• International Journal of Human Ecology
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• v.17 no.1
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• pp.39-51
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• 2016

This pilot study examined programs for early childhood education and care in three Chinese cities. The samples for this study were one university-based kindergarten, one private kindergarten (rural area), and one public kindergarten (urban area). Six types of instruments were used to assess early childhood education and care services regarding quality matters. Most questions asked were open-ended; consequently, the interview answers by kindergarten directors or teachers (as well as observations made by the researcher) formed the basis for collecting the data. Quality components for each program were determined by a comparison method. The comparison allowed the researcher to understand the range of quality education and care available as well as the variability of existing kindergarten programs in China. The findings of the investigation revealed important information on; (a) demographic information (fees, class hours, total weeks of class, vacation, number of children and staff, class size, and teacher-child ratio) (b) teacher characteristics, (c) health practices, (d) safety practices, (e) work environment, (f) physical settings, (g) play materials, (h) parent involvement, (i) nutrition, (j) daily schedule. Implications within the Chinese context for quality practices and issues to further develop and strengthen early childhood education and care systems are discussed.

• Korean Journal of Human Ecology
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• v.8 no.1
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• pp.59-70
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• 2005

The purpose of this study is to develop a program that allows older women to provide voluntary services for child nursing facilities, making those women have more social participation, effectively their spare time and ultimately improve the quality of their life. Results of the study can be described as follows. First, social requests about the use of older women as volunteers for child nursing services were analyzed to show that most people working at child nursing facilities perceived lack in the number of child nursing teachers. Those people recognized the need of using older women as service volunteers for the facilities. They were very positive about such use. Second, it is recommendable that volunteers of child nursing service should be not too much older women, or below 65. Voluntary activities that those women participate include taking care of younger children, reading interesting stories for children, helping works of child homes, teaching manners and living attitudes, instructing dietary etiquettes and cooking. Voluntary service activities should be made 1 to 3 times a week, 1 to 2 hours a time, considering psychological and physical states of older people. Third, such older volunteers should be educated about 6 areas, 'the operation and management of child homes, 'practices', 'child health and safety', 'the quality of child nursing', 'child development and counseling' and 'voluntary service training'. Out of these six areas, 'child health and safety' and 'voluntary service training' are more required to be instructed. such training needs to focus on activities in which older women can actually engage as volunteers. Fourth, it is advisable that the recruitment and management of such volunteers are led by the city and that the development of training programs for voluntary service activities and education of the volunteers are referred to universities.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.1
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• pp.409-420
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• 2016

The aim of this study was to develop and validate an instrument to measure the separation anxiety of mothers who use child care facilities. The scale was developed as follows: initial items generated, validity and reliability tests performed, and final items extracted. The initial items were developed through a literature review and interviews. The content validity was verified by five experts. Using a final questionnaire, the data was collected from 204 mothers who used child care facilities with a convenient sampling method. The construct validity was evaluated by item analysis, exploratory factor analysis and confirmatory factor analysis. The results of confirmatory and exploratory factor analyses showed that the separation anxiety consisted of 6 factors: the mother's guilty feelings (5-items), safety of child care facilities (5-items), trust of teachers (5-items), child's anxiety (4-items), interaction anxiety with the child (4-items), and management of child care facilities (3-items). The separation anxiety scale for mothers using child care facilities consisted of 26 items. The reliability of the developed scale was examined. The Cronbach's ${\alpha}$ coefficient was 0.93. These results show that this scale is a valid and reliable instrument for measuring the separation anxiety level of mothers who use child care facilities.

• Korean Institute of Interior Design Journal
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• v.24 no.2
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• pp.197-205
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• 2015

Recently in most homes, children are mostly cared in early childhood education facilities. However, the increased number of safety accidents on children cared in such facilities has become a social issue. For that, the purpose of this study is to suggest interior environmental planning elements to improve safety level of early childhood education facilities. This study was carried out by performing literature review analysis and survey. First, in total of 42 environmental planning elements that can be applied domestically were derived from analyzing safety related guidelines for children facilities located both domestically and internationally then a survey was carried out targeted for teachers and staffs in the facilities on importance of the factors. The results of this study are as followings. First, it is required to intensify the level of safety related training for teachers and staffs in the facilities including better treatment for them. Second, the necessity of safety environment by each space in such facilities is required to be approached upon the level of child activities. Third, facilities planning and finalizing planning are important for improving safety of early childhood education facilities. Forth, from factor analysis on the extracted environmental planning elements that are considered as important by the teachers from both day care centers and kindergartens, they were categorized in 5 groups including 'collision and fall prevention plan', 'physical characteristic consideration plan', 'evacuation safety plan', 'lock security plan' and 'outer control plan'. It is fair to say that constructing a better safety environment for children can be achieved by the environmental planning factors by this study.

• The Journal of the Convergence on Culture Technology
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• v.10 no.5
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• pp.473-483
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• 2024

This study attempted to explore the operational experience of teachers in the extended class and the difficulties of teachers in the extended class for the implementation of play-oriented education in the extended class. The results of the interview analysis are as follows. First, I had a perception that the extended class teacher was an assistant teacher rather than a regular teacher. Second, since there is no separate classroom for extended classes, it helps teachers in charge of their absence rather than recognizing it as a sense of belonging and regular responsibility and cares for children without getting hurt. Third, teachers in the extended class put children's safety first with the care of mixed classes and the inconsistent return time of infants and toddlers. Fourth, most teachers were aware of the play-based curriculum and did not receive training, and most teachers said that it was impossible to implement the play-based curriculum in extended childcare. As a result, teachers in charge of the extended class need a guidebook for the extended class and an education and guidebook on the activity connection of the extended childcare class on what is the role of the teacher in charge of the extended class.

• Korean Journal of Childcare and Education
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• v.8 no.1
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• pp.145-167
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• 2012

The objective of this study is to investigate the meaning of pre-service educare teachers' experience about child safety management classes based on Problem Based Learning (PBL). The participants in this study were thirty five sophomores majoring in Social Welfare, and fifteen weeks of data were collected. The participants were given five problems that were related with real situations. During the given period, they made documents from reflective journals, group or individual interviews, and online community resources. Analyzing the documents sheds light on the meaning of the pre-service educare teachers' experience. The results are as follows: First, pre-service educare teachers found themselves recovering confidence, earning recognitions from others, and pursuing their study. Second, they showed continuous conflicts not only with the PBL approach but also with themselves and group members. Finally, they experienced mutual help and interactions among the group members thorough their cooperative learning and they realized the meaning of cooperative learning by means of comparisons and references between the groups. In conclusion, this study confirms the applicability of PBL to the educare teacher training courses and points out specific ways to alleviate the conflicts in applying PBL to class needs in future studies.

• Korean Journal of Childcare and Education
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• v.18 no.2
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• pp.19-38
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• 2022

Objective: The goal of this study is to develop an instrument for measuring the quality of teacher support for children's play (age 3-5) based on the Play Practice Resources for Teachers presented in the 2019 revised Nuri Curriculum. Methods: The subjects of this study were 333 early childhood educators. Exploratory and confirmatory factor analysis, as well as correlation analysis were all performed to confirm construct validity and concurrent validity. The reliability of each factor was verified using Cronbach's alpha. Results: The Preschool Teacher Play Support Scale (PTPSS) was finalized with 25 items, which included the following four sub-factors: interaction, play materials, play space, and play safety. The concurrent validity was also confirmed through significant correlations between the existing measures such as the Teacher Self-Efficacy Scale, the Teaching Efficacy Scale for Play, and the Teacher-Toddler Interaction Scale. The reliability of each factor was also desirable. Conclusion/Implications: The PTPSS was verified as a sound measure quantifying the play support behavior of teachers who respect the autonomy and initiative of young children which is being pursued by the 2019 revised Nuri Curriculum.

• Korean Journal of Child Education & Care
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• v.18 no.4
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• pp.227-245
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• 2018

Objective: In this study, educational activities were organized to emphasize the importance of natural disaster safety education by reflecting the recent rapid increases in natural disasters. The study focused on story-sharing, art, and game activities to effectively conduct natural disaster safety education for four-year-old children, and in doing so, aimed to improve the children's safety problem-solving abilities and eco-friendly attitude. Methods: Based on the types of natural disasters that are handled by the Ministry of Public Administration and Security and the Chungcheongbuk-do Office of Education, earthquakes, yellow dust, heat waves, floods, typhoons, bolts of lighting, fires, snowstorms, and global warming were included as the study's educational contents, and a total 20 sessions of natural disaster safety education activities were planned. For the subjects, 20 four-year-old children at K Kindergarten attached to a school were selected as an experimental group and 20 four-year-old children at N Kindergarten attached to a school were selected as a control group. Both kindergartens were located in C City, Chungcheongbuk-do. The experimental group was instructed to perform the study's education activities, whereas the control group only carried out general activities based on the Nuri Curriculum's subjects of daily life. Results: As a result, the children in the experimental group, who received the natural disaster safety education, improved their safety problem-solving abilities and eco-friendly attitude when compared to those in the control group. This outcome proved that the natural disaster safety education conducted by the present study offers educational activities that can positively affect improvements in children's safety problem-solving abilities and eco-friendly attitude. Conclusion/Implications: Therefore, the present study is likely to provide concrete information to teachers who plan to conduct natural disaster safety education in the actual early childhood education field.

• Fire Science and Engineering
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• v.33 no.3
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• pp.143-153
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• 2019

The aim of this study was to reduce the number of negligent accidents by improving the fire safety consciousness of infant and child teachers working in a day care center. For this purpose, 242 early childhood teachers working in the national nursery school in Daejeon and Chungcheongnam-do were surveyed. For the survey, the questionnaire consisted of job satisfaction, teacher's efficacy, and fire safety consciousness. The survey data were analyzed using the SPSS 20.0 win program. The factor of job satisfaction and teacher's efficacy had a significant positive influence on the fire safety consciousness of the early childhood teachers (<.05). The teacher's efficacy was found to mediate the relationship between the job satisfaction and fire safety consciousness. In conclusion, this study suggests that teacher's fire safety consciousness is high when the teacher's job satisfaction and efficacy are high. This study is expected to contribute to basic research to increase the teachers' consciousness of fire safety.

• Korean Journal of Childcare and Education
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• v.16 no.6
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• pp.1-17
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• 2020

Objective: The purpose of this study is to examine whether the 'Ordinance for Guaranteeing Children's Right to Play' is has been implemented well and investigate play practice in elementary school. Methods: For this study, a survey was conducted on 319 elementary school teachers in Jeollanam-do. Results: First, elementary school teachers' perception of the enactment of the 'Ordinance on Children's Right to Play' is high. And their perception is positive about the effect of the 'Ordinance on Children's Right to Play'. Second, among the roles of the Office of Education, play-related training and club support were relatively low. The role of the elementary school director was relatively low in the analysis and disclosure of play performance. Third, the time that children mainly play in school is the middle play time. The sufficiency and safety of play spaces differed by region. Fourth, the contents to be added to the 'Ordinance' are securing play space, budget support, and mandatory play time. Conclusion/Implications: In the future, 'Ordinance on Children's Right to Play' should go through a process of improvement so that children's play is realized as a right.