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Purpose: This study aimed to examine ontological reflection of early childhood teachers, who take part in a humanities seminar and the effect of this ontological reflection on performance of early childhood teachers by organizing a humanities gathering for early childhood teachers and providing humanities seminar activities as early childhood teacher education. Method: Starting with the literature research on humanities, humanities education, philosophy and teacher education, this study was conducted from January 2015 to June 2015. The humanities seminar consisted of thematic text reading, discussing and interviewing, and data including discussion contents, interview contents and the researcher’s reflective journal were collected. Data analysis was conducted, according to the analysis procedure of general qualitative research. Results: Early childhood teachers experienced learning, which made their life bountiful and meaningful by taking part in the humanities seminar, and this revealed the potential of teachers as intellects and early childhood teachers as doers to fulfill multilaterality of education. Conclusion: The humanities seminar started from the inner movement of child care teachers that desired to improve the quality and the reality of early childhood education and is what the period and society require. For early childhood teachers that receive constant training for finding something hidden and hold onto passion for learning, humanities would become an alternative to relieve the deep thirst.

A Humanistic Approach of Early Childhood Teacher Education: Focusing on Humanities Seminar Participation Experience of Early Childhood Teachers