This study aims at investigating experiences of abuses in childhood and human right sensibility of pre-service early childhood teachers who will work in early childhood educational institutions after graduation, and using the results as basic sources of planning children''s right education and the related programs for them.
In order to achieve the purposes of the study, the following research questions are set.
1. How experiences of abuses in childhood, human right sensibility, and perception of children''s right of pre-service early childhood teachers correlate?
2. How experiences of abuses in childhood of pre-service early childhood teachers affect their perception of children''s rights(to survival, protection, development, and participation)?
2-1. How experiences of abuses in childhood affect perception of right to survival?
2-2. How experiences of abuses in childhood affect perception of right to protection?
2-3. How experiences of abuses in childhood affect perception of right to development?
2-4. How experiences of abuses in childhood affect perception of right to participation?
3. How human right sensibility of pre-service early childhood teachers affects perception of children''s rights(to survival, protection, development, and participation)?
3-1. How human right sensibility affects perception of right to survival?
3-2. How human right sensibility affects perception of right to protection?
3-3. How human right sensibility affects perception of right to development?
3-4. How human right sensibility affects perception of right to participation?
The study was conducted through the questionnaire survey on 550 pre-service early childhood teachers who attend in universities in D and K regions, and the collected data were processed with correlation analysis and multiple regression analysis by using SPSS 23 program.
The results of the study are as follows:
First, the entire experiences of abuses in childhood and perception of children''s rights of pre-service early childhood teachers had negative correlations. In detail, emotional abuses had negative correlations with perception of rights to survival and protection while physical abuses had negative correlations with perception of right to protection. And both neglect and sexual abuses had negative correlations with the entire perception of rights to survival, protection. development, and participation. The entire human right sensibility and perception of children''s rights of pre-service early childhood teachers had positive correlations, and in detail, all sub-domains of human right sensibility had positive correlations with all sub-domains of perception of children''s rights.
Second, among sub-domains of experiences of abuse in childhood of pre-service early childhood teachers, neglect and sexual abuses only had negative influences on sub-domains of perception of children''s right. Neglect had negative influences on perception of rights to survival, development, and participation, which are sub-domains of perception of children''s right while sexual abuse affected negatively perception of rights to survival, protection, and participation.
Third, all sub-domains of human right sensibility of pre-service early childhood teachers had significant influences on all sub-domains of perception of children''s right. Among sub-domains of human right sensibility, ability to perceive situation influenced most perception of right to survival, ability to perceive result had the highest effects on perception of rights to protection and participation, and ability to perceive responsibility had the highest influences on perception of right to development, respectively.
The suggestions from the study results are as follows:
When planning right education program for pre-service early childhood teachers, it is necessary to conduct the program to reduce negative perception about children''s right due to the influences of personal experiences such as abuses in childhood at the same time. And children''s right education program, unlike the existing passive right education, should be planned to raise human right sensibility of pre-service early childhood teachers through their own experiences to search for factors to impede rights and to solve them actively.