• Korean Journal of Childcare and Education
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• v.19 no.6
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• pp.21-37
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• 2023

Objective: This study aims to investigate the perception and demand of child care teachers regarding the support project for part-time substitute teachers in Busan. Methods: A survey was conducted on 6,141 childcare teachers participating in the Busan part-time substitute teacher support project, and the data were analyzed using the SPSS 25.0 program. Results: First, an examination of the perception of part-time substitute teacher support projects based on the type of daycare center revealed significant differences in all aspects, except for whether they choose to reapply. Second, an analysis of the demand for part-time substitute teacher support projects, categorized by the type of daycare center, indicated significant differences. Conclusion/Implications: The findings of this study furnish valuable insights for the equitable and effective implementation of the part-time substitute teaching assistant support project, taking into account the distinct characteristics of various daycare centers. Additionally, the results offer essential foundational data to guide the strategic direction of the part-time substitute teaching assistant support project.

• Korean Journal of Childcare and Education
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• v.6 no.1
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• pp.231-250
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• 2010

The purpose of this study is to analyze the case in which we can identify how the SoC of Practical training teachers about the instructional media changes and why these change appears during the child care practice when we assumpt that for Practical training teachers to use the instructional media is that they participate in change during child care practice. In case A, the SoC moves from Stage 0 to Stage 1, Stage 6. In case B, the SoC moves from Stage 0 to Stage 2. In case C and D, the SoC of the Practical Training Teachers are not changed. Above this, we identify the SoC of Practical training teachers. Case A and B change the SoC, but Case C and D does not change the SoC after child care practice. We identify that the reason why there are differences is that according to (1) the training of the perception of practical training teachers, curriculum, knowledge related to instructional media before child care practice, and (2) time, the SoC of practical training teachers about instructional media is changed. In the end, we make a suggestion for the following research. First, a comparative study will be made of other students of the department for child care in the same college or other college. Second, we need to make a study for analyzing SoC profile after supporting instructional assistances.

• Korean Journal of Childcare and Education
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• v.11 no.5
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• pp.173-190
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• 2015

This study aims to identify the difference in teacher commitment at workplace child-care centers and understand the relationship between teacher commitment and teacher efficacy. To achieve this, the data were collected from 176 teachers who were working at workplace child-care centers in Gyeonggi province, One-way analysis of variance (ANOVA), Scheff$\acute{e}$ test, and Pearson's correlation analysis were performed. According to the results, it was found that there is a high positive correlation between teacher commitment and teacher efficacy. The teacher commitment appears high and especially the teacher commitment to infants and toddlers appears the highest at the workplace child-care centers. It was also found that there is a significant difference in teacher efficacy depending on academic ability and work experience of teachers, age of infants and toddlers, and total number of teachers in the centers. This study is significant in that it provides the basic data for drawing up the measures to support the teacher commitment as one of the internal characteristics of the teachers working at the workplace child-care centers. Further studies need to explore the relationship between teacher commitment and teacher efficacy depending on the type of kindergarten or day care center.

• Korean Journal of Childcare and Education
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• v.16 no.4
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• pp.73-92
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• 2020

Objective: The purpose of this study is to examine occupational safety accidents of child care teacher and to suggest preventive measure in occupational safety health and safety for child-care teacher. Methods: We investigated laws, policy, and previous studies related occupational safety and health for child care teacher. Especially, we reviewed the legal definition of child-care teacher to identify whether Occupational Safety and Health acts cover child-care teacher. Also cross tabulation and a qualitative analysis were conducted for occupational accidents in child care centers from 2013-2018. Results: Safety and health related policies to protect child care centers have been carried out by child care Center Safety and Insurance Association and the Child Care Support Center, but it has mainly been functioned to protect children excluding child care teacher. The most occupational accidents occur in worker aged 40s. The most type of occupational accident were falling down on the floor and surface. Also we could find that there is a high risk of falls, and musculoskeletal disorders through qualitative analysis on occupational accidents cases of child-care teacher. Conclusion/Implications: We suggest to improve the system for protecting child care workers including strengthening occupational safety and health education for child care workers, expanding coverage of national project to prevent occupational accidents.

• Journal of the Korean Home Economics Association
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• v.32 no.1
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• pp.75-92
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• 1994

This study attemped to identify the desirable early childhood education and investigate the current situation of the child care centers. The survey was conducted by means of interviews or mailing method using the structured questionnaire. The sample size was 176 teachers in child care centers in Pusan. The questionnaire was built on previous studies and bibliographies. The results were as follows; (1) Most of the teachers were unqualified and under 30 years of age. (2) The facilities and the equipments in the child care centers were insufficient for children's development. (3)The nutritional knowledge of the teachers were far short and the emergency discipline was seldom carried out. (4) No additional efforts were made for the parent -education. It is required to increase the facilities & the equipments for children's development. It appears that re-education of teachers must be carried out in a near future prior to child educaion.

• Journal of Korean Academy of Nursing
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• v.35 no.2
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• pp.262-269
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• 2005

Purpose: The purpose of this study was to develop a health education program for child care workers of infants, toddlers and preschoolers to improve their care ability. The program provided child care teachers and children with information on how to take care of their health. Method: This program development was based on a systematic design of instruction by Dick & Carey(1996). The process included a review of literature, setting an instructional goal, getting advice from various experts, designing instruction and instructional medias, designing formative evaluation, revising the program and making a summative evaluations. Result: The products of this program were the 'Teachers Guide Book & CD-ROM.' The guide book included health education programs for infants, toddlers and preschoolers. The infant program included a basic baby care program for teachers. The toddlers and preschoolers program included basic health promotion, dental health, nutrition management, communicable disease prevention, substance abuse prevention and a safety program. Conclusion: These programs provided a systematic content of health education for children and their teachers, and useful data which can be applied to child care centers.

• Korean Journal of Child Studies
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• v.30 no.2
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• pp.71-95
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• 2009

This study investigated relationships among infant development, teacher's sensitivity, home literacy environment, and infant-teacher interaction in the child care setting. Verbal and behavioral interactions between 30 2-year-old infant-teacher pairs were video-recorded during free play activities; teachers' sensitivity was observed by trained observers; infant development was assessed by teachers; data on the early home literacy environment were gathered through maternal self-reported questionnaires. Data were analyzed by descriptive statistics, t-tests, and correlation analyses. Results indicated that boys showed more naming; girls showed more physical contact with teachers. Infants high in overall developmental level showed more behavioral interaction with teachers. Teacher's sensitivity correlated positively with behavioral imitating and negatively with questioning and nodding. Verbal interaction in the home correlated positively with nodding.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.7 no.6
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• pp.199-206
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• 2017

The experience sampling method (ESM) is an innovative research method to study the immediate real emotional experience experienced in real life through the immediate reaction of research participants. ESM, which has received significant attention in recent, is considered as the research method particularly for child care teachers' emotions and happiness. This method has been shown to be able to overcome the limitations in current research methods, based on teachers' recall or surveys, in assessing child care teachers' emotional states or stress levels. Despite the expectation that the need for further research on the increased stress and negative emotional experiences of child care teachers and its appropriateness as the alternative research method to study child care teachers' immediate emotional experience, ESM has deficiencies in that research participants need to have their pencil-and-paper survey packages on hand whenever their electronic beepers randomly beep. Furthermore, ESM demands much more researcher energy and efforts to handle the voluminous data collected from each participant in effectively creating a database. In this paper, in order to apply ESM successfully to the study of child care teachers' emotional experience, we aim to develop a software program that uses mobile communication technology. Given that traditional types of data collection methods in social science research can prove too burdensome to encourage participation in surveys in the first place or ensure the return of completed surveys, the present study adopts a convergent research approach to develop a software program that is able to obtain ESM participants' answers immediately on their personal smart phones. This study deals with system construction and prototyping for software development as a basic research and evaluates the research results through indepth interview with experts.

• Journal of Digital Convergence
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• v.17 no.3
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• pp.455-461
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• 2019

The purpose of this study is to find the effect of shared leadership on job satisfaction of principals and teachers of child care centers, and to find the differences of perception between principals and teachers. For this purpose, 120 child care centers in one province was collected through random sampling, and then 93 principals and 101 teachers participated in survey. By SPSS 21.0 version, hierarchical analysis, descriptive statistics and t-test were used to analyze the data. The results showed that principals and teachers all perceived that the shared leadership effects on the job satisfaction. Based on these results, some practical implications for principals and teachers of child care centers to improve the shared leadership and the job satisfaction were suggested.

• Korean Journal of Childcare and Education
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• v.8 no.4
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• pp.185-206
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• 2012

The purpose of this study was to investigate the general tendency of styles for handl ing conflict and organizational effectiveness perceived by head teachers in child-care centers, and the relationship between head teacher's styles for handling conflict and organizational effectiveness. A total of 194 child-care head teachers who work in the Busan and Gyeongnam area responded to the questionnaire. The main results of the study were as follows; First, among the styles for handling conflict, the head teacher s used the most obliging type toward their principal, and also used the most integrati ng type toward colleague teachers. The head teachers perceived moderate or higher level of organizational effectiveness in child-care centers, and there were partial diffe rences in styles for handling conflict and organizational effectiveness depending on ag e, academic achievement, career of head teachers and facility type. Finally, it was fou nd that organizational effectiveness of child-care center were positively correlated wit h integrating type, dominating type and compromising type among all styles for hand ling conflict which head teachers adopted, but was negatively correlated with avoidin g type. Particularly, it was found that the head teacher's styles for handling conflict having most significant effects on organizational effectiveness were avoiding type to ward their principal and integrating type toward colleague teachers.