• Korean Journal of Childcare and Education
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• v.11 no.4
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• pp.239-269
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• 2015

The purpose of this study is to understand the different views of grandparent's that are rearing children from the grandmother and working mom as co-caregivers by studying conflicts and the experience made by grandmothers by rearing children through a phenomenological approach, and to help to build healthy relationships and furthermore to promote a healthy educational environment. Data were collected from six working mothers from a child care center in Gyeonggi, and their six grandmothers who were rearing grandchildren through in-depth interviews, emails and observation based on the instruction of semi-structured interviews. For analysis, a phenomenological analysis method is used. As a result, 78 meaning units, 15 sub-elements and 6 theme categories were drawn. Theme categories were (1) grandmothers' rearing experience; perform a double-role through grandchildren-rearing (2) working moms' rearing experience; conflicts over ideologue of motherhood (3) grandmothers' rearing positive effect: increasing grandmothers' efficacy and intimate relationships with grandchildren (4) working moms' rearing positive effect: reducing working moms' children-rearing stress (5) negative effect: increasing grandmothers' children-rearing stress and working moms' low children-rearing efficacy (6) rearing conflicts: the two mothers' conflicts over children-rearing values. Through the study, it implies that social intervention is needed to solve the conflicts between two mothers over the rearing attitudes and methods as understanding and intervention is needed.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.8
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• pp.524-534
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• 2018

The purpose of this study is to find out the correlations between the stress that middle-aged women experience and their coping methods and to present intervening variables to promote active coping methods. The subjects of this study are 400 middle-aged women from 35 to 59 years old living in S area and the results are as follows. The relationship between middle-aged women's stress, self-defense mechanism, and stress-coping method shows as follows: the role stress is positively correlated with immature defense mechanism, self-restraint defense mechanism and conflict-avoiding defense mechanism. Among stress-coping methods, the problem-centered coping method was found to be negatively correlated with role stress and daily stress. the immature defense mechanism shows negative correlations with the problem-centered coping, but shows positive correlations with the emotion-centered coping and the wishful thinking. Among the self-defense mechanism types not effective in the social-support coping method.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.7
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• pp.453-461
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• 2020

The purpose of this study was to investigate the mediating effects of young children's playfulness between the children's peer competence and their mothers' play beliefs. For this study, 160 mothers and 160 children aged 4-5 years who were in kindergarten and daycare centers in Area J were selected. The collected data were analyzed based on correlation and mediation using SPSS Statistics. The research results are as follows. First, as a result of analyzing the relationship between the young children's peer competence and playfulness and their mothers' play beliefs, there was a statistically significant positive correlation between a mother's play-support beliefs and their children's peer competence and playfulness. On the other hand, the relationship between a mother's learning-support beliefs and her child's peer competence and playfulness was not significant. There was a significant positive correlation between playfulness and peer competence in the young children. Second, as a result of verifying the mediating effect of the children's playfulness in the relationship between their mothers' play-support belief and the children's peer competence, we found that playfulness has a partial mediating role.

• Korean Journal of Childcare and Education
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• v.9 no.2
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• pp.23-46
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• 2013

The purpose of this study was to obtain basic information for novice teachers' adjustment. The data from five novice teachers were collected by in-depth interviews of each subject, as well as reviewing a memo diary, journal and class diary. The results indicated that the novice teachers' experiences were categorized into difficulties in social relationships, heavy workload, stress related to making mistakes, obtaining support and assistance, adequate understanding of their field of work and so on. The model theory for their process of adjustment was found by grounded theory approach. The causal conditions include mistakes in performance of work and immaturity of managing social relationships. The contexts include age of the children, work conditions(i.e. time and space), amount of workload, unfamiliarity of new work assignments, personalities of colleagues, and high frequency of meeting parents of children. The intervening conditions are composed of a guidance program for novice teachers, support from colleagues, work rewards, and the personalities of novice teachers. The novice teacher use three strategies: trying to ignore, sharing difficulties and accessing support from friends or family, as well as willful efforts to transfer negative emotions into positive ones. The consequences of the strategies include: successful career progression, survival, and desire for leaving the field of work.

• Korean Journal of Childcare and Education
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• v.12 no.1
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• pp.57-81
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• 2016

The purpose of this study was to find out the feature of children's play according to a player number restriction rule in the free choice activities. And it is expected that the result of this study will contribute to improving the management of free choice activities. The participants of this study were a homeroom teacher, professor as a co-researcher and 25 4-year-old children of a private kindergarten. The data were collected by observation, children interview and reflective journal of the teacher from July to October in 2014. The results indicated that the children were stressed out with using name cards for presenting center selection, showed overcompetitive behaviors, and frequently violated the rules. The researchers found that the restriction rule had some dysfunctions, which were interferences of moral development, social-emotional development, self-regulation development, preventing safety-accident and free choice behavior. The researcher as a teacher abandoned the player number restriction rule, and observed the children's play. As a result, children's self-regulation abilities on physical space, play and conflicts improved and the teacher changed her strategy when managing free choice activities. Based on the results, the needs of various restriction rules and appropriate methods for applying the rules in free choice activities were further discussed.

• Korean Journal of Childcare and Education
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• v.5 no.1
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• pp.41-57
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• 2009

This study investigated the teaching practice of students attending a three-year early childhood education course in K City, Gyeonggi Province, as well as the educational environments of 72 kindergartens and child care centers where they received field training and which were located in Gangseo-gu, Seoul, Incheon Metropolitan City, Bucheon, and Ilsan. After four weeks of teaching practice, those prospective teachers were surveyed for their objective opinions and current state regarding the practice guidance for students, teachers' working hours and wages, and female dominance in number among early childhood educators and heads of early childhood education institutions. Those data were collected to understand the operations of early childhood education institutions and the current teaching practice. According to the analysis results, the students of the early childhood education major said the four-week teaching practice was very helpful for them to understand the field and thus had positive receptions of it. Most of the prospective teachers felt the heaviest burden and experienced the biggest shortcomings in practical skills such as music, art, and hand play during class. They also felt a partial need for male counterparts. Those findings will help prospective teachers understand the field further before going out on the field and the teaching bodies have specific ideas about what kind of guidance is provided by kindergartens or child care centers. In addition, they will hopefully serve as basic data to form organic connections between the educational institutions and the field to produce more talented early childhood education teachers.

• Korean Journal of Childcare and Education
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• v.11 no.3
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• pp.1-23
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• 2015

This study examined the effect of infant teacher's sensitivity, efficacy and interaction on the social and emotional development of infants. The participants of this study were 169 infants and their teachers in daycare centers located in Seoul and Gyeonggi-do. The instruments were collected through teachers' responses. Data were analyzed through the variance analysis using PASW 18.0 to verify the infant teachers' susceptibility, efficacy, and infant-teacher interaction based on infant teachers' background variables; to find out the relationship between the variables, Pearson correlation analysis was performed, and to find out the relative influence of variables on the infants' social and emotional development, stepwise multiple regression analysis was performed. Results were as follows. Firstly, Among the background variables of the teachers, their career as infant teachers displayed differences in the infants' social and emotional development, and the susceptibility, efficacy, and infant-teacher interactions displayed partial differences based on the teaching career, career as infant teachers, age, daycare center type, and the academic background of the teachers. Secondly, there were positive relationships between infant teacher's sensitivity, efficacy and interaction and infants' social and emotional development. Thirdly, infant teachers' sensitivity, efficacy and infant-teacher interaction had an influence on infants' social and emotional development at the same time. Especially, sensitivity and interaction were powerful and influential variables and their explained variance was 53%. These results suggested that teachers' efforts must be made to interact positively with infants and to increase their sensitivity level to respond to infants in order to increase infants' social and emotional development.

• Journal of Digital Convergence
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• v.16 no.2
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• pp.385-402
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• 2018

This study was to examine how Art Therapy affected improving Self-Esteem and Ego-Resiliency, Emotional Stability of Sexual Victimized Adolescent. The subject was the middle school student girl, 3th grades(15year old). She was suffered from sexual assault she was lack of self-confidence and suffered difficulty in daily life. Individual Art Therapy was performed once a week for 60 minutes and for 20 periods. Emotional Stability, Self-Resilience, Self-Esteem were performed pre-post test to verify the effectiveness of the program. The results obtained after Art Therapy were as follows. Firstly, The Self-Esteem score improved to post- 35 points from pre-16points. The Ego-Resiliency score improved to post-133points from pre- 63 points. The Emotional Stability score changed to a post-ex-post 96 score with a score of 110 as a positive effect. Secondly, the subject in the whole process of Art Therapy were formed intimacy with the researchers, able to heal painful scars while expressing inner feelings in a stable psychological state. Through the creative activities, she became confident and had positive thoughts about his future. Even though, this program focused to prevent PTSD. So the subjects needs to participate follow up program to treat depression, anxiety, nerveless be caused by sexual assault.

• Korean Journal of Childcare and Education
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• v.10 no.1
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• pp.43-58
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• 2014

The purpose of this study was to investigate the effect on child care teachers' self-efficacy in teaching science. Subjects were 297 childhood teachers who were working at a day care center. The data were collected by using three questionnaires(Science Teaching Efficacy Belief Instruments, Inventory of Science Attitude, and Attitude Test for Child Care Teachers). The data were analyzed by Pearson's correlation and step-wise Regression. The results of this study are as follows; First, there were positive correlations between aptitude for child care teacher and self-efficacy in teaching science. Second, there were positive correlations between science attitude and self-efficacy in teaching science of child care teachers. Third, the significant predictors of self-efficacy in teaching science were interest in science, social value of science, interpersonal relationship management abilities, and positive emotions. The results of this study can be used to develop effective teacher training programs for early childhood science education.

• 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.