• 한국보육지원학회지
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• 제16권1호
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• pp.21-49
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• 2020

Objective: The purpose of this study was to understand the research trends of inclusive child-care for young children with disabilities and suggest some implications for future research on inclusive child-care. Methods: There were a total 330 previous research papers about child-care inclusion, which means the practice of educating and caring for children aged 0 to 5 years old with disabilities alongside their typically developing peers at child-care centers. The studies were analyzed in terms of main research topic, subject, and research methods. Results: The major results of this study were as follow. First, a quantitative increase of the research since 2003 and a sharp increase of total research in this area since 2006 were found. Second, as a result of the main topic analysis, recognition and attitude research was the most frequently conducted, followed by the research about child-care programs, teacher and family support, and the effect of inclusive child-care. Third, more than half of the researches were done by teachers. Lastly, quantitative research methods were mainly used. Conclusion/Implications: Based on these findings, this study suggested to extend the research on inclusive child-care effect, intervention programs, non-disabled children, infants, and qualitative research.

• 한국보육지원학회지
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• 제14권5호
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• pp.137-152
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• 2018

Objective: The purpose of this study is to examine the effect of the childcare environment on childcare efficacy of childcare teachers. Methods: The participants in the study were 274 childcare teachers working at childcare centers. The childcare environment was divided into physical environment and the work support environment. Results: The results of this study are as follows. First, there was a significant difference in childcare efficacy depending on the age and career of the childcare teacher. Second, the childcare environment of the childcare center showed a static correlation with the childcare efficacy of the childcare teacher in both the physical environment and the work support environment. Third, the physical environment of the day care center had an affect on child care efficacy. Among the subfactors, furniture for routine care, play and learning had a significant impact. Fourth, the work support environment of the childcare center had an affect on childcare efficacy of the childcare teacher. Among the subfactors, staff interaction and cooperation, and opportunities for professional growth had a significant impact. Conclusion/Implications: In order to enhance childcare efficacy of childcare teachers, a high quality childcare environment should be established.

• 한국보육지원학회지
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• 제16권1호
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• pp.1-20
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• 2020

Objective: The purpose of this study was to explore the application of the multidisciplinary model, which is customized evidence-based counseling for abused preschool children done by a day care center teacher. Methods: The participants were 16 preschool children which were abused by a day care center teacher and their parents. The data were analyzed by using the Wilcoxon Signed-rank test. Results: The multidisciplinary cooperative service model based on customized evidence-based counseling for abused preschool children, their parents, and day care center teachers was developed. Based on this model, customized evidence-based Post-Traumatic Stress Disorder (PTSD) emergency intervention was provided to preschool children abused by a day care teacher in Incheon. The multidisciplinary cooperative emergency intervention service proved to be effective in reducing emotional and behavioral problems of abused preschool children and enhancing the mental health of parents. Conclusion/Implications: The results of this study indicated that the customized evidence-based counseling for abused preschool children done by a day care center teacher using the multidisciplinary cooperative linkage system would be effective, and that child abuse prevention by day care center teachers and intervention services should be provided systematically at the national level.

• 가족자원경영과 정책
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• 제18권1호
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• pp.141-162
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• 2014

The purpose of this research is to suggest some measures to improve policy issues by analyzing policy related to a child care service program in the community. Gilbert and Terrell's social policy analysis framework is used to analyze an after-school care service program for elementary school children. Furthermore, the Elementary Care Class(including the After-school Program), Youth After-school Academy, and Community Child Center, referred to as public care services, are employed to analyze community care service programs for children. The Elementary Care Class, Youth After-school Academy and Community Child Center are very similar in terms of the contents and application of the care service program for children, and mainly serve children in low-income groups. In addition, although user overlapping is an inevitable problem because the operating time of the Elementary Care Class and After-school Program coincides with that of the Youth After-school Academy and Community Child Center, it is structurally very hard to adjust the content of service, operating time, and so on because of differences in the delivery system for each program. Therefore, it is necessary to generate a unified delivery system to manage after-school care service programs for children and create a new special control tower to solve these problems. Furthermore, it is needed to extend the services to children from general double-income family, which is a blind spot of the care service.

• 아동학회지
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• 제31권2호
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• pp.243-262
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• 2010

This study approaches the children's talent show performed at child care centers from the perspective of critical pedagogy in order to investigate its social, economic, and political context. Two child care centers where children's talent show are opened annually were selected as a sample. A qualitative study was conducted by collecting data from participant observation and interviews with the children, teacher, parents, and principles at the selected centers. The results of this study can be summarized as follows. The children's talent show played a role as a business tool for managing the child care center in terms of such functions as recruitment of new children and promotion of the institute, rather than simply being the result of demand from the children and parents. Consequently, the children and parents appear to be passive participants in the talent show by partially accepting the positive views thus generated without expressing disagreement with these views. This study suggest the need for a general debate regarding the planning and execution of events at child care centers.

• 한국심리학회지 : 문화 및 사회문제
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• 제21권2호
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• pp.227-252
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• 2015

본 연구는 전국 보육교사 514명을 대상으로 아동학대 관련 경험, 아동학대 목격 시 대처방안, 아동학대 발생 원인에 대한 인식 및 아동학대 예방 및 근절을 위해 필요한 상담 관련 요구도를 살펴보고자 하였다. 연구결과, 첫째, 보육교사 중 92명(17.9%)이 어린이집 아동학대를 목격한 경험이 있었으며, 목격 후 대처방안으로 동료교사 학대의 경우, '학대 받은 영유아에게 관심을 갖고 따뜻하게 대해주었다', 원장의 경우, '아무런 조치를 취하지 않았다'가 가장 높게 나타났다. 아무런 조치를 취하지 않은 이유로 동료교사 학대의 경우, '보육은 담당교사의 권한이므로 간섭할 수 없어서', 원장 학대의 경우 '신고 후 부과될 책임이나 역할이 부담스러워서'가 가장 높게 나타났다. 둘째, 보육교사 아동학대 발생 원인은 직무스트레스, 과다한 업무, 보육교사 정신건강 문제 순으로 높게 나타났다. 넷째, 보육교사 아동학대 사례 판정 시, 필요한 후속조치로 보육교사의 경우 '교사 자격정지', 영유아 및 부모의 경우 '영유아 대상 심리평가 실시'가 가장 높게 나타났다. 다섯째, 보육교사 아동학대 전문 상담 기관이 신설된다면, 보육교사 중 457명(88.9%)이 사용할 의사가 있으며 본인의 아동학대 신고의사 결정 및 아동학대 예방과 개입에 도움이 될 것이고, 설치 장소로는 '육아종합지원센터 내 상담실'을 요구하였다. 여섯째, 보육교사 중 490명(95.3%)이 보육교사 아동학대 전문상담요원(영유아발달상담전문요원)이 필요하며, 담당 역할은 '영유아 대상 전문적 심리평가 및 사례판정', 자격요건으로는 대졸이상, 심리학 및 아동학 전공, 3년-5년 경력, 자격증 보유를 요구하였다. 마지막으로, 보육교사 아동학대 예방 및 근절을 위해 필요한 조치로는 '아동학대 관련 교육 및 전문적 상담 실시'을 요구하였다. 본연구결과를 토대로 시사점 및 추후연구를 제안하였다.

• 대한지역사회영양학회지
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• 제9권6호
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• pp.706-715
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• 2004

The objective of this study was to compare early child care center teachers' attitudes for meal and snack guidance between Sweden and Korea. Participants were 251 early child care center teachers (Sweden: 134, Korea: 117) working in Goetebory, Sweden, and Seoul, Korea. The survey was conducted from December in 2003 to February in 2004. SPSS programme was used for statistical analysis. Sixty five point eight percent of the Korean early child care center teachers provided a certain amount of foods for children. But $20.9\%$ of Swedish provided a certain amount of foods for children, $79.1\%$ of them provided the amount a child wanted. Sixty one point seven percent of Korean teachers allowed a child leave foods on the plate, but $95.5\%$ of Swedish teachers asked a child eat all food on the plate. When a child didn't want to eat, $61.1\%$ of the Korean teachers fed him/her, but $11.0\%$ of the Swedish teachers did. Only $42.4\%$ of the Swedish teachers allowed a children eat sweets, but $92.9\%$ of Korean did. The Swedish teachers' perception for food guidance were eating by child himself/herself > washing hands before eating > having appropriate table manner > eating as talking with friends > not playing during the meal time, while the Korean teachers' was taking various food > having appropriate table manner > eating by child himself/herself, not playing during the meal time > washing hands before eating. The Swedish teachers thought 'eating as talking with friends' and 'eating by child himself/herself' is important, where as the Korean's did 'eating without making noise', 'not playing during the mealtime' in the eating behavior. For 'brushing teeth after meal' the Swedish teachers' score (1.5) was lower than the Korean (4.2). The results is necessary to improve meal and snack guidance for Korean early child care center teachers' education.

• 아동학회지
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• 제25권6호
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• pp.225-240
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• 2004

Subjects were 15 teachers and 143 children at 15 child-care centers in Seoul that varied by quality of care. The Child Care Program Observation Scale(Rhee et at., 2003) was employed to observe the quality of the centers. Information on teachers' participation in play was collected by 20 units of observation for each teacher using a rating scale developed by the author. Children's behaviors were observed with time sampling method in 12 categories of play behaviors based on Social and Cognitive Play Scales(Rubin et al., 1978). Children's play behaviors varied by quality of child-care centers and teachers' participation in play. When child-care quality was high, teachers' participated actively in children's play and children showed developmentally appropriate play behaviors.

• 가정과삶의질연구
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• 제22권2호
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• pp.23-35
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• 2004

The purpose of this study is to evaluate child - care effects on young child's aggression in ecological context. For this, main effects, interaction effects and cumulative effects between child care experiences(quantity, quality, age of entry and stability) and maternal behavior as well as characteristics of child(sex, age and temperament) were examined. A total of 62 young children(34 boys and 28 girls) enrolled in child - care center were observed, and mothers and caregivers completed questionnaires. Data was analysed by three - way ANOVA, logistic regression and crosstabs. As result, first, main effects of quantity, rejective and regulative mothering on children's aggression were found. Second, there were significant interaction effects between both quality and quantity of day-care and rejective mothering. In particular, the interaction effects provided evidence that high - quality child - care served a compensatory function for extensive care and rejective mothering. Third, logistic regression analysis revealed risk factors for child's aggression and the effects of these risk factors were cumulative. Interaction effects of day-care quality and cumulative effects of day-care, characteristics of child and maternal behavior on child aggression were discussed.

• Child Health Nursing Research
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• 제12권1호
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• pp.25-33
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• 2006

Purpose: To investigate the health problems and health services in child day care centers. Methods: Data were collected from 115 teachers at 16 child day care centers in Seoul city. A questionnaire was used to collect data, which were analyzed with the SPSS 12.0 program. Results: Most teachers had experienced various child health problems such as colds, hand․foot․mouth diseases, chicken pox, skin injuries, nasal bleeding, vomiting and diarrhea. Furthermore, they even experienced some serious ones including dysentery, measles, asthma and seizures, which demand professional skill. However, there were no registered nurses and most teachers requested that parents take a child home when these health problems happened. Only 31.3% of the child care centers had a teacher with CPR training. Approximately half of the centers kept child health records which included reports on allergic substances, and medical history but only 18.7% of the child care centers offered regular immunizations for the children. Conclusion: Various health problems were found in child day care centers. To maintain the children's health, there is a need to develop and make provisions for health services and programs in child day care centers.