• Korean Journal of Child Education & Care
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• v.19 no.3
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• pp.13-30
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• 2019

Objective: The purpose of this study is to analyze the annual operational status in the filed of art shown in daily teaching plan for 2-year old, provide the analysis results helping the reflective cognition and to provide the basic data for relevant researches. Methods: This study analyzed the 1 year portion of daily teaching plan of 6 edu care teachers, provided the analysis results to the teacher in charge and promote the reflective cognition. Results: First, the operational status of the art area shown in the daily teaching plan for 2-year old was analyzed by dividing it into arts experience, expression type, art supplies, basic planar material, planar painting material, three-dimensional expression material. Second, The reflective cognition in the teacher on the analysis results of operational status in the field of art for 2-year old was shown as limits such as the infant art missing art appreciation, concentration on art supplies, ambiguity of infant art and the uniformed art activity. Conclusion/Implications: The implications of this study are the facts that it identified the operational concentration in the field of art for 2-year old, it utilized the analysis data of the teacher's daily teaching plan as reflective cognition tell, it showed the diverse teacher's cognitions on the infant-oriented art education not the uniformed art activity application.

• Korean Journal of Childcare and Education
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• v.11 no.1
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• pp.23-42
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• 2015

The purpose of this study was to find and to apply an effective intervention method to deal with the aggressive behaviors of Junseo, who is in a classroom for two-year olds. First, we collected the data about the aggressive behaviors by ABC event sampling, journal, recording the frequency of behaviors and the interview with the parents. Second, we drew an inference to the reason for his behaviors and tried to find an appropriate method to deal with them with colleagues and the professor. A time-out was applied to Junseo's aggressive behaviors and alternately, his parents were asked to applause him frequently on appropriate behaviors at home. The aggressive behaviors became better gradually while the intervention method was monitored and assessed for feedback. As a result, the approach procedure, which was used in this study, was suggested to deal with the aggressive behaviors of young children. And supporting the system for operating this procedure was further discussed.

• Korean Journal of Childcare and Education
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• v.15 no.6
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• pp.41-57
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• 2019

Objective: The purpose of this study was to investigate the moderate effect of the physical environmental-level between infant teachers' positive play beliefs and teacher-infant interaction. Methods: The subjects of this study were 483 teachers in charge of one-year-old and two-year-old infants in child care centers located in metropolitan areas. The data were collected by asking the teachers to respond to a questionnaire and the data collected were analyzed through correlation and hierarchical multi- regression analysis. Results: First, the positive play beliefs of the infant teacher, the physical environment level, and the teacher-infant interaction showed significant proportional correlations. Second, the physical environment level moderated the influence of the teacher's positive play beliefs on teacher-infant interaction. In particular, results showed that functional interior space configuration, outdoor playground composition and facilities among the sub-variables of the physical environment level had a moderating effect. Conclusion/Implications: The results of this study show that teachers with positive play beliefs have positive teacher-infant interaction when there is sufficient space available for infants and teachers. This indicates that the human and physical environments of child care centers can promote teacher-child interaction.

• Korean Journal of Childcare and Education
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• v.18 no.5
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• pp.1-17
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• 2022

Objective: The purpose of this study is to examine the effect of childcare teachers' active motivation for choosing a profession on the quality of their interaction with infants and toddlers, and to investigate the moderating effect of their emotional dysregulation. Methods: The subjects of this study were childcare teachers working with infants and toddlers. A mobile survey was conducted and a total of 282 sets of results have been collected. Moderating effects have been explored with the use of PROCESS Macro (version 3.5) Model 1. Results: The main findings showed that childcare teachers' emotional dysregulation played a moderating role in the effect of childcare teachers' active motivation on the quality of interaction with infants and toddlers. Conclusion/Implications: The results of this study imply that the ability of childcare teachers working with infants and toddlers to regulate their emotions can simultaneously play a role as a protective factor as well as a risk factor for the quality of interaction. Also, it was revealed that is necessary to give pre-service teachers an opportunity to deliberate on their motivations for a childcare teacher position.

• The Korean Journal of Community Living Science
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• v.23 no.3
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• pp.357-368
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• 2012

The purpose of this study was to investigate the influence of teachers' knowledge of infant development and efficacy of child care on perception of professionalism. The participants of this study were 264 child care teachers who were in charge of infants in child care centers in Gyunggi Province. Instruments to measure teachers' knowledge of infant development, efficacy of child care and perception of professionalism as teachers were used in this study and the data were analyzed by descriptive statistics, the hierarchical regression, and the structural equation model analysis by AMOS. Based on the hierarchical regression, efficacy of child care influenced on perception of professionalism rather than knowledge of infant development. The moderation effect of efficacy of child care existed in the relationship between teachers' knowledge of infant development and perception of professionalism.

• Korean Journal of Childcare and Education
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• v.6 no.1
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• pp.47-65
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• 2010

The current study aims to examine differences of mother's child-rearing attitude by background variables of infant's and mothers, the influence of mother's child-rearing attitude, temperament and goodness of fit of infant's on adjustment to childcare center, and relative influence among elements. Subjects for the study were 165 infant's of two year old attending 8 childcare centers in Seoul, Gyeonggi-do and Jeju-do, and their mothers and homeroom teachers at childcare centers. As a result of the study, it was found that there was no difference in background variables such as sex and order among siblings of infant's, childcare experience and average hours at childcare centers a day, and mother's age and job, while there were differences in mother's child-rearing attitude by mother's education, household's monthly income and mother's working hours per week. Also it was observed that mother's restrictive attitude, positive attitude and infant's regular temperament influenced their adjustment to childcare centers, and relatively influential elements on general adjustment to childcare centers were mother's restrictive attitude and positive attitude. That IS, it was found that as mother's restrictive attitude and positive attitude were high, infant's general adjustment to childcare centers became high. These study results show that if infant's learn basic rules and habits from parents at home by having positive relationship with mothers, getting appropriate educative instruction, having proper autonomy and obtaining positive assessment from their mothers, rather than strict restriction or bluff, can adapt themselves to childcare centers with no difficulty.

• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.843-848
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• 2023

The purpose of this study is to understand in detail the development of infants in the 18-24-month period when language develops the most, and to prepare new standards for developmental evaluation that can promote appropriate intervention design at an early time. We divided sub-items such as screening tests and standardized test tools to know the language development ability indicators of infants aged 18-24 months were divided into syntax/phonology, meaning, and speech, and each question was classified and a checklist was made on a five-point scale to conduct a survey on parents with infants aged 18-24 months. Low sensitivity to screening of infants with language delays in nationally implemented infant health checkups, and domestic test tools are standardized for at least six to as many as 10 years, which is always possible in questionnaires related to acceptance and expression, with many reports from parents or teachers.The proportion of "wow" and "started to do" was more than 50-60%. Based on the results of this study, it is hoped that new standards for developmental evaluation will be developed to promote the design of appropriate interventions in detail at a short time.

• Korean Journal of Human Ecology
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• v.9 no.1
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• pp.5-13
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• 2006

Interaction Scale between Teachers and Infants for childcare Teachers(ISTI) was constructed based on the research data completed by the Bradley, Caldwell & Corwyn's IT-CC-Home and kinds of Interaction Scales with a participation Infants childcare teachers and Child Studies professor, Child Studuies doctoral course students. The results of this study were; First, the study found that the 29 items of the ISTI were categorized into four factors by 205 Infants for childcare teachers: Involvement, Variety, Responsivity, Permission. Second, these factors exhibited a high correlation interactively. Third, the ISTI showed a high correlation with teachers' performance scale. Further ISTI is a vaild and reliable scale for the measurement of Interaction Scale between Teachers and Infants for childcare Teachers.

• Journal of Families and Better Life
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• v.29 no.3
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• pp.1-12
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• 2011

The study aimed to improve the injury belief, injury prevention behavior, and safety fulfillment confidence of teachers of infants and toddlers in childcare centers. The study subjects were 376 teachers who were assigned to either the intervention group or the control group. The intervention group participated in an Injury Prevention Program for infants and toddlers for 100 minutes once a week for a total of 5 sessions, while the control group did not. The collected data were statistically analyzed through the independent t-test and paired t-test. The injury belief and injury prevention behavior test scores of the teachers in the intervention group were significantly increased compared to those in the control group after the completion of the five-week program.

• Journal of Nutrition and Health
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• v.48 no.1
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• pp.71-80
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• 2015

Purpose: The aim of this study was to investigate children's eating behaviors and teachers' feeding practices during mealtime at child-care centers. In addition, it focused on the difference of teachers' feeding practices on children age under 2 years ( ${\leq}2$ years old) and 3 years and older (3~5 years old). Methods: A total of 169 teachers working at childcare centers in Geumcheon-gu, Seoul, Korea, completed self-report questionnaires in December 2013. The questionnaires were composed of questions on children's eating behaviors, feeding practices; 'Explain', 'Praise', 'Modeling', 'Indulgent', 'Insist' and 'Reward', interaction with home, and a range of demographic information (analysis rate: 51.2%). Results: Approximately 59.2% of teachers had not taken a class on feeding practice and the average score for nutrition knowledge was 14.6 out of 30 points. The most undesirable eating behavior of children during mealtime was 'eating while walking around (36.7%)' both ' ${\leq}2$ years old' and '3~5 years old'. Regarding feeding practices according to children's undesirable eating behaviors during mealtime, there were differences between age groups. When children did not eat all of the foods that were served and did not clean up silverware or seats after having food, teachers caring for '3~5 years old' practiced 'Explain'. However, percentages of those who practiced 'Indulgent' and 'Modeling' were significantly higher in teachers caring for ' ${\leq}2$ years old' than '3~5 years old'. Conclusion: These findings indicated that teachers caring for children lack education and knowledge about nutrition and feeding practice. In addition, verbal feeding practices, like explain, were mainly used by teachers. As a result, for teachers, guidelines and programs for learning about age appropriate feeding practice during mealtime at child-care centers may be needed.