessaloniki, Greece Anastasia Kountouroudi, Preschool Centre "Nipiakos Kipos", Greece Ifigeneia Kamperidou,Preschool Centre "Nipiakos Kipos", Greece Anna-Iris Coumpa, Preschool Centre "Nipiakos Kipos", Greece Maria-Lito Coumpa, Preschool Centre "Nipiakos Kipos", Greece Lilian Atieno Okai, OMEP Kenya, Kenya Patcharaporn Puttikul, Chulalongkorn University, Thailand Udomluck Kulapichitr, Chulalongkorn University, Thailand Elizabeth Ivaldi, OMEP Uruguay, Uruguay Valene Crystal Martinez, Whittier College, USA

S2-2: Curriculum Chair: Christiane Bourdages Simpson Ministere de l'Education, de l'Enseignement Superi, Canada B154 Practices from Canadian, French, and Japanese programs along with UNESCO's recommendations Christiane Bourdages Simpson, Ministere de l'Education, de l'Enseignement Superi, Canada Daniele Perruchon, Presidente Section Paris OMEP-France, France 60

Marie Jolicoeur, CEGEP Ste-Foy Quebec, Canada Mie Oba, Fukuyama City University, Japan Lisbeth Gouin, OMEP-France, France

S2-3: Policy Chair: Amelia N. Y. Lee Hong Kong Baptist University, Hong Kong 152 Children first, right start for all: Enhancing quality and catering for diversity Lan-See Nancy Tsang, Heep Hong Society, Hong Kong Wai-ching Michelle Yau, Education Bureau, Hong Kong

S2-4: Culture & Society Chair: Yunyan Liu Southwest University, China 252 Enhancing parent-teacher partnerships: Strategies and practices in Chinese preschools Yunyan Liu, Southwest University, China Donglan Wang, Northwest Normal University, China Yuehong Zhang, Tianshui Normal College, China JuanJuan Huang, Shanghai Academy of Educational Sciences, China

S2-5: Teacher Education Chair: Jeong Yoon Kwon Sungshin Women's University, Korea 154 OECD-UNESCO joint initiative: Survey of Teachers in Pre-primary Education (STEPP) - Voices of the teachers at the forefront Yoshie Kaga, UNESCO Paris, France Selma Sonia Simonstein, OMEP-Chile, Chile Hey Jun Ahn, Hanyang Women’s University, Korea

S2-6: Special Education 251 Current issues in early childhood special education: Neuroscience, shared reading, and co-teaching Jinhee Choi Kang, Seocho Family Support Research Center, Korea Hyejin Park, Arizona State University, USA Mikyung Shin, Ewha Womans University, Korea Organized by Special Education Research Institute, Ewha Womans University 61

S2-7: Culture & Society Chair: Soonhwan Kim Ewha Womans University, Korea 153 Bridging the world, bridging the generation Soonhwan Kim, Ewha Womans University, Korea -Czech: Dana Moravcova (President of OMEP Czech, Czech), Cheongok Yoo, & Hyejin Son (Saessak Kindergarten, Korea) -Greece: Effrosyni Katsikonouri (President of OMEP Greece, Greece), Chillsun Ryu, Younyoung Yang, Youkyung Cho, Youngnam Kim, &

Dawoon Jung (Hyechon Kindergarten attached to DaeJeon Institute of Thursday, July 7, 2016 Science and Technology, Korea) -El Salvador: Mayra Gonzalez (President of OMEP El Salvador, El Salvador), Sung-Hee Lee, & Eun-ji Kim (Woosong Kindergarten, Korea), Chun Ja Lee, & Sunae Kwak (Chimshin Kindergarten, Korea), Sungkyung Sim, & Eunsuk Ham (Demonstration Kindergarten of Wonkwang University, Korea) -Haiti: Larissa Denise Annoual Chapoteau (OMEP Haiti, Haiti), Jeongsun Park, & Jinsu Kim (Myoungji Kindergarten, Korea) -Ghana: Grace Matilda Amarteifio (Marina Nursery School and Kindergarten, Ghana), Seungwon Kang, Yun-Seo Oh, Seung kwon Bae, Jung-eun Park, Su-min Park, Taejoon Kim, & Jin won Lee (PUMP, High School Students of Korea) -Pakistan: Noushad Ahmed Khan (President of OMEP Pakistan, Pakistan), Yu Jung Ro, Jae woo Yoon, Eunji Chung, Soyeon Cho, Hojae Kim, Jimin Kong, Gunwoo Kong, & Stephen Chung (JaniMun, Middle & High School Students of Korea) -Next Generation: Mingyoung Ha, Jieun Kim, & Bisung Ku (Next Generation Organizing Committee of Korea, Ewha Womans University, Korea) 62

13:30-15:00 Workshop 2 Education Building B

W2-1: Play 253 Humanity education using picture book through music Joohee Rho, Korea Research Institute for Audiation, Korea

W2-2: Play 461 IOT based block play: Using S-block system in early childhood classroom Byungho Lee, Duksung Women's University, Korea

W2-3: Play 256 Play on words: Creating a rich vocabulary in a play-based classroom Erin Kathryn Gaughan, Victoria Educational Organisation, Hong Kong

W2-4: Play 462 Music practices of Hong Kong preschools Wing Chi Margaret Lau, Hong Kong Institute of Education, Hong Kong

W2-5: Policy 254 Evaluating programs and practices in early childhood education Donna Berthelsen, Queensland University of Technology, Australia Kate Elizabeth Williams, Queensland University of Technology, Australia 63

15:00-18:00 School Visit

1. Assembly Childcare Center 2 2. Seoul Cheonggyesup Kindergarten (Employer-supported Childcare) (Public Independent Kindergarten) Thursday, July 7, 2016

3. Childcare Support Center, Mapo-gu Branch (Childcare supporting institution run by local government) & Sangam Nuri Childcare Center (Public Childcare Center)

4. Seoul Early Childhood Education and 5. Yeona Kindergarten Development Institute (ECE supporting (Private Kindergarten) institute run by the city government)

6. Ewha Institute of Childhood Education and 7. Ewha Womans University Kindergarten Care(Childcare institutes run by Ewha Womans (Ewha Womans University Research University / Employer-supported Childcare Kindergarten) Center) 64

18:00-20:00 Banquet Sebit Island of Han River

Sebitseom(Sebit Island) is a cultural complex built to be a landmark on the Han River in the heart of downtown Seoul, a place where you can enjoy special cultural contents at the water’s edge. It is the world’s first floating structure with buildings that can float on water. Sebitseom provides an elegant, comfortable space for those who visit the Han River to enjoy. It symbolizes the life of Seoul citizens and illuminates Seoul and the Han River. Delicious Korean and fusion-style dishes will be served with cultural show. Sebitseom is a perfect spot for stunning view of the Han River.

Address: 683, Olympic-daero, Seocho-gu, Seoul (Banpo-dong)

65

Friday, July 8, 2016 Education Building B 8:00- Registration Open 1st Floor

9:00-10:30 Symposium 3 Education Building B

S3-1: Social Development 151 Social development in early childhood Kate Elizabeth Williams, Queensland University of Technology, Australia Donna Berthelsen, Queensland University of Technology, Australia Yunhee Kim, Duksung Women's University, Korea Sandie Wong, Charles Sturt University, Australia

S3-2: Curriculum Chair: Eva Arlemalm-Hagsr Malardalen University, Sweden 153 Place and space for social and cultural sustainability - Preschool in focus Ingrid Pramling Samuelsson, Gothenburg University, Sweden Friday, July 8, 2016 Eunhye Park, Ewha Womans University, Korea Marsella Veronicka Qvicker, Salems Kommun, Sweden Evelina Asa Karlsson, Salems Kommun, Sweden Eva Arlemalm-Hagser, Malardalen University, Sweden Karin Engdahl, Malardalen University, Sweden

S3-3: Play Chair: Chaoyun Yan Sichuan Normal University, China 152 Outdoor play in today’s Chinese preschools Chaoyun Yan, Sichuan Normal University, China Xiang Ye, Sichuan Normal University, China Xiaoqiong He, Sichuan Normal University, China Zizhao Zhang, Sichuan Normal University, China Lin Yu, Chengdu No. 16 Kindergarten, Chengdu, China Guoqing Fu, Chengdu No. 16 Kindergarten, Chengdu, China Jing Liu, Chengdu No. 16 Kindergarten, Chengdu, China Xiaoyu Zeng, Chengdu No. 16 Kindergarten, Chengdu, China Xueqin Cheng, OMEP-China, China Hong Yang, Chengdu No. 3 Kindergarten, Chengdu, China Limin Hou, OMEP-China, China 66

Huiyuan Wu, OMEP-China, China Xiufeng Mo, OMEP-China, China

S3-4: Workforce Chair: Xiumin Hong Beijing Normal University, China 154 New thoughts on Chinese preschool teachers’ professional development in the emergence of a national professional standard Genjian Zhang, Qingdao Preschool Teachers School, China Ye Pingzhi, Guangzhou University, China Yaping Yue, Henan University, China Fei Dan, Shenyang Normal University, China

S3-5: Play Chair: Maggie Koong Victoria Educational Organization, Hong Kong 251 Play and Resilience: The OMEP World Project Dawn Butterworth, OMEP Australia, Australia Lis Karen Mathiasen, Westminster Junior Primary School, Australia Larisa Pejic, Preschool Institution, Bosnia & Herzegovina Claire Jane McLachlan, University of Waikato, New Zealand Chaoyun Yan, Sichuan Normal University, China Liangjing Guo, Nanjing Normal University, China Xiaoxia Feng, Beijing Normal University, China Evelyn Adriana Calero, Fundasil, Fundacion Silencio, ElSalvador Ebru Ersay, Gazi University, Turkey Yinian Ma, Northwest Normal University, China Guoyan Zhang, Northwest Normal University, China Sophie Foster, Jumping Beans, New Zealand

S3-6: Curriculum Chair: Irgrid Pramling Samuelsson University of Gothenburg, Sweden 253 GAP project Ingrid Pramling Samuelsson, University of Gothenburg, Sweden Judith Tate Wagner, Whittier College, USA Eunhye Park, Ewha Womans University, Korea Glynne Margaret Mackey, University of Canterbury, New Zealand Selma Sonia Simonstein, OMEP-Chile, Chile 67

9:00-10:30 Workshop 3 Education Building B

W3-1: Music 254 Transforming music education for the next generation: To prepare children with '4C's through children's songs Jinyoung Kim, College of Staten Island / CUNY, USA

W3-2: Collective Teaching about Info using information picture books to have children read for understanding 461 Yan Zou, Victoria Organization Shenzhen Leparc, China Xia Liang Xiao, Victoria Organization Shenzhen Leparc, China

W3-3: Literacy 462 Happy reading & speaking express with creativity Rong Li, Victoria Organization, China Rong Wang, Shanghai Victoria Kindergarten, China

Luodan Wang, Shanghai Victoria Kindergarten, China Friday, July 8, 2016

W3-4: Workforce B154 Emotional health of the teacher Adrian Arce, Da Vinci International Okinawa Japan, Japan Eugenia Padovani, Da Vinci International Okinawa Japan, Japan

10:30-11:00 Break (Refreshments) Kim Emma Hall (B152)

11:00-12:00 Individual Presentation 3 Education Building B

IP3-1: Workforce Moderator: Heekyung Han Korea National University for Transportation, Korea 651 Preschool and inclusion Emelie Stavholm, OMEP, Sweden

Action research on promoting kindergarten teachers’ professional development by reflection diary Qiong Wu, Northeast Normal University, China Wei Yao, Northeast Normal University, China 68

How novice kindergarten teachers benefit from group reflection: A case study Qiong Pan, Shanghai Academy of Educational Sciences, China

IP3-2: Workforce Moderator: Daeun Park Chungbuk National University, Korea 652 All in a day’s work: Making visible the complexity of early childhood work Sandie Wong, Charles Sturt University, Australia Frances Press, Charles Sturt University, Australia

The key teacher professional development supporting strategy Wei Zhuang, Beijing Academy of Educational Sciences, China

Challeges to teacher preparation of kindergarten curriculum reform in China Liangjing Guo, Nanjing Normal University, China

Enhancing wellbeing and involvement among preschoolers in ethnic minority areas in Vietnam Filip Lenaerts, VVOB Vietnam, Vietnam Huong Thi Lan Nguyen, VVOB Vietnam, Vietnam

IP3-3: Workforce / Policy Moderator: Su Kyoung Park Konkuk University, Korea 653 How to support the professional development of kindergarten teachers in different systems Yanan Guan, Beijing Normal University, China Minyi Li, Beijing Normal University, China

Curriculum reform in Azerbaijan: A quantitative study of teacher perceptions of provided professional development Ulviyya Tofiq Mikayilova,Center for Innovations in Education, Azerbaijan

Rethinking policy-driven teacher education for professional development in ECE in Hong Kong Qiaoling Chang, Blue Sky Kindergarten, China 69

IP3-4: Curriculum / Teacher Professional Development / Policy Moderator: Dong Hwa Choi Park University, USA 654 The Idea and effect of teaching stuff construction Xiaolin Yu, California Sunshine Kindergarten Chenghua District, China

Effectiveness of teacher-child interaction program in Shanghai early education settings Chunhong Han, East China Normal University, China

Post-2015 elementary education in Thailand Yotsawee Saifah, Chulalongkorn University, Thailand

An analysis on PD education for childcare teachers Bowon Shin, Yonsei University, Korea Myoung Soon Kim, Yonsei University, Korea Hyeyoung Shin, Yonsei University, Korea Friday, July 8, 2016

IP3-5: Policy Moderator: Hoewook Chung Ewha Womans Uninversity, Korea 658 A study on installation and operation of CCTVs in childcare center Eun Jin Kang, Korea Institute of Child Care and Education, Korea

Quality assurance in early childhood educational programs in Thailand Udomluck Kulapichitr, Chulalongkorn University, Thailand

Survey of Chinese parents' policy expectations in the context of two-child policy Xiumin Hong, Beijing Normal University, China Lu Xu, Beijing Normal University, China

A survey on parents’ demand for choosing kindergarten under the “Two-child Policy” Xiumin Hong, Beijing Normal University, China Weiwei Sun, Beijing Normal University, China 70

IP3-6: Workforce / Play / Second Language Teaching Moderator: Kyung Eun Jahng Kyung Hee University, Korea 659 TECE: The transition of Chinese Kindergarten Curriculum Evaluations under the teacher empowerment Shanshan Jiang, Daqing Normal University, China

Understanding Chinese parents’ beliefs and practices regarding play in the early years Xunyi Lin, The University of Hong Kong, Hong Kong

Parents and principals' preference for kindergarten English teachers: Blond or black hair? Mei Lee NG, Institute of Education, Hong Kong

Supporting children with challenging behaviors and language delays: Functional communication training Hyung Mee Kim, Korean Bible University, Korea

IP3-7: Culture & Society / Curriculum / Policy Modertaor: Jinwha Lee Pai Chai University, Korea 660 Deciphering the book of life to 5 and 7 year olds - Creating a culture of openness in kindergarten Gabrijela Tomasevié, Kindergarten Maza, Croatia Sandra Repesa, Institutions for Early Education, Croatia

For children’s happiness: Changes of ideas and practices of teachers in kindergarten Xiaoyu Luo, Soong Ching Ling Kindergarten, China

A study on parents' perception about financial support policies for young children Jinwha Lee, Pai Chai University, Korea

IP3-8: Workforce / Culture & Society Moderator: Haesung Im OMEP Korea, Korea 661 71

Working with parents to secure improved outcomes and life chances for children of the 21st century Karen Anne Graham, RTL, UK Angela claire Davies, Rossett Training Ltd., UK

Comparative study on the public and private kindergarten teachers' sense of professional identity Xiangyun Liu, China Welfare Institute Kindergarten (Pujiang), China

Constructing “2D3L” -- A system for kindergarten-initiated research and development Xin Liu, Huayang Kindergarten of TianFu New Area, China

Tackling inequalities in early childhood education in Europe Catherine Jane Carroll-Meehan, Canterbury Christ Church University, UK

IP3-9: Curriculum / Workforce / Others Moderator: Seenyoung Park Friday, July 8, 2016 Bucheon University, Korea 655 Fukushima nuclear power plant breakdown leads to "Nature Deprivation Syndrome" among children Masaki Iwakura, Shokei Gakuin University Attached Kindergarten, Japan Hideshige Komatsu, Shokei Gakuin University, Japan Sam Murchie, Shokei Gakuin University, Japan Takeshi Takeda, Daiichi Hikarinoko Nursery School, Japan

Using picture story-telling to promote language, cognitive development in early childhood Xiuping Cai, Dafangjia Hui Ethnic Kindergarten, China Suju Wang, Dafangjia Hui Ethnic Kindergarten, China Jingjing Song, Dafangjia Hui Ethnic Kindergarten, China

Polite and respectful coexistence: From Integra’s definitions to its pedagogical practice Oriele Del Carmen Rossel, Organizational Psych, Fundacion Integra, Chile

Education Building B 12:00-13:00 Closing Ceremony B153 72

GENERAL INFORMATION ON THE CONFERENCE VENUE

Ewha Womans University

Ewha Womans University in Seoul, South Korea founded in 1886 by the American Methodist Episcopal. Ewha Womans University traces its roots back to Mary F. Scranton's Ehwa Haktang mission school for girls, which opened with one student on May 31, 1886 (Lee, 2001). The name Ewha, which means “Pear Blossoms”, was bestowed by the Emperor Gojong year. The campus was covered with them, and historians speculate that a grove of pear trees near Scranton home's inspired the name. The image of the pear blossom is incorporated in the school's logo. Ewha Womans University is the world's largest female educational institute and is one of the most prestigious universities in South Korea. Also it is the first award for the Education, Engineering, English Language & Literature, Environmental Engineering, History, Law, Mathematics, Nutritional Science & Food Management, Physics, and Sociology in Korea.

Address: 52, Ewhayeodae-gil, Seodaemun-gu, Seoul, 03760, Republic og Korea Tel: +82-2-3277-2114 Website: www.ewha.ac.kr 73

Seoul

Seoul is the capital and largest metropolis of the Republic of Korea, forming the heart of the Seoul Capital Are.

Situated on the Han River, Seoul's history stretches back more than two thousand years when it was founded in 18 BCE by Baekje one of the Three Kingdoms of Korea. It continued as the capital of Korea under the Joseon Dynasty Capital Area and contains five UNESCO World Heritage Sites: Changdeok Palace, Hwaseong Fortress, Jongmyo Shrine, Namhansanseong, and the Royal Tombs of the Joseon Dynasty.

Seoul is a truly beautiful and safe city. It is surrounded by mountains, the tallest being Mt. Bukhan visited national park per square foot. Modern landmarks include the iconic N Seoul Tower, gold- clad 63 Building, the Dongdaemun Design Plaza the world's second largest indoor theme park, Moonlight Rainbow Fountain bridge fountain and the Sevit Floating Islands. The birthplace of K-pop and the Korean Wave, Seoul received over 10 million international visitors in 2014, making it the world's 9th most visited city largest earner in tourism. If you would like to know more of Seoul, please see the Seoul city hall website at http://www.seoul.go.kr

Tour Information near Ewha Womans University

Seoul's Royal Palaces Seoul has history which can be seen by wandering the grounds of one of the magnificent and historic Grand Five Palaces, Changdeokgung, Changgyounkgung, Gyeonghuigung, Deoksugung, Gyeongbokgung, where the glorious days of Joseon's political, economic and cultural affairs took place. It has large, open public parks that will make you forget that you are in the center of one of the largest urban areas in the world. check the fees and hours. Website: www.theseoulguide.com/sights/palaces 74

Namsan Seoul Tower Seoul Tower opened to the public on October 15, 1980 and has since become a major tourist attraction. The observatory offers panoramic views of Seoul and the surrounding areas. Namsan Seoul Tower has several restaurants, tower map, and gift shop. Website: www.nseoultower.co.kr

Cheonggyecheon (Cheonggye Stream) Visitors can enjoy a pleasant walk along Seoul's urban oasis. All are free and accessible by walking. The Cheonggyecheon Museum opened on September 26, 2005 to offer visitors a vision of the history and culture of the Cheonggyecheon at a glance. Website: www.cheonggyecheon.or.kr

Traditional Place - Insadong An area full of traditional culture and art in the heart of the city. You can find beautiful antique furniture, paintings, folk art, and craft works at some of the many traditional Korean shops. Website: www.hiinsa.com

Seoul's Youth Culture: Ewha, Sinchon, and Hongdae The culture of the university neighborhoods Ewha, Sinchon, and Hongdae are some of Seoul’s most colorful and energetic areas, filled with fun sights and sounds, not to mention delicious food. 75

Korean Food All You Need To Know About Korean Food - where to eat, what it is, and how to eat it! Check out our guide to the best restaurants in all the different parts of Seoul and learn where to go to get the best kimchi, bulgogi, bibimbap, ginseng chicken soup, inseng, liquor, & more. Website: english.visitkorea.or.kr/enu/1051_Food.jsp

For More Information, Check Out:

• The Official Guide to Seoul +82-2-3788-0883 (Mon-Fri, 9:00-18:00) Website: www.visitseoul.net

• Sinchon Information Center +82-2-363-7788 (Mon-Sun, 10:00-19:00) (Visitor center) Languages: English, Chinese, Japanese

• Gwanghwamun Tourist Information Center +82-2-735-8688 (Mon-Sun, 9:00-20:00) (Visitor center) Languages: English, Chinese, Japanese, Thai

Important Telephone Numbers for Emergencies • Police Department (for theft, assault, and other crimes) +82-112 • Fire Department/Ambulance (for general accidents and ambulance) +82-119 • Tourist Information Center (for any other tourism related assistance) +82-1330 76

SPONSORS

• ‌Korea Association for Childhood Education • ‌aicorea Corporation Aggregate International • Autistar‌ • ‌Korean Association of Early Childhood • ‌Boyuksa Teacher Educators • ‌Delicush • ‌Korean Association of Early Childhood • ‌Genius-box Teacher Educators in College • ‌Imagination Playground Korea Co., Ltd • ‌Korean Association of Public Kindergarten • ‌Korea Workers' Compensation & Welfare Teachers Service • ‌National Association for Educational • ‌L&P Cosmetic Co., Ltd (Mediheal) Foundation Kindergarten • ‌NCSOFT Cultural Foundation • ‌National Association of Private Kindergarten • Pulmuone‌ • ‌Puruni Childcare Foundation • Chimshin‌ Kindergarten • ‌Samsung Welfare Foundation • ‌Ewha Womans University Kindergarten • ‌Hyechon Kindergarten • ‌Chang-ji Co., Publishers • Myoungji‌ Kindergarten • ‌Paranmaum Co., Publishers • Saessak‌ Kindergarten • ‌ PowerBook • ‌Wonkwang Kindergarten • ‌Woosong Kindergarten 77

CALL FOR MANUSCRIPT FOR IJEC

International Journal of Early Childhood (IJEC)

CALL FOR PAPERS Presenters at the OMEP conference in Seoul (July 6 to 8, 2016) are invited to submit full papers from their presentations for a special section/issue of IJEC. Papers should address the conference theme: “Translating early childhood systems for future generations.” Articles will be published in 2017 as a collection of papers in a special section/issue of the journal.

The goal specified by the conference theme requires thoughtful empirical or theoretical work about how effective early childhood education programs can be delivered to better meet the needs of children in the future. The introduction and conclusion of papers should make clear how the conference theme has been addressed. IJEC welcomes papers from a wide range of national contexts. Papers may use interdisciplinary frameworks, address diverse theoretical perspectives, and employ qualitative or quantitative methodologies. In a cover letter with the submission, authors should note that the submission is for the special section/issue for papers presented at the 2016 OMEP conference. • Submission date for a full paper is November 1, 2016. • ‌Papers should be submitted online to the Springer Editorial Manager: http://www.edmgr.com/ijec/ At this online address: • ‌Information can be found about how to register as an author before submitting a paper. • ‌Detailed instructions/guidelines are presented for authors on how to structure and format papers for Springer journal publications. Basic submission guidelines • ‌Length of papers: Articles should not exceed 6,500 words in length (including the Reference). • ‌Manuscripts should be presented in a conventional font (e.g., Times Roman 12pt) with at least 1.5 line spacing with one-inch margins. • ‌Abstracts: Abstracts should be 150 to 200 words in length and not contain references. Because IJEC is published under the auspices of the international organization, OMEP, translations of the English abstract into French and Spanish are required when the manuscript is accepted for publication. • Keyword‌ s: A list of 4 to 6 keywords should be presented under the abstract in the manuscript. These are used for indexing purposes. • ‌Headings: No more than three levels of headings should be used across the main text of the manuscript. • ‌Spelling: Either U.S. or U.K. spelling can be used but the selected spelling style must then be used consistently across the manuscript. Questions on submissions should be directed to Donna Berthelsen at [email protected] 78

WORLD OMEP DECLARATION 2012-2015

Campo Grande, Brazil, July 21, 2012

2012 OMEP Declaration Calling for the Inclusion of Early Childhood Education and Care as a Priority in the United Nations Sustainable Development Goals 2015-2030

OMEP is the oldest and largest global organization devoted to Early Childhood Education and Care (ECEC). With members in national committees in 73 countries, OMEP has a long and proud history of promoting the health, wellbeing, rights and early education of the world’s children from birth to age 8. OMEP members, individually and collectively, raise our voices for the rights of all young children to live in a sustainable world and achieve their full potential.

We argue that ECEC should always be a high priority in every political, social, and educational agenda. Therefore, we insist that ECEC be included in the United Nations’ Sustainable Development Goals (SDGs) for 2015-2030 in order to send a clear and concrete message to governments worldwide that they are responsible to and for young children today and into the future. Learning and sustainable human development begins at birth. Consequently, their education and care must start at birth to ensure the best start for every child in family, society and preschool contexts.

Rationale: • The‌ Universal Declaration of Human Rights and the UN Convention on Rights of the Child guarantee children the RIGHT to the circumstances and conditions to promote their health, general wellbeing, education, development of their full potential, and realization of their individual and collective rights. • Scientific‌ evidence from many fields – including neuroscience, education, cognitive and developmental psychology, and economics – clearly demonstrate the health, social, environment, cognitive, educational, and economic benefits of investing in Early Childhood Education and Care. • Early‌ Childhood Education and Care is the starting point and lays the foundations for all further education and for future societal development. • In‌ 2010/11 UNESCO recognized that Early Childhood is itself an entity as an educational system, with vital contributions to school and life success, and that Early Childhood Education and Care is crucial for achieving the Millennium Development Goals (MDGs). • The‌ Organization for Economic Cooperation and Development (OECD) Starting Strong reports (2001, 2006, 2012) and other research and official documents also show that economic investments in ECEC are beneficial for the whole society. 79

Shanghai, China, July 10, 2013

OMEP 2013 Resolution on the Importance of Early Childhood as a High Priority on the Post-2015 Agenda (Focusing on birth to school-entry age)

Our Vision for Young Children and the Societies Where They Live To achieve the sustainable World We Want, children must survive; but, beyond that, they must be able to develop to their full potential and to experience the rights to which they are entitled in the United Nations Convention on the Rights of the Child.

Scientific evidence from many fields provides a clear and convincing picture of the critical importance of the early years. The foundation for human development, on both the individual and the societal levels, begins at birth. The first years of life are the most critical for future developmental outcomes. Investments in early childhood are among the best investments any society can make.

Referring to the proposed goals in the High Level Panel Report (May 2013) and similar recommendations by various other organizations and agencies, OMEP’s position is that early childhood be specifically referenced and targeted in the following

HLP Goal 1: End Poverty RECOMMENDED GOAL: Reduce by half the percentage of children between birth and primary school-entry age living in poverty.

HLP Goal 2: Empower Girls and Women and Achieve Gender Equality RECOMMENDED GOAL: Begin empowerment and gender equality in early childhood, focusing on girls’ access to quality preschools that are safe, non-violent, and non-discriminatory.

HLP Goal 3: Provide Quality Education and Lifelong Learning for Sustainability RECOMMENDED CHANGE IN GOAL 3A: Significantly increase the proportion of children able to access and complete quality preschool education, with the aim of 100% and a minimum of 50% having access by 2030. RECOMMENDED GOAL: Introduce Education for Sustainable Development in early childhood settings, including preschools, focusing on all three pillars of sustainability: economy, environment, and equal and just society. 80

HLP Goal 6: Achieve Universal Access to Water and Sanitation RECOMMENDED GOAL: Introduce WASH from the START (water, sanitation, and hygiene education) in preschools in cooperation with WASH in Schools.

We make this declaration in partnership with many other organizations and agencies promoting early childhood as a priority in the 2015-2030 Sustainable Development Goals, including Save the Children, USAID, Consultative Group on Early Childhood Care and Development, International Child Fund, Global Partnership for Education, World Health Organization, UNESCO, and World Bank.

Hear the children’s voices: “Sustainability…it means like saving the world for later.”

Cork, Ireland, July 1, 2014

In Recognition of the 25th Anniversary of the United Nations Convention on the Rights of the Child

With members in nearly 70 countries throughout the world, OMEP is the oldest and largest organization devoted to the general wellbeing, optimal development, and education of children between birth and age 8. OMEP has had consultative status with the United Nations and UNESCO since its founding in 1948. OMEP takes pride in our contributions to the creation of the United Nations Convention on the Rights of the Child (CRC).

In recognition of the 25th anniversary of the CRC, the 66th OMEP World Assembly calls up on the world community, and especially its leaders, to make early childhood an unambiguous priority in both policy and practice and to vigorously protect and promote the right so fall young children, their parents, their teacher sand caregivers, and the institutions that serve them at the local, state, and global levels.

Research from many fields clearly shows that the first years of life are the strongest predictors of later attitudes, values, competencies, habits, and a variety of other important qualities and skills. Further, robust scientific evidence in economics demonstrates that investing in early childhood is among the wisest financial decisions a society can make because the returns on such investments are consistently high and long-lasting. 81

OMEP calls upon the world’s leaders at all levels to • Ensure‌ equal rights to education and care for all children, prioritizing the poorest and most vulnerable, including those living in conflict areas and refugee situations, • Enact‌ policies and practices for comprehensive, high quality early childhood education and care, • Ensure‌ all children’s rights to a childhood that includes play and leisure, • Encourage‌ children’s active participation in matters that concern them and their future.

To accomplish these goals, OMEP encourages all efforts to promote Education for Sustainable Development in homes, childcare programs, preschools, schools, universities, and communities.

OMEP enthusiastically recommits our organization to the Convention on the Rights of the Child. OMEP offers to the world community, and especially its leaders, the unwavering commitment, energy, and expertise of its members throughout the world in pursuit of these goals.

The Convention on the Rights of the Child is the world’s promise to its children. Let us all fulfill our commitment to our children.

Washington, D.C., USA, July 27, 2015

The Key to the World’s Future: Early Childhood Educators

A growing body of robust research from many disciplines provides incontrovertible scientific evidence of the critical importance of the early childhood years, from birth through age 8, for children, their families and the societies in which they live. This is especially true for children living in adverse environments and circumstances. Values, attitudes and behaviors form early in life, clearly indicating the crucial importance of early childhood education and care.

According to some of the world’s leading human rights advocates, business leaders, neuroscientists, sociologists, and economists, expenditures on high quality early childhood education are among the best long-term investments any society can make. Recognizing the importance of early years education, the UN Sustainable Development Goals for 2015-2030 include this target: “Ensure that all girls and boys have access to quality early childhood development, care and pre-primary education…” The goal is to close the gaps that currently exist so that all children can reach their full potential. 82

Early childhood educators, together with parents, hold the key to capitalizing on the inherent power and potential of the early childhood years throughout the world and, especially, where circumstances create special vulnerabilities and marginalization of children. Men and women who choose this career path must be well prepared and well supported by public policies. They must have high professional and social status and the opportunity to exercise sound and ethical pedagogical judgment.

Because teachers and caregivers are the primary determinants of the quality of early childhood education, OMEP calls on all national and local governments as well as socially-responsible businesses to work toward a sustainable future by: 1. ‌Promoting policies and practices that recognize the contributions of early childhood educators and young children to society, today and into the future. 2. Increasing‌ significantly the funding for early childhood education, as well as for pre-service and in-service education for teachers and caregivers. 3. ‌Improving the current levels of preparation for early childhood educators and providing continuing professional development throughout the career to enhance their capacity to build learning and teaching relationships with children, valuing their agency and their rights as citizens. 4. ‌Incorporating curriculum and pedagogy for Education for Sustainable Development (ESD) in early childhood teacher preparation and daily practices with children, in keeping with the UN Sustainable Development Goals for 2015-2030. 5. ‌Providing the best possible remuneration, working conditions, professional resources and administrative leadership for early childhood educators and caregivers.

OMEP enthusiastically recommits our organization to high quality early childhood teacher education. OMEP offers to the world community, and especially its leaders, the unwavering commitment, energy, and expertise of our members throughout the world in pursuit of these goals. 83

OMEP 2017 ANNOUNCEMENT

69th World Assembly and International Conference 19–24 June 2017 Croatia, Opatija

Early Childhood Relationships: The Foundation for a Sustainable Future Las relaciones en la infancia temprana: la base para un futuro sostenible Les relations de petite enfance: la fondation d'un avenir durable

Dear OMEP friends,

It is my honour and pleasure to welcome and greet you all on the behalf the Croatian National Committee of World Organization for Early Childhood Education. Croatia is host to the 69th World Assembly and International Conference. Currently, Croatia is one of the youngest members of OMEP, but its connection to OMEP is a longlasting one. More than fifty years ago Zagreb hosted the World conference of OMEP. With great pleasure, we all remember two distinguished Croatian pedagogues who took part in the activities of OMEP: Staša Jelić and Tatjana Marinić, the latter of which became one of the first honorary members of OMEP, and after whom a kindergarden in the center of Zagreb was proudly named. Throughout the history of early and pre-school education many of pedagogic professionals have given their contribution to both theory and praxis. Owing to them, we have the right to say that early and pre-school education in Croatia has kept the pace up with the world's best ones. I hope that you will take contribution and discover early childhood education in Croatia and all over the world.

Adrijana Visnjic Jevtic OMEP Croatia 84

CALL FOR PROPOSALS We invite all interested in early childhood education to submit proposals to OMEP 2017 Conference on the theme, “Early Childhood Relationships: The Foundation for a Sustainable Future.” All details can be found online at www.omep.hr. You can contribute trough: Individual Paper Presentation, Self-Organised Symposium, Workshop, and Poster Presentation.

KEYNOTE SPEAKERS(alphabetical order)

Slavica Basic Verity Campbell-Barr University of Zadar, Plymouth University, UK Croatia University of Debrecen, Hungary

Joanne Lehrer Esztr Moses Université du Québec en Lóczy Foundation for Outaouais, Canada Children, Hungary

Peter Moss Ingrid Pramling Samuelsson University College L University of Gothenburg, ondon, UK Sweden

IMPORTANT DATES REGISTRATION FEES 20 August, 2016 Website open Type Amount(USD) Deadline 15 January, 2017 Proposal Submission Deadline Early Bird 350 31/03/2017 1 March, 2017 Notification of Acceptance Regular Rate 450 19/06/2017 One Day 150 19/06/2017 1 March, 2017 Registration open Student 100 19/06/2017 31 March, 2017 Early Bird Registration Deadline On-Site 500 24/06/2017

VENUE Conference center Tamaris, Milenij hotels, Opatija http://www.milenijhoteli.com/opatija/en/index.php Opatija, Croatia http://visitopatija.com/

TRAVEL INFORMATION Detailed information for travel is available at http://www.visitopatija.net/en/directions

VISA Please check the web page of Ministry of Foreign and European Affairs http://www.mvep.hr/en/consular-information/visas/visa-requirements-overview/ 85

INDEX OF AUTHORS

Abou-Taouk, Hiba IP1-8② Cheng, Xueqin S3-3 Aguilar, Amanda P44 Cheung, Sum Kwing IP2-5②, IP2-7②, Ahlin, Eva Birgitta IP1-4① P3, P41, P90, Ahn, Hey Jun S2-5 P100, P112 Aljasmi, Alyaa P81 Cho, Anna P18, P51, P61 Amarteifio, Grace Matilda S2-7 Cho, Ara P28 Annoual Chapoteau, Larissa Denise S2-7 Cho, Soyeon S2-7 Arce, Adrian W3-4 Cho, Woonju P57, P109 Ärlemalm-Hagsér, Eva S3-2 Cho, Yeonhwa P89 Aung, NweNwe P68 Cho, Youkyung S2-7 Bae, Seung kwon S2-7 Choi, Dong Hwa IP2-4① Bain, Toni W1-3 Choi, Hyo young P87 Bao, Yuqing P32 Choi, Hyunju IP1-6① Berthelsen, Donna W1-5, W2-5, S3-1 Choi, Jieun P45 Best, Genevieve P31 Choi, Jung Ah P114 Binyet Bi Mbog, Alain Philippe IP1-5④ Choi, Sungjin P122 Boily, Manon Marie P48 Choi, Sunkyung P27 Bonto, Alina Flores P44 Choi, Yonji P60 Bourdages Simpson, Christiane S2-2 Chon, Hyohoon P111 Bravo, Byanca P44 Chow, Yuk Ying P41 Buechler, Micheyla P44, P95 Chung, Daeryun P27, P60, P62 Butterworth, Dawn IP2-5①, S3-5 Chung, Eunji S2-7 Byun, Younhee P43 Chung, Hoewook S1-3, P4 Cai, Xiuping IP3-9② Chung, Stephen S2-7 Calero, Evelyn Adriana S3-5 Coumpa, Anna-Iris S2-1 Campos, Francisco Javier P44 Coumpa, Maria-Lito S2-1 Carpenter, Kezia S1-1, IP1-7③ Dan, Fei S3-4 Carroll-Meehan, Catherine Jane IP3-8④ Davies, Angela claire IP3-8① Cha, Kijoo S1-4 De Vocht, Lia W1-2 Chan, Pl Pl P35 Doigami, George P79 Chang, Jungyoon P70 Du, Jun IP1-2④ Chang, Qiaoling IP3-3③ Du, Yueyan IP1-8④ Chen, Xuequn S1-5 Elliott, Sue IP2-9① Chen, Ya Wei P78 Endoh, Mihoko P104 86

Engdahl, Karin S3-2 Hong, Xiumin IP3-5③, IP3-5④ Eom, Ji-Won IP2-6① Hong, Yong Hee IP1-7② Ericksson, Amber Nicole S1-1 Hotta, Masanaka P101 Ersay, Ebru S3-5 Hou, Limin S3-3 Eryiğit, Sümeyra P99 Huang, Fei Li P117 Etchebehere, Gabriela P82 Huang, JuanJuan S2-4 Fan, Qian S1-5 Huang, Ping IP1-4④ Fang, Chengqi P52 Huang, Shan IP2-3① Fang, Hua P69 Huang, Shuhua IP2-7④ Feng, Xiaoxia S3-5 Huh, Youn Jung IP1-2① Fong, Linda IP2-5② Hwang, Sun Young P10 Foster, Sophie S3-5 Im, Haesung S1-4 Fu, Guoqing S3-3 Inoue, Michiko IP2-2④ Fujii, Osamu P5 Iribe, Jessica Marie P95 Gao, Maggie IP2-6② Isizuka, Yuriko P101 Garcia-Llamas, Jose Luis P58 Ivaldi, Elizabeth S2-1 Gaughan, Erin Kathryn W2-3 Iwakura, Masaki IP3-9① Goh, Eun Kyoung IP1-2③ Iwan Poon, Ailin P115, P118 Gong, Yanning P52 Iwasaki, Michiko P106 Gonzalez, Mayra S2-7 Izumi, Toshiharu P104 Gouin, Lisbeth S2-2 Jang, Hyejin IP1-7④ Graham, Karen Anne IP3-8① Jang, Hyoeun P27 Guan, Yanan IP3-3① Jang, Min young P50 Guo, Karen Liang IP1-6④ Jeon, Seong Soo P23 Guo, Liangjing S3-5, IP3-2③ Jeong, Su Jeong P9 Guo, Xiuhua IP2-4② Jeun, Wooyong IP1-7② Ha, Mingyoung S2-7 Ji, Okjong P92 Hagiwara, Motoaki P101 Jiang, Shanshan IP2-5④, P93, Ham, Eunsuk S2-7 IP3-6① Han, Chunhong IP3-4② Jige, Mayumi IP2-2④ Han, Heekyung IP1-3③ Jo, Mi Sook P84 He, Shihong IP1-4④ Jolicoeur, Marie S2-2 He, Xiaoqiong S3-3 Joung, Hye Jean P129 Hill, Edite Maria Louise S1-3 Jun, Hong-Ju P29 Hiura, Naomi P101 Jung, Dawoon S2-7 Hong, Nuri P45 Kaga, Yoshie S2-5 87

Kagan, Sharon Lynn KS-1 Kim, KyungAe P28 Kakazu, Lauren Yukari P44, P95 Kim, Myoung Soon IP2-4③, IP3-4④ Kamigaichi, Nobuko S1-3, P12, P15 Kim, Myung Sun P6 Kamperidou, Ifigeneia S2-1 Kim, Nam Lyang P53 Kamppila, Breelyn Sara P44 Kim, Seohyun P9 Kaneda, Toshiko P101 Kim, Sook-yi IP2-7① Kang, Eun Jin IP3-5① Kim, Soonhwan P36, S2-7 Kang, Jinhee Choi S2-6 Kim, Sung Sook P28 Kang, Jinju IP1-2③ Kim, Taejoon S2-7 Kang, Kyungmi P116 Kim, Youngnam S2-7 Kang, Min Jung IP1-3② Kim, Yunhee S3-1 Kang, Seungwon S2-7 King, Melissa Erica P44 Kargi, Eda IP2-8① Kiyama, Yuko P110 Karlsson, Evelina Åsa S3-2 Ko, Cecily W1-3 Katsikonouri, Effrosyni S2-7 Komatsu, Hideshige IP3-9① Kawakita, Masayo P101 Kong, Gunwoo S2-7 Khan, Noushad Ahmed S2-7 Kong, Jimin S2-7 Kim, Chang Sook IP1-4② Koong, Maggie S1-1 Kim, Dong Rye P49 Kountouroudi, Anastasia S2-1 Kim, Doolee P75 Ku, Bisung S2-7 Kim, Eun-ji S2-7 Kulapichitr, Udomluck S1-3, S2-1, IP3-5① Kim, Eunjung P47 Kwak, Sunae S2-7 Kim, Eunyoung P109 Kwak, Young Sook P125 Kim, Geongsuk P92 Kwan, Man Ning Anselm IP2-5② Kim, Hae Kyoung P55 Kwon, Suhyun P114 Kim, Haejeon IP1-7② Kwon, Yeon Jung P102 Kim, Hajin IP2-2① Kwon, Yijeong IP1-8① Kim, Heejin IP2-2①, P34 Lam, Hazel Mei Yung IP2-3③ Kim, Heeyoung P126 Lau, Maria P31 Kim, Hojae S2-7 Lau, Wing Chi Margaret W2-4 Kim, Hyung Mee IP3-6④ Lee, Amelia N. Y. S1-3 Kim, Jieun P36, P122, Lee, Byungho W2-2 S2-7 Lee, Chun Ja S2-7 Kim, Jinsu S2-7 Lee, Eun Sol P53 Kim, Jinyoung W3-1 Lee, Heekyung S1-3, P26 Kim, Kyung Ran P24 Lee, Hyun Ju P111 88

Lee, Hyun Jung P2 Liu, Xin S1-5, P117, Lee, Jae Eun IP1-8③ IP3-8③ Lee, Ji Young P127 Liu, Yunyan S2-4 Lee, Jin won S2-7 Lo, Joan Pui Ka P37, P90 Lee, Jinwha IP2-6①, IP3-7③ Lu, Yifei IP2-9③ Lee, Jiyoung P71 Luo, Xiaoyu IP3-7② Lee, Ka Yan IP2-7② Ma, Yinian S3-5 Lee, Kyeonghwa P105 Mackey, Glynne Margaret W1-2, S3-6 Lee, Lena IP2-1③ Majcen, Igor P128 Lee, Seung Yeon P102, P113 Mapp, Ulina IP1-6② Lee, Sung-Hee P119, S2-7 Martel, Sylvie P48 Lee, Youngshin IP2-4③ Martinez, Valene Crystal P95, S2-1 Lenaerts, Filip IP3-2④ Mathiasen, Lis Karen IP2-6③, S3-5 Leung, Wing Han P37, P90 Matsumoto, Narumi P107 Lewandowska, Ewa P121 Matsunaga, Shizuko P85, P91 Li, Bai P76 Mayer, Charles Patrick P64 Li, Feng IP2-5④ McConnell-Farmer, Judith Lynne IP1-1② Li, Lan IP1-4④ McLachlan, Claire Jane S3-5 Li, Lin S1-2 Mikayilova, Ulviyya Tofiq IP3-3② Li, Minyi IP3-3① Mo, Xiufeng S3-3 Li, Qi P93 Moravcova, Dana S2-7 Li, Rong W1-4, W3-3 Murakami, Hirofumiu P85, P91 Li, Xiaowei IP1-1④, P7 Murata, Hiroko P1 Li, Yingchun S1-5 Murchie, Sam IP3-9① Li, Zhi Yu IP2-5② Na, Won Jeong P75 Lim, Boo Yeun P28 Naito, Tomomi P33 Lim, Boo Young P68 Nakunsong, Thatsanee Jeab IP1-2② Limruchatakul, Chatchawan Jye-Jye IP1-2② Navarro, Juan P44 Lin, Xunyi IP3-6② Ndijuye, Laurent Gabriel P25, P98 Liu, Dan S1-5 NG, Mei Lee IP3-6③ Liu, Hao P14 Nguyen, Huong Thi Lan IP3-2④ Liu, Jing S3-3 Nicholls, Margaret Ann IP1-3① Liu, Ka Yi P100 Ning, Yangjing P38, P120 Liu, Qian S1-2 Nishikawa, Mayo P12 Liu, Xiangyun IP3-8② Nishino, Misako P8 89

Oba, Mie P97, S2-2 Poon, Tsz Ying IP2-5②, P3, Odom, Samuel L. KS-2 P20, P41, P90 Oh, Hyun Suk P30 Pramling Samuelsson, Ingrid S1-1, S3-2, S3-6 Oh, Jae Yeon P2, P6 Press, Frances IP3-2① Oh, Yun-Seo S2-7 Puttikul, Patcharaporn IP2-1④, S2-1 Ohm, Jung Ae P16, P73 Qiu, Xiang IP2-1② Okai, Lilian Atieno S2-1 Quintanal-Diaz, Jose P58 Okamoto, Hiroko P101 Qvicker, Marsella Veronicka S3-2 Padovani, Eugenia W3-4 Ra, Young E IP1-7② Paik, Young-Suk P30, P49 Ranck, Edna Runnels IP1-1② Pan, Qiong P86, IP3-1③ Ren, Yuanyuan P11 Park, Daeun IP1-1③ Repesa, Sandra IP3-7① Park, Eunhye S1-3, P45, P50, Rho, Joohee W2-1 P122, S3-2, S3-6 Ro, Yu jung S2-7 Park, Gyeong-jin P54 Rogulj, Edita IP2-1① Park, Hee Sook P51, P74 Rosenqvist, Annika Kristin IP2-5③ Park, Hyejin S2-6 Rossel, Oriele Del Carmen P83, IP3-9③ Park, Jae Hak P21 Rue, Min Hyoung P74 Park, Jaejin P36, P45 Ryu, Chillsun S2-7 Park, Jeongsun S2-7 Ryu, Joo Yeon P113 Park, Jung-eun S2-7 Saifah, Yotsawee IP3-4③ Park, Kyung P10 Saito, Takashi P104 Park, Seenyoung S1-3, P94 Sakai, Noriko P101 Park, Selyoung P73 Seo, Hyunjung IP1-5① Park, Seong Yeon P77 Seo, Jai Wha IP2-4③ Park, Seonhye P57 Serson, Betina W1-1 Park, SongGeun P59 Shao, Briar W1-4 Park, Soyeon P62 Shin, Bowon IP3-4④ Park, Su-min S2-7 Shin, Eunsoo P47, P53 Park, Sungok Reina IP1-1① Shin, Hyeyoung IP3-4④ Pejic, Larisa S3-5 Shin, Mikyung S2-6 Peng, Hui IP1-4③ Shiomi, Toshiyuki P85, P91 Perez, Karen Paola P83 Shuzui, Kaori P101 Perruchon, Danièle S2-2 Sim, Sungkyung S2-7 Pingzhi, Ye S3-4 Simonstein, Selma Sonia S2-5, S3-6 Pliogou, Vassiliki S2-1 Solmaz, Gizem IP1-5③, P103 90

Son, Hyejin S2-7 Wangsittidet, Suchada Su IP1-2② Son, Miyi P34 Watanabe, Asako P15 Song, Jiamiao P93 Watanabe, Tetsuya P63 Song, Jingjing IP3-9② Williams, Kate Elizabeth S1-4, W2-5, S3-1 Srekula, Wanrintip Fon IP1-2② Wineberg, Lenore IP2-2③ Stavholm, Emelie IP3-1① Wong, Ka Wing P112 Štefanec, Ana P128 Wong, Lily Hok Neo S1-3 Suh, Heejeon IP2-9②, P124 Wong, Sandie S3-1, IP3-2① Suh, Jung Ah P16 Wong, Sin Yee P3 Sun, Qi P76 Wu, Huiyuan S3-3 Sun, Weiwei IP3-5④ Wu, Qiong IP3-1② Sung, Jihyun P71 Wu, Yuan Yuan IP1-3④ Sung, Youngsil P13 Xia, Jing P69, P76 Suzuki, Yumiko IP1-6③ Xiao, Xia Liang W3-2 Sze, Ka Yan P20 Xu, Cuifeng IP2-7③ Takeda, Takeshi IP3-9① Xu, Lu IP3-5③ Teimouri, Mania IP1-5② Yahagi, Yasuko P108 Tomašević, Gabrijela IP3-7① Yajuan, Xu P64 Tominaga, Mika IP2-2④ Yamazaki, Yutaka P104 Tsang, Lan-See Nancy S2-3 Yan, Chaoyun S3-3, S3-5 Tsui, Tiffany Mariko P44 Yang, Dongmei S1-2 Tugrul, Belma P67 Yang, Hong S3-3 Visnjic Jevtic IP2-8③ Yang, Keumja P24 Wagner, Judith Tate S1-1, IP2-3②, Yang, Younyoung S2-7 P44, S3-6 Yao, Wei IP3-1② Wals, Arjen S1-1, KS-3 Yau, Wai-ching Michelle S2-3 Wang, Donglan S2-4 Yazgin, Yucel IP2-8① Wang, Jingmei P123 Ye, Xiang S3-3 Wang, Lu IP2-1② Yi, Ye-Jin P66 Wang, Luodan W3-3 Ying, Ho Pik P112 Wang, Rong W3-3 Yoo, Cheongok S2-7 Wang, Suju IP3-9② Yoo, Hanna P116 Wang, Xianda P120 Yoo, Youngeui P47 Wang, Xiaolu P56 Yoon, Jae woo S2-7 Wang, Ying Zi P42, P72 Yoon, Soo-Jung P66 Wang, Yong Bun P88 Yoshikawa, Haruna P12, P15 91

Yoshinaga, Mutsuko P40 Yu, Annie IP2-6② Yu, Fang IP2-8② Yu, Lin S3-3 Yu, Xiaolin IP2-3①, IP3-4① Yue, Yaping IP2-2②, S3-4 Zeng, Xiaoyu S3-3 Zhang Wen IP2-1② Zhang, Genjian S3-4 Zhang, Guoyan S3-5 Zhang, Qiyi IP1-7① Zhang, Shouwen S1-5 Zhang, Xia P80 Zhang, Yajie IP2-2② Zhang, Yuehong S2-4 Zhang, Zizhao S3-3 Zhao, Shuo IP1-6③ Zhou, Rong P46 Zhu, Changyu IP1-4④ Zhuang, Wei IP3-2② Zou, Min IP2-1② Zou, Yan W3-2 92

FLOORFOR YOUR MAPS NOTES

ECC B4

Lunch Welcome Reception

Opening Ceremony Keynote Speeches

Registration Refreshments Exhibition Lunch

Posters

Education Building B

B1F

Refreshments

Kim Emma

Closing Symposium Ceremony (S1-2, S2-2) Workshop (W3-4) 93

Education Building B

1F

Symposium Symposium (S1-5, S2-5, (S1-1, S2-1, S3-4) S3-1)

Symposium (S1-3, S2-7, Symposium S3-2) (S1-4, S2-3, S3-3)

Workshop 2F (W1-2, W2-5, W3-1)

Symposium Workshop (S2-6, S3-5) (W1-3, W2-3)

Symposium Symposium (S2-4) (S3-6) Workshop (W1-5, W2-1) 94

Education Building B

4F

Workshop (W1-4, W2-2, W3-2)

Workshop (W1-1, W2-4, W3-3)

6F Individual Individual Presentation Presentation (IP1-1, IP2-1, (IP1-8, IP2-8, IP3-1) IP3-8) Individual Presentation Individual (IP1-2, IP2-2, Presentation IP3-2) (IP1-7, IP2-7, IP3-7) Individual Individual Presentation Presentation (IP1-3, IP2-3, (IP1-6, IP2-6, IP3-3) IP3-6)

Individual Presentation Individual (IP1-4, IP2-4, Presentation IP3-4) (IP1-5, IP2-5, Individual IP3-5) Presentation (IP2-9, IP3-9) 95

CERTIFICATE OF ATTENDANCE

Organization Mondiale pour I’Éducation Préscolaire World Organisation for Early Childhood Education OMEP Organizacíon Mundial para la Educacíon Preescolar

Certificate of Attendance The World Organization for Early Childhood Education is pleased to present this certificate to

for participation in the 68th World OMEP International Conference Seoul, Korea July 4-8, 2016

World President of OMEP OMEP-KOREA President 96

FOR YOUR NOTES