• Journal of Families and Better Life
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• v.26 no.6
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• pp.21-34
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• 2008

The purpose of present study was to analyze a tendency in childcare studies published in Korea. Specifically, this study investigated the amount of childcare studies and analyzed the main topic of childcare studies. Total 1,406 studies which include the term 'bo-yook' and/or 'tak-ah' as their keywords were gathered from internet database, and finally 973 studies were analyzed. First, the results from this study showed that childcare studies had gradually increased since 1990 and approximately one hundred studies had been published per year after 2004. The growing tendency of childcare studies might reflect social and political concern about childcare in contemporary Korean society. Second, childcare studies were mainly conducted within the topic of childcare policy, childcare worker, actual condition in childcare service, and childcare quality. Lastly, special types of childcare such as infant childcare, handicapped childcare, extended-time childcare, and after-school childcare were rarely studied. From these results, several future direction for childcare studies were suggested.

• Journal of Family Resource Management and Policy Review
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• v.25 no.3
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• pp.31-45
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• 2021

Despite efforts to expand public care services as social demands increase, the problem of the after-school self-care of elementary school students who were in the situation of care cliff remains. Thus, this study focused on community-based childcare to solve the issue of school-age childcare in Korea. The purpose of this study was to explore the experience of community-based childcare of participants who had school-aged children who lived in Seoul and GyeongGi province (Korea). Focus group interviews were conducted with ten married working mothers among clients of a community-based childcare provider that has been operating for more than five years. Based on the findings of this study, it is clear that community-based childcare is a useful welfare resource. In addition, the results of this study can be used as data for developing policies and programs for school-age childcare or the after-school self-care of elementary school students. Furthermore, it may broaden the horizons of research related to community-based childcare.

• Journal of Families and Better Life
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• v.23 no.6 s.78
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• pp.105-116
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• 2005

This study investigated various alternatives for childcare among dual-earner families and discussed implications for public policy development. Eight employed married women and two of their husbands were interviewed about work-family balance. All the interviewees complained that taking cue of the children in dual-earner families is a challenge. They resort to all available alternatives because public childcare support is insufficient and inadequate. There were five different types chilcare: extended family network, public and private institutions, paid help (nannies), rearranging work schedules, and training their children to take cue of themselves. However, all these alternatives entail various problems. More and better childcare facilities and programs should be built and after-school programs should be designed. On the other hand, parents should also make more effort to prioritize children's needs in finding a balance between work and family.

• Korean Journal of Childcare and Education
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• v.9 no.3
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• pp.309-342
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• 2013

This study analyzes the development process of national childcare curriculum, the goal and contents of the 3rd Standard Childcare Curriculum for Childcare Center in order to suggest the successful way to improve the 3rd Standard Childcare Curriculum. After its establishment in 2007, significant changes had been made to the Standard Childcare Curriculum in order to improve the quality of childcare: Nuri Curriculum for age 5 in 2011, second revision of Standard Childcare Curriculum in 2012, creation of Nuri Curriculum for age 3-4, revision of Nuri Curriculum for age 5, and third Standard Childcare Curriculum in 2013. The third Standard Childcare Curriculum is specified as infants age 0-1, age 2, and age 3-5(Nuri Curriculum). For a successful settlement of the 3rd Standard Childcare Curriculum, first, we need in depth analysis of the Nuri Curriculum by age classification. Second, there should be an effort to link the Standard Childcare Curriculum with elementary school education in practical manner. Further, we need to solve the payroll gap problem between teachers in charge of Nuri Curriculum and infant classes. Finally, teachers should be given more respect, and equivalent teaching qualification standard should be made between childcare and early childhood education.

• Journal of the Korean Home Economics Association
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• v.39 no.7
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• pp.1-19
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• 2001

The purpose of this study are (1) to examine the types and the after-school child care for children from low-income(106) and middle-income(99) families and (2) to examine the needs and expectations for after-school child care program of low-income(107) and middle-income(100) mothers. The findings of this study are as follows ; (1) The percentage of self-care among children from low-income families are higher than the children from middle-income families. The after-school activities mainly consist of arts, music, physical and computer lessons. (2) The needs on the after-school care program with non-profit basis which is managed by public welfare systems are higher among the low-income mothers than the middle-income mothers. Many mothers want professional, non-profit, systematic and formal after-school care programs. Some suggestions are proposed for after-school care program which can meet needs of the children and the mothers from diverse economic and social backgrounds.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.10
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• pp.280-289
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• 2018

This study investigated the effects of spousal intervention in housework on female depression. To achieve this, an empirical 10-day field survey of 119 mothers of children after school age was conducted in Suwon, Incheon, Yeoju and Gwangju, Gyeonggi-do through structured questionnaires. The findings were as follows. Spousal intervention in housework had a significant effect on female depression, but there were different prevalence rates of female depression according to the status of spousal childcare on weekdays and weekends. In other words, there was a difference in the effects of spousal intervention in housework on female depression according to weekday childcare and weekend childcare. These findings indicate that reducing housework burdens by spousal intervention in housework helps to lower and prevent female depression. Consequently, because there is a difference in the effects of spousal intervention in housework on female depression according to the level of simple weekday or weekend childcare and the degree of intervention, spousal intervention and sharing all family management duties, including housework and childcare, can maximize the effect.

• Human Ecology Research
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• v.60 no.1
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• pp.147-162
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• 2022

Although the globally known one-child policy in China was abolished in 2016, the overall fertility rate in the country declined to 1.3 in 2020. In this study, we examined whether the achievement of major developmental tasks during the childrearing stage was associated with intentions to have a second child among Chinese married women. Based on family development theory, we included parenting adaptation, division of childcare responsibilities with the partner, and marital adjustment as key developmental tasks during the childrearing stage. The participants of this study were 315 married Chinese women who lived with a spouse and a child who had not yet entered elementary school. Data were collected through an online survey in February and March 2021. A multiple regression analysis of the data revealed that a lower level of economic parenting stress, a higher level of fairness in dividing childcare responsibilities with the partner, and a more positive change in their marital relationship after having the first child were associated with greater intentions to have a second child.

• Korean Journal of Childcare and Education
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• v.9 no.3
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• pp.273-289
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• 2013

The goal of this study was to analyze the demands of parents of an after-school program. In order to do this, we looked at cultural centers and their curriculums. Cultural centers are one of the most popular private education centers for preschoolers, and are used for the operation of special activities. The research was conducted on preschool curriculums of 300 cultural centers, including cultural centers of department stores and supermarkets. The curriculum analysis was conducted for 400 preschool curriculums of three cultural centers, which had the most programs of all. The scope of the curriculum analysis was based on the 3rd Childcare Standard Curriculum for infants and Nuri Curriculum for preschoolers. As a result of the analysis, there were 12,286 programs for infants. The most popular topics for programs were comprehensive activity, physical activity, and music activity. There were 15,310 programs for preschoolers. Physical activity was the most popular topic among them. It was followed by drawing activity and number and operating activity. Analyzing the contents of these programs, we found that 'participating in physical activity' of physical exercise, and 'expressing artistically' of artistic experience were the most popular contents of infants. 'Expressing artistically' of artistic experience and 'control of body and basic exercise' of physical exercise were most popular contents for preschoolers. The results show that parents demand physical activity programs for infants and artistic activity programs for preschoolers. The results of the research should be considered when childcare centers try to make a special after-school program.

• Korean Journal of Childcare and Education
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• v.9 no.4
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• pp.235-257
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• 2013

This study intended to deeply understand teachers' experiences about their self-supervision at after-school nurseries through many different stories. This study composed field texts based on the data collected through face-to-face talks with participants, their journals, and e-mails and phone conversations given and taken with participants for a total of 4 months from September to the end of December, 2012. The teachers all had ten years teaching experience, and worked as after-school nursery teachers in S-gu, S-si. The study found many things such as experiencing the joy of learning things that were unknown through self-supervision, hardship involved in self-supervision, co-workers dedicated to joint learning, and time and spaced used to better understand children. The study figured out that the meaning of self-supervision lay in the pursuit of learning and bright eyes(seeing what was not seen before), despite the difficult condition to self-supervise, the after-school nursery teachers unceasing passion for self-supervision brings happiness within oneself. As a result, this study discussed the implications which the experience of after-school nursery teachers who found a happy meaning of life through self-supervision in spite of the actual difficult conditions offered to after-school nursery teachers.

• Korean Journal of Childcare and Education
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• v.15 no.6
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• pp.21-40
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• 2019

Objective: The purpose of this study is to find the tendencies and differences of mother's child-rearing anxiety before and after their children enter into elementary school, to analyze the factors influencing child-rearing anxiety at each time, and thereby to seek a support plan at the time of transition. Methods: The subjects of this study were 181 mothers who participated in two surveys which were conducted before and after their child entered into elementary school. Results: Firstly, mother's child-rearing anxiety before and after their children's entrance into elementary school was at a middle level, but increased significantly when they experienced their children's transition to elementary school. Secondly, mother's child-rearing anxiety, before their children's entrance into elementary school, was influenced by private education, the collection of educational information, cognitive ability, whether or not to develop a work status change plan, and birth order sequentially. Thirdly, child-rearing anxiety after their children's entrance into elementary school was significantly influenced by child-rearing anxiety before their children's entrance into elementary school and the mother's employment. Conclusion/Implications: This study is meaningful in the point that it suggested the necessity for the cooperation between multiple systems, such as systematic and stepwise parenting education, the importance of offering information to educational institutions and local governments, and for work- family support policy to prioritize children in order to support children's successful transition into elementary school.