• 아동학회지
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• 제30권3호
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• pp.99-112
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• 2009

This study examined how infant-teacher relationships perceived by teachers related to observed toddler-teacher and toddler-peer interactions in play. Participants were 57 2-year-old toddlers and their 8 teachers. Toddler-teacher perceived relationships were examined by questionnaire toddler-teacher and toddler-toddler interactions were observed and recorded during play. Data were analyzed by correlation. Results were : (1) the perceived relationships of toddlers to multiple teachers in the classroom were very similar. (2) The pattern of interactions between toddlers and teachers was similar to that of interactions between toddlers and peers. (3) The more positive the toddler-teacher perceived relationship, the more positive the observed interactions between the children and teachers and between children and their peers.

• 한국보육학회지
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• 제17권2호
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• pp.137-158
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• 2017

본 연구는 영아반 보욕교사의 MBTI 성격유형에 따라 전분성에 대한 인식에 차이가 있는지를 알아보는데 목적이 있다. 연구대상은 경기도에 위치한 어린이집에 근무하고 있는 영아반 보육교사 350명이었다. 연구의 결과는 다음과 같다. 첫째, 영아반 보육교사의 MBTI 성격유형과 전문성 인식 간의 관계를 살펴본 결과, 영아반 보육교사의 MBTI 성격유형 중 판단형(J)의 선호도가 뚜렷할수록 높은 전문성 인식을 보이며, 인식형(P)의 선호도가 뚜렷할수록 낮은 전문성 인식을 보였다. 둘째, 영아반 보육교사의 MBTI 성격유형에 따른 전문성에 대한 인식의 차이를 살펴본 결과는 외향형 교사가 내향형 교사보다 '전문적 지식과 기술'에 대해 더 높게 인식하고 있었으며, 감각형과 직관형에 따른 전문성 인식에는 차이가 나타나지 않았다. 사고형 교사가 감정형 교사보다 '공정성'과 '전문단체'에 대한 인식이 높게 나타났으며, 판단형 교사가 인식형 교사보다 '사회 경제적 지위', '사회 봉사성', '전문적 지식과 기술'에 대한 인식이 더 높게 나타났다. 본 연구의 결과를 토대로 교사 채용시 MBTI 성격 검사 결과를 바탕으로 유아반과 영아반 중 더 맞는 역할을 제공할 때 효율성을 높일 수 있다는 점과 영아반 보육교사들의 전문성을 높일 수 있도록 정서적 전문적 지원의 필요성에 대해 논의하였다.

• 한국보육지원학회지
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• 제15권6호
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• pp.189-206
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• 2019

Objective: The objective of this study was to develop and apply a Teacher Learning Community Program in order to improve the specialization of infant daycare center teachers and explore the changes in the learning attitudes of teachers. Methods: To develop the program, the requirements were analyzed by surveying 500 teachers of infant classes. The developed program was provided to 25 infant daycare center teachers for a total of 14 sessions. A total of 75 sets of collected journal writing materials were analyzed qualitatively. Results: First, the Teacher Learning Community Program for infant daycare center teachers was developed. Second, the Teacher Learning Community Program was found to bring a shift in the learning attitudes among the teachers of infant classes towards reflective and communal learning. Conclusion/Implications: The Teacher Learning Community Program brought a shift in the learning attitude towards reflective and communal learning. Thus, the Teacher Learning Community Program can be applied as a teacher education program for improvement of the specialization of infant daycare center teachers.

• 한국간호교육학회지
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• 제19권4호
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• pp.508-517
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• 2013

Purpose: The purpose of this study was to evaluate the effectiveness of infant CPR (Cardiopulmonary Resuscitation) immediate remediation[LAB2]. Methods: This is a quasi-experimental study with a non-equivalent comparison group pre-post test design. Participants were 73 child care teachers in J district in Seoul. The experimental group (35) received immediate remediation with video learning [LAB3]for infant CPR education and the control group (38) received video learning only. We investigated confidence of infant CPR and tested single-rescuer infant CPR performance depending on a checklist (8 items). Data were collected before and right after to evaluate the confidence of infant CPR and before, right after and 2 weeks after the education to evaluate the skill performance and final acceptance. Results: There was a significant increase in confidence of infant CPR in the experimental group and control group. There was a statistically significant difference in the degree of skill performance between groups according to the amount time (F=10.58, p<.001). The degree of skill performance was tested two weeks after the education and immediate remediation was 5.35 times more effective compared to the video image demonstration (B=1.677, p<.001). Conclusion: The findings provide the necessity of immediate remediation education of infant CPR to increase confidence and skill performance ability.

• International Journal of Computer Science & Network Security
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• 제22권7호
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• pp.123-130
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• 2022

Researchers had theorized that the earliest years' experiences were extremely critical to a child's future development (Jung, 2008; Liu et al., 2020), and parental involvement was a key character (Lamb et al., 2002; Liu, 2020). Though the critical role of parental involvement in education has been confirmed, less attention has been paid to its influence on infants' development. For the sake of infants' appropriate development, infant teachers always met barriers to finding, designing, and implementing age-appropriate activities. This case study aims at exploring the role of parental involvement in the development in infancy by surveying one director, four infant teachers, and six early childhood pre-service teachers' perspectives and practices regarding parental involvement in infant rooms within a Reggio Emilia-inspired child development center. Findings revealed that all participants: (1) thought parental involvement was essential to their decision-making process; (2) were aware of the benefits of implementing parental involvement in infants' rooms; (3) gained an opportunity to reflect on their practices regarding parental in-volvement and reprocess their previous perspectives. This study recommends that, in order to facilitate infants' development appropriately, child-care centers need to take into account parental involvement and work with parents collaboratively.

• 한국보육지원학회지
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• 제17권6호
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• pp.29-52
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• 2021

Objective: The purpose of this study was to investigate the mediating effects of the parent-teacher trust relationship and cooperative behavior in the relationship between the emotional intelligence of infant teachers and their play teaching efficacy. Methods: A total number of 216 teachers in charge of infants under the age of two at childcare centers located in H, Y, and O cities in Gyeonggi-do participated in the survey. Using SPSS 23.0 and AMOS 22, descriptive statistics, correlation and structural equation model were analyzed. Results: First, the emotional intelligence of infant teachers had a direct effect on play teaching efficacy. Second, the emotional intelligence of infant teachers influenced play teaching efficacy through parent-teacher's trust relationship. Third, the emotional intelligence of infant teachers influenced play teaching efficacy through parent-teacher cooperative behavior. Fourthly, it was found that the parent-teacher trust relationship and cooperative behavior were mediated sequentially in the influence of the emotional intelligence of infant teachers on play teaching efficacy. Conclusion/Implications: The results of this study emphasize the importance of improving the emotional intelligence of teachers and the trust and cooperation between parents and teachers in order to increase the ability of early childhood teacher's play teaching efficacy.

• 한국컴퓨터정보학회논문지
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• 제24권6호
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• pp.199-204
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• 2019

This study found out the influence of CCTV recognition and Self-efficacy on job satisfaction for 275 child care teachers working at daycare centers in Chungcheongbuk-do Province, and verified the regulation effect of Self-efficacy in the process. SPSS(Statistical Package for Social Science) 22.0 was used for data analysis. The results of the study are as follows: First, it was found that factors such as the guarantee of child's right, the guarantee of teachers' rights, and the self - efficacy were influential factors on the job satisfaction of the child care teachers. Second, it has been confirmed that the guarantee of teachers' rights and self-efficacy on the job satisfaction of child care teachers have a regulation effect. This study can be meaningful in that it provided basic data to enhance the quality of child care services by analyzing the factors of influence on the job satisfaction of child care teachers and presenting specific measures accordingly.

• 한국보육지원학회지
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• 제14권1호
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• pp.203-225
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• 2018

Objective: The aim of this study was to examine the mediated effect of teacher-infant relationships between teacher efficacy and infant's adjustment to child care centers. Methods: A total of 137 child care teachers that lived in Gwangju and Jeollanamdo participated in this study. They were asked to answer two survey questionnaires for two infants. The data were analyzed using analysis of frequency, Pearson's correlation coefficient, and hierarchical multiple regression analysis. Results: The main results are as follows. First, teacher-infant relationships partially mediated the relationship between teacher efficacy and two sub-factors (prosocial behavior and day work adjustment) of adjustment in child care centers. Unlikely as it was, several sub-factors such as positive emotion, peer adaptation, and self-strength were fully mediated by teacher-infant relationships. Conclusion: The present study suggests that it is necessary to improve teacher-infant relationships with teacher efficacy in order to improve infants' adaptation to daycare. In addition, it should be understood that the structural relationship of the influence factors is different depending on the sub-factors of the child care adjustment.

• 아동학회지
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• 제38권2호
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• pp.205-218
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• 2017

Objective: This study examined the correlation between variables influencing teacher sensitivity to infant classes in Educare Center teachers and teacher sensitivity, by classifying their personal psychological, socio-psychological, and work environment variables. Furthermore, it aimed to inquire the extent to which these variables influence teacher sensitivity. Methods: The study included 236 Educare Center teachers in charge of infant classes working in infant-caring facilities. Based on stepwise multiple regression analysis, a significance test was conducted for each variable. Results: Firstly, according to the correlations regarding teacher sensitivity to infant classes, for sensitive interaction, emotional stability showed significant positive correlation, while there were significant negative correlations with relationships with the director, colleagues,and parents; mean working hours in other places; and mean daily personal time. For insensitive interaction, there were significant negative correlations with emotional stability and mean daily break time, while there were significant positive correlations with relationships with the director, colleagues, and parents. Secondly, regarding the influences on teacher sensitivity to infant classes, for sensitive interaction, the most significant influences consisted in the relationships with colleagues and parents. On the other hand, for insensitive interaction, the most significant influences were the relationship with colleagues and emotional stability. Conclusion: Reducing interpersonal relationship stress and increasing the emotional stability of Educare Center teachers will increase their sensitivity level. Furthermore, the quality of care will be improved.

• 한국보육지원학회지
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• 제17권2호
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• pp.121-142
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• 2021

Objective: The purpose of this study is to examine the mediating effect of teacher-child emotional, verbal, and behavioral interactions on the relationship between teacher playfulness and children's peer abilities. Methods: The research method used the questionnaire method to collect data on 420 children aged 3-5 years old, targeting 108 homeroom teachers working at early childhood education institutions located in Seoul and Gyeonggi area. The collected data was analyzed using the IBM SPSS 23.0 statistical program and the PROCESS macro of Hayes (2013). Results: This study confirmed that teachers' verbal, emotional, and physical interactions are closely related to young children's peer competence. In addition, it was confirmed that the teacher's playability is an important variable that affects not only the emotional, verbal, and physical interactions between the teacher and the infant, but also the peer competence of young children. Conclusion/Implications: The results of this study have significance as basic data that suggests that it is necessary to improve the playability of teachers and increase the quality level of the multifaceted aspects of teacher-infant interaction in order to support young children's peer competence.