• 아동학회지
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• 제26권5호
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• pp.105-121
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• 2005

Data were collected from 120 teachers at 67 childcare centers in Seoul and Kyunggi-Do. The Assessment Scale for Day Care Programs(Rhee et ai., 2003) was used to observe teachers' interaction behaviors. Subjects responded to the teachers' job stress scale developed by the author and a modified version of teachers' efficacy scale based on the Science Teaching Efficacy Belief Instrument(Enochs & Riggs, 1990). Data were analyzed with descriptive statistics, Pearson correlations, and hierarchical regressions. Results showed that quality of teachers' interaction behaviors correlated negatively with teachers' job stress, and positively with teachers' personal efficacy; teachers' belief of efficacy moderated the relationship between job stress and teachers' interaction behaviors.

• 아동학회지
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• 제34권2호
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• pp.139-160
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• 2013

The purpose of this study was to examine the difference in perception among parents of preschoolers, parents of school aged children, teachers of child care centers and elementary school teachers regarding testing on the level of preparation for attending elementary school. Firstly, the results of the study revealed that elementary school teachers had notions regarding the level of preparation for entering school that were more specific than day care teachers and parents. Second, it was shown that effort and a sense of responsibility were most important for the improvement of the level of preparation for elementary school level studies. Third, the results of this study revealed that many respondents thought that there needs to be some form of testing of the level of preparation for school and the respondents further stated that this testing needed to be conducted by child care center teachers or experts in the field. Finally, it was shown that such a test of the level of preparation for school attendance should be developed by including questions on different areas of the intelligence, adaptability, function, tendencies and regulations in relation to the needs of preschoolers.

• 아동학회지
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• 제33권5호
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• pp.71-89
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• 2012

This study examined the characteristics of early child care teachers and the ways this influences their abilities to promote the parent-teacher partnerships. 266 early child care teachers participated in this study. Parent-teacher partnerships, communication competence, interpersonal competence, and teacher efficacy in enlisting parental involvement were measured by means of The Caregiver-Parent Partnership Scale, Global Interpersonal Communication Competence Scale, Interpersonal Competence Questionnaire and selected elements of the Teacher Self-efficacy Scale. The results indicated that parent-teacher partnerships were significantly different in terms of the characteristics of teachers. The hierarchical multiple regression analysis revealed that the communication competence, interpersonal competence, and teacher self-efficacy significantly predicted the type and quality of parent-teacher partnerships. In conclusion, improving the effectiveness of parent-teacher partnerships seems heavily dependent upon the quality and personal abilities an beliefs of early child care teachers.

• Child Studies in Asia-Pacific Contexts
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• 제1권1호
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• pp.39-49
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• 2011

This study compared parents' and teachers' feeding practices with young children. Parents and teachers of children aged 0-3 years were recruited at 24 child care centers to complete surveys regarding their demographic characteristics, parenting styles, and feeding practices with young children. Respondents included 106 parents and 102 teachers. Participants' feeding beliefs and values were found to be related to their parenting style classifications (i.e., Authoritative, Authoritarian, or Permissive), ethnicity, income, and other demographic characteristics. Findings indicate the need for teachers and parents to begin communicating about their longterm goals for a child's development as soon as the child enters care. Understanding the goals and variation of feeding practices used at home and at school can help teachers and parents begin to construct a shared vision for care.

• 문화기술의 융합
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• 제9권5호
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• pp.443-452
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• 2023

유보통합 이후에 현직교사에 대한 영유아교사의 자격전환연수가 필요하다. 본 연구에서는 교사자격연수의 과목과 운영모듈에 대해 살펴보았다. 검토 결과, 보육교사 자격이 없는 유치원교사에게는 4과목 12학점이 필요하고, 보육교사 자격만 갖고 있는 교사에게는 14과목 30학점이 필요한 것으로 나타났다. 자격연수기관으로 4년제 및 전문대 유아교육과와 방송통신대학교를 제안하였다. 보육교사를 소지하지 않은 유치원 교원의 경우 직무연수를 통하여 자격전환을 할 수 있는 것으로 제안하였다.

• 한국보육지원학회지
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• 제16권2호
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• pp.89-118
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• 2020

Objective: The purpose of this study is to conduct maker-education for prospective child care teachers explore changes and for the results to be used as a basic data to study the utilization of maker-education. Methods: To that end, 36 prospective child care teachers attending nursery school applied to the maker-education program and to the curriculum of children's literature and play. The collected interview materials and student journals were qualitatively analyzed. Results: The results showed that prospective child care teachers started with mixed expectations and but then actively participated in worries classes with interest and had fun. Also, in the stage of sharing, they changed from having difficulty communicating with colleagues to developing an attitude of cooperation and unity through communication. In addition, it has been shown that from feeling the difficulties of planning, planning changes and modifications are directly related to their development and that they are quickly and wisely dealt with. Conclusion/Implications: It is recognized that there is a need for a follow-up study to verify the effect of this as meaningful implications are derived from the effects of positively accepting feedback, planning to attempt a step-by-step approach, and active attitude toward communication between colleagues.

• 한국보육지원학회지
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• 제14권5호
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• pp.137-152
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• 2018

Objective: The purpose of this study is to examine the effect of the childcare environment on childcare efficacy of childcare teachers. Methods: The participants in the study were 274 childcare teachers working at childcare centers. The childcare environment was divided into physical environment and the work support environment. Results: The results of this study are as follows. First, there was a significant difference in childcare efficacy depending on the age and career of the childcare teacher. Second, the childcare environment of the childcare center showed a static correlation with the childcare efficacy of the childcare teacher in both the physical environment and the work support environment. Third, the physical environment of the day care center had an affect on child care efficacy. Among the subfactors, furniture for routine care, play and learning had a significant impact. Fourth, the work support environment of the childcare center had an affect on childcare efficacy of the childcare teacher. Among the subfactors, staff interaction and cooperation, and opportunities for professional growth had a significant impact. Conclusion/Implications: In order to enhance childcare efficacy of childcare teachers, a high quality childcare environment should be established.

• 한국콘텐츠학회논문지
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• 제22권5호
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• pp.542-552
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• 2022

보육교사 직무의 중요성은 최근 대전환적 사회 환경 변화로 인해 크게 부각되고 있지만 수행 여건이 상당히 열악하여 다양한 직무요인 측면의 관리가 필요한 상황이다. 그에 본 연구는 보육교사와 관련된 실무적 활용과 제도적 지원을 위한 정보 제공을 목적으로 플로리시, 영유아권리존중보육, 자기주도직무설계를 선택하여 기능적 영향관계와 효용성을 검증하였다. 이들 변수를 활용하여 보육교사를 대상으로 이루어진 국내 연구가 부존하기 때문에 보육교사 223명을 대상으로 위계적회귀분석 등을 실시하여 시초적 정보를 취득하였다. 분석결과, 연령대에 따른 플로리시, 근무시간에 따른 부정적 직무요구 감소만 집단별 평균 차이가 확인되었고, 플로리시가 영유아권리존중보육에 선행하며 정적(+) 영향력을 미치는 것으로 파악되었다. 그리고 자기주도직무설계 중 사회적 직무자원 증진이 조절효과를 나타내는 것으로 판명되었다. 따라서 본 연구가 제공한 정보를 토대로 직무 관리 전략을 새롭게 마련하고 실효성 높은 요인별 강화 프로그램이 필요하다.

• 아동학회지
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• 제20권4호
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• pp.141-158
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• 1999

This study investigated relationships among family environment, quality of child care center and chlld's stress behaviors. The subjects were 241 boys, 197 girls and their mothers in 7 child care centers in Seoul and Kyonggido. Children's behaviors were evaluated by three raters(mothers, teachers, and observers) in either a family setting or a child care center. The results showed that children who had problem behaviors in their families showed more stress and problem behaviors in the child care centers. Mothers who reported more stressful life events and parental stress had children with more problem behaviors in their families. Observers and teachers reported fewer stress and problem behaviors in child care centers rated as showing high quality of program.

• 한국생활과학회지
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• 제13권3호
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• pp.393-405
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• 2004

The purpose of this study was to provide the basic data needed for developing comprehensive child edu-care programs that fits the regional needs. Subjects of the survey were the teachers of child edu-care centers in Daejeon. 95 teachers were selected from 20 child edu-care centers, using stratified random sampling method, from all of five municipal districts of the city. Gathered data were analyzed using SPSS 10.0 for reliability, factor analysis, frequency and percentile, mean, standard deviation, paired samples t-test and F-test. The summary of the findings were as follows: First, the result of survey on the child edu-care facts showed that the most child edu-care centers had the focus on caring and education programs of children, while emotional supports for family services and community social services were rather secondary importance. Therefore, to achieve the comprehensive service programs, child edu-care services should be harmonized by the education and welfare approaches. Second, centered around teacher's request, comprehensive child edu-care program that fits the regional characteristics focuses on family service; thus the program requires family group consulting, parents education etc., as well as focusing on community service to utilize local community's human, physical resources and to strengthen the tie between local community and child care services.