• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.1
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• pp.530-537
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• 2020

The purpose of this study was to determine the factors affecting the satisfaction with pre-service childcare, the work related stress, and the conflicts perceived by pre-service childcare teachers. The data was processed using the SPSS Statistical Package Program, and the frequencies, means, and standard deviations were calculated. Reliability analysis, correlation analysis, and multiple regression analysis were also conducted. The results showed that the class contents, the environment of childcare practice, and the conflicts with children were stressful and they negatively affected practice satisfaction. Second, there was statistically significant negative correlation between the pre-service teachers' childcare practice stress, conflict during the practice, and practice satisfaction. Third, the stress of preservice teachers' childcare practice and the conflict felt during the practice also affect the childcare practice satisfaction. Based on these findings, further study is needed for implementing effective measures in order to improve the practice satisfaction with exhaustive pre-practical education and the field job-oriented curriculum. These measures will enable students majoring in childcare to experience less stress and conflicts during their education.

• Korean Journal of Childcare and Education
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• v.9 no.3
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• pp.95-119
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• 2013

The study uses a qualitative research method for an in-depth study on child care practice for preliminary child care teachers. The study shows firstly that prior to practice, a preliminary child care teacher expects to perform a dual role. The preliminary child care teacher conceives an unequal, vertical relationship with a practice guidance teacher and serves as someone between a teacher and a friend to children, while perceiving the facility head as a mediator and practice colleagues as companions. Secondly, the preliminary child care teacher performed a triple role, while the practice guidance teacher played the role of a preliminary child care teacher. A preliminary child care teacher has mutually supportive interaction with a practice guidance teacher and serves as someone between a teacher and a friend, while acting as an important supporter to the facility head and as an uncomfortable competitor to a practice colleague. Thirdly, when a practice is completed, a preliminary child care teacher feels satisfied and sorry, while emphasizing a balance between theory and practice in a curriculum. The purpose of the current study lies in figuring out the needs for child care practice for a preliminary child care teacher who is the subject in child care practice to suggest improvements for a qualitative enhancement of child care practice.

• The Journal of the Korea Contents Association
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• v.16 no.2
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• pp.750-761
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• 2016

This study attempted to analyze the practicum experiences of pre-service childcare teachers (level 3) and their meaning and set a direction for efficient childcare practicum for the level 3 childcare teachers. For this, 16 trainees from 'P' Pre-service Childcare Teacher Training Center and 'S' Pre-service Childcare Teacher Training Center in Gyeonggi-do were investigated, and there was an interview with them for qualitative analysis. The study results found the followings: This study is showed that child care and teaching practice is the difficulty of training institutions selected, lack of preparation exercise, disagreement between training courses and related field, the stress of exercise, difficulties in infants teaching and experience the reality in the field. In terms of the meaning of childcare practicum, it helped the pre-service childcare teachers set their career path and establish values. In addition, it was helpful in building practical knowledge. In addition, there was a discussion on how to operate the childcare practicum in a well-organized and systematic manner, focusing on the derived topics.

• Journal of Digital Convergence
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• v.15 no.12
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• pp.79-93
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• 2017

The purpose of this study was to investigate the perception and need for the revised child care practicum (January, 2017) in Korea. The participants were in three groups: 32 directors, 143 child care teachers and 130 pre-service teachers. Questionnaire were used ot collect the data and t-test, x-test and ANOVA were done for analysis. All three groups responded positively for the revised edition (extending the period of practicum from 4 weeks to 6 weeks). And perceived the extending the period is necessary for the quality of child care centers. Directors with the higher level of education perceived the revision clearly than others. Most of teachers perceived the change through teacher retraining program. All groups pointed out for the implementing the revised edition successfully, supporting and cooperative system is in need for three groups.

• Korean Journal of Childcare and Education
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• v.6 no.1
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• pp.177-199
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• 2010

The purpose of this study was to provide a better understanding of prospective teachers' experiences during their toddler educaring practicum and what the meanings of their experiences are. A narrative study on practicum experiences was conducted with four junior students who major in early childhood education in A university in Seoul. The experiences of prospective teachers in daycare centers for toddler were diverse. Such diverse experiences allowed teachers to find the meaning of the relationship between teacher and toddler and to learn what being a teacher was like. And they showed positive changes in their attitude toward practicum and becoming toddler care and education teachers following improved understanding about the lives and development of toddlers and care-giving and teaching skills. The meaning of toddler educaring practicum was explained as building justification for existence and essential identity through continuous self-reflection, and experiencing happiness of caring and teaching toddlers. During the practice, they also learned that teachers in charge of toddlers should understand their lives, provide child friendly and stable environments, and be receptive and sensitively respond to them according to their needs and developmental levels. Student teachers realized that their role was to give loving care and to have sincere concern about the lives of toddlers.

• The Journal of the Korea Contents Association
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• v.19 no.9
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• pp.614-628
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• 2019

The purpose of this study is to analyze the trends and contents of the research related to infant and child safety published in the domestic journals from 2000 to 2018. To analyze this, we selected 136 articles related to child care practice published in the journals from 2000 to 2018. A total of 136 papers were analyzed for frequency, percentage and ${\chi}^2$ using the SPSS Win 23.0 program. The main results of this study are as follows: First, the articles related to child care practice were published the most in 2014~2018. According to the time of study, quantitative research of the articles related to child care practice decreased, but qualitative research of the articles related to child care practice increased. In addition, questionnaire research of the articles related to child care practice decreased, but interview research of the articles related to child care practice increased. It is expected that this research will provide basic data on research topics such as child care practice who need further research.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.8
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• pp.5207-5211
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• 2015

This study was intended to investigate the effect of aptitude of child care teacher of child care trainees on the stress of child care practice and management of stress as quality and aptitude of child care teachers are being discussed and necessity of revaluation on teaching practice of child care trainees are being brought up recently. First, as a result of collecting data from 268 child care trainees, stress of child care and teaching practice and stress management showed difference between grades. Secondly, among lower factors of aptitude of child care teachers, it was identified that stress is higher in a relationship between child care center director and guidance teachers when sociability with infants is lower. Thirdly, it was identified that teachers can cope with stress of child care and teaching practice when they have higher creativity, self-development, activeness, and positiveness among lower factors of aptitude of child care teachers.

• Journal of the Korean Home Economics Association
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• v.48 no.6
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• pp.57-70
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• 2010

This study aimed to investigate the current condition of student childcare training in Korea. Participants were 221 university professors, 467 childcare center directors, and 1,260 guidance teachers in Korea. They completed questionnaires the current condition of student childcare training centers, guidance teachers, student teachers, and student childcare training fees. The results showed 64.4% of these centers charged a student childcare training fee, and 35.6% of them did not charge a fee. The average student childcare training fee was 41,000 won. This study aims to offer a realistic understanding and effective information on student childcare training in Korea and to suggest practical standards for student childcare training.

• Korean Journal of Childcare and Education
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• v.6 no.1
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• pp.231-250
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• 2010

The purpose of this study is to analyze the case in which we can identify how the SoC of Practical training teachers about the instructional media changes and why these change appears during the child care practice when we assumpt that for Practical training teachers to use the instructional media is that they participate in change during child care practice. In case A, the SoC moves from Stage 0 to Stage 1, Stage 6. In case B, the SoC moves from Stage 0 to Stage 2. In case C and D, the SoC of the Practical Training Teachers are not changed. Above this, we identify the SoC of Practical training teachers. Case A and B change the SoC, but Case C and D does not change the SoC after child care practice. We identify that the reason why there are differences is that according to (1) the training of the perception of practical training teachers, curriculum, knowledge related to instructional media before child care practice, and (2) time, the SoC of practical training teachers about instructional media is changed. In the end, we make a suggestion for the following research. First, a comparative study will be made of other students of the department for child care in the same college or other college. Second, we need to make a study for analyzing SoC profile after supporting instructional assistances.

• Korean Journal of Childcare and Education
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• v.9 no.6
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• pp.25-49
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• 2013

This study intends to identify the perceptions of childcare teachers in training programs for cooperating teachers in childcare practicum. The 368 childcare teachers who participated in the study lived in D City. The researchers modified the questionnaire from the study of Woon-Ju Cho (2001). In order to analyze the collected data, frequency and cross tab analyses were performed. The research results are as follows: Firstly, according to the examination of the purpose of the training programs for cooperating teachers in childcare practicum, they perceived the acquisition of the abilities to instruct effective teaching methods as the purpose of the training programs for cooperating teachers in childcare practicum. Secondly, there were no statistically significant differences as the researchers investigated the perceptions of childcare practicum, according to the level of participants' education and experiences. But, there was a statistically significant difference of feedback on the journal of the participants' experience level. Thirdly, according to an analysis on the formats of the training programs for cooperating teachers in childcare practicum according to education levels and experience levels, the participants' preferred short-term education during the semester (after returning to the workplace on weekdays). In specific, they preferred less than three hours of education for a three-day or shorter period. As for the characteristics of long-term training programs, three days or less weekly and one to two hours daily were preferred.