• 대한건축학회논문집:계획계
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• 제35권9호
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• pp.77-88
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• 2019

This study started with the aim of creating a parenting environment for raising children as a solution to the problem of low fertility. Communal housing is a type of housing where professional childcare environment and lives of family with children can be achieved in community space. It is an environment that supports the development of the child and life of family. However, there is no guidance system for planning such an environment. Therefore, this study aims to develop a pattern language for communal housing of families with children. The research method comes in two steps. First, the documents that provided pattern language and design guidelines about the environment of child and families with children were analyzed. Second, experts specialized in child education, women and family, environmental design were interviewed. As a result of analysis of characteristics of derived pattern language, convenience, safe feeling, comfortability in residential unit, movement, safe feeling, convenience in intermediate space convenience, safe feeling, control in community space were high. The pattern language of this study grafted the items that have proven to be important over a long period of time and the environmental design concepts for families with children in the community space. So it enabled differentiation from existing pattern language or design guidelines.

• 한국보육지원학회지
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• 제12권2호
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• pp.19-39
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• 2016

This study attempted to explore child, family, and parents' psychological factors that were related to quality of home environment among families with preschoolers in Korea. The relationships between a series of factors and home environment and the predictive effects of the factors on HOME scores were analyzed using data from 1,690 families who participated in the5th wave of the PSKC (Panel Study of Korean Children) when the target child's age was about 4 years old. The results revealed that when the child was a boy and when the child had a difficult temperament, the overall HOME scores were lower. Mothers' age, parents' education, family income, poverty and family life events were significantly related to the HOME scores, too. All of the psychological factors of both mothers and fathers were significantly correlated with the HOME scores. When both mother and father had less depressive symptoms, lower level of parenting stress and greater marital satisfaction, the HOME scores were higher. Regression analysis showed that child's gender, father's education and mothers' marital satisfaction were relatively strong predictors of HOME. The policy implication for parent education and suggestions for future study were proposed.

• 한국생활과학회지
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• 제19권5호
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• pp.805-816
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• 2010

This study examined the affect of work environment and work-related stress on the mental health of employees. It further sought to provide insights into how employees' work environment and mental health might be improved. Results showed that the relationship between parents of work environment is related to the obsession, depression, working burden is related to the obsession, depression, concern. The lower parts of the relationship with parents and working burden effects every factors. Furthermore, levels of financial compensation and working stability also seemed to have adverse affects on mental health. Secondly, excessive working hours and duty trouble have lots of mutual relationship with the mental health. The lower parts of working stress: excess working hours, duty trouble, and imprecise responsibilities affects the mental health. Especially, the excessive working hours affected all nine parts of mental health level which were examined.

• International journal of advanced smart convergence
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• 제8권3호
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• pp.138-144
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• 2019

Understanding teachers in the early childhood education is crucial as it can not only affect the quality of children's education but also cause many critical problems such as child abuse. A significant amount of research work has been made on the use of robots in childcare classrooms. The finding from the research has shown many advantages such as the improvement of learning performance, social/emotional skills, creativity, concentration period, physical and cognitive development. However, most of the study has been implemented at the K-12 classrooms but not much has been focused on the education at the early childhood classrooms. Importantly, it is very crucial to understand teachers' perception, demands and technical competence about the new teaching tool, in order to maximize its educational effect. This paper investigates some critical issues existing in both teaching and managing in the early childhood education. It will also explore teachers' perceptions and expectations on the use of robots to identify some dilemmas that exist in their working and teaching environment. A survey study was conducted with 119 early childhood educators in South Korea. It analyzed the educators' perception of using robots to improve their teaching performance and to make better outcomes for children, investigated job satisfaction and difficulties that they have in the current work environment. This paper concludes with several guidelines for integrating and setting robotics in the early childhood environment, in order to engender productive outcomes for the future early childhood education.

• 한국보육지원학회지
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• 제8권2호
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• pp.157-174
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• 2012

본 연구는 어린이집에 근무하고 있는 교사의 삶의 만족도에 어떤 요인들이 영향을 미치는 지를 탐색하고자 시도하였다. 이를 위해 전국의 어린이집에 근무하고 있는 여자 교사 302명을 대상으로 삶의 만족도에 영향을 주는 요인들 즉 근무환경요인(사회지지와 근무환경), 업무환경요인(업무스트레스와 직무만족도) 및 소진요인으로 범주화하여 이들 변인이 어린이집 교사의 삶의 만족도에 미치는 영향을 분석하였다. 분석결과 첫째, 업무스트레스에 직접적인 영향을 미치는 요인으로는 사회지지와 근무환경이었다. 둘째, 직무만족도에 직접적인 영향을 미친 요인으로는 사회지지와 업무스트레스였다. 셋째, 소진에 직접적인 영향을 미치는 요인으로는 사회지지와 업무스트레스, 직무만족도였다. 넷째, 삶의 만족도에 직접적인 영향을 미친 요인으로는 근무환경과 직무만족도 및 소진이었다. 본 연구결과를 종합하면 어린이집 교사의 삶의 만족도에 근무환경, 직무만족도 및 소진은 직접적으로 영향을 미치고 있으며, 사회지지와 업무스트레스는 소진을 통해 간접적으로 영향을 미치고 있는 것으로 나타났다.

• 한국보육지원학회지
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• 제15권6호
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• pp.41-57
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• 2019

Objective: The purpose of this study was to investigate the moderate effect of the physical environmental-level between infant teachers' positive play beliefs and teacher-infant interaction. Methods: The subjects of this study were 483 teachers in charge of one-year-old and two-year-old infants in child care centers located in metropolitan areas. The data were collected by asking the teachers to respond to a questionnaire and the data collected were analyzed through correlation and hierarchical multi- regression analysis. Results: First, the positive play beliefs of the infant teacher, the physical environment level, and the teacher-infant interaction showed significant proportional correlations. Second, the physical environment level moderated the influence of the teacher's positive play beliefs on teacher-infant interaction. In particular, results showed that functional interior space configuration, outdoor playground composition and facilities among the sub-variables of the physical environment level had a moderating effect. Conclusion/Implications: The results of this study show that teachers with positive play beliefs have positive teacher-infant interaction when there is sufficient space available for infants and teachers. This indicates that the human and physical environments of child care centers can promote teacher-child interaction.

• 아동학회지
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• 제31권3호
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• pp.117-138
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• 2010

The purpose of this study was to investigate the effects of early storybook reading intervention participation on the first graders' language abilities in low income families. The subjects consisted of 148 first graders and their primary caregivers. The intervention group was composed of 100 first graders who participated in the early storybook reading intervention program in childcare or kindergarten. The comparison group comprised 48 first graders from equivalent social and economic backgrounds, who did not participate in the program. The language abilities of the children were tested and questionnaires regarding the home literacy environment, children's reading activities at home and parents' perceptions of their children's reading behaviors were completed by the children's primary caregivers. The data were analyzed by means of structural equation modeling. The results indicated that early intervention participation was directly associated with children's higher language abilities in first grade and indirectly influenced the children's language abilities through the home literacy environment, children's reading activities at home and parents' perceptions of their children's reading behaviors.

• Journal of Information Technology Applications and Management
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• 제20권4호
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• pp.165-189
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• 2013

The advance of the smart working environment came the expectation that it would innovate and revolutionize the way people work, particularly in a society where smart work is readily available for creating a collaborative and 'connected' business. One of the core infrastructure elements for making smart work a viable option is the smart work center, the promotion of which requires a new form of 'smart work center business model' that can satisfy the purposes of both public services and private businesses. This calls for collaboration between the public and private sectors. Recently a number of businesses have been making significant headway in the creation of a new environment for business support and collaboration by adopting a sharing economy business model in their offices. The so-called 'Coworking Space' is an advanced form of business environment in the emerging 'smart work' era, and comes with the benefits of reduced costs as a result of sharing office space and knowledge sharing through the use of human networks. This paper describes the framework of a 'smart work center business model based on the sharing economy' using a BMC (Business Model Canvas), with an understanding of the characteristics inherent to the smart work center and the sharing economy. It was on the basis of this framework that a smart work center model for business incubation and startup, a private smart work center model for childcare services, and a community marketplace model with a global network were developed.

• 한국보육지원학회지
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• 제20권2호
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• pp.59-81
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• 2024

Objective: This study aims to explore the intra-action between infants and picture book reading in a daycare setting, aiming to gain new insight into infants' reading experiences. Methods: The participants in the study were 12 infants from the Bluebird Class (1-year-old) at A Daycare Center. To comprehensively examine the context and flow of the infants' experiences, participant observation was conducted during free play sessions, held three to five times a week, in the morning, from December 19, 2022, to February 17, 2023. Results: Firstly, infants engaged in the intra-action with symbols such as text, images, lines, colors, and latent narratives in picture books, spontaneously encountering meaning-making. Secondly, they explored the potential of materials such as their own bodies, the dacare classroom environment, and blocks, creating narratives through the process of 'becoming'. Thirdly, infants generated shared experiences by creating interactions within their relationships with others in the daycare class. Conclusion/Implications: This study highlights a shift in perspective, recognizing infants as active readers who construct their own understanding. Additionally, it underscores the significance of cultivating an infant-centered environment and the meaningful role of teachers in supporting and facilitating such an environment.

• 한국보육지원학회지
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• 제13권6호
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• pp.143-161
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• 2017

Objective: The purpose is to verify that whether there are significant correlation between parent-teacher cooperation, quality of home environment, and mathematical interaction of parents and cognitive development of 3-year-olds, and the quality of home environment and mathematical interaction mediate the relationship between the parent-teacher cooperation and the cognitive development. Methods: A test was performed on 110 3-year-olds enrolledin a daycare center located in city S, and a questionnaire survey was conducted on their parents. We analyzed our data using SPSS WIN 21.0 and pearson's correlation, tested the mediating effect using regression, and used the Sobel test to check significance of the mediating effect. Results: Cognitive development of 3-year-olds was correlated with the parent- teacher cooperation, the quality of home environment, and mathematical interaction of parents. The quality of home environment showed complete mediating effect on the relationship between the parent-teacher cooperation and the cognitive development, and the mathematical interaction showed complete mediating effect on the relationship between the parent-teacher cooperation and the cognitive development. Conclusion/Implications: The parent-teacher cooperation indirectly predicts the cognitive development through the quality of home environment and the mathematical interaction. This research can contribute to the development of the family- institution connection program to facilitate the parent-teacher cooperation.