• Korean Journal of Human Ecology
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• v.21 no.2
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• pp.197-211
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• 2012

This purpose of this study was to explore the meaning and significance of experiences encountered by preservice teachers' during their observational practicum at day care centers. This study involved one cohort of 32 junior students who were majoring in early childhood education at a 4-year university. Data was analyzed using qualitative research methodology. The findings were as follows: 1) the meaning and significance of students'experiences related to observing children was to develop a trusting relationship with children and a cooperative relationship with teachers in an unfamiliar context. 2) the meaning and significance of students'experiences in observing children was to understand the children and their circumstance. 3) the meaning and significance of students'experience in observing children was to understand the importance of listening in child-teacher spoken interaction.

• Journal of the Korean Home Economics Association
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• v.46 no.7
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• pp.85-93
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• 2008

The purpose of this research was to investigate the prevalence of peer harassment in preschool children and assess its influence on self-concept, hyperactivity, and behavioral problems. The participants were 4 and 5 year old children recruited from preschools and day care centers. Results indicated that a small group of children were identified as victims by self and teacher-reports. Negative self-concept and hyperactivity predicted self-reported victimization. In addition, hyperactivity, internalizing, and externalizing problems were significant contributors in teacher reported victimization.

• Journal of the Korean Home Economics Association
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• v.47 no.5
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• pp.49-57
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• 2009

The purpose of this study was to investigate the correlation between self-report, peer nomination, and teacherreport of peer group rejection among preschool children. Moreover, we examined the influence of self-concept, language skills, social behaviors, and hyperactivity on peer group rejection. The participants were 297 4 and 5 year children recruited from preschools and day care centers. Teacher completed children’s social behaviors and children were interviewed to assess their self-concept and language skills. The results indicated that teacher-report was significantly correlated with self-report and peer nomination. According to informants, the associations between peer rejection and children's characteristics were different.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.1
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• pp.460-466
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• 2017

The objective of this study is to examine the influence of social support and ego-resilience on the burnout of infant teachers. 200 teachers from a children's day care center located in Jeju Island were selected as the subjects, with whom a survey was conducted using the criteria of social support, ego-resilience, and burnout. The data was analyzed by correlation and hierarchical analysis using the SPSS 18.0 program. The results were as follows. Firstly, the teachers' exhaustion level was low, whereas their ego-resilience level was high. Secondly, the higher their social support and ego-resilience were, the lower their exhaustion level became. Finally, in the review of the influence of social support and ego-resilience on exhaustion, ego-resilience explained more than social support. This finding suggests that teachers' ego-resilience and social support are the key factors affecting burnout. To reduce burnout, the development of educational programs to enhance the teachers' ego-resilience and social support is strongly recommended.

• The Korean Journal of Emergency Medical Services
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• v.14 no.1
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• pp.19-29
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• 2010

Purpose : This study was conducted to examine the degree of recognition of safety education and its execution for child-care teachers at daycare center for the disabled children in Jeollanam-do. Ninety six child care teachers filled out the questionnaire and the results were as follows. Results : 1. The possibility of accident prevention by the day care teachers was a little higher in case of nearby education institution. The most appropriate period of safety education was within one month. 2. Majority of child care teachers had received safety and first-aid educations before and the education was done for less than 2 hours. 3. The best educational method was practice-centered education of off-duty time. The contents of first-aid education were bleeding, fall, shock, and burn. 4. The education material and book should be available to the teachers when they need the knowledge. 5. By the annual schedule, safety education should be conducted and provided to the parents. Conclusion : This study suggested that reinforcement of contents related to emergency situation and actual first-aid as well as theory education in the process of parent and teacher education should be conducted on the basis of information of general conditions related to safety and first-aid education at the daycare center for the disabled children.

• Korean Journal of Child Studies
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• v.28 no.5
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• pp.221-232
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• 2007

The purpose of this study was to investigate the relationship among personal attributions of daycare center teachers in fields, social support, and teachers' burn-out. Data were collected by 228 teachers in day care center. To examine the relationship among personal attributions of daycare center teachers in fields, social support, and teachers' burn-out, it was used the scale of 'the tendency of attributions', 'social supports', and 'burn-out'. To analyze data, Pearsons' correlation and multiple regression were used. The results of this study were as followed. First, the score of daycare center teachers' personal attributions, social support, and teachers' burn-out were higher than the mean score. Second, internal and external variables were related to burn-out factors. Third, attribute disposition were related to teachers' burn-out. As a whole, teachers were tend to be in internal attributions, which led to a tendency to show positive reactions against burn-out. Forth, social supports were related to teachers' burn-out.

• Korean Journal of Human Ecology
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• v.20 no.4
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• pp.777-787
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• 2011

The purpose of the study is to examine the relationship between the day care teachers' efficacy beliefs on play and acceptability of social skills strategies for children with disabilities. 174 daycare teachers participated in this study. For this study, two instruments were used. One was the social interaction program features questionnaire (Odom et al., 1993), developed for the purpose of understanding the types of teachers' social interaction, which was modified. The other was the teachers' efficacy beliefs on play by Cho (1999) which was revised. Data was collected and analyzed by SPSS 12. The overall findings of this study were as follows. First, there was a meaningful difference in daycare teachers' acceptability of social skill strategies for disabilities children by factors. Secondly, there was a strong relationship between their acceptability and their efficacy beliefs on play. Thirdly, there was a meaningful differences between higher group and lower group of scores of teachers' efficacy belief on play in daycare teachers' acceptability of social skill strategies for disabilities children.

• Journal of dental hygiene science
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• v.8 no.4
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• pp.283-289
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• 2008

This study was performed to obtain data about dental health to develop childrens' dental health education program. This research surved from from 22 July 2008 to 11 August 2008 and questionaire given to 140 teacher from Gwangsan-gu and Buk-gu and Dong-gu in Gwangju city. Collected data were analyzed with SPSS 12.0 program. The results of this study were as follows: 1. The dental health condition which teacher is recognizing is most with the facility 52.9% which is healthy, one day toothbrush qualitative number of times 3 times 67.1% and the dental floss qualitative number of times is 49.3%. Uses most the oral hygiene device which plentifully is 51.4% with the dental gargle solution, the dental problem which is knowing dental caries with 45.7% to be highest, perception dental sensitivity was 30.7%. 2. Periodical dental prosecuting says that 93.6% is executing, also the case which a dental inspection result in the parents notifies was 78.6%, after notifying treat, the case which confirms was 60.7%. The case which is the toothbrush qualitative time which is systematic was 95.0%, about dental healthily and food the case which executes an education was 93.6%. 3. About educational background by infantile dental health care of teacher with recognition currently the effectiveness of dental health care is higher from below junior college graduating (p < 0.05). dental hygienic relation experience event participation intention (p < 0.01) comes from the above of university graduation from infantile dental health care from important degree of teacher role was higher the junior college graduation group (p < 0.05). 4. Recognition there was not a difference which is beneficial with an educational background by about career by infantile dental health care of teacher. For the buccal cavity hygiene management of the infants thinks with the fact that also the development of the curricular material and the educational program and teacher buccal cavity hygiene education will be necessary.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.2
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• pp.524-531
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• 2017

Summary The purpose of this study was to understand the tendency and the meaning of day care center teachers regarding role playing through metaphorical analysis. The data were collected from 166 day care center teachers who participated in A-city university supplement education using the sentence completion metaphorical method. The collected data were categorized and analyzed through a qualitative research method conducted by 2 early childhood education specialists. The results are as follows. First, the tendency of role playing metaphorical expression was divided into 3 categories, 8 contents and the frequency of 'sociality development' was the highest followed by 'emotional development', 'development'. Second, the meaning of role playing metaphorical expression was recognized as 'social skills', 'role experience', 'imitation', and 'understanding of society' in the 'sociality development' category; as 'imagination', 'purification function', and 'means of expression' in the 'emotional development' category; and as 'essential factor of development' in the 'development' category. Based on the research result, it was suggested that the roles of education and teachers for the value and effective operation of role playing in early childhood education institutes should be reconsidered.

• Korean Journal of Culture and Social Issue
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• v.21 no.2
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• pp.227-252
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• 2015

This study was intended to examine child abuse experience, response to child abuse, perception of the cause of child abuse, and need for counseling to prevent and eliminate child abuse among 514 day care center teachers across the country. First, 17.9% (92) of the teachers had experience of witnessing child abuse at day care centers. After such witness, the teachers mostly "paid attention to abused children and provided them with warm treatment" when they were abused by other teachers and "took no actions" when they were abused by directors of the day care centers. The biggest reason of not taking any actions was: they "had no authority to intervene in child care of other teachers" in case of child abuse by other teachers and "were afraid of responsibilities or roles that could be placed on them after reporting" in case of child abuse by day care center directors. Second, the biggest reason of child abuse by teachers was job stress followed by excessive work and mental health of teachers. Third, necessary actions when child abuse cases were found and confirmed were suspension of involved teachers and psychological evaluation for involved children and parents. Fourth, 88.9% (457) of the teachers responded that they would use an organization specialized in child abuse if such organization was built and that the organization would help them to decide on whether to report child abuse and prevention of and intervention in child abuse. They also said that such organization should be installed in the Counseling Center in the Comprehensive Child Care Support Center. Fifth, 95.3% (490) of the teachers answered professional counselors specialized in development and counseling of infants and toddlers were needed to address child abuse at day care centers. They demanded that such counselors should be able to administer psychological evaluation for young children and assess child abuse cases. Qualification of the counselors was at least college graduates who majored in psychology and child care, three to five years of experience in the field, and appropriate certificates or licenses. Finally, the teachers said that training and professional counseling about child abuse were required to prevent and eliminate child abuse at day care centers. Implications and follow-up studies were provided and suggested based on these findings.