• Korean Journal of Childcare and Education
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• v.10 no.6
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• pp.57-80
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• 2014

The purpose of this study was to analyze the relationship between an infant teachers' efficacy and job stress by demographic variables to provide the data for improving job conditions and teacher education. For this study, teachers who work in the childcare center located in Gyeongsangbukdo participated in a survey. The questionnaire was distributed from March 11. 2013 to March 29. 2013. The results were as follows; first, an infant class childcare teachers' efficacy was above average and general efficacy was higher than personal efficacy. There were significant differences in personal variable(age, marital status) and working condition(the type of facility, average working hours, average wage, the number of children). Second, an infant class childcare teachers' job stress was above average and that depended on the economy, the infant's parents, work, infant, individual, administration, and co-workers in decreasing order of influence. The job stress was significant differences in personal variable(age, martial status, experience, number of completed training) and working variable(the type of facility, average working hours, the number of children, average wage). These results indicate that improvement in the infant class childcare teachers' efficacy is more important than anything else in promoting their job conditions.

• Korean Journal of Child Education & Care
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• v.17 no.2
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• pp.137-158
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• 2017

The purpose of current study was to investigate if there is a difference in perception of professionalism depending on MBTI personality types of infant childcare teachers. The subjects of present study were 350 infant childcare teachers. The results for each research question were as follows: First, when the relationship between MBTI personality types and perception of professionalism of infant childcare teachers was investigated, it was found that higher professionalism was evident when preference for judging(J) type of infant childcare teachers among MBTI personality types was stronger, and lower professionalism was evident if preference for perceiving (P) type was stronger. Second, the result of examining differences in perception of professionalism according to MBTI personality types of infant childcare teachers was that extrovert teachers had higher perception of professional knowledge and skills than introvert teachers and there was no difference in perception of professionalism between sensing and intuition types. Teachers of thinking type had higher perception about fairness and professional organizations than those of emotional type, and teachers of judging had higher perception about socio-economic status, community service, and professional knowledge and skills than those of perception. Based on this study result, discussion was made on the fact that provision of more proper role among child and infant classes may result in efficiency and emotional and professional support is necessary so that professionalism of infant childcare teachers may be heightened.

• 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 Child Education & Care
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• v.18 no.4
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• pp.175-185
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• 2018

Objective: The purpose of this study is to investigate the influence of teachers' demographic and sociological characteristics and the emotional support of the director and co-worker on the childcare efficacy of infant teachers. Methods: In this study, 169 Infant teachers of childcare centers have participated, where are located in Seoul and Gyeonggi-do Areas. The data was analyzed by using t-test and one way ANOVA to confirm the differences among groups, and also correlations analysis and multiple regression analysis were performed to analyze the interrelationship between variables and their effects. Results: Study outcome according to study subjects is as follows. First, we found a statistically meaningful difference in marital status and career by the differences of childcare efficacy depending on demographic and sociological characteristics of infant teachers. Second, childcare efficacy of infant teachers showed the most evident correlationship with co-workers support followed by the director's support. Third, the data also revealed that childcare efficacy of infant teachers was influenced by co-workers' support, their careers, marital status and their directors' support in order. Conclusion/Implications: In conclusion, higher levels of childcare efficacy were shown by the experienced and married early childhood teachers and the emotional support of co-workers has the greatest influence on their childcare efficacy.

• Korean Journal of Childcare and Education
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• v.12 no.1
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• pp.123-142
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• 2016

This study explores the attitudes of infant care teachers towards child care centers for infants, and suggests improvements for free child care services for infants, with regard to the teaching principles of said teachers. Individual in-depth interviews were conducted with 26 infant care teachers. Most of the infant care teachers agreed that working mothers, but not stay-at-home mothers, should use child care centers. They also argued that, because child care for infants is free, (1) mothers have become more dependent on public child care, (2) mother's perception of child care centers has changed, and (3) people have exploited child care services. According to the teaching principles of these teachers, optimal childrearing for infants should involve the following: First, mothers themselves should take care of infants aged 0 to 2 years at home, when possible. Second, mothers using child care centers should form a childrearing partnership with the centers' teachers, and thus closely cooperate with them. Third, the role of infant care teachers should be understood as that of "the second mother." The highlight of this study is that it investigated the changes child care teachers have experienced as main providers of child care services for infants since the implementation of free, universal infant care, and suggested directions for improving child care services.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.8
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• pp.389-396
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• 2016

This article aims to help improve day care qualitatively to offer base data for applying the standard childcare curriculum and improve the management, by analyzing the teacher's recognition, organization and management on the 3rd standard childcare curriculum. For this, we examined teacher's recognition, organization and management on the 3rd standard childcare curriculum and determined how much a teacher of an infant class and a teacher of a young children class conduct for every sector. A questionnaire was prepared to study the recognition, organization and management on the $3^{rd}$ standard childcare curriculum and the selected study subjects were educare teachers in G-do. T-test and one-way analysis of variance were conducted with the collected research data. The study results are as follows. First, the educare teachers mostly recognized the $3^{rd}$ standard childcare curriculum. Second, they were properly organizing and managing the 3rd standard childcare curriculum. Third, all the teachers of an infant class and a young children class were conducting the $3^{rd}$ standard childcare curriculum for every sector.

• Korean Journal of Childcare and Education
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• v.3 no.1
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• pp.89-107
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• 2007

The purposes of this study were to investigate child care teacher's job Satisfaction and infant temperament associated with teacher-infant relationship in the infant class. The subjects were 175 infants and 50 their teachers in Chung Ju City. The collected data were analyzed by paired sample t-test, ANOVA using the SPSSWIN Computer Program. The results of this study were; First, Child Care teacher's job Satisfaction the infant class was high in teachers with low age group. Second, Child Care teacher's job Satisfaction in the infant class was high in teachers were positively related to intimacy of teacher-infant relationship. Finally, Infant temperament were no related to teacher-student relationship.

• Korean Journal of Childcare and Education
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• v.11 no.6
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• pp.97-114
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• 2015

This study is aimed to determine whether there is any meaningful correlation between predictors and is intended to examine the relative influences that the pedagogical content knowledge of science teaching, scientific attitudes, science teaching intentions have on their science teaching efficacy. The results, showed that the childcare center teachers' pedagogical content knowledge of science teaching, scientific attitudes, science teaching intentions, and science teaching efficacy are all correlated with each other. The teachers' science teaching efficacy are predicted by their scientific attitudes, science teaching intentions, and pedagogical content knowledge of science teaching-learning methods. Specifically, for teachers of 0 to 2-year-olds, their science teaching efficacy is predicted by their science teaching intentions and scientific attitudes. For teachers of 3 to 5-year-olds, their science teaching is affected by their scientific attitudes and their pedagogical content knowledge.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.6
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• pp.407-417
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• 2017

This study examined the extent to which childcare methods of infant classroom childcare teachers who respect infant rights in the everyday teaching curriculum at day-care centers occurs. To achieve these objectives, a questionnaire survey was conducted on 210 infant classroom childcare teachers who were in charge of the day-care center classrooms located in [G] city of [J] province. The results of the research confirmed that first there were no statistically significant differences when verifying the extent to which childcare methods of infant classroom childcare teachers who respect infant rights in the everyday teaching curriculum at day-care centers according to the final education level, professional experience, age, and education major of the infant classroom childcare teacher. On the other hand, the results confirmed that when analyzing for arrival time for infant classroom childcare instruction at the day-care center and for the time spent taking the infant to and from the bathroom, the infant classroom childcare teachers who had graduated from 2 year colleges showed more respect for infant rights compared to that of infant classroom childcare teachers who had graduated from 4 year universities, and for the arrival time for infant classroom childcare instruction at the day-care center and nap times, the infant classroom childcare teachers who were above 50 years of age showed more respect for infant rights compared to that of infant classroom childcare teachers who were in their 30s and 40s. The results of the research confirmed that there were statistically significant differences for both the age and education major of the infant classroom childcare teachers. When examining each of the sub-factor, the age of the infant classroom childcare teachers, respect for the infant's opinion, respect for individuality, and for information provision, infant classroom childcare teachers older than 50 years of age were shown to exercise a higher level of respect for the infant according to the rule of prioritizing the infant compared to infant classroom childcare teachers in their 30s and 40s, and infant classroom childcare teachers who majored in infant education-related majors exercised a higher level of respect for the infant for respecting freedom and autonomy compared to that of infant classroom childcare teachers who majored in welfare and childcare-related fields. The results of the research confirmed a statistically significant static correlation between the two related variables. Therefore, this suggests that the more childcare methods of infant classroom childcare teachers who respect infant rights in the everyday teaching curriculum at day-care centers, the more childcare methods of infant classroom childcare teachers who respect infant rights occurred according to the rule of prioritizing the infant. These results can be used to establish both quantitatively and qualitatively an excellent and balanced respect for infant rights.

• Korean Journal of Childcare and Education
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• v.9 no.6
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• pp.171-196
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• 2013

The purpose of this study was to examine the characteristics of classroom culture in a toddler class of 2 year olds. Data was collected through 16 sessions of non-participatory observations and teacher interviews of toddlers in H daycare center. Collected data was carefully read and categorized accordingly to fit the theme of this qualitative study. Data analysis yielded four conclusions regarding the toddlers' classroom culture: behavior to advance together as a group, communicating through body language, complete reliance and responses towards the instructor, and a dichotomy between disintegration and integration. The result of this study suggests a need for instructor's proper guidance and establishing an appropriate childcare environment, as well as a reconsideration regarding toddlers as a host of the classroom culture, to increase the understanding of toddler's interactions in classrooms and social trends.