• Korean Journal of Childcare and Education
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• v.8 no.3
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• pp.133-162
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• 2012

In this paper, care-giving teachers' recognition of their activities to increase infants and children's rights respect were studied, and teachers' required actions to enhance infants and children's rights respect were analogized. To conduct this survey, focus group interviews were done for 2 groups' care-giving teachers: each group was constructed with 6 teachers. In care-giving teachers' daily work, respected or non-respected various cases on their infants and children's rights respect were intensively reviewed. From this result, total 12 sub categories and detail 40 items were extracted as care-giving teachers' required activities to activate infants and children's rights respect. The aforementioned teachers' activities must be conducted as top priority at their care-giving activities for infants and children's rights respect.

• 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 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.