• Journal of the Korean Home Economics Association
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• v.38 no.3
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• pp.25-42
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• 2000

To examine toddlers’adjustment in child care centers according to the quality of child care environment, the followings were asked; 1. Are toddlers’adjustment in child care centers different by toddlers’individual characterisitcs, caregiyer’s individual characteristics, and/or care center variabless\ulcorner 2. Are the quality of child care center different by caregiver’s individual characteristics and child care center variables\ulcorner 3. Are toddlers’adjustment in child care centers different according to the quality of child care center\ulcorner Forty caregivers and 108 toddlers in 40 child care centers in Inchon were randomly selected. After 2 hours of observation in each child care center, the quality of child care environment were rated using Infant/Toddler Environment Rating Scate(ITERS) by 2 observers and toddlers’adjustment in child care centers were rated by caregivers using the Preschool Adjustment Questionnaire(PAQ). Toddlers’adjustment in centers were different by toddlers’gender, caregiver’s age, caregiver’s educational level, group size, and the adult/child ratio. The quality of child care environment of child care centers was different by caregiver’s age, caregiver’s career level, the length of working time, group size, and the adult/child ratio. Finally, toddler’s adjustment in child care centers were significantly different by the quality of child care environment of child care centers.

• Human Ecology Research
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• v.54 no.3
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• pp.293-305
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• 2016

This study examines the mediation effect of teacher-child interactions in the process of the impact of teacher's teaching-efficacy on childhood education institutions and classroom environment on peer-play interactions. We used data from 970 children aged between 49 and 55 months and 970 homeroom teachers from the fifth Korean Child Panel (2012) of the Korea Institute of Child Care and Education. The model fitness was excellent after data were statistically analyzed with model of structure to testify the relationship and effect among teaching efficacy, classroom environment, teacher-child interactions, and peer-play interactions. First, the analysis also showed that the teacher's teaching efficacy did not influence peer-play interactions directly, but gave an indirect effect on the peer-play interactions with the mediation of the teacher-child interactions. Second, the classroom environment directly and indirectly influenced the peer-play interactions with the mediation of the teacher-child interactions. Third, the variable of teacher-child interactions was fully effective as a mediating variable in the process of the teaching efficacy and classroom environment influence on teacher-child interactions. Teaching efficacy and classroom environment influenced the peer-play interactions through the mediation of the teacher-child interactions. The significance of mediation effect of the teacher-child interactions was verified through a bootstrapping method.

• Journal of Korean Society of Rural Planning
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• v.24 no.1
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• pp.1-10
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• 2018

This study is to evaluate the per capita accessibility to child care facilities using road map in rural village unit considering the supply and demand of child care facilities in municipal (Si-Gun) units. Using these estimated accessibility, the most accessible regions to child care facilities was identifies using Moran's index. Assuming establish a new child care facility in the most accessible region, the sensitivity of child care environment was analyzed. The number of regions are 71 si-gun-gu where supply of child care facilities is insufficient. The average accessibility per capita is 1.09 km to child care facilities and the average accessibility in Myeon unit is approximately 2.2 times higher than accessibility in Eup unit (Eup unit 0.54 km, Myeon unit 1.21 km). Approach tendency from village to child care facilities has positive relationship as 0.451 global Moran's index. The high-high (H-H) accessibility regions are wide as Gangwon-do, Gyeongsangbuk-do, Gyeongsangnam-do, Jeollanam-do and Chungcheongbuk-do. Assumed to be established the new child care facilities in Yangyang-gun (Ganwon-do), accessibility changes of child care environment are up to 2.7 times greater and the recipient population is 77% of Yangyang-gun.

• Korean Journal of Childcare and Education
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• v.12 no.3
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• pp.121-136
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• 2016

The purpose of this study is to examine the satisfaction and needs of mothers living in J innovation city with the child-rearing environment. A survey was conducted on 223 mothers with young children. The results are as follows: First, parents' needs on all items of economic, social and physical child-rearing environment were higher than their satisfaction on the items. Second, according to the reasons why parents are moving to J innovation city, there were significant differences between groups in their educational environment among subcategories of the economic and physical child-rearing environment. Third, according to the residential area they previously lived in, there were differences between groups in their child-rearing environment, such as the conditions of house location and educational environment among subcategories of the economic and physical child-rearing environment. The limits and implications for the administrational support for building a hopeful child-rearing environment in an innovation city were discussed.

• Journal of the Korean housing association
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• v.23 no.5
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• pp.19-29
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• 2012

It is very necessary to know about child recognition of residential environment to plan and design an environment proper for children's growth and development. The research method using Cognitive Map, which may be defined as "an overall mental image of representation of the space and layout of a setting" can be a good tool for studying child recognition of residential environment. This study analyzed the child recognition of the size of home range, the number of residential environment elements, the types of Cognitive Map and the levels of Cognitive Map to understand the contents of child recognition about their residential environment. Subjects were 206 children in age6, 8 and 10 in Gwanju and Jeonnam area. As the result of the study, we found that 70% of child recognized 100~500 M as the size of home range, and that the number of the elements of residential environment was 7, average. And we also found that sequential map was more popular than spatial map in child's Cognitive Map type and that almost 60% of child respondents drew the Cognitive Map of level 1 complexity type. As the result of this study, we could know that the research method using Cognitive Map was very useful for understanding the child recognition of residential environment.

• Journal of Families and Better Life
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• v.27 no.6
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• pp.21-29
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• 2009

This study investigated the effects of three factors-mothers' parenting beliefs; child care-home involvement; and the home learning environment - on the school readiness of 3- to 5-year-olds. The subjects were 366 children who were enrolled in child care centers located in Seoul and the Kyoungki area, and their mothers. The Structural Equation Modeling (SEM) technique was employed to test the pathways to children's school readiness as indicated by the child's abilities in vocabulary, math and reading. The results showed that mothers' stronger beliefs in their responsibilities in their children's academic and behavioral development predicted greater involvement in child care and better quality in the home learning environment. Likewise, the quality of the learning environment predicted the extent of the child's readiness for school. No direct relation was found between child care involvement and the child's school readiness. The results imply that multiple factors - parental, child-care-related, and home environmental- explain the extent to which the child is prepared to adjust to scholastic life.

• The Korean Journal of Community Living Science
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• v.12 no.2
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• pp.15-32
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• 2001

This research was performed to examine the ratio of blindness to the child care environment and compare the evaluation of it among principals, teachers and mothers. Data were collected from questionnaires completed by respondents of this research were 37 principals, 37 teachers and 261 mothers of infants and toddlers at child care centers in Incheon, Korea. Cross tabulation, one-way ANOVA and Duncan's Multiple Range Test were utilized to analyze the data. In almost all of the items about the child care environment, mothers showed higher degrees of blindness than principals and teachers. In most of the items, mothers'evaluations were higher than those of principals and teachers. As a result, the researchers recognize a pressing need far programs far parents to improve the quality of child care.

• Human Ecology Research
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• v.54 no.3
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• pp.263-278
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• 2016

Recently in South Korea, family-friendly living environment in resident communities have emerged as an important issue in addressing problems created by personalized and fragmented family in urban areas. Since their foundation in 2005, Healthy Family Support Centers provided a variety of community activities for both parents and children through the Co-Child Care Sharing Programs. That being said, it is certain that the Healthy Family Support Centers play a central role in making a family-friendly environment. This study surveyed the physical environment of the co-child care sharing space and suggested further improvement. The content of this survey represents the characteristics of co-child care sharing space in Incheon such as operation status, physical space, prepared facilities, and preference for facilities. This study also explored the field of two co-child sharing spaces (Bupyung-gu and Seo-gu) as an example case. The subject of this study was 14 co-child sharing spaces of nine Healthy Family Support Centers in Incheon investigated from July 2014 to October 2014. This study indicated three results: first, the size of the co-child care spaces, their composition and facilities are very different from each center and require standards and guidelines for the co-child sharing space in regards to physical space, composition, and facilities. Second, co-child sharing space should be provided with individual special programs and diversified activities in addition to playing activities. Third, many healthy family support centers operate over two co-child sharing spaces along with an out-located co-child sharing space that require mutual organizing and operational networking between each co-child sharing space to effectively share programs.

• Korean Journal of Child Studies
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• v.31 no.1
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• pp.113-124
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• 2010

This study analyzed the relationships between home environment, child characteristics and school readiness. In particular, it examined the influence of home environment and child characteristics upon children's school readiness with a focus on attitudes towards and other socio-emotional aspects. 57 children's characteristics, including such items as IQ performance and demographic variables were obtained by means of both individual testing of the child and through a questionnaire given to their parents. Relative levels of school readiness were then rated by teachers. Pearson correlations, and a multiple regression analysis were carried out using the SPSS Win 12.0 program. Our results indicated that (1) school readiness was positively related with mother's job, HOME, the ages of the children, Performance IQ, and Total IQ. (2) The level of the other's education, her job and the child's age was found to significantly predict the level of school readiness.

• Journal of the Korean housing association
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• v.24 no.6
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• pp.9-18
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• 2013

Recently, interest and social expectation for children's environment are on the rise. The needs for construction of safe and pleasant child care environment has bees agreed with. Especially, as the number of children who are wanted to go center jumped with additional support the government for child care business, centers have also seen a boost. But as number of child care centers increases rapidly in short period, the quality of centers is more inferior to before. and the space and facility level of many centers don't reach in legal minimum standard. In addition to, when child care centers are reviewed, it tend to be judged by one standard without considering connection with sense of values about child care or philosophy, child's traits, surrounding environment etc. Therefore, it is important to construct environment that can consider children's physical development and behavioral characteristic as well as basic element such thing as protection and support activity for current child care centers. This study presupposes that physical environment of child care centers makes important effect on teacher's motion and child's development, then it is to investigate it's characteristics in physically space, facilities, outdoor playground. And It is to identify space and accommodations, outdoors facilities which can support activity smoothly inside and outside. As a result, it is try to offer appliable basic information about the child-friendly environment of child care centers.