• 한국보육지원학회지
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• 제16권2호
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• pp.1-24
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• 2020

Objective: The purpose of this study is to explore and understand the experiences of innocent child care teachers who had been suspected of abusing children at child care centers. Methods: Ten innocent child care teachers who had been suspected of child abuse participated in the study. Semi-structured interviews were conducted to collect data. Data were analyzed using Creswell's analytical framework. Results: The findings of the study are as follows. First, teachers' perceptions of CCTV were positive, while parents' mistrust in CCTV formed the teachers' negative perception of it. Second, the teachers were also withdrawn from their relationships with parents, children, and other employees in child care centers. Finally, they suffered from psychological burnout after they were suspected of child abuse. Conclusion/Implications: This study suggests that it is necessary to provide legal and institutional support to protect teachers' human rights and to prevent relationship dissolution and burnout in traumatic situations.

• 한국보육지원학회지
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• 제10권5호
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• pp.63-82
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• 2014

본 연구는 공공형 어린이집 이용자인 부모의 공공형 어린이집에 대한 내용 인식이 어느 정도인지 파악하여 그 결과를 바탕으로 추후 공공형 어린이집 이용 활성화와 공공형 어린이집의 제도 개선 및 역할증대를 위한 기초자료로 활용하고자 공공형 어린이집 공인 인증제도에 대한 부모의 의견과 인식에 대해 조사하였다. 연구대상은 K도에 위치한 민간 어린이집 유형의 공공형 어린이집 7개소 부모 202명이다. 조사방법은 공공형 어린이집 인증제도에 대한 내용을 설문지로 구성하여 배부하였다. 결과는 첫째, 공공형 어린이집 공인 인증제도의 필요성에 대한 인식은 높게 나타났다. 또한 공공형 어린이집 공인 인증제도가 필요한 측면에 대해서는 어린이집 수준의 상향화, 수준 높은 보육내용의 제공부분에 대해 다수가 인식한 것으로 나타났다. 둘째, 어린이집 공인 인증시설이라는 것이 어린이집 선택 시 영향을 주는 것으로 나타냈다. 셋째, 공공형 어린이집 공인 인증제도에 대한 인식부분에서는 '보통이다'라는 답변이 높게 나타났고, 그 다음으로 '알고 있다'라는 답변의 순서로 나타났다. 본 연구는 향후 부모들의 공공형 어린이집에 대한 이해를 높이고 이용활성화 및 제도 개선을 위한 기초자료를 제공하였다.

• 대한지역사회영양학회지
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• 제18권2호
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• pp.112-124
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• 2013

This study was conducted to investigate how child-care teachers participate, practice mealtime instruction, and perceive difficulties in food service, focusing on comparison between the teachers caring two different age groups: children younger than three years (Younger Group) and those three years or older (Older Group). Questionnaires were distributed to 151 child-care centers in Kwanak-gu, Seoul, Korea during December, 2011. Only the data from 25 child-care centers, where two respective teachers in charge of Younger Group and Older Group completed the questionnaires, were analyzed. The results showed that there was no difference in terms of child-care teachers' participation in food service practice between the two groups, except for serving method; 'Pre-plated' serving was used significantly more often in Younger Group, whereas 'Line-up' serving was used in Older Group. Approximately, three quarters of the child-care centers had policies or guidelines on mealtime instruction. During mealtime, child-care teachers tended to use frequently verbal instructions such as "sit up straight when you eat" about eating manner, "don't be picky with your food" about eating habit, and "wash your hands before eating" about eating procedure in both the groups. There was no statistically significant difference regarding child-care teachers' perceived difficulties in food service between the two groups. These results indicated that child-care teachers' participation and mealtime instruction in food service did not differ between the two age groups, although children's development of digestion and eating skill differed by age. Therefore, training should be provided to child-care teachers about food service practices and mealtime instruction appropriate to children's age.

• 한국콘텐츠학회논문지
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• 제13권9호
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• pp.485-494
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• 2013

예비보육교사의 보육교사적성을 파악하고 보육교사적성이 교사전문성인식과 보육효능감 및 다문화교수 효능감에 어떠한 영향을 미치는지 살펴본 주요결과는 다음과 같다. 보육교사적성 중 영유아에 대한 친화력에서 남녀 차이가 있음이 밝혀졌으나 다른 영역에서 차이가 없음을 보여 보육교사의 성보다는 보육교사직에 대한 소망과 자질이 중요함을 시사한다. 또한 보육교사적성 중 업무에 대한 소명감이 보육교사전문성 인식을 의미있게 설명하는 변인으로 밝혀졌고, 창의성과 자기계발, 영유아에 대한 친화력, 수용성과 민감성, 안전관리능력이 보육효능감을 의미있게 설명하는 변인으로 나타났다. 마지막으로 창의성과 자기계발이 다문화교수효능감을 설명하는 주요변인으로 밝혀져 예비보육교사가 창의성을 가지고 자신을 계발할 수 있도록 지도하여 다문화교수역량을 높일 필요성이 있음을 시사한다.

• 한국보육지원학회지
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• 제13권1호
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• pp.215-232
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• 2017

Objective: The purpose of this study is to explore the ways in which childcare teachers understand and implicate the standards of national competency by searching for and analyzing the awareness of it. Methods: For this, the survey was conducted on 264 child care teachers working in daycare centers. The screening tool was constructed based on the content provided in the child care field of the NCS, and the questionnaire items were developed by referring to previous research. Results: Recognition of the child care teacher's awareness of the NCS was very low. The activity of child care teachers for the category of capability proposed by the NCS showed significant differences depending on work experience. The degree of awareness of child care teachers for the category of capability proposed by the NCS showed significant differences depending on work experience. The difference between the activity of child care teachers and the degree of awareness of child care teachers for the category of capability proposed by the NCS showed significant differences. Conclusion: In the future, it is necessary for the NCS to be constantly supplemented and ensure that the capability to perform practical functions is fulfilled in daycare centers.

• 한국보육지원학회지
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• 제12권6호
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• pp.189-206
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• 2016

The purpose of this study was to analyze the mediating effect of pedagogical content knowledge of science teaching on the relations among child care teachers' burnout, science teaching anxiety, and science teaching efficacy. For this study, questionnaires were distributed to 355 teachers working at child care centers in Jollanam-do. The analysis of data was conducted with SPSS WIN 18.0. The results of this study were as follows. First, child care teachers' burnout lowered their science teaching efficacy, and child care teachers' pedagogical content knowledge, as a mediating variable, reduced the negative effect of child care teachers' burnout on their science teaching efficacy. Second, child care teachers' science teaching anxiety lowered their science teaching efficacy, and child care teachers' pedagogical content knowledge, as a mediating variable, reduced the negative effect of child care teachers' science teaching anxiety as an independent variable on their science teaching efficacy. These findings imply there is a need to boost pedagogical content knowledge during in-service teacher education programs.

• 가정과삶의질연구
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• 제27권6호
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• pp.189-201
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• 2009

The purpose of this study was to explore the potential development of a communal child care project that would lead towards a more family friendly community. By reviewing the case of the Daejeon Health Family Support Center, the study revealed that many child care providers showed an interest in communal child care. But the providers also had problems seeking both partners for communal child care and a communal place to gather. The Daejeon Health Family Support Center had several elements of strength in communal child care project. First, they provided educational programs for care providers to promote the professional knowledge and skills needed for child care and education. The participants' responses to the program were satisfactory, in that they showed the relative effectiveness of such programs in improving attitudes towards Pumasi, along with customized services and other programs provided by the Healthy Family Support Center. In addition, the availability of professional child care services in the attached gym, the Saturday classes for dual earner families, and the prompt response by the center to requests that more space be provided, also contributed to the success of Pumasi program.

• 한국생활과학회지
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• 제15권5호
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• pp.719-727
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• 2006

The purpose of this study is to examine the job satisfaction and the job stress of British child care teachers. Respondents, including childminders, were 137 British child care teachers who worked in nursery school, day nursery, creche, and playgroup. In the survey on the job satisfaction of British child care teachers, they were asked to answer two items. In the survey on their job stress level, they were required to rate their job-related stress levels on a 5 point scale of 'Job Stress scale' by Davis et al(2003). The results indicated: firstly, the British child care teachers are much satisfied with their job and have the low level of job stress. Secondly, their job satisfaction depends on who runs the child care facilities, what position they have in the centers, how long they work for child care, what qualifications they have. The levels of their job stress depend significantly on their present position in the centers. Thirdly, the job satisfaction of British child care teachers is explained about 27%, is related to their performing of daily routine, their age, the management of child care centers and qualifications of the teachers.

• 한국주거학회논문집
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• 제20권6호
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• pp.77-88
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• 2009

The nursing space and sanitary space are main living spaces for children in the child care center. The purpose of this study is to examine the characteristics in terms of planning by mainly focusing on the nursing space and sanitary space of the disabled child care center in Japan. Since Japan has cultural backgrounds similar to those of Korea while providing systematic child care centers according to the symptom and grade of disability, it is anticipated that this case study on the disabled child care center in Japan will help establish standards related to disabled child care centers in Korea. To conduct the study in a more efficient way, the case study was divided into the space planning of nursing spaces and sanitary spaces and the installation of sanitary tools and handrails in the disabled child care center. The findings of investigating into actual conditions were analyzed by comparing them with Japanese laws and literary and documentary records relevant to this study. Through this study, it is expected that Korean child care centers, having constantly expanded their quantitative growth, will also improve the qualitative level of their atmospheres so that they may provide more proper conditions even for disabled children to get better used to child care centers in Korea.

• 한국융합학회논문지
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• 제9권12호
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• pp.321-330
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• 2018

본 연구는 어린이집 원장을 대상으로 기관유형에 따른 부모교육 인식의 차이를 알아본 연구이다. 연구 대상은 충북, 세종, 전북에 거주하는 어린이집 원장 147명이며 자료조사는 설문지법을 사용하였다. 수집된 자료는 SPSS 18을 이용하였으며 원장의 인식과 그 차이를 알아보기 위하여 빈도분석과 교차분석, ANOVA 및 사후검증으로는 Tukey를 실시하였다. 본 연구의 결과 기관 유형에 따라 어린이집 원장의 부모교육의 필요성에 대한 인식에는 차이가 나타나지 않았으며 부모교육의 주제, 부모교육의 운영방법, 부모교육의 평가 영역에서는 어린이집 유형에 따라 원장의 인식에 차이가 있는 것으로 나타났다.