• Korean Journal of Childcare and Education
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• v.12 no.5
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• pp.17-45
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• 2016

This study aimed to investigate the effect of a young children's happiness program in relation with the Nuri curriculum on young children's happiness and self-esteem. Study subjects included 37 children aged 5 (experimental group 20, comparative group 17) enrolled in A day care center and D day care center located in K district, Seoul. As for the research procedure, an experiment was conducted 48 times in 18 weeks, and the experimental group carried out the children's happiness program linked with the Nuri curriculum. In contrast, the comparative group conducted general activities focusing on the subjects according to the Nuri curriculum. Study results show that there was a significant difference amongst 9 sub-domains related to young children's happiness (health, emotion, immersion, recognition and achievement, parent-child relationship, teacher-child relationship, peer relationship, spirituality, life satisfaction) and 3 sub-domains related to self-esteem (start and spirit of independence, sociality emotionality, academic achievement). Results of this study prove that the children's happiness program in relation with the Nuri curriculum is effective for increasing young children's happiness and self-esteem, and could be used as preliminary data for the possibility of a happiness program in early childhood education settings and happiness education in the future.

• The Journal of the Korea Contents Association
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• v.9 no.12
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• pp.735-741
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• 2009

This study was conducted to examine the influence of the experience of childcare teachers about oral health education on oral health knowledge. Questionnaires to be self-filled up on the experience of oral health education were applied to 267 childcare teachers who are working in a nursery schools in Kyoungnam province. The data were analysed using the SPSS 12.0 program. The obtained result were as follows: The oral health knowledge was higher in the case with oral health education than without it. A public health center would provide the highest oral health knowledge to nursery teachers. The educations about peridontal disease, oral health effect of fluorine and Xylitol were the most demanding among the some items. When the education topics are related with peridontal disease and Xylitol, the most respondents are willing to participate in the education course. The high correlation (r=0.874) was shown in the necessity of the education and the necessity of attending the course. Also there was a low correlation (r=0.345) between the knowledge items of peridontal disease and the participation in the oral health education. The relationship of oral health knowledge with experience and recognizance of oral health education appeared. Therefore systematic and regular program for the oral health education would be required.

• Journal of Digital Convergence
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• v.15 no.12
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• pp.79-93
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• 2017

The purpose of this study was to investigate the perception and need for the revised child care practicum (January, 2017) in Korea. The participants were in three groups: 32 directors, 143 child care teachers and 130 pre-service teachers. Questionnaire were used ot collect the data and t-test, x-test and ANOVA were done for analysis. All three groups responded positively for the revised edition (extending the period of practicum from 4 weeks to 6 weeks). And perceived the extending the period is necessary for the quality of child care centers. Directors with the higher level of education perceived the revision clearly than others. Most of teachers perceived the change through teacher retraining program. All groups pointed out for the implementing the revised edition successfully, supporting and cooperative system is in need for three groups.

• Korean Journal of Childcare and Education
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• v.9 no.6
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• pp.171-196
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• 2013

The purpose of this study was to examine the characteristics of classroom culture in a toddler class of 2 year olds. Data was collected through 16 sessions of non-participatory observations and teacher interviews of toddlers in H daycare center. Collected data was carefully read and categorized accordingly to fit the theme of this qualitative study. Data analysis yielded four conclusions regarding the toddlers' classroom culture: behavior to advance together as a group, communicating through body language, complete reliance and responses towards the instructor, and a dichotomy between disintegration and integration. The result of this study suggests a need for instructor's proper guidance and establishing an appropriate childcare environment, as well as a reconsideration regarding toddlers as a host of the classroom culture, to increase the understanding of toddler's interactions in classrooms and social trends.

• The Journal of the Convergence on Culture Technology
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• v.6 no.1
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• pp.403-411
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• 2020

The purpose of this study is to explore the construct system and revision emphasis of curriculum for early childhood education and care in japan revised in 2017. First, the construct system of the revised early childcare curriculum and kindergarten curriculum of the three institutions in 2017 is different. However, it is more specific according to its characteristics, and the revision focus is given in the same direction. Second, The revised emphasis of the curriculum establish itself with three qualities and abilities that must be nurtured through infancy and clarifies ten childhood images. Also, Emphasis is placed on the establishment of curriculum and management to implement these. Expert review is needed to ensure that the content presented in childhood images is appropriate and does not emphasize the establishment of curriculum and management without ensuring teacher autonomy.

• Korean Journal of Childcare and Education
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• v.11 no.3
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• pp.1-23
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• 2015

This study examined the effect of infant teacher's sensitivity, efficacy and interaction on the social and emotional development of infants. The participants of this study were 169 infants and their teachers in daycare centers located in Seoul and Gyeonggi-do. The instruments were collected through teachers' responses. Data were analyzed through the variance analysis using PASW 18.0 to verify the infant teachers' susceptibility, efficacy, and infant-teacher interaction based on infant teachers' background variables; to find out the relationship between the variables, Pearson correlation analysis was performed, and to find out the relative influence of variables on the infants' social and emotional development, stepwise multiple regression analysis was performed. Results were as follows. Firstly, Among the background variables of the teachers, their career as infant teachers displayed differences in the infants' social and emotional development, and the susceptibility, efficacy, and infant-teacher interactions displayed partial differences based on the teaching career, career as infant teachers, age, daycare center type, and the academic background of the teachers. Secondly, there were positive relationships between infant teacher's sensitivity, efficacy and interaction and infants' social and emotional development. Thirdly, infant teachers' sensitivity, efficacy and infant-teacher interaction had an influence on infants' social and emotional development at the same time. Especially, sensitivity and interaction were powerful and influential variables and their explained variance was 53%. These results suggested that teachers' efforts must be made to interact positively with infants and to increase their sensitivity level to respond to infants in order to increase infants' social and emotional development.

• Korean Journal of Child Education & Care
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• v.18 no.4
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• pp.187-197
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• 2018

Objective: The purpose of this study was to investigate relationship between teacher's emotional intelligence, consciousness of professionalism, and strategies of problem behavior guidance of early childhood. Methods: The subjects in this study were 237 childcare center teachers in Seoul and Gyoungi Province in South Korea. Three different inventories were utilized. As for data analysis, the frequency analysis, reliability analysis, correlation analysis, and Multiple Regressions were conducted through SPSS 21.0 program. Results: The findings of the study were discussed as follows. First, emotional intelligence of teacher had the relationship with strategies of problem behavior guidance of early childhood. Second, consciousness of professionalism of teacher had the relationship with strategies of problem behavior guidance of early childhood. Conclusion/Implications: First, The findings showed that as teachers had the high level of ability in recognizing and expressing their emotion preciously, so the elements triggering the situation of problem were identified and captured, and the ability of use of preventive strategies in advance increased. Second, The findings showed that as teachers had the high level of ability in recognizing and expressing their emotion preciously, so the elements triggering the situation of problem were identified and captured, and the ability of use of preventive strategies in advance increased.

• Korean Journal of Childcare and Education
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• v.11 no.2
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• pp.331-354
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• 2015

This study attempts to reveal the difficulties of teachers during the process of infant's early adaptation in the day care center and realize the thought and demand of teachers. And the purpose of this study is to make a desirable development in infant's early adaptation. The participants of the study were 9 infants all 1 year of age, their 7 parents, and 8 teachers of S public child day care center in P city. The 8 teachers were interviewed several times. The results of the study can be summarized as follows. First, the teachers' difficulties in their relationships with the parents are 1) egotism focusing on only their own child, 2) distrust between the teachers and parents, 3) a lack of understanding in the role as parents at early adaption programs, 4) and a lack of understanding in the management of the day care center. Second, in their relationships with the infants, the teachers'difficulties are 1) the uncontrollable behaviors of infants, 2) the arbitration of struggle between children, 3) and the inequality between enrolled and fresh infants. Third, in their relationships with the teachers, the difficulties are 1) co-work with other teachers 2) and conversation with the director of the day care center. This study is expected to give actual help to understand the difficulties of teachers who experience difficulties in the early infant adaptation process and to provide important preliminary data to plan specific management which assist with the difficulties of teachers.

• Korean Journal of Childcare and Education
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• v.8 no.6
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• pp.147-168
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• 2012

The results of our study will help develope the education programs for a child-care teacher. The study was conducted to investigate the job request questionnaire. The subjects of the questionnaire were 257 people who are teachers, directors of child care centers and students. Frequency analysis, t-test, Chi-square, ANOVA, and Sch$\acute{e}$ffe were used to analyze the questionnaire as statistical tools. Firstly, public child care centers positively recruit teachers who graduate from college and consider their ability and sincerity to be the most important factors. Secondly, directors and teachers in public child care centers tend to consider preparing education, advice with child's parents, and managing facility the most important duties. Based on the results, the development of the education program will be focused on the child care field.

• Korean Journal of Childcare and Education
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• v.8 no.3
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• pp.209-227
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• 2012

This study is about how functional conflict, hierarchical conflict in child-care centers and the sociology population of teachers influence organizational effectiveness. The questionnaire listed about the organizational conflict and the organizational effectiveness were used in this study. For the analysis of the questionnaire, frequency, percentage, reliability, and regression were used as statistical tools. In the results, the teacher's academic backgrounds, career, and marital status seem to have an influence on the organizational conflict. The hierarchical conflict in child-care centers has a more negative influence on organizational effectiveness than the functional conflict.