• Journal of Family Resource Management and Policy Review
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• v.25 no.3
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• pp.103-120
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• 2021

Recently, the importance of the fathers role in the care of young children has been emphasized in Korea for the balance of childcare responsibilities between mothers and fathers. This study investigates the trends in paternal childcare in Korea over the last 15 years. Childcare is divided into primary and developmental care and fathers's Childcare time and participation rates are inverstigated for dual- and single-income households. Data are collected from the four waves of the five-yearly Statistics of Korea Life Time Surveys between 2004(t₁) and 2019(t₄) including the workday time diaries of fathers with preschool children(n₁=2,264, n₂=1,242, n₃=959, n₄=952). Three major results are identified. First, paternal childcare time and participation rates have increased with dual-income fathers spending 24 more minutes a day with their young child(ren) in 2019 than in 2004, which is nearly double. Second, in the analysis of fathers' childcare time use and participation rates comparing primary and developmental care, primary care is found to have increased more than developmental care, especially among dual income fathers: this further exhibits a reversed relation between primary and developmental care over time. Third, the determinants of paternal childcare time are fathers' age, market labor time, commuting time, gender equality consciousness, and education. In particular, market labor time was significant in all four waves, while gender equality consciousness is only significant for single-income fathers. Based on these results, a specific agenda is provided for family-friendly policies to improve the balance of childcare roles between fathers and mothers, especially encouraging increased(significant and sufficient) participation of fathers in primary care activities.

• Journal of the Architectural Institute of Korea Planning & Design
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• v.35 no.7
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• pp.109-117
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• 2019

Recently, child safety map making education has attracted attention as a way to reduce crimes against children. In Korea, the Ministry of Gender Equality and Family organized a child safety map making education program in 2011. The program's manual was revised in 2013 and the Ministry implemented it as a project to promote the rights of women and children. Child safety map making education aims to raise a child's understanding of their neighborhood, to have voluntary control and normal consciousness as a local inhabitant, to be aware of wrong behavior and crime, and to be part of creating a safe urban environment. However, when compared to educational programs in other major developed countries, the child safety map making education program in Korea currently does not improve a child's awareness of their surroundings. In this workshop study, we proposed and ran a new program to improve children's awareness of their environment based on the active participation of children in the existing safety map educational program. The workshop was held for 4 weeks for 48 students from 5th and 6th grade at Osan Daeho Elementary School. We analyzed this new program's effects with the following results. First, an analysis of the effects of the program on children's recognition of safe and dangerous spaces revealed that their understanding of these spaces increased by 30.4% after the workshop. The safety-related factor in the mind map key concept increased from 0.94 to 4.94, indicating that the children's perception of neighborhood risk and safety factors improved. Second, the analysis of the effects of the program on the children's coping ability in dangerous situations showed that their understanding of how to deal with dangerous situations increased by 11.3%. The children's understanding of facilities they could ask for help, such as police boxes and child safety guard houses, improved by 17.9%. Third, analysis of the effects of child safety map making education on children's understanding of their neighborhood, their perception of responsibility in the neighborhood, and their neighborhood attachment showed that these levels of children's understanding of the neighborhood improved by 6.0% after the workshop.