• Korean Journal of Child Education & Care
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• v.17 no.4
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• pp.1-30
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• 2017

The purpose of this study is to investigate the awareness of daycare teachers by the nursery school operation performance of the National Competency Standards(NCS). For this purpose, 35 public and private daycare center, home daycare centers and corporation daycare center teachers were randomly sampled in Busan Metropolitan City. We conducted a questionnaire consisting of 230 sub-elements based on 45 sub-competency unit elements extracted from 12 areas of job ability of the national competence standards. Final questionnaires were collected from 117 questionnaires of 28 national daycare teachers, 30 private daycare teachers, 30 home daycare teachers, and 29 corporation daycare teachers. As a result, there was a difference in the awareness of importance among the four groups in all 12 performance capability units. For the 12 job performance units, the importance was recognized in the order of corporate daycare center, national daycare center, home daycare center, and private daycare center. Among them, "Establishment of Child Care Center Management Policy", "Construction of Child Care Service", "Child Care Activity Management", "Infant and Child Playing Guide", "Body and Art Activity Guidance", "Language, Nutritional guidance" there were no differences in the awareness of the importance of corporate daycare teachers and national daycare teachers, and there was no difference between national daycare teachers and home daycare teachers. However, there was a difference between corporate daycare teachers and home daycare teachers.. There is also a difference in the awareness of importance between home daycare teachers and private daycare teachers. In the remaining five job competence units, "Child Care Assessment", "Support for Infant and Toddler Development", "Cooperation with the Home and Community", "Child Care Management", and "Child Care Research", corporation daycare centers, national daycare centers. There was no statistically significant difference in the awareness of importance, but there was a significant difference from the private daycare teachers. Also this tendency was consistently observed in 45 sub-capacity unit elements.

• Korean Journal of Childcare and Education
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• v.8 no.6
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• pp.193-217
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• 2012

This study developed and applied the 'field-university-government cooperation oriented supervision program' for child-care centers. A draft of the 'field-university-government cooperation oriented supervision program' was drawn up from the Delpi method with a panel consisting of experts, and from teachers's perception on it's adequacy. And then it was applied to A child-care center. Participating subjects consisted of a panel of 20 experts, 153 child care center teachers and 1 director and 4 teachers in child care centers, 1 professor in an university. The step by step results of the study are 1) the developed draft of the 'field-university-government cooperation oriented supervision program', included two categories and consisted of a total 63 items; 2) when the program was applied, participant' responses through the supervision was summarized as 2 key words, 'new attempt vs limits of unprepared collaboration', 'confusion and further possibility'. In conclusion, this program showed both possibility and limitations.

• The Journal of the Korea Contents Association
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• v.21 no.3
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• pp.217-231
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• 2021

This study focuses on the effects of child daycare center teacher's communication skills on group cohesiveness, empathy, and communication satisfaction. For research purposes, 197 child daycare center teachers were selected for survey on communication skills, group cohesiveness, empathy, and communication satisfaction. Daycare centers were categorized into three groups, including national, private, and home centers. Research results displayed that the communication skills of daycare center teachers had effects on group cohesiveness for all three groups of national, private, and home centers. The communication skills of daycare center teachers provided positive effects on group cohesiveness, contributing to accomplishment of organizational goals. In addition, the communication skills of daycare center teachers had effects on empathy for all three groups of national, private, and home centers. The higher level of communication skills of daycare center teachers will ultimately lead to enhanced skills in understanding and sympathizing with children, parents, and other teachers. Third, the communication skills of daycare center teachers had effects on communication satisfaction for all three groups of national, private, and home centers. The higher level of communication skills of daycare center teachers displayed enhanced level of communication satisfaction between children, parents, and other teachers.

• Korean Journal of Childcare and Education
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• v.9 no.6
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• pp.461-490
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• 2013

The purpose of this study was to investigate the status, issues and improvement of Korean Childcare Accreditation and to suggest some developmental directions of Korean Childcare Accreditation. For this purpose, we examined Korean and accreditation systems abroad and the previous research related to the accreditation. Finally, we presented some problems about Korean Childcare Accreditation and alternative ways to solve them. In other words, to achieve a true purpose of accreditation, we have to convert a philosophical paradigm and childcare staffs have to be the subject of accreditation. In addition, we need to hold various viewpoints, indicators, and evaluation methods to recognize discrimination and multiplicity of individual childcare centers. And we have to hold cooperative relationships among childcare centers, parents, community, and government.

• Korean journal of food and cookery science
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• v.31 no.6
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• pp.764-772
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• 2015

This study was conducted to investigate food safety management practices at children's foodservice facilities and evaluate the effect of visiting education by Center for Child-care Foodservice Management (CCFSM) for food safety improvement. The subjects of evaluation included child care centers (84.3%), kindergartens (7.8%), and community child centers (7.8%). Facilities by foundation types were private (70.6%), public (19.6%), and corporation (9.8%). The average score of food safety evaluation was 84.09 points. The total score of food safety evaluation of community child center was significantly lower than that of child care center and kindergarten (p<0.01); and the total score of public facilities was higher than that of private facilities. Furthermore, 35.9% of evaluation items showed performance higher than 90%, while 15.4% showed performance less than 60%. The item with lowest performance was 'washing and disinfection of fruits and vegetables (26.5%)'. Results of one-way ANOVA of food safety evaluation score by the frequency of visiting education indicated that the evaluation score of the third session significantly increased from the first and second sessions. In addition, the result of two-way ANOVA showed that both foodservice type (F=21.730, p<0.001) and the frequency of visiting education (F=7.968, p<0.001), and both foundation type (F=31.387, p<0.001) and the frequency of visiting education (F=7.507, p<0.001) affected the total food safety evaluation score. There were significant differences in result scores according to the number of meal served (F=17.133, p<0.001) and the frequency of food safety evaluation (F=17.065, p<0.001). In conclusion, visiting education of children's foodservice facility showed significant effect on the improvement of food safety level.

• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.569-580
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• 2022

The Minister of Education has officially announced that the Ministry of Education will promote the integration of early childhood education and care. The core of integration is the integration of kindergartens and child care centers, and it is necessary to develop the specific model, so this study was conducted. After the discussion of integration, the discussion has focused on the "Young Children School", and there were differences of opinion on specific issues. Therefore, this study was conducted to propose the specific model for the "Young Children School" after kindergartens and child care centers were integrated with the Ministry of Education. The research question is to find out what the model of the 0-5-year-old young children school model centered on the Ministry of Education. In this study, assuming that integration of early childhood education and care was realized, a plan for integrating early childhood education institutions by type of establishment was proposed. As a conclusion of this study, first, a model of a 0-5-year-old young children school centered the Ministry of Education under the government responsibility is required. Second, a detailed school model that reflects the characteristics of each type of establishment should be developed. Finally, specific measures such as the reform of the teacher training system, the after-school course operation model, and the integration plan with the office of education and local governments should be presented during the young children school system.

• The Journal of the Korea Contents Association
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• v.17 no.8
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• pp.263-273
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• 2017

Although this research puts the emphasis on the importance of the personality education, and lacks the understanding of the early childhood educator about the personality education, and essentially the content analysis of the direction of the operation of the personality education hasn't been performed. Therefore through the research study once again we collected the opinion of the early childhood educator about the personality education. As the object of the investigation, we questioned 208 teachers who work in the Daycare Center in the S city, and applied the SPSS 18.0 program. The result is as the following. First, there was a lot of concern in the understanding of the early childhood educator about the personality education, and that it was in need. The reason for emphasizing the personality education appears to be the "Individual Egoism", and the "Parental Value" as the factor of influence, and "Whole People Human Development and Health Promotion" as a factor of helping, and "Courage" as the inner information of the information of the personality education, and "Manner" as the outer information. Secondly, more than the majority was carrying out the personality education in the real state of the early childhood educator on the personality education and it happens to be that the instructional material is the "Material related to the personality education", "Conversation" as the teaching learning method, "Once per week" as number of times, "Within 30 minutes" as lead time, "Teacher in Charge" as the host, and "Uncooperative parents" as the difficulty. Lastly the accurate time of demanding the early childhood educator about the personality education happens to be from "Infancy", and the teaching method is "Teaching by making a connection with the family", and that "Leading by example of the teacher" is the factor of consideration.