• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.2
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• pp.427-433
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• 2021

This study examined the influence of child care teachers' playfulness on teacher-child interactions. The mediating influence of the teacher's efficacy on these relationships was also examined. The study subjects were 293 child care teachers in Busan and Gyeongnam. The collected data were analyzed with a structural equation model to verify the structures and paths among the variables overall. The results were as follows. First, teachers' playfulness directly affected the teacher-child interactions. Second, the teacher's efficacy had a direct effect on the teacher-child interactions. Third, teachers' playfulness not only influenced the teacher-child interactions directly but also influenced teacher-child interactions through the teacher's efficacy. The study concludes with a discussion of the implications of the influence of child care teachers' playfulness on teacher-child interactions mediated by the teacher's efficacy.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.4
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• pp.215-221
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• 2016

The subjects of this study were 64 young children aged 12 to 36 months old and their mothers and teachers. The attachment Q-set and an instrument for teachers' responsivity were used. Data were analyzed using SPSS 18.0, and Cronbach's and Pearson's r were calculated. The results were as follows. Teachers' consistency, warmth, and sensitivity were significantly correlated with the children's attachment to teachers. In addition, teachers' warm and sensitive responses were related to the children's attachment to mothers. Teachers' warm, sensitive, and responsive characteristics are emphasized for quality interactions between young children and teachers, since they contribute to the children's secure attachment to their mothers as well as teachers.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.6
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• pp.3648-3657
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• 2014

This study aims to enhance child care teachers' ability to offer health care by developing an educational program for children's health care and safety. This study was carried out using a one-group pretest-posttest design based on a survey of 400 child care teachers in 3 cities. The educational program for child care teachers consisted of three parts: child health observations, disease management for child and emergency care for children. The educational program was conducted 3 times for 3 hours, totaling 9 hours. The educational program showed better grades of child care teachers in child health observation, emergency care for children, and disease management for children. The finding indicates that more child care teachers will adopt a health care education program to improve the quality of child care service.

• Korean Journal of Childcare and Education
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• v.8 no.4
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• pp.207-230
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• 2012

The purpose of this study was to examine which variables of interest predicted young children's adjustment to childcare centers. The variables of interest in the study include children's individual variables(gender, age, and temperament), peer competence, and relationship with teachers. The subjects were 130 preschoolers aged 2 to 3 and their mothers and teachers. SPSS 15.0 program was used to analyze the data of the study. The results showed the statistically significant differences in children's adjustment to childcare centers by gender. Also, statistically significant relationships were found between children's adjustment to childcare centers and their temperament, peer competence, and relationship with teachers. Finally, the results of regression analyses revealed that children's conflicts with teachers, closeness to teachers, and leadership in peer competence were found to be the influential predictor of children's adjustment to childcare centers. Implications for research and practice were discussed in the light of the study results.

• Korean Journal of Child Education & Care
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• v.18 no.4
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• pp.27-38
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• 2018

Objective: The purpose of this study is to investigate the effects of childcare teachers' teacher efficacy, psychological burnout and the practice of respecting rights for infants. Methods: For this study, questionnaires were distributed to 398 childcare teachers in the cities of I and S. The collected data were analyzed by descriptive statistic, multiple regression and Cronbach's ${\alpha}$ for reliability by SPSS-WIN computer program. Results: The results yielded some interesting results. First, childcare teachers were shown to have higher respecting rights for infants but just average teacher efficacy rates. Secondly, the study showed a positive correlation between the practice of respecting rights for infants and childcare teachers' teacher efficacy. However, there was a negative correlation between the practice of respecting rights for infants and psychological burnout. There was also a negative correlation between the practice of respecting rights for infants and childcare teachers' teacher efficacy. Third, the higher the childcare teachers' teacher efficacy of childcare teachers, the more positive influences existed in the practice of respecting rights for infants. It also showed that the lower the degree of psychological burnout, there was a negative impact on the practice of respecting rights for infants. Conclusion/Implications: The results of this study suggest that a support plan is needed to boost childcare teachers' teacher efficacy, and to lower the psychological burnout of childcare teachers with regards to the practice of respecting rights for infants.

• Journal of Digital Convergence
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• v.16 no.9
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• pp.465-475
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• 2018

This study aims to confirm whether both the emotional labour and job stress contribute to the turnover intention of infant teacher. The correlation analysis and parametric analysis were sequentially performed for our study. Analyzed results showed that the emotional labour was related to the job stress and turnover. Also, a statistical significance between the job stress and turnover intention was observed. Besides, the job stress partially mediated the relation between the emotional labour and turnover intention. Nsidering that the emotional labor of teacher caring or lived with infants occurred inevitably, our study proposed three approaches to reduce the job stress that partially mediated relation between the emotional labour and turnover intention. Generally, the infant teacher with excellent qualification produced the good education. Therefore, we suggested that the it was necessary that a work environment had been improved and working motivation was ameliorated to employ the infant teacher with excellent qualification.

• Proceedings of the Korea Contents Association Conference
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• 2010.05a
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• pp.601-603
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• 2010

본 논문은 영유아 건강관리를 위해 보육교사들이 어떠한 경로를 이용해 건강정보를 찾아보고 있는지를 파악하고 영유아 건강관리를 위해 필요한 정보가 무엇인지를 확인하고자 한다. 선행연구에서 사용한 도구를 본 연구 목적에 맞게 수정한 후 전문가 검증과 예비조사를 토대로 설문지를 구성하였으며 지역편중을 배제하기 위해 두 개 시에서 편의추출로 자료를 수집하였다. 연구결과 대다수의 보육교사가 인터넷을 통해 영유아 건강정보를 찾고 있으며 건강정보에 대한 요구가 매우 높고 특히 응급처치와 전염성질환관리에 대한 요구도가 가장 높은 것으로 나타났다.

• Korean Journal of Child Education & Care
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• v.18 no.2
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• pp.1-15
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• 2018

The purpose of this study was to determine if teachers' perception of professionalism, teaching intentions, and the quality of teacher-child interactions differed by teachers' education and career and how those variables were associated with one another. It was conducted in 50 teachers who were in charge of two- to five-year-olds at 22 national/public, private, and employer-supported childcare centers in Seoul and Gyeonggi Province. Arnett's (1989) Caregiver Interaction Scale (CIS) translated by Choi and Shin (2015) was used to measure the quality of teacher-child interactions, and the Current Status and Self-Desire for Professional Competence scale developed by Wang (2005) and translated and revised by Jeong (2016) was used to measure a teacher's perception of professionalism. The Teaching Intention Scale (TIS) developed by Wilcox-Herzog and Ward (2004) and translated and revised by the researcher was used to measure teaching intentions. The researcher and the research assistant personally visited the centers to observe the teachers for the quality of teacher-child interactions and a questionnaire for teachers was used to determine a teacher's perception of professionalism and teaching intentions. For data analysis, t-test and Pearson's product-moment correlation analysis were performed on the basis of the questions. The results of this study can be summarized as follows: First, the quality of teacher-child interactions differed insignificantly by education or career. Second, teacher's perception of professionalism differed significantly by teachers' career but differed insignificantly by education: the longer career, the better perception of professionalism. Third, teaching intentions differed insignificantly by education or career. Fourth, teachers with better perception of professionalism showed higher quality of teacher-child interaction. Fifth, The higher level of teaching intentions teachers showed the more sensitive interactions they made with children.

• Korean Journal of Childcare and Education
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• v.8 no.6
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• pp.257-274
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• 2012

The purpose of this study is to examine the reality of early childhood education and recognition of its teachers. The subjects of this study were 173 day care center teachers. They were surveyed by questionnaire and the results were tabulated using descriptive statistics. According to the result, 1) the majority answered that test cohort is two years children, number of subject is between 10 and 20 children, required time is 20-30 minutes, frequency is once a week, and teaching duration is more than a year. 2) It was reported that the education plan is usually submitted to day care center teachers and if it is not well linked, there are not many things that can be revised after consultation with teacher, even though it is well delivered. 3) Although they answered that the preparation of teaching materials for music activities were well used, the efficiency of the material towards children was reported as just normal. 4) There was a replacement of the music teacher during the specialized music education program.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.7
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• pp.342-349
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• 2020

This study investigated the effects of preschool teachers' ethical awareness and teaching flow on the teacher-preschooler interaction based on the participation of 345 preschool teachers in Chungcheongnam-do and Gyeonggi-do. The collected data were analyzed by correlation analysis and hierarchical regression analysis. The results of the study were as follows: First, both teachers' ethical awareness and teaching flow were strongly correlated with the teacher-preschooler interaction, and the correlation between sub-variables was also significant. Second, analysis of the relative strength of teachers' ethical awareness and teaching flow in the explanation of the teacher-preschooler interaction revealed that intrinsic motivation as a sub-variable among teaching flow was the most prominent predictor of the teacher-preschooler interaction, followed by ethics for preschoolers among teachers' ethical awareness as well as specific plans among teaching flow. The findings of this study suggest future directions for teacher education based on newly identified factors affecting teacher-preschooler interactions, desirable teacher-preschooler interactions, and implications for improving childcare quality.