• 대한가정학회지
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• 제37권4호
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• pp.97-110
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• 1999

The purpose of this study was to examine Korean mothers' child rearing beliefs for their infant/toddlers and to compare young mothers' child rearing beliefs with grandmothers'. The subject was composed of 130 pairs of young mothers whose first child is 2 - 2 and half years old and their mothers(grandmothers) in Taegu city area. The major results of findings were as follows : 1. The Korean mothers' Infant/toddler Rearing Beliefs had four subfactors in both area of Interdependence and Independence. 2. Korean young mothers and grandmothers had higher infant/toddler rearing beliefs of interdependence than those of independence. 3. Korean grandmothers had higher infant/toddler rearing beliefs of interdependence than young mothers. 4. Korean young mothers had higher infant/toddler rearing beliefs of independence than grandmothers. 5. While Korean grandmothers had mainly infant/toddler rearing beliefs of interdependence, Korean young mothers had both infant/toddler rearing beliefs of independence and those of interdependence.

• 대한가정학회지
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• 제48권3호
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• pp.87-97
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• 2010

The purpose of this study was to investigate the basic materials for enhancing the professionalism of 51 infant/toddler teachers through in-depth interview about the actual condition of child care centers. The results were as follows: First, the infant/toddler teachers got less credits of young child care and education subjects than day care teachers did. The current criteria for qualification of infant/toddler teachers was not appropriate for providing the child care services. An efficient and substantial curriculum must be designed to facilitate the day care services for infant/toddler teachers. Second, the infant/toddler teachers recognized that their roles were similar to child care teachers. The curriculum and practice must encourage and nurture the characters, beliefs, and dispositions of infant/toddler teachers. Third, it is necessary to review the various problems to enhance the professionalism of infant/toddler teachers. Several suggestions for enhancing the professionalism are discussed.

• 아동학회지
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• 제30권2호
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• pp.71-95
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• 2009

This study investigated relationships among infant development, teacher's sensitivity, home literacy environment, and infant-teacher interaction in the child care setting. Verbal and behavioral interactions between 30 2-year-old infant-teacher pairs were video-recorded during free play activities; teachers' sensitivity was observed by trained observers; infant development was assessed by teachers; data on the early home literacy environment were gathered through maternal self-reported questionnaires. Data were analyzed by descriptive statistics, t-tests, and correlation analyses. Results indicated that boys showed more naming; girls showed more physical contact with teachers. Infants high in overall developmental level showed more behavioral interaction with teachers. Teacher's sensitivity correlated positively with behavioral imitating and negatively with questioning and nodding. Verbal interaction in the home correlated positively with nodding.

• 아동학회지
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• 제26권6호
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• pp.287-303
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• 2005

The purpose of this study was to describe infant and mother behaviors across situations. And, it was to examine the associations between infant's temperament and infant's patterns of attachment to their mother with mother-infant interaction. Results showed that there were significant main effects for the attentional focus of the situation and the level of regulatory challenge on observed mother-infant interaction behaviors. Also, mother and infant showed significant differences in their interaction behaviors depending on the patterns of infant temperzment and the patterns of infant-mother attachment.

• 한국보육지원학회지
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• 제20권1호
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• pp.73-89
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• 2024

Objective: The purpose of this study was to examine the effect of communication and cooperation between teachers and parents on infant care. Specifically, this study explored the direct effect of teacher-parent partnership on teacher-infant interactions and the indirect effect through teacher sensitivity. Methods: The participants of this study were 216 teachers in charge of infant classes at child care centers located in Gyeonggi-do. They responded to questionnaires on teacher-parent partnership, their sensitivity, and teacher-infant interactions. Data were analyzed using structural equation modeling. Results: First, teacher-parent partnership did not have a direct impact on teacher-infant interactions. Second, teacher-parent partnership indirectly influenced teacher-infant interactions through teacher sensitivity. In other words, a high level of teacher-parent partnership was associated with a high level of sensitivity, subsequently resulting in the provision of high-quality interactions for infants. Conclusion/Implications: This study confirmed the role of teacher sensitivity as a mechanism to explain how teacher-parent partnership is linked to teacher-child interactions. The results emphasize the importance of communication and cooperation between teachers and parents in enhancing teachers' sensitivity and, ultimately, providing high-quality child care to infants.

• 한국지역사회생활과학회지
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• 제21권4호
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• pp.517-528
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• 2010

The number of young children who attend daycare center, preschool or kindergarten and are taken care of by teachers during a day has skyrocketed in Korea. The purpose of this study was to analyze the contents of the research on infant/child-teacher attachment in Korea. Thirty five studies (5 doctoral dissertations, 24 masters' theses, and 6 academic journal articles) published from 1993 to 2010 were analyzed in the matter of the publication period, the related variables, and methodology for analyzing the data. The findings are as follows: 1) More than two-thirds of the research were from masters' theses. The number of studies conducted in the late 2000s doubled compared to that in the 1990s. 2) Each study on infant/child-teacher attachment had at least one related variable regarding social, emotional, cognitive or physical development, but not language. The studies on infant/child-teacher attachment related to social development have rapidly increased in the late 2000s. 3) The majority of studies were conducted using quantitative analyses and Attachment Q-set version 3.0. Difference analysis and relational analysis were most frequently used in many studies. There was only one study which was analysed with the advanced statistical methodology. The implication for a future study was also discussed.

• 아동학회지
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• 제31권2호
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• pp.151-168
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• 2010

The purpose of this study was to investigate which variables predicted parenting efficacy. The variables of interest were demographic variables regarding both the infants and mothers, infant temperament and development, maternal parenting knowledge, parenting belief, and parenting stress. The subjects consisted of 260 infants and mothers. Data on infant's temperament, parenting knowledge, parenting belief, parenting stress and parenting efficacy were gathered through maternal self-reported questionnaires. Furthermore, infant development was assessed by classroom teacher. Data were analyzed by descriptive statistics, correlation and regression analyses. Our results indicated that infant's sociability and activity, parenting knowledge about emotional development, parenting beliefs emphasizing the role of nature in infant development, low parenting stress all predicted parenting efficacy.

• Child Health Nursing Research
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• 제26권4호
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• pp.454-462
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• 2020

Purpose: Sudden unexplained infant death (SUID) is a major contributor to infant mortality, and pediatric nurses have the responsibility to educate parents on SUID-reducing strategies. This study was conducted to measure pediatric nurses' knowledge of SUID-related safe sleep practices (K-SSSP) and infant cardiopulmonary resuscitation (K-ICPR). Methods: In total, 136 pediatric nurses were administered a survey including K-SSSP (13 items), K-ICPR (5 items), confidence in K-SSSP education (1 item; 5 points), and other factors relating to SUID experiences or education. Results: The correct answer rates of the K-SSSP and K-ICPR were 62.6% and 62.5%, retrospectively. The mean score for confidence in K-SSSP education was 2.6±0.9. Only 18 nurses (13.2%) responded that they educated parents on the content of the K-SSSP, while 76 nurses had received education on SUID. Positive relationships were observed between K-SSSP scores and higher education, between K-ICPR scores and having own child(ren) and clinical experience, and between confidence in K-SSSP education and higher education or having one's own child(ren). Nurses caring for newborns performed more SUID education than nurses working in other units. Conclusion: There is a profound need to implement a systemic educational program on SUID and strategies to reduce SUID for pediatric nurses.

• 한국보육지원학회지
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• 제3권1호
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• pp.89-107
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• 2007

본 연구는 영아 보육시설에서의 교사 직무만족도 및 영아 기질에 따라 교사-영아 관계가 차이가 있는가를 알아보고, 이를 통해 영아 보육에 관한 기초 자료를 제공하는 것을 목적으로 실시하였다. 연구대상은 충주지역의 27개 보육시설에서 영아반 교사 50명과 교사가 담당하는 영아 175명이었다. 연구결과는 첫째, 영아반 보육교사의 직무만족도는 교사의 연령과 근무하는 시설유형에서 부분적으로 차이가 나타났다. 원장과의 관계에 대한 직무만족도는 연령이 높은 교사가 연령이 낮은 교사들보다 더 높았고, 반면, 보수에 대한 만족도는 연령이 낮은 교사들이 높은 교사들보다 높게 나타났다. 영아 성별과 월령에 따른 영아 기질은 차이가 없었다. 교사-영아관계는 성별에 따른 차이가 있어서 여아가 남아의 경우보다 친밀한 관계를 유지하였으며, 어린 영아들이 교사와 더욱 의존적인 관계를 가지는 것으로 나타났다. 둘째, 교사 직무만족도는 교사-영아 관계에서 친밀성과 의미 있는 차이가 있었다. 직무만족도가 높은 교사는 친밀한 교사-영아 관계를 갖는 것으로 나타났다. 갈등과 의존성의 부정적인 교사-영아 관계는 교사의 직무만족도에 따라 차이가 나타나지 않았다. 셋째, 영아 기질에 따른 교사-영아 관계는 차이가 없는 것으로 나타났다. 따라서 기질은 교사-영아 관계에 직접적인 영향을 주지는 않는 것으로 나타났다.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• 제33권1호
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• pp.16-23
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• 2022

Objectives: Early detection of developmental issues in infants and necessary intervention are important. To identify the comorbid conditions, a comprehensive evaluation is required. The study's objectives were to 1) generate scale items by identifying and eliciting concepts relevant to young children (12-71 months) with developmental delays, 2) develop a comprehensive screening tool for developmental delay and comorbid conditions, and 3) assess the tool's validity and cut-off. Methods: Multidisciplinary experts devised the "Infant Comprehensive Evaluation for Neurodevelopmental Delay (ICEND)," an assessment method that comes in two versions depending on the age of the child: 12-36 months and 37-71 months, through monthly seminars and focused group interviews. The ICEND is composed of three parts: risk factors, resilience factors, and clinical scales. In parts 1 and 2, there were 41 caretakers responded to the questionnaires. Part 3 involved clinicians evaluating ten subscales using 98 and 114 questionnaires for younger and older versions, respectively. The Child Behavior Checklist, Strengths and Difficulties Questionnaire, Infant-Toddler Social Emotional Assessment, and Korean Developmental Screening Test for Infants and Children were employed to analyze concurrent validity with the ICEND. The analyses were performed on both typical and high-risk infants to identify concurrent validity, reliability, and cut-off scores. Results: A total of 296 people participated in the study, with 57 of them being high-risk (19.2%). The Cronbach's alpha was positive (0.533-0.928). In the majority of domains, the ICEND demonstrated a fair discriminatory ability, with a sensitivity of 0.5-0.7 and specificity 0.7-0.9. Conclusion: The ICEND is reliable and valid, indicating its potential as an auxiliary tool for assessing neurodevelopmental delay and comorbid conditions in children aged 12-36 months and 37-71 months.