• 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.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.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.

• 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 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.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 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.9 no.3
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• pp.291-308
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• 2013

This study focuses on variables affecting role performance of infant care teachers and aims at developing quality care service by means of role performance of infant care teachers. The research participants were 350 infant care teachers in nurseries in Seoul, Incheon and Gyeonggi area. The results are as follows. First, there was no difference by age on teachers' emotional intelligence, organizational culture and role performance. As for educational level, there was a difference in 'counseling and emotional support' a subordinated factor in role performance. As for career, there was a difference in 'education and teaching activity' a subordinate factor of role performance. As for working facility type, there was a difference in emotional intelligence and organizational culture. Second, there was correlation between infant care teachers' emotional intelligence and organizational culture, and their role performance. Third, infant care teachers' emotional intelligence was the best predictor of their role performance. Therefore, more studies should be done to raise the emotional intelligence of infant care teachers.

• 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.

• Proceedings of the KHMA Conference
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• 2010.05a
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• pp.295-295
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• 2010