• Korean Journal of Childcare and Education
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• v.9 no.3
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• pp.53-74
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• 2013

This study examined the meaning of creativity of children and teachers from two novice early childhood teachers' perspectives. Each novice early childhood teacher implemented a creative education program in her classroom for 16 weeks after getting a teacher training about children's creativity. At the end of each session of creative education program, each teacher had an evaluation time and wrote their reflective journals. Date sources were reflective journals, in-depth interviews, and several artifacts. The findings were as follows; 1) The meaning of children's creativity related to children's personal characteristics, such as thinking and acting differently as well as engaging fully in their current play. 2) The meaning of teachers' creativity related to teacher's personal characteristics, such as escaping from task-oriented tendencies as well as implementing with inventive flexibility.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.7
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• pp.125-132
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• 2018

The purpose of this study is to examined the relationship between child care teachers' science teaching efficacy and children's scientific attitude. Then, using the instructional creativity as a parameter to increase the quality of teacher-children interaction, we examined how the teacher-children relationship changed. In this study, 303 child care center teachers in Suwon, Gyeeonggi were surveyed. To analyze the data, structural equation modeling and Sobel-test were performed using SPSS 23.0 and AMOS 23.0. The analysis results showed that child care center teachers' science teaching efficacy had positive effects on the teachers' creativity and the children's scientific attitude. Furthermore, the creativity of child care center teachers had a positive effect on children's scientific attitude. The result of the Sobel-test revealed that child care center teachers's creativity played a mediating role between teachers' science teaching efficacy and children's scientific attitude and acted as a key variable in promoting children's scientific attitude. In conclusion, it has been identified that the creativity of the infant teacher's teaching is an important change that has a positive effect on the child's scientific attitude. Therefore, if education is provided to enhance the creativity of the professor when the infant teacher is working as a science professor at the same time, it can contribute to the quality of the child's scientific attitude.

• Korean Journal of Childcare and Education
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• v.1 no.1
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• pp.1-19
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• 2005

Interaction Scale between Teachers and Children for childcare teachers (ISTC) was constructed based on the research data completed by the Ministry of Gender Equality and Family with a participation of childcare teachers and early childhood educators. The results of this study were; First, the study found that the 42 items of the ISTC were categorized into eight factors by 205 childcare teachers: a positive language and behaviors of teachers, encouragement of positive interactions among peers, offering a nap time, toilet use, emotional intervention, free play participation, an equal care of children, and meals and snack time. Second, these factors exhibited a high correlation interactively. Third, the ISTC showed a high correlation with teachers' performance scale.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.7
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• pp.341-346
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• 2019

This study analyzed the relationship between the personality factors in pre-service early childhood teachers and teacher efficacy. To carry out the research, this experiment subjected 228 pre-service early childhood teachers in G city. The collected data were descriptive methods, Pearson correlation analysis and multiple regression using the SPSS 22.0 program. The results of this study were as follows. First, there were significant positive relationships among the personality factors and teacher efficacy. Second, the personality factors was an important factor for predicting the teacher efficacy of pre-service early childhood teachers. Also, the explanation power of personality factors for teacher efficacy of pre-service early childhood teachers was 25%, extroversion is one of the most personality factors of infant pre-serve early childhood teacher. Therefore, according to this research, a preserves early childhood teacher training program for improvement of extraversion in personality factors is strongly desired.

• Journal of the Korea Convergence Society
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• v.9 no.1
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• pp.341-351
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• 2018

The study aimed to investigate the impact of teacher's occupational stress on their sense of happiness and enthusiasm for teaching profession in early childhood institutions according to their occupational stress. For these purposes, data were collected from 321 early childhood teachers in Gyeonggi province. The results of this study were as follows: First, there was a statistically significant difference in sense of happiness of early childhood teachers according to occupational stress level. Second, there was no statistically significant difference in overall enthusiasm for teaching profession according to occupational stress level, but significant differences among sub-factors. Third, as a result of examining the effects of occupational stress on sense of happiness and enthusiasm for teaching profession for early childhood teachers, all of them had a statistically significant effect, except overall enthusiasm. It is expected that this study will help to provide basic data for preparing a happy classroom environment.

• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.597-603
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• 2022

The purpose of this study was to predict self-leadership, happiness, and job satisfaction as variables affecting the quality of life of early childhood teachers, targeting 280 early childhood teachers. The research results are as follows. First, as a result of examining the level of awareness, self-leadership, job satisfaction, and happiness were found to be high in the order. Second, as a result of examining the correlations among early childhood teachers' self-leadership, job satisfaction, and happiness, positive correlations between the three variables were found. Third, the happiness of early childhood teachers was found to partially mediate self-leadership and job satisfaction. This study seeks various ways to increase the job satisfaction of early childhood teachers and provides basic data for developing teacher education programs to improve the quality of early childhood education.

• The Journal of the Convergence on Culture Technology
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• v.9 no.5
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• pp.453-462
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• 2023

This study explored the influence of conflict management styles (i.e., Integrating, Considering, Compromising, Dominating, Avoiding) adopted by early childhood teachers to deal with conflict that may arise with parents on parents' behavioral intentions (i.e., re-registration intentions, oral transmission intentions) with the mediating role of parents' trust in teacher on the relationship between conflict management styles and parents' behavioral intentions. The data were collected from 356 parents in southern Gyung-gi-do and data analysis was done through structural equation modeling using AMOS 26.0. The study results show that the Integrating style of teachers was positively related to the parents' intention of re-registration. Trust in teacher was found to have an mediation effect on the Integrating, the Avoiding and the Compromising styles and re-registration intentions and oral transmission intentions of parents respectively. The results imply the importance of conflict management styles and building trust for enhancing the parents' behavioral intentions.

• Korean Journal of Child Education & Care
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• v.19 no.2
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• pp.57-69
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• 2019

Objective: The purpose of this research was to examine the moderating effects of relationships on the association between temperament and peer play interaction. Methods: The participants were 606 four year olds who were recruited from day care centers and preschools located in Incheon and Gyeonggi province. Teacher-child relationship was measured with Student-Teacher Relationship Scale. Peer interactions were measured with Penn Interactive Peer Play Scale. Temperament was measured with Child Behavior Questionnaire (CBQ). The data was analysed using Pearson correlation and hierarchial regression. Results: Teacher-child intimacy moderated the associations between inhibitory control and play disruption as well as between emotionality and play disconnection. Moreover, Teacher-child conflict moderated the association between emotionality and play disconnection. Conclusion/Implications: The findings suggest that teacher-child relationships buffer risks conferred by temperament.

• Korean Journal of Childcare and Education
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• v.8 no.3
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• pp.69-89
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• 2012

This study was to examine the effects of young children's temperament and teacher-child relationship on young children's problem behaviors. The subjects of this study were 231 3-, 4- and 5- year old children and their teachers. The collected data were analyzed by correlations and pathway analysis. The results were as follows: First, young children's temperament were found to affect young children's problem behaviors directly and indirectly though teacher-child relationship. 'Negative emotionality' and 'attention span/persistence' temperament were found to be important for externalizing problem behaviors, and 'activity level' temperament to be important for internalizing problem behaviors. Second, teacher-child relationship was found to affect young children's problem behaviors directly and to mediate between young children's temperament and problem behaviors. Additionally teacher-child conflict relationship was found to be the most important variable predicting young children's externalizing and internalizing problem behaviors.

• Korean Journal of Childcare and Education
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• v.11 no.1
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• pp.43-61
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• 2015

The purpose of this study was to analyze children's perspectives on the role of male childcare teachers and children' s gender role concepts. According to the results, when it comes to how the children perceive the roles of the male childcare teacher, the children mostly saw the male childcare teacher as a person who teaches and in another case, they regarded him as someone who takes care of their daily life and who is willing to play games with them. On the other hand, the male childcare teacher's organizing of an environment, supporting tasks and working on a computer were perceived less by the children. In terms of the gender role concepts, the study confirmed that depending on the role performance of the male childcare teacher, the children in the male childcare teacher's class had better understanding than those children in the female childcare teacher's class. In order to secure the children's right to participate specified in the convention of the rights of the child, the study applied not only the interviews with the children but also their drawings to the analysis, and that was what led the study to an in-depth discussion on the perception of the children.