• 대한영양사협회학술지
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• 제25권2호
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• pp.129-141
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• 2019

This study was conducted to determine parents' recognition of the Center for children's foodservice management (CCFSM) and to compare preschoolers' satisfaction for meals served by childcare centers and some aspects regarding the vegetable intake according to the parents' recognition of CCFSM. The subjects were 255 parents, whose children were 2~5 year old and attended a childcare center, were grouped according to the recognition of CCFSM (high recognition, HR, 27.5%; medium recognition, MR, 47.4%; low recognition, LR, 25.1%). Information was obtained by a self-administered questionnaire and data were analyzed by SPSS 25.0. Only 58.6% of HR and 10.7% of MR answered the they had participated education/event held by the CCFSM. More parents in the HR group (88.6%) acknowledged the helpfulness of CCFSM on the children's food habits compared to those in the MR group (63.6%) (P<0.001). Compared to the MR and LR groups, more parents in the HR group answered not only that they were 'satisfied'/'very satisfied' with the meals served by childcare centers (P<0.05), but also they tended to think that their children were also satisfied (P=0.061). Up to 31.2% of parents in the LR group answered that there was no need for education to increase the vegetable intake of their child compared to 14.3% and 17.4% in the HR and MR groups, respectively (P<0.05). Moreover, up to 26.6% of parents answered that school cook planned menus compared to 5.7% and 13.2% in the HR and MR group, respectively (P<0.001). In conclusion, the results provided the association between parents' high recognition of CCFSM and preschoolers' satisfaction for meals from childcare centers as well as a better chance for a desirable food life regarding vegetable intake.

• 한국보육지원학회지
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• 제9권3호
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• pp.309-342
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• 2013

본 연구는 우리나라의 국가수준 보육과정의 발전과정과 제3차 어린이집 표준보육과정의 보육목표와 내용 분석을 통하여 제3차 어린이집 표준보육과정의 의의를 살펴보고 성공적 정착을 위한 제언을 제안하였다. 우리나라는 국가수준 보육과정으로서, 표준보육과정이 2007년 제정, 공포되어 그동안 보육의 질 향상에 긍정적 역할을 해 왔으며, 2011년 5세 누리과정, 2012년 제2차 표준보육과정 개정, 3-4세 누리과정 제정 및 5세 누리과정 개정, 2013년 제3차 어린이집 표준보육과정 개정에 이르기 까지 짧은 기간 동안 많은 변화가 있었다. 제3차 어린이집 표준보육과정은 어린이집을 다니는 영유아가 0-1세 보육과정, 2세 보육과정, 3-5세 보육과정(누리과정)의 연계적인 보육과정으로서 구성함으로써 0~5세 영유아를 보육하는 어린이집의 특성을 반영하였다. 2013년 현재까지의 연구동향을 살펴보면, 2007년 표준보육과정 보급 이전의 연구는 대부분 표준보육과정의 필요성과 그 내용에 관한 연구가 이루어졌고, 표준보육과정 보급 이후 보육현장에서 표준보육과정에 대해 얼마나 알고 있으며 어느 정도 적용되고 있는가에 대한 연구, 표준보육과정의 활용도를 높이고 발전시키기 위한 연구 등 다양한 연구가 진행되었다. 제3차 어린이집 표준보육과정의 성공적 정착을 위해서는 3-5세 보육과정(누리과정)의 연령별 구성에 대한 연구와 어린이집 표준보육과정과 초등교육과정의 실천적 연계를 위한 노력이 진행될 필요가 있다.

• 한국생활과학회지
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• 제22권5호
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• pp.419-431
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• 2013

This study examined the childcare use pattern of the working mothers with preschool children and the factors affecting their use of multiple childcare. The 7th wave data of "Korea Welfare Panel Study" were analyzed for this study. The working mothers with preschool children were selected from the data set and a total of 292 working mothers were included in the analysis. More than 70% of the working mothers were using only one kind of childcare, mostly childcare center and kindergarten and 22.5% of the mothers were using more than two of childcare arrangements. Child factors, maternal factors, household factors, and economic factors were included in the hierarchical logistic regression model in the presented order to predict the use of multiple childcare. The results showed that the child's age and maternal education were positively related to the use of multiple childcare, while whether both parents live with the child, number of children within household, and the poverty status were negatively related to the use of it. Based on these results, we can confer that the main motive for multiple childcare use is to provide various experiences for their children.

• 한국가족관계학회지
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• 제21권4호
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• pp.99-117
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• 2017

Objectives: The purpose of this study is investigate the influences of childhood abuse experience, discipline styles and social support on childcare efficacy according to socio-demographic backgrounds of childcare teachers. Method: For this study's purpose, 200 childcare teachers working at children's schools in J city were surveyed and analyzed for child abuse experience, discipline styles, social support and childcare efficacy. Frequency analysis, t-test, ANOVA and multiple regression analysis were used as study methods. Results: The results of this study are as follows. First, there were statistically significant differences in childhood abuse experiences according to the general characteristics of childcare teachers in the sub-domain of occupational position and marriage status. Second, childcare efficacy and social support were positively correlated, and discipline styles and childcare efficacy were negatively correlated, but there was no correlation between social support and abuse experience. Third, general teaching efficacy regarding childcare efficacy showed a statistical influence of physical abuse, which is a sub-variable of childhood abuse experience. The general efficacy of teaching showed a statistically significant influence on logical discipline and coercive discipline, which are sub-variables of discipline methods. The general teaching efficacy in terms of childcare efficacy showed a statistically significant influence in the family variable which is a sub-variable of social support. The personal teaching efficacy within childcare efficacy showed a statistically significant influence in the logical discipline, a sub-variable of physical abuse, and disciple styles, a sub-variable of childhood abuse experience. Conclusion: From these findings, childcare teachers' childhood abuse experience was a factor affecting childcare efficacy in discipline, social support, and sub-variables. Therefore, it is necessary to remedy the effects of childhood abuse experience, encourage appropriate discipline styles, and to encourage social support in order to improve the childcare efficacy among childcare teachers.

• 아동학회지
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• 제37권3호
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• pp.123-133
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• 2016

Objective: The aim of this study was to achieve a qualitative understanding of childcare teachers' cooperation experiences with Nuri curriculum teaching assistants. Methods: The study adopted a qualitative research design. Participants comprised 23 childcare teachers working with Nuri curriculum teaching assistants. Focus group interviews were conducted to discuss their cooperation experience with the teaching assistants. Qualitative themes analyses were carried out following individual-level analyses, group-level analyses, and cross-group-comparisons. Results and Conclusion: The results showed that childcare teachers, at first, had low expectation for Nuri curriculum teaching assistants because they have ambiguous job descriptions. However, the teachers' actual interactions exhibited cooperation effects on improving the quality of childcare. Childcare teachers suggested the ways to promote cooperation between childcare teachers and Nuri curriculum teaching assistants at individual and systemic levels.

• 한국보육지원학회지
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• 제18권1호
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• pp.51-70
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• 2022

Objective: In order to promote the rights of childcare teachers, there is a need to identify problems and demands about the rights of childcare teachers. Therefore, this study sought to examine the perception of childcare teachers' rights in order to identify the concepts of teacher rights. Methods: This study used the concept mapping method to identify the concepts of childcare teachers' teacher rights and interpreted these concepts utilizing the multi-dimension analysis method. Results: As a result of interviews from eight childcare teachers, 37 statements were derived. The result of similarities evaluated by 28 childcare teachers showed that 37 statements about teachers' rights consisted of two dimensions and four clusters (direct-indirect and indoor-outdoor of day-care center). Conclusion/Implications: This study suggested that direct and indirect efforts are needed to enhance the rights of childcare teachers and that change is necessary not only within daycare centers such as the principal but that change is also necessary outside daycare centers such as at government agencies in relation to daycare teachers's rights.

• 한국보육지원학회지
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• 제9권1호
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• pp.221-239
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• 2013

본 연구는 어린이집에 근무하고 있는 보육교사들이 동료교사와의 관계 속에서 어떠한 갈등을 경험하고 있는지 그리고 갈등상황에서 어떻게 대응하고 있는지 심층면담을 통하여 알아봄으로써, 동료교사와의 갈등을 원만히 해결하기 위한 시사점을 제공하고자 하였다. 보육교사로 재직 중인 교사5명을 연구대상으로 하였고, 면담은 2011년 9월 7일부터 2011년 10월 4일까지 각각 3~4회 이루어졌다. 수집된 자료를 분석한 결과 보육교사는 동료교사와의 관계 속에서 경력에 따른 위계질서, 미흡한 사회적 관계 맺기 기술, 개인이 가진 가치관 및 교육관의 차이, 비지원적인 동료교사관계 등으로 인하여 어려움을 겪고 있었다. 이러한 갈등상황 속에서 교사개인의 판단 및 관계 개선에 대한 의지에 따라 동료교사와의 관계에 긍정적 또는 부정적인 영향을 미치는 것으로 나타났다. 이처럼 동료교사와의 관계 속에서 다양한 갈등을 경험하고 있었으며, 갈등 및 대응과정을 통해서 교사관계의 중요성을 인식하고 있었다.

• 보건의료산업학회지
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• 제10권2호
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• pp.205-216
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• 2016

Objectives : The purpose of this study was to determine the association between musculoskeletal workload and job stress in early childcare teachers. Methods : This study was based on The Korean Working Condition Survey conducted on wage workers. The total number of individuals included in the analysis was 395 (286 childcare teachers and 109 kindergarten teachers) early childcare teachers in 2011. The collected data were analyzed by frequency statistic, cross-tabulation analysis and logistic regression. Results : The adjusted odds ratio showed a statistically effective association for job stress exposure. The results were as follows: education level, service environment, emotional labor, fatigue or posture led to pain for a high level of job stress. Additionally, for childcare teachers, the results showed that fatigue or posture led to pain when moving a heavy object frequently. Conclusions : When childcare teachers are assigned a task to lift heavy or awkward or objects, care should be taken on who is assigned the task, and it should be done safely. An intervention program should be developed to train childcare teachers to safely and efficiency do heavy labor in early childcare education classes.

• 대한가정학회지
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• 제46권5호
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• pp.73-86
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• 2008

The purpose of this study was to investigate the effect of teachers' self-efficacy and teacher-child relationship on young children's adaptation to childcare centers, and to examine the interaction effects of teachers' self-efficacy and teacher-child relationship on young children's adjustment to childcare centers. The subjects of this study were 360, three- to four-year-old who attended childcare centers located in Chungbuk province and their 72 teachers. The results of this research indicated that the main effect of teachers' self-efficacy and the main effects of familiarity and conflicts between teachers and children on young children's adjustment to childcare centers were significant. The interaction effects of teachers' general efficacy and conflicts or familiarity between teachers and children on young children's adjustment to childcare centers were also significant.

• 가정과삶의질연구
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• 제34권5호
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• pp.119-134
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• 2016

The purpose of this study was to examine the influence of human relationships, compensation, and heavy work on the burnout of childcare teachers. The subjects were 290 childcare teachers in Seoul and Gyeonggi-do province. The collected data were analyzed by t-test, one-way ANOVA, Duncan test, Pearson's correlation, and the multi regression analysis. The main findings of this study were as follows. First, there were significant differences in the burnout according to individual characteristics such as types of childcare center, daily working hours, and monthly incomes. Second, human relationships, compensation, and heavy work directly influenced the burnout of childcare teachers. A heavy workload was the most important variable in burnout of childcare teachers. Next, the relationship with directors, relationship with parents, compensation, and relationship with co-workers had an effect on burnout of childcare teachers. The results of this study provide basic data to reduce burnout of childcare teachers.