• Korean Journal of Child Education & Care
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• v.18 no.2
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• pp.147-165
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• 2018

The purpose of this study was to investigate how to develop of pre-service childcare teachers' perception about the image of childcare center teachers and self-image. In this study, participants' self-analysis method and in-depth interview were adopted to analyze the aspects of pre-service teachers' teacher image. Also, the narrative of pre-service teachers' a famous painting analysis were reported. The results of this study were divided into nine categories. Findings indicated that participants' self-image analysis work made pre-service teachers more enabled them to expend the significance of teacher's image of role in relation to their career decision and future their teacher's job. Moreover, through the experience of self-analysis work the pre-service teachers recognize their own ability to build up unique and healthy image. To foster the ability of pre-service teachers' self- image, special class teaching methods for pre-service teachers should be developed focusing on evoking them to have more positive self-image. This study suggested that self-image analysis work experiences should be emphasized in university class for pre-service teachers.

• Korean Journal of Child Studies
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• v.19 no.2
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• pp.77-96
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• 1998

The purpose of this study was the development of a scale to assess the daily hassles of school age children. The subjects were 398 third and sixth grade children selected from elementary schools in Seoul, Inchon, Taejon, Kwangju and Pusan. Instruments included a questionnaire composed of a 96-item Daily Hassles Coping Scale, demographic questions, a 27-item Children's Depression Inventory, the 42-item Han & Yoo Daily Hassles Scale for Children, and a 30-item Children's Behavior Check List for mothers. Mean, %, ${\chi}^2$, Cramer's V, Cronbach's ${\alpha}$, factor analysis and Pearson's r were used for data analysis. 82 items from the 96-item Daily Hassles Coping Scale were selected through the item discriminant method. (Cramer's V discriminant coefficients ranged from .36 to .79). Five factors were extracted from the lst and 2nd factor analyses. Subscales were "parent-related," "friend-related I," "study-related," "friend-related II," and "teacher-related" stress. Criterion validity of the 82-item scale was confirmed through significant correlations with the Children's Depression Inventory (r=.55) and the Han & Yoo Daily Hassles Scale for Children (r=.22). Internal consistency of this scale was high, including internal reliability of subscales. These results confirm this scale as a valid and reliable measure of daily hassles of school age children.

• Korean Parent-Child Health Journal
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• v.1
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• pp.31-55
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• 1998

The study was attempted to survey the recognition of sexual roles and the demand of sexual education. The period was May 1st through June 15th, 1998 and the subjects were 377 junior students and 251 parents in Pusan. This study was based on questionnaire which focused on the Han and Lee's inquiry. The analysis of collected data was executed by using SPSS/PC+. The results were as follows : (1) The average point as to the 12 items of recognition of sexual roles regarding the occupational functions by the boys was 2.92 which was higher than that of the girls(1.85). The average point as to the 14 items of recognition of sexual roles regarding the attitudes by the boys was 2.91 which was higher than that of the girls(2.13). The average point as to the 14 items of recognition of sexual roles regarding the abilities by the boys was 2.93 which was higher than that of the girls(1.96). The point as to the item of androgyny among the demand of sexual education by the girls was 3.17 which is higher than that of the boys(2.93). (2) The parents showed the higher recognition toward androcentrism than the students and the parents showed the higher demand of the overall sexual education than the students. (3) 15.7% of the students was engaged in the masturbation. The students who answered that their parents had known the masturbation by their children were 16.9%. The 59 masturbaters consisted of the boys(91.5%) and the girls(8.5%), and that showed significant difference. (4) The opinions about the well-qualified teacher of sexual education by the subjects were studied as under: 16.7% of the parents supported the nurse-teacher, meanwhile 24.7% of the students supported the nurse-teacher.

• Korean Journal of Childcare and Education
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• v.9 no.2
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• pp.357-377
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• 2013

This study aims to look for care quality factors reduce the daily stress of young children placed in care centers for long hours. Therefore, the research questions look into how the hours and care quality factors in child care centers affect young children's daily stress, and whether the care quality factor moderates the impact of the hours children spent in centers. The subjects in this study were 380 children from 3 to 5 years old from 10 child care centers. The Korean Preschool Daily Stress Scale(KPDSS) for children's daily stress and Early Childhood Environmental Rating Scale-Revised(ECERS-R) for quality of each classroom of centers were implemented. The main findings were summarized as following: (1) The more hours he/she spent in the center, the more stress he/she had. Children who spent 9 hours or more had more stress than children with 7 hours or less. (2) Among the 7 quality factors including space and furnishings, personal care routines, language reasoning, activities, interaction, program structure, parents staff, the interaction level between a teacher and a child and the level of parents and staff had the most impact on children's daily stress. (3) The qualitative factors of child care, language reasoning level, interaction level, parental support, and level of teachers reduced children's daily stress which was affected by the hours they spent in centers. Thus in order to reduce the daily stress of children who attend more than 9 hours a day, it is crucial to promote language reasoning activities and interaction between teachers and children and to improve parental support and teachers' professionalism.

• Korean Journal of Childcare and Education
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• v.8 no.6
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• pp.301-322
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• 2012

The purpose of this study is to provide the basic data which can effectively improve young children's peer interaction behavior. For this purpose, this study examined the differences in the peer interactions of 4-year-old or 5-year-old children according to gender and age, and relationship among young children's temperament and emotion regulation, mother's emotional expressiveness, and teacher-child relationships, and then analyzed the relative influence of these variables on peer interaction behavior. The results are as follows. It appeared that boys' positive peer interaction is higher than girls'. Boys' negative peer interaction also is higher than girls'. In addition, the positive peer interaction of 5-year-old children is higher than that of 4-year-old children. As a result of examining the relative influence on peer interactions, children's emotion regulation ability is the most influential variable.

• Korean Journal of Childcare and Education
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• v.12 no.4
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• pp.23-40
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• 2016

The purposes of this study were 1) to examine the differences in job stress, teacher efficacy, emotion-focused coping strategies and depression of teachers in early childhood education and care according to their demographic backgrounds, 2) to investigate the influences of these variables on depression. 586 teachers in ECEC answered the questionnaires and the collected data were analyzed through frequence, percentages, Pearson's correlations, One-Way ANOVA, Bonferroni post hoc test, and stepwise regression using SPSS 21.0. The findings are as follows. First, job stress was significantly different according to ECEC teachers' ages and types of centers they were employed at teacher efficacy was significantly different according to their ages and education levels, emotion-focused coping strategies and depression were respectively significantly different according to ages, types of centers and education levels. Second, ECEC teachers' depression was influenced by undercontrolled expressionof emotion-focused coping strategies, home connection and promotion of positive learning environment of teacher efficacy, undercontrolled thinkingof emotion-focused coping strategies and work overload and job stress in order. These results imply that a support system and a policy should be established for ECEC teachers to express and understand their emotions in a positive way and related information should be provided to them through workshops.

• Korean Journal of Childcare and Education
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• v.9 no.2
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• pp.97-115
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• 2013

The present study examined the relationships between work related flow (i.e., absorption, work enjoyment, and intrinsic work motivation) and role conflict causes (i.e., teacher's belief, teaching and interaction with young children, comradeship, relationships with parents, workload, supervision, and social awareness of the job). A canonical correlation analysis was performed on the data from a sample of 154 childcare teachers. The results are as follows (1) there was a reciprocal-causal relationship between teachers' role conflict causes and their work-related flow; (2) canonical function 1 showed that absorption and work enjoyment are strongly associated to a teacher's belief and supervision of conflict causes; and (3) canonical function 2 showed that intrinsic motivation has a relatively strong relationship with workload and supervision of conflict causes. It can be concluded that it is important for childcare teachers to have sufficient job resources to promote their flow at work. Further research is needed for investigation of teacher's flow at various conditions of work.

• Journal of Families and Better Life
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• v.32 no.5
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• pp.107-123
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• 2014

The purpose of this study is to investigate the opinions of teachers, directors, and parents about childcare teachers' facial expression language. We performed in-depth interviews based on literature and previous studies, which consisted of ten childcare teachers, ten directors, and ten parents. From the in-depth interviews, we are able to mainly conclude that all groups think that a childcare teacher's facial expression language is very important, and strongly influences interpersonal problems and work performance. Mostly, childcare teachers aim to have pleasant facial expressions. However they complain that in some situations it is difficult to do so, which causes severe stress. They argued that the facial expressions of both the director of the childcare center and the parents are also very important for children. However, the directors thought that teachers' facial expressions affect children and their parents' impressions of the teachers and quality of childcare. The parents are usually highly satisfied with the childcare when the teacher has a pleasant facial expression, which motivates the parents to have a positive impression of the teacher. Taken together, childcare teachers' facial expression language is critical for children and the childcare environment. Thus, developing an education program for facial expression language would be helpful for improving the quality of child care. Plus, childcare environments should be developed so that teachers do not experience difficulty in having pleasant facial expressions. This result might have the limitation of being collected from only female childcare teachers, directors, and parents.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.8
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• pp.389-396
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• 2016

This article aims to help improve day care qualitatively to offer base data for applying the standard childcare curriculum and improve the management, by analyzing the teacher's recognition, organization and management on the 3rd standard childcare curriculum. For this, we examined teacher's recognition, organization and management on the 3rd standard childcare curriculum and determined how much a teacher of an infant class and a teacher of a young children class conduct for every sector. A questionnaire was prepared to study the recognition, organization and management on the $3^{rd}$ standard childcare curriculum and the selected study subjects were educare teachers in G-do. T-test and one-way analysis of variance were conducted with the collected research data. The study results are as follows. First, the educare teachers mostly recognized the $3^{rd}$ standard childcare curriculum. Second, they were properly organizing and managing the 3rd standard childcare curriculum. Third, all the teachers of an infant class and a young children class were conducting the $3^{rd}$ standard childcare curriculum for every sector.

• Korean Journal of Community Nutrition
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• v.14 no.2
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• pp.158-167
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• 2009

This study was conducted to reduce children's fat intake and to establish healthy dietary lifestyles. To achieve these goals, we searched, collected, and analyzed the materials related to the fat education, based on which the research personnel-professors and graduate students in nutrition and child education and elementary school teachers-discussed to figure out major topics, objectives, and detailed contents and activities appropriate for fat intake reduction. We also organized an advisory committee composed of 15 professionals in related fields to discuss the adequacy and validity of the specific contents. Finally, we systematically organized the contents and developed children's textbooks and teacher's guidebooks. Considering the different cognitive development stages of junior and senior elementary students we developed two different textbooks for each of them which are easy to read and understand, fun to play with lots of activities, and designed to practice into daily life. The contents cover three major topics-the concept of lipid, lipid in food, lipid in life and are composed of 6 units in total. To help teachers understand and and to instruct, teacher's guidebooks contain an overview of the education, specific information and practical guidelines for each class. We developed these education materials with the aim of lowering children's fat consumption and eventually promoting their health welfare; hopefully we expect these materials would be useful for children's nutritional education in the field.