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Objectives In this study, we tried to analyze the perception of multimedia utilization education in reflection journals of preliminary early childhood teachers. Methods This study utilized qualitative research methods. Specifically, 63 first-year students at S University, a three-year university located in Gyeonggi-do, were repeatedly read through reflective journals written after taking the ‘Multimedia Utilization Education’ course and field texts written by instructors to find stories that fit the purpose of the study. It was qualitatively analyzed by time, category, and large and small meaning units, and the researcher reorganized it to clearly reveal its meaning. Results As a result of the study, the final derived topics are as follows. First, understanding multimedia that feels close and distant. Second, recognizing and developing various aspects. Third, positively promoting work and learning as an early childhood teacher. Fourth, building up an identity as an early childhood teacher. And fifth, taking a step toward better multimedia utilization education. Conclusions This study is expected to be used as basic data to provide preliminary early childhood teachers' understanding of multimedia-based education, support directions for the actual educational content composition of the subject, and learner-centered educational guidelines.
Oh et al. (Thu,) studied this question.