OMEP SEOUL 2016 68th OMEP World Assembly and International Conference
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2016
OMEP SEOUL
68th OMEP World Assembly
and International Conference
This program book is sponsored and made by Changjisa
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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) ehparkh@ewha.ac.kr
Vice-President/Reception Heejin Kim(Ewha Womans University) hjkim@ewha.ac.kr
Academic Director Eunsoo Shin(Duksung Women's University) esshin@duksung.ac.kr
Editing Executive Director Seung Yeon Lee(Ewha Womans University) dearsy@ewha.ac.kr
Advertising Director Anna Cho(Kangnam University) annacho@kangnam.ac.kr
Trustee of Director Hong-Ju Jun(Sungshin Women's University) hjun@sungshin.ac.kr
Programs Evaluation Myoung Soon Kim(Yonsei University) kimms@yonsei.ac.kr
Cultural Exchange Hee Sook Park(Kangnam University) hspark@kangnam.ac.kr
General International Cooperation Wonkyung Sung(Woosong University) wonkyung-sung@hanmail.net
Manager School Visit Jeongsun Park(Myongji College) jspark1@mjc.ac.kr
Financial Jung Ae Ohm(Ewha Womans University) ohm@ewha.ac.kr
Exhibition and Booth Hyangja Kim(Myongji College) hjkim@mail.mjc.ac.kr
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.
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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
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Map of Ewha Womans University
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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
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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.
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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 OMEP11 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
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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 University13 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
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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 Childhood15 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
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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.nl21
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 Reception31
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, China32
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, China33
13:30~15:00 Workshop 1 Education Building B
Wednesday, July 6, 2016
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, USA34
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, KoreaYou can also read
