• Korean Journal of Childcare and Education
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• v.8 no.6
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• pp.169-192
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• 2012

This study reviewed the current status of in-service education programs for infant care teachers in early childhood education and care settings. In addition, the training program(titled "infant specialist program") which had been developed in one district of Seoul in order to assist the job performance and speciality for infant care teachers was discussed. The focus in the development of the training program, its teaching content and method were addressed in detail. The results related to evaluation of the training program of interest were reported. The infant care teachers who had participated in the training program reported that the levels of their teaching efficacy and those of knowledge of infant development from post-tests were significantly increased over time. In line with the main results of this study, implications for practice and policy were discussed.

• Korean Journal of Childcare and Education
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• v.11 no.4
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• pp.167-187
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• 2015

The purpose of this study was to purpose fundamental data which can be used for the development of a flourish competency enhancement program for infant teachers. The methods of the questionnaire study were performed on 213 infant teachers. The results are as follows. First, as a result of investigating their awareness of a flourish competency, many of the infant teachers replied that they were aware of it to a certain extent. The differences of institution type were statistically significant. Second, as a results of looking for any possible difference in the teacher's background variables in needs for the development of an enhancement program for flourish competency, there weren't significant differences in opinions on the needs of the program, effects of the program, purpose of the program, execution cycle, methods of the program training, intention of involvement. But needs of flourish competency existed of significant differences in institution type and execution time and program operator existed of significant differences in institution type and career. This study is hope to suggest some of the development directions of a flourish competency enhancement program for infant teachers.

• Korean Journal of Childcare and Education
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• v.11 no.3
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• pp.45-62
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• 2015

The purpose of this study was to identify the influence of infant teachers' stress coping strategies and directors' emotional leadership on intention to change jobs. The subjects in this study were 156 infant teachers working in child care centers in Gangwon-do province. A Stress coping strategies questionnaire and intention to change jobs questionnaire, and directors' emotional leadership questionnaire were used for this study. For the research analysis, frequency, Cronbach's ${\alpha}$ coefficient, and Pearson's correlation were calculated and regression analysis were conducted. The results are as follows. Firstly, it was revealed that the scale of intention to change jobs decreases as the scales of problem-focused coping strategies and directors' emotional leadership increase. As the scales of directors' emotional leadership also increase, the scales of problem-focused and social support seeking coping strategies increases. Secondly, it is revealed that infant teachers' problem-focused coping strategies have a statistically meaningful negative influence on intention to change jobs. Thirdly, directors' emotional leadership is also shown to have a statistically meaningful negative influence on infant teachers' intention to change jobs. In order to reduce infant teachers' intention to change jobs, this study can provide a basic guideline to develop programs that enhance directors' emotional leadership and infant teachers' stress coping attitudes.

• Korean Journal of Childcare and Education
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• v.6 no.1
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• pp.67-93
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• 2010

The purpose of the present study was to examine how 25~36-month-old toddlers' temperament, mother's rearing attitude, teacher interaction relates to their language abilities and to analyze the predictive power of these variables in predicting language ability. The subjects were 206 toddlers, 206 mothers and 38 class teachers at child care center in G metropolitan city. The collected data were analyzed using Pearson's correlation analysis and stepwise multiple regression analysis on SPSS program. The results of this study were as follow. First, there was a significant relationship between mother's rearing attitude, teacher interaction and toddlers language abilities. However, toddlers' temperament showed no significant correlations with toddlers language abilities. Second, teacher's positive attitude was the best predictor of toddlers language abilities. Toddlers' reactivity and mother's rational guidance were also predictors of toddlers' language abilities.

• Korean Journal of Childcare and Education
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• v.9 no.5
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• pp.229-249
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• 2013

This study aims to analyze the effects of infants' attachment to their mother and child care teacher on their adaptation to child care. Data were collected in a purposive sample involving 100 infants and toddlers at age one and two, their mothers, and 36 teachers were analyzed with two-way ANOVA. The results showed that the effects of infants' attachment to their mother and teacher varied by subfactors of adaptation. 'Social Relationships' and 'Positive Emotion' were significantly different only among infants who established insecure attachment with their mother. Second, the level of 'Social Relationships' and 'Positive Emotion' were significantly high when teacher-infant attachment was secure among infants who established insecure attachment with their mother. Third, there were significant effects of mother-infant attachment on 'Aggressive Behavior' as infants who established insecure attachment with their mother showed a significantly higher level of 'Aggressive Behavior' than infants having secure attachment with their mother.

• Korean Journal of Child Education & Care
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• v.19 no.1
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• pp.101-115
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• 2019

Objective: The purpose of this research is to explore the influence of infant teachers' teaching efficacy and sensitivity level on organizational commitment. Methods: The subjects of the study were 206 infant teachers working in pre-schools in "Region S." In the research, a survey was given out using a teaching efficacy tool used by Hee-Kyung Kwak (2011), a teacher-sensitivity measurement scale created by Kwang-Mi Min (2014), and an organizational commitment measuring tool modified and improved by Jong-Kak Lee (2013). The collected data went through the SPSS 21.0 Win Program to gather the information regarding reliability analysis, technical statistics, correlation analysis, and multiple regression analysis. Results: First, the infant teachers' teaching efficacy was average, their sensitivity level was above average, and their organizational commitment was a little above average. Second, the infant teachers' teaching efficacy and the organizational commitment showed a static relation. The sensitivity level showed a static relation with affective commitment and normative commitment in organizational commitment. Third, the infant teachers' organizational commitment was largely influenced by general efficacy which is a subfactor in teaching efficacy, and by consistency which is a subfactor of sensitivity. Conclusion/Implications: The results of this research suggest that teachers' teaching efficacy and sensitivity level are crucial in improving their organizational commitment.

• 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.

• Korean Journal of Childcare and Education
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• v.6 no.2
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• pp.39-56
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• 2010

The purposes of this research are to examine the effect of child care-work ability program; improve efficacy of child care, infant teacher's role performance, and infant teachers' sensitivity about demanding of infants by doing education of improving efficacy of child care, role performance and infant teachers' sensitivity at the nursery center. The subjects of this research are 44 child-care teachers from Jungup city. They are divided into 22 teachers in experiment group and 22 teachers in control group. And teachers answered questionnaires as either pre-test or post-test for evaluating efficacy of child care, and teacher's role performance, and teachers' sensitivity. There are the results of this research. Efficacy of child care, infant teacher's role performance and sensitivity of experimental group members who participated in child care-work ability program significantly increased comparing to its control group members. Finally, we could prove the effect of program which was carried out to child care teachers on improving efficacy of child care, infant teacher's role performance and sensitivity.

• Korean Journal of Child Education & Care
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• v.17 no.1
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• pp.1-28
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• 2017

This is a case study on how infants' behaviors change after their child care teachers use Responsive Interactions to them. The participants are five infants and five child care teachers from five employer-supported child care centers run and managed by H foundation. This study analyzes the changes in infants' pivotal developmental behaviors based on interactions between an infant and a child care teacher in video recordings, anecdotal records, Reflective Journal written by the teachers, and data on in-depth interviews with the child care teachers. The results show that Responsive Interactions have brought positive changes to infants' pivotal developmental behaviors(Attention to Activity, Problem Solving Persistence, Involvement, Cooperation, Initiation, Joint Attention and Affect). It suggests that child care teachers who are in charge of taking care of infants should realize and practice the importance of Responsive Interaction Strategy in order to help the infants develop their pivotal behaviors.

• Korean Journal of Childcare and Education
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• v.7 no.4
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• pp.325-352
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• 2011

The purpose of this study is to examine the relationships between teacher's efficacy and job stress and the effects of educare center teacher's teaching efficacy on job stress. The subjects of this study were 200 teachers at the public, private, or home child-care centers in Pyeongtaek, Songtan and Osan. To analyze the general characteristics of subjects, frequency analysis and descriptives, ANOVA and correlation analysis, and multiple regression were used. The results of this study were as follows: First, educare center teacher's teaching efficacy level was a little higher than the average. The mean score of general belief of teaching efficacy was a little higher than the personal belief of teaching efficacy. Second, educare center teacher's job stress level show to be lower than average. Job related stress is the highest. Next is, the child related stress, personal related stress. Third, teaching efficacy significantly influenced on the job stress. The result indicated the higher educare center teacher's belief of efficacy was, the lower the job stress was. While general teaching efficacy was not associated with teaching efficacy, personal teaching efficacy was significantly related to teaching efficacy. The result of analyzing the effects of educare center teacher's teaching efficacy on job stress showed personal teaching efficacy had a strong influence on job stress. In detail, there was a significant negative correlation between personal teaching efficacy and job stress. Among the general factors such as the level of education, monthly income, work hours had significant influence on job stress. Therefore, the higher the level of education, the less monthly income, the longer work hours, it appeared that educare center teacher's job stress is higher.