• Korean Journal of Childcare and Education
• /
• v.9 no.4
• /
• pp.185-210
• /
• 2013

The purpose of the study was to observe and categorize daily routines of infant classes in daycare centers based on quantity of indoor and outdoor free play, group activities and nap/rest and explore differences in infants' play and teacher's behavior according to daily routine types. A team of trained observer observed daily routines and teacher's behavior of 26 infant classes from 7 daycare centers for two days and teachers evaluated 164 infants' playfulness. As a result daily routines of infant classes were categorized into two types: "Indoor & Outdoor Free Play Oriented" and "Group Activities & Rest Oriented". Infants' playfulness of "Indoor & Outdoor Free Play Oriented" groups were higher than that of "Group Activities & Rest Oriented" groups. Teachers from "Indoor & Outdoor Free Play Oriented" groups were found to have more experiences in the field and also they showed more positive and neutral guidance than the others.

• Korean Journal of Childcare and Education
• /
• v.11 no.4
• /
• pp.167-187
• /
• 2015

The purpose of this study was to purpose fundamental data which can be used for the development of a flourish competency enhancement program for infant teachers. The methods of the questionnaire study were performed on 213 infant teachers. The results are as follows. First, as a result of investigating their awareness of a flourish competency, many of the infant teachers replied that they were aware of it to a certain extent. The differences of institution type were statistically significant. Second, as a results of looking for any possible difference in the teacher's background variables in needs for the development of an enhancement program for flourish competency, there weren't significant differences in opinions on the needs of the program, effects of the program, purpose of the program, execution cycle, methods of the program training, intention of involvement. But needs of flourish competency existed of significant differences in institution type and execution time and program operator existed of significant differences in institution type and career. This study is hope to suggest some of the development directions of a flourish competency enhancement program for infant teachers.

• Korean Journal of Child Education & Care
• /
• v.18 no.4
• /
• pp.175-185
• /
• 2018

Objective: The purpose of this study is to investigate the influence of teachers' demographic and sociological characteristics and the emotional support of the director and co-worker on the childcare efficacy of infant teachers. Methods: In this study, 169 Infant teachers of childcare centers have participated, where are located in Seoul and Gyeonggi-do Areas. The data was analyzed by using t-test and one way ANOVA to confirm the differences among groups, and also correlations analysis and multiple regression analysis were performed to analyze the interrelationship between variables and their effects. Results: Study outcome according to study subjects is as follows. First, we found a statistically meaningful difference in marital status and career by the differences of childcare efficacy depending on demographic and sociological characteristics of infant teachers. Second, childcare efficacy of infant teachers showed the most evident correlationship with co-workers support followed by the director's support. Third, the data also revealed that childcare efficacy of infant teachers was influenced by co-workers' support, their careers, marital status and their directors' support in order. Conclusion/Implications: In conclusion, higher levels of childcare efficacy were shown by the experienced and married early childhood teachers and the emotional support of co-workers has the greatest influence on their childcare efficacy.

• Journal of Korea Entertainment Industry Association
• /
• v.13 no.5
• /
• pp.155-165
• /
• 2019

The sense of happiness of early childhood teachers has a great influence not only on teaching but also on infants. The purpose of this research is to investigate how prospective pre-service teachers' sense of happiness influence their teacher professionalism and teacher efficacy. The subjects were 264 pre-service teachers' in Gwangju metropolitan city and Jeollanamdo province. Statistical analysis of this study was done by Pearson's correlation coefficient and multiple regression analysis using SPSS WIN 22.0 program. The results of this study were as follows. First, there were significant positive relationships among the sense of happiness on teacher professionalism and teacher efficacy. There was a significant positive correlation between external happiness, inner happiness, and self-regulated happiness, which are indicating that there is a meaningful correlation between pre-service teachers' sense of happiness, teacher professionalism and teacher efficacy. Second, the sense of happiness was an important factor for predicting the teacher professionalism and teacher efficacy of pre-service early childhood teachers. The results of this study show that the pre - service teacher 's sense of happiness is a predictor variable that positively affects teacher professionalism and teacher efficacy. In conclusion, It is meaningful in seeking ways to improve teacher education by enhancing the euphoria of prospective pre-service teachers during school life and strengthening positive aspects of the educational contents and processes of the institutions that train infant teachers.

• Korean Journal of Child Studies
• /
• v.34 no.5
• /
• pp.17-41
• /
• 2013

The purpose of this research was to investigate meaning of teachers as they manifest themselves in the emotional regulation of 2year old infants in a daycare center. In addition, the research attempts to provide basic research data that can be used as a guideline for teacher's awareness, roles, attitudes, and classroom management for infant's emotional education in the future. To achieve this goal, participatory observation was conducted in a child care center class for infants under 2 years old from January 17 to January 29, 2012. The teacher is defined as follow : Teachers are authority figures whose image is that of absolute authority, and coupled with their dual role of passive caretakers. Additionally, they function as guides who guided infants through the process of emotional socialization, and played the central role of emotional contagion from whose expression speech and atmosphere the said infants receive much influence. Such results seemed to indicate that teachers today do not fully comprehend the importance of their roles in influencing the emotion regulation of infants.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.20 no.2
• /
• pp.130-143
• /
• 2019

The purpose of this study is to identify factors of 25~36 months old infant's happiness and to develop a scale to measure infant happiness. The subjects were 250 infants aged 25~36 months. The results of this study are as follows: First, the components and items of infant's happiness scale selected through the literature, the previous measurement tool, and the focus group interview were 8 components and 29 items. The items were composed of 4 items of problem behavior, 4 items of achievement through immersion, 4 items of relationship with friends, 4 items of relationship with teacher, 3 items of physical environment, 4 items of positive emotion, 3 items of negative emotion, and 3 items of health. Second, as a result of validation of validity for infant's happiness scale, the item fit was confirmed with CFI=0.89, TLI=0.88, and RMR=0.05. Also, the construct validity was confirmed with convergent validity and discriminant validity. The concurrent validity was significantly correlated with the components of the previously developed measurement tools, and the reliability was appeared with 0.71-0.89. The infant's happiness scale developed in this study ensured reliability and validity as a measurement to measure infant happiness. Therefore, this scale is expected to be used as a major test tool to develope and verify a program for promoting infant happiness.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.19 no.1
• /
• pp.270-278
• /
• 2018

In this study, the Pedagogical Content Knowledge for childhood's music education and Teacher's Efficacy empirically examined the relationship between teachers' attitudes through structural equation model analysis. Data were collected for 132 infant teachers working for early childhood educational institutions for this study. Structural equation model analysis was performed using SPSS and AMOS. In this research, conformity to the research model was appropriate. Pedagogical content knowledge for childhood's music education clearly confirmed the relationship between the teacher's efficacy, the attitude variables of the teacher. The Pedagogical Content Knowledge for childhood's music education proved to have a meaningful influence on the attitude of the teacher for music education. The Pedagogical Content Knowledge for childhood's music education proved to have a meaningful influence on Teacher's Efficacy for music education. The Pedagogical Content Knowledge for childhood's music education has been found to influence the attitude of the teacher indirectly with the intermediation of Teacher's Efficacy. The effect of the parameter was the effect of the partial parameters. The results of this study can be used as basic material important for strengthening the expertise of young children's teachers for music development of young children. In particular, it was confirmed that the knowledge variable of the content of the music professor of an infant teacher is a very important variable in early childhood music education.

• Korean Journal of Child Education & Care
• /
• v.19 no.1
• /
• pp.101-115
• /
• 2019

Objective: The purpose of this research is to explore the influence of infant teachers' teaching efficacy and sensitivity level on organizational commitment. Methods: The subjects of the study were 206 infant teachers working in pre-schools in "Region S." In the research, a survey was given out using a teaching efficacy tool used by Hee-Kyung Kwak (2011), a teacher-sensitivity measurement scale created by Kwang-Mi Min (2014), and an organizational commitment measuring tool modified and improved by Jong-Kak Lee (2013). The collected data went through the SPSS 21.0 Win Program to gather the information regarding reliability analysis, technical statistics, correlation analysis, and multiple regression analysis. Results: First, the infant teachers' teaching efficacy was average, their sensitivity level was above average, and their organizational commitment was a little above average. Second, the infant teachers' teaching efficacy and the organizational commitment showed a static relation. The sensitivity level showed a static relation with affective commitment and normative commitment in organizational commitment. Third, the infant teachers' organizational commitment was largely influenced by general efficacy which is a subfactor in teaching efficacy, and by consistency which is a subfactor of sensitivity. Conclusion/Implications: The results of this research suggest that teachers' teaching efficacy and sensitivity level are crucial in improving their organizational commitment.

• Korean Journal of Childcare and Education
• /
• v.8 no.1
• /
• pp.109-124
• /
• 2012

This study observed co-worker's conflict situations and interpersonal conflict management strategies from 5 teacher's conversations and informal gatherings in a new born child classroom. Taxonomic analysis, Domain analysis, and Componential analysis(Spradley, 1980) were used to analyze co-worker's conflict situations, and Styles of Handling Interpersonal Conflict(Rahim, 1983) were used to analyze the child care teachers' interpersonal conflict management strategies. The findings of this study were as follows: First, child care teachers experience conflict. The causes of conflict were to do their best, to protect the right of teachers, and to work jointly. Second, Dominating conflict management strategy was used when a cook wouldn't provide teacher's snacks or adopt a teacher's suggestion about methods of providing snacks. Avoiding conflict management strategy was used when a cleaner asked for help or a supervisor asked for extra work. Integrating conflict management strategy was used when infant care teachers suggested ways to go on a vacation. Obliging conflict management strategy was used when teachers followed the principal's directions to sit in and observe another teacher's classroom. Compromising conflict management strategy was used when infant care teachers suggested ways to clean up a play room together.

• The Journal of the Korea Contents Association
• /
• v.22 no.4
• /
• pp.519-534
• /
• 2022

This study attempted to prepare a realistic support policy for the early childhood education field by specifically grasping the reality and perception of the 2019 revised Nuri curriculum play-based Education experience of the childcare center teacher. To this end, individual in-depth interviews were conducted with childcare center teachers in Seoul and Gyeonggi-do, who had the current Nuri curriculum education experience. For the collected data, implications were derived using Hatch's(2002) pattern analysis and interpretative analysis, and Seidman's(2006) interview data analysis. As a result of this study, first, kindergarten and childcare center teacher apply the same integrated revised Nuri curriculum, but childcare center aims for education that considers childcare perspectives and safety more. Second, childcare center teachers had difficulties in educational matching in the process of linking self-directed open play activities in which infants were the main subjects. Third, childcare center teachers' educational understanding of play activities and ability to grasp values contribute to infant interaction and bond growth. In conclusion, there is an urgent need for a national policy plan for teacher education, exchange support, and infant ratio adjustment for effective education implementation of the current Nuri curriculum.