A Study on the Development of Personality through Writing by Teachers Studying Early Childhood Education

This study aims to foster personality development through writing for early childhood teachers enrolled in the Department of Early Childhood Education. Writing activities were conducted with 14 early childhood teachers from the Department of Early Childhood Education at S University in G City, and the results were analyzed using qualitative research methods. As a result of recognizing that in the writing process as a early childhood teacher and learner, this study let students recognize that good influence is exchanged with young children and seek the essence as the early childhood educator. The students tried to recollect their school days and pursed to become a memorable teacher to the young children in the future. In the students’ writings, they reflected remarks to express to themselves. In addition, the difficulty of study recharged energy by doing what he liked to do, and felt the happiness that came from relationship formation. The meaning of learning felt while working and studying is a series of career concerns and conflicts, but learning is a meaningful time, and one is learning the true meaning of play-oriented education, and one's self-esteem has improved with a challenging attitude. In other words, the research participants appeared to develop their personalities through self-understanding and positive changes in thinking achieved through writing. Based on the results of this study, it is recommended that a personality development program using reflective writing be developed and implemented as a method of personality education.