• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.4
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• pp.210-217
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• 2020

This paper analyzes the factors influencing the childbirth intention of married women with the goal of analyzing whether times of spouses' housework, marital satisfaction, values of children and traditional gender role, and social services related to the reduction of low fertility contribute to women's intention to give birth. The respondents of the research were 1,000 married women, and the research was conducted with 482 women of childbirth intention. The findings are as follows. Age of sociodemographic factors has an influence on the childbirth intention. Related to family's character, factors influencing childbirth intention are number of children, times of spouses' housework, and marital satisfaction. In addition, emotional and instrumental values of children, number of recognized public services for reduction of low fertility. In other words, the more women share housework with spouses and satisfy their marital life, the more childbirth intention of women is increased. In order to improve childbirth intention, changes of perception of gender role and sharing housework, reinforcement of social system for work and family compatibility that convert changes of perception into action, advanced marital relationship programs, extensive support for subfertility and a huge build-up of social services related to reduction of low fertility need to be provided.

• Korean Journal of Childcare and Education
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• v.10 no.2
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• pp.73-91
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• 2014

The purpose of this study was to examine the influence of the happiness of parent users of employer-supported childcare centers on their parental stress and employer-Supported childcare centers satisfaction level. It's basically meant to provide some information on how to ensure work-family reconciliation and improve the performance of employer-supported childcare centers. The subjects in this study were 206 parents who were users of employer-supported childcare centers. The findings of the study were as follows: First, the happiness and childcare centers satisfaction of the parent users of the employer-supported childcare centers were both at a higher level, and their parental stress was slightly above average. Second, there was a negative correlation between the happiness and parental stress of the parents who used the employer-supported childcare centers, and happiness was positively correlated to childcare centers satisfaction level. Third, as for the impact of the happiness of the parent users of the employer-supported childcare centers, parental stress was under the largest influence of happiness, followed by family harmony. happiness had the greatest impact on childcare centers satisfaction level, followed by interpersonal relationships. This outcome suggests that the supportive direction for parenting needs to focus on the affective dimension of promoting parents' happiness as well as focusing on the material and structural dimension.

• Journal of Korean Home Economics Education Association
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• v.25 no.4
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• pp.29-46
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• 2013

The concepts of core competencies and achievement standards were newly introduced within national curriculum documents since the 2009 Revised National Curriculum. The purpose of this introduction was to develop a curriculum that reflects unique characteristics of each subject and for the effectiveness of student evaluation. The purpose of this study was to suggest a direction for the future national curriculum and achievement standards development through comparing the national curriculum and standards between South Korea and the U.S. In particular, this study focused on two aspects: 1) the hierarchical relationships and the structural system of achievement standards in the curricula of two countries, and 2) the details of differences in two countries' achievement standards of a specific content area, 'family'. The results are as follows: the Korean national curriculum includes core competencies was included in the objective statement, and standards were provided as a lower-level system, while the U.S. national standards was composed of hierarchical system of comprehensive standards(higher-level), contents standards(middle-level), and competencies(lower-level). This may be attributable to the difference in the definition of competencies. The analysis results of detailed contents of the curriculum was related to the terminologies used in curriculum documents of the two countries. For example, work and family balance was frequently mentioned in Korean document, while the U.S. national curriculum just displayed multiple roles of individuals rather than using the term explicitly. Also, terms such as happiness and welfare were frequently mentioned in Korean curriculum, while 'well-being' was more frequently used in the U.S. curriculum. These differences in usage of terms reflects the differences in cultural values and perspectives of the two countries.