• Journal of Families and Better Life
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• v.27 no.6
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• pp.189-201
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• 2009

The purpose of this study was to explore the potential development of a communal child care project that would lead towards a more family friendly community. By reviewing the case of the Daejeon Health Family Support Center, the study revealed that many child care providers showed an interest in communal child care. But the providers also had problems seeking both partners for communal child care and a communal place to gather. The Daejeon Health Family Support Center had several elements of strength in communal child care project. First, they provided educational programs for care providers to promote the professional knowledge and skills needed for child care and education. The participants' responses to the program were satisfactory, in that they showed the relative effectiveness of such programs in improving attitudes towards Pumasi, along with customized services and other programs provided by the Healthy Family Support Center. In addition, the availability of professional child care services in the attached gym, the Saturday classes for dual earner families, and the prompt response by the center to requests that more space be provided, also contributed to the success of Pumasi program.

• Korean Journal of Childcare and Education
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• v.6 no.3
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• pp.127-152
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• 2010

The purpose of this study was to analyze center directors' experience about integrated child care for infants with disability, and to understand positive and negative awareness of integrated child care. This study conducted in depth interviews of six child care center directors. The result of this study was that there were 12 categories, 25 lower categories and 82 concepts. The central phenomenon was 'difficulty from integrated child care implementation'. To overcome the central phenomenon, the cause and effect strategies were 'positive attitudes toward obligated education', 'continuous studies on integration', and the result was 'preparation for desirable integrated child care center'.

• Korean Parent-Child Health Journal
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• v.6 no.2
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• pp.147-158
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• 2003

The purpose of this study was to investigate the situation of occurrence of disease and accidence of child care center. The subjects of this study were 17 public district child care centers, but only one center kept their health diary. Therefore, it became finally the only subject for this study. The data were collected through the analysis it's health diary and case reports for emergency. The collected data were analyzed by the number of cases, age and sex, types of case, and the emergency case were analyzed by age, background, types of accidents and follow up. The number of cases of disease and accident in 2002 were 572. In sexual difference, boys more have accident than girls. The teachers and the outsiders also frequently use the health care service. Smallpox and epidemic conjunctivitis were spreaded during winter and summer. In causes of accidents, 'accident by other child' were 98%. In emergency cases, 1 pierced wound, 1 dislocation, 2 dental emergencies, 4 eyeball contusion and bleedings and 2 burns were occurred. all the cases of emergency were performed follow up education. On the basis of above data, there will be needed to intensify health and safety subjects in curriculum for the teacher of child care, and health and safety education for child. Each child care centers must have health care manager and the network for emergency. To enhance the quality of child care service, government have to offer financial and systematical support.

• The Korean Journal of Food And Nutrition
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• v.22 no.2
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• pp.166-176
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• 2009

This study was performed to develop dietary education programs for children, by researching the actual conditions of dietary education and its demand aimed at teachers in child centers in Masan. Most of the interviewed teachers were in their 20s(71%) with under 5 years teaching experiences(56.8%), and working in a kindergarten environment(34.9%). The rate of doing dietary education on mealtime was 96.4%. The main items taught pertained to 'not leaving food(20.6%)' and 'washing hands before meals(20.5%)'. The primary teaching method for students with unbalanced eating habits was 'eating after teaching them to understood(76.8%). The primary reward for good behavior was 'using food(76.8%)', usually as 'candy'(50.8%) or 'cookies'(25.8%). The desirable dietary education type was 'during spare moments(52.6%)' and 'at mealtime (23.5%)'. The concepts taught were 'balanced eating(23.2%)' and 'food hygiene(21.2%), and the students were interested in 'the roles of foods and nutrients'(34.5%), 'balanced eating(20.9%)', and 'food hygiene(19.1%)'. Educational activities encompassed 'pictures and drawing(25.7%)', 'fairy tales(23.4%)', 'songs(19.4%)', and 'play(14.1%)'. Also, the activities of most interest were 'fairy tales(29.4%)', 'play(24.4%)', and then 'songs(23.1%)'. The greatest difficulties during dietary education were 'attracting interest from the children(37.8%)' and 'making and purchasing materials(33.9%)'. Approximately, 44.2% of the teachers had experiences in dietary education, and 96.4% stated teachers had the intention to participate in dietary education. They want to address 'child meal direction(23.0%)', 'health problems(22.7%)', and then 'child nutrient requirements (17.3%)'. Also the majority wanted it two times per year(57.6%) or one time per year(30.9%). This study indicated that proper dietary education must be established in child centers by developing various practical dietary education programs and then implementing them.

• Journal of the Korean Home Economics Association
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• v.35 no.6
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• pp.221-234
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• 1997

The purposes of this study were (a) to ascertain early childhood teachers' beliefs and practices relative to the developmentally appropriate practices, and (b) to determine the relative differences of child care center teachers' beliefs and practices and kindergarten teachers' beliefs and practices. Although interest in obtaining information regarding teachers' beliefs and practices for developmentally appropriate practices in early childhood education is not new, it has commanded considerable attention recently, reflecting concern about growing fragmentation and discontinuity between the early childhood education and care services. A questionnaire measure of 4-and 5-year-old classroom teachers' beliefs and practices based on the guidelines for developmentally appropriate practices of the National Association for the education of Young children, which was consisted of the Teachers' Beliefs Scale(TBS) and the Instructional activities Scale(IAS), was administered to 215 child care center teachers and 215 kindergarten teachers. Positive correlations were found not only between teachers' beliefs and practices but also between developmentally appropriate belief and activities, and between developmentally inappropriate beliefs and activities. There was significant difference between child center and kindergarten teacher groups on the mean scores of each subscale, revealing that kindergarten group had a greater mean score on both TBS and IAS than child care center group. The results of this study implies that there is a great deal of teaching in either child care centers or kindergartens which is not congruent with developmentally appropriate practice. Also, the information obtained with the questionnaire has supported the contention that early childhood education and care services are need to be amalgamated based on the developmentally appropriate practices.

• Journal of Families and Better Life
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• v.29 no.1
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• pp.111-126
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• 2011

The aim of the present study was to compare child care center directors and teachers' recognition of criteria for class placements, specifically for children who were born in January or February, children's ability, and for mixed-age classes. The subjects were 398 center directors and 383 teachers in Seoul, Gyeonggi-do, Jeolla-do, Gangwon-do, Choongcheong-do and Gyeongsang-do. Data were analyzed by SPSS 12.0 and the t-test and Chi-square test were used. The results were as follows: (1) Most child care center directors and teachers believed that children born in January or February should share a classroom with classmates of the same age. (2) Most child care center directors and teachers believed that regardless of a child's ability, it was desirable for the child to be in a class with classmates of the same age. (3) Child care center directors thought that the current criteria for teacher-child ratios within a mixed-age classroom were acceptable but should be lowered if the child care center was not experiencing financial problems. Meanwhile, most of the teachers thought that lower teacher-child ratios within a mixed-age classroom was desirable.

• Korean Journal of Community Nutrition
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• v.9 no.6
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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.

• Journal of the Korean Home Economics Association
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• v.46 no.10
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• pp.23-36
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• 2008

The purpose of this study is to analyze the research trends about the child care center accreditation system in Korea which has been practiced relatively recently. To solve the research problems, 68 pieces of master's theses, doctoral dissertations, and journal articles were analyzed. The results of this study are as follows: First, since 2005 when the research about the child care center accreditation system was first applied, the number of research has increased dramatically over the year 2006 and 2007. Also, majority of the research was done mostly in the region of Seoul and Gyeonggi-do compared to other regions. Second, the child care center accreditation system administration was the most frequently researched topic, followed by the evaluation on the child care center accreditation system, and the general understanding and recognition of the child care center accreditation system. Third, quantitative method was used most frequently to research the child care center accreditation system, and literature review and qualitative method were used relatively less. Most of the research subjects were the child care center directors and teachers. The sample size of the research was relatively big, and most of the survey were either made by the researcher or were modified and adjusted from the previously used survey questions according to the present research. Most of the data analysis of quantitative study were done with descriptive statistics, and with t-test, chi-square, and ANOVA and there was only one done with correlation analysis.

• Korean Journal of Child Studies
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• v.30 no.5
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• pp.41-55
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• 2009

This study explored the meaning of beginning teachers' first-year experience in an eco child educare center. Participants were 4 teachers at survival stages of teacher development; they had had the same preservice experience. Data were collected by semi-structured in-depth interviews, participant observation, researcher's field notes, and document collection. Five themes emerged as first year teachers' struggles and strategies for survival : (1) caring for children's daily lives vs. responsibility for formal education, (2) planned lessons vs. ease in teaching, (3) agreement or disagreement on philosophy of running the education program, (4) paradox of teacher empowerment, (5) overcoming struggle through voluntary peer supervision. These results indicated that beginning teacher' experiences at the survival stage varied by contextual and personal factors.

• Korean Journal of Childcare and Education
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• v.14 no.1
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• pp.149-166
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• 2018

Objective: The purpose of this study was to examine child care center directors' personalities in different types of institutes and teaching experiences. Methods: A cluster random sampling of 236 child care center directors in Seoul and Gyeonggi-do was taken. The participants answered a set of questionnaires measuring child care center directors' personalities. The collected data were analyzed by using descriptive statistics, t-test, ANOVA analysis, and $Scheff\acute{e}$ test. Results: The results of this study were as follows. First, national and private child care center directors' personalities were rated higher than family child care center directors' personalities. Second, child care center directors with more than of 16 years of experience were rated higher than child care center directors with 6-10 years experience in regards to personality. Conclusion/Implications: Academic and educational systematic support is needed to cultivate the personality of the child care center director, who has to perform various roles for young children, infants, parents, staff, and the community.