• Journal of the Ergonomics Society of Korea
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• v.30 no.3
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• pp.409-418
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• 2011

Objective: This study was performed to evaluate the child-care teachers' job in relation to physical work. Background: Child-care teacher is directly related to the quality of child care. And their physical activity is higher than general education teachers because the proportion of day care is high. But analyzes of child-care teachers' job burdens and the work environment associated with physical activity is not well established. Method: To conduct this study, the child-care teachers' job was classified into 18 physical works. After classification, posture was evaluated by ergonomic posture evaluation schemes of OWAS, RULA, REBA and evaluated for each physical part. Next, musculoskeletal subjective symptoms were analyzed. Results: The results showed the following: The highest assessment on the posture evaluation was "helping children to ride a school bus", "feeding: meal/snack", "brushing children's teeth" and "arrangement of nap-stuff". The rank of high-risk assessment on the neck/trunk/leg part was arranged by: "feeding: meal/snack", "helping children to ride a school bus", "making nap", "arrangement nap-stuff" and "brushing children's teeth". The rank of high-risk assessment on the upper limbs part was arranged by: "helping children to ride a school bus", "the bust - group activity", "meal/snack time - preparing, feeding, arrangement", "nap time - preparing, arrangement", "brushing children's teeth", and "using the toilet". According to the results of each musculoskeletal subjective symptom, teachers ordered the pain area as follows: waist, shoulder, leg/feet, and neck, and they showed more pain on trunk than the upper limbs. Conclusion: To sum up the results from ergonomic posture evaluation and a subjective symptom, the following are high working pressures: "feeding: meal/snack", "the bust - group activity", "making nap", "brushing children's teeth" with deep bending and waist twisting, "helping children to ride a school bus", "brushing children's teeth" with lifting shoulder; "meal/snack time - preparing, arrangement", "nap time - preparing, arrangement", and "using the toilet" with moving or an up-down position in their job. Application: The results of this study might be information for improvement of the child-care teachers' job environment.

• Journal of Korean Public Health Nursing
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• v.37 no.1
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• pp.25-40
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• 2023

Purpose: To compare perceptions of nurse-led health care visits in child daycare centers and calculate determination coefficients (DC) reflecting the job values. Methods: This was a secondary analysis study that applied the evaluation report for visiting nursing services for child daycare centers, prepared by the Seoul Nurses Association in 2021. Totally, 86 visiting nurses, 1997 childcare teachers, and 1915 parents were included in the study. The job recognition questionnaire was used to identify the levels of readiness, importance, and difficulty of a visiting nurse's job. Results: The visiting nurses showed high levels of readiness and importance for most duties and tasks expected of them. Compared to the nurses, the parents determined a greater importance towards the jobs of visiting nurses. The visiting nurses and childcare teachers exhibited similar levels of importance for the job. The highest and lowest DC scores were obtained for 'child developmental evaluation and referral' and 'child education', respectively. Conclusion: The duties and tasks verified in this study can be evidence for the job description, and should be preferentially developed for enhancing the competency of visiting nurses. Considering the importance of nurse-led health care, this will warrant an expansion of services to other regions.

• 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.

• Korean Journal of Child Education & Care
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• v.19 no.3
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• pp.57-69
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• 2019

Objective: The purpose of this study is to identify the strengths and problems of the current in-service education system, and suggest ways to improve it in the future by looking at the current status of in-service education to strengthen the expertise of teachers and directors of childcare centers. In particular, I would like to search the current status of in-service education, including on-line special job competency education, which is responsible for one of the pillars of in-service education, and present the problems and measures to improve them. Methods: To that end, the present study conducted an analysis of issues based on the previous research on in-service education of childcare teachers' education, and conducted a literature examination focusing on laws, policies, and foreign cases related to in-service education. Results: In-service education for childcare teachers was categorized into educational process diversification and professionalism, educational method diversification, qualification management, and educational support, which were again organized into 14 core tasks. In addition, as a recent phenomenon that has not been discussed in detail in the preceding study, the phenomenon of increased participation in on-line special job competency education at the site of in-service education was analyzed and the problems were presented. Conclusion/Implications: Based on the results of this study, I proposed development measures such as changing the term 'in-service education' and recognizing the diversity of job competency education, the credit rating banking system for job competency education, the provision of on-line job competency education curriculum (basic courses/enhancing courses) for collective education courses, the expansion of education support for promotion to a higher grade courses and the conversion of the mandatory evaluation system for in-service educational institutions.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.9 no.4
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• pp.135-144
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• 2014

This study has examined how the childcare teachers have been evaluating themselves on system absorption who have been working in the house of the children at the time when the sight of the society has been expanding to the house of the children through the spread of the understanding of the importance of the role and the strengthening of the leadership of the diverse types of the leadership of the childcare teachers in the house of the children, and also this study has observed the main causes affecting such situations. This study has also analyzed the main causes such as the cause of self understanding on job satisfaction of the children's house teachers, the cause of self understanding on the leadership of the principal, demographic characters, and characters related with the place of work affecting the system absorption(Emotional Absorption, Normative absorption, and lasting absorption) with the children's house teachers as the objects working in the area of the City of Seoul. The results of the analysis have showed that job satisfaction, individual consideration, intellectual stimulation, giving motive, age, schooling, type and scale of facility, grade and others have been appeared to have been significantly affecting the self evaluation on system absorption demographically. In other words, the child care teachers have had higher degree of reaction to the system absorption in affirmative direction when they come into contact with the leadership of the principal in raising the intellectual stimulation, providing the motivation, and giving consideration individually, and when they have higher evaluation on the job satisfaction they them selves understand. Based on such results the principal of the house of the children should spread the leadership for the careful operation of the house of the children for the teachers more positively, and what has been required was giving and developing the diverse operation service for the elevation of the job satisfaction of the childcare teachers.

• Korean Journal of Childcare and Education
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• v.8 no.6
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• pp.169-192
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• 2012

This study reviewed the current status of in-service education programs for infant care teachers in early childhood education and care settings. In addition, the training program(titled "infant specialist program") which had been developed in one district of Seoul in order to assist the job performance and speciality for infant care teachers was discussed. The focus in the development of the training program, its teaching content and method were addressed in detail. The results related to evaluation of the training program of interest were reported. The infant care teachers who had participated in the training program reported that the levels of their teaching efficacy and those of knowledge of infant development from post-tests were significantly increased over time. In line with the main results of this study, implications for practice and policy were discussed.