Objectives: This study examined the dual mediating effects of parents’ smart media mediation(active mediation) and children’s self-regulation on the relationship between parents’ intention to provide smart media and children’s smart media overdependence.Methods: Data were collected from 514 parents of 5-year-old children who had previously used smart media. Data were analyzed using descriptive statistics, and partial correlations were analyzed using JASP. Structural equation model(SEM) analysis was conducted using R Studio. Bootstrapping method was used to examine indirect effects.Results: First, parents’ smart media mediation(active mediation) had no partial mediating effect on the relationship between parents’ intention to provide smart media and children’s smart media overdependence. Second, children’s self-regulation had partial mediating effects on the relationship between parents’ intention to provide smart media and children’s smart media overdependence. Finally, parents’ smart media mediation(active mediation) and children’s self-regulation had dual mediating effects on the influence of parents’ intention to provide smart media on children's smart media overdependence.Conclusion: To reduce children’s long-term smart media overdependence, it is necessary to develop selfregulation that allows the independent and active use of smart media. Therefore, parents must determine their intentions to provide smart media to their children, avoid convenience intention, and reinforce their educational intention to provide smart media. Nevertheless, parents should develop self-regulation in their children through appropriate mediation, where they discuss rules, negative situations, and safe use.
Objectives: This study aimed to identify the level of autonomy early childhood teachers have in implementing the curriculum. Furthermore, the study aimed to find variables that predict early childhood teachers’ autonomy in curriculum implementation. These include “play sensitivity,” “organizational health,” and “professional knowledge and skill perception.”Methods: This study was conducted on 375 early childhood teachers. The teachers responded to questionnaires on “their autonomy in the implementation of early childhood curriculum,” “play sensitivity,” “organizational health,” and “professional knowledge and skill perception.” The collected data were analyzed using descriptive statistics, t-test, partial correlations, and multiple regression analysis.Results: First, early childhood teachers’ showed a high degree of autonomy in the “support for child-centered play environments and interactions” and “flexible daily management.” They showed low autonomy in “cooperation and participation with the family and local community” and “use of learning community”. Second, it revealed variables predicting the degree to which early childhood teachers’ had autonomy in curriculum implementation. This included areas such as “play sensitivity,” “organizational health,” and “professional knowledge and skill perception.”Conclusion: This study confirms the autonomy status of early childhood teachers in curriculum implementation reflecting the 2019 revised Nuri curriculum. The study offers potential for revitalizing research on various autonomy-related factors in curriculum implementation. Educators can utilize these findings to develop teacher education programs emphasizing the importance of autonomy in curriculum implementation. Furthermore, the results are expected to contribute to the correct understanding of early childhood education and realize the necessary autonomy of early childhood teachers’ in curriculum implementation.
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