• Korean Journal of Child Studies
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• v.25 no.6
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• pp.117-130
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• 2004

The purpose of this study was to investigate the association between educational beliefs and teaching efficacy of early childhood teachers. The subjects were 291 early childhood teachers in Gwangju City and Jeonnam Province. The research showed that teachers' educational beliefs were significantly associated with teaching efficacy for the teachers who have more than five-year-teaching career. In addition, teachers who had maturational educational belief showed higher scores in general teaching efficacy throughout all educational level. Moreover, teachers who had maturational educational belief and interactional educational belief showed higher teaching efficacy scores in public and private kindergartens and private childcare centers.

• Korean Journal of Childcare and Education
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• v.8 no.3
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• pp.163-184
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• 2012

The purpose of the study was to carry out research on the work-related stress of child care teachers in employer-supported child care centers. Four-experienced child care teachers were designated for this research, and then data were collected through narrative research. In this study, work-related stress of child care teachers in employer-supported child care centers was found to be of the following types, "laborious oneself caused by the prolonged working environment", "fears about non-permanent employment status", and "a huge mountain named parents work". Research findings were discussed in term of the implication of understanding teacher' work-related stress.

• Child Health Nursing Research
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• v.13 no.1
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• pp.43-50
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• 2007

Purpose: To investigate the actual conditions of health care management in child day care centers and parents needs for a Center-based Child Care Health Program. Methods: Study design was cross-sectional descriptive study. 937 parents from 33 day care centers in Seoul completed a structured questionnaire. Results: 73.0% of the parents experienced sick events with their child at least once or more every 1-3months. These events resulted in 35.2% of the parents having to leave work early or to be absent from their jobs. 30.4% were asked to drive a sick child from the child day care centers to their home. Most parents (76.7%) agreed on the need for a Center-based Child Care Health Program (CCCHP), and expected general health & illness management, and growth & development evaluation from the CCCHP. Conclusion: These results show that there is a great demand for Center-based Child Care Health Program. They suggest that there is an urgent need to develop CCCHPs to promote children's health and to support parents. Also the results of this study can be utilized as a basis for the establishment of a childcare policy in Korea.

• Korean Journal of Childcare and Education
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• v.14 no.1
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• pp.203-225
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• 2018

Objective: The aim of this study was to examine the mediated effect of teacher-infant relationships between teacher efficacy and infant's adjustment to child care centers. Methods: A total of 137 child care teachers that lived in Gwangju and Jeollanamdo participated in this study. They were asked to answer two survey questionnaires for two infants. The data were analyzed using analysis of frequency, Pearson's correlation coefficient, and hierarchical multiple regression analysis. Results: The main results are as follows. First, teacher-infant relationships partially mediated the relationship between teacher efficacy and two sub-factors (prosocial behavior and day work adjustment) of adjustment in child care centers. Unlikely as it was, several sub-factors such as positive emotion, peer adaptation, and self-strength were fully mediated by teacher-infant relationships. Conclusion: The present study suggests that it is necessary to improve teacher-infant relationships with teacher efficacy in order to improve infants' adaptation to daycare. In addition, it should be understood that the structural relationship of the influence factors is different depending on the sub-factors of the child care adjustment.

• Korean Journal of Childcare and Education
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• v.18 no.2
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• pp.57-84
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• 2022

Objective: The purpose of this study is to examine the perceptions of early childhood educators about the role of middle managers in daycare centers. Methods: A survey was conducted with 254 educators including directors, middle managers, and teachers working at daycare centers located in Jeonbuk. An interview was then conducted with 18 educators working at six different centers. IPA for the survey and thematic analysis were performed for the interview contents. Results: The results show that all the participants perceived that communication among managers, daycare staff, and related organizations should be improved most urgently; in the interview, middle managers as a solver of the uncomfortable relationship between directors and teachers and as a linker between generations were emphasized. Also, the directors and middle managers recognized that the skills to have as middle managers needed to be improved most urgently, and the teachers recognized nothing needed to be improved urgently. Different emphasis for the need of supports for environment and systems was made in the interview by each position. Conclusion/Implications: The study discussed the necessity of the official position of middle managers in a daycare center to promote the professionalism of early childhood educators.

• Korean Journal of Childcare and Education
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• v.19 no.2
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• pp.43-59
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• 2023

Objective: This study investigated the differences in preschool children's perceptions of artificial intelligence (AI) and their distribution by latent profiles according to their experience with AI robots in daycare centers. Methods: The participants included 119 five-year-old children, 52 of whom had experience with AI robots in daycare centers and 67 of whom did not. Children's perceptions of AI were measured using the Godspeed scale from Bartneck et al.(2009). Data were analyzed using a t-test, latent profile analysis, and chi-square test. Results: The results showed that compared to the inexperienced group, the experienced group reported lower levels of animacy and perceived intelligence of AI robots, indicating higher levels of AI knowledge and understanding. In addition, the experienced group had a higher probability of belonging to the 'machine recognition' type than 'organism recognition' type, although the difference was not statistically significant. Conclusion/Implications: The findings suggest that experience with AI robots in daycare centers can improve children's AI knowledge and understanding. To further enhance this effect, it is necessary to increase the number of robots put into classrooms, and to consider various teaching media that reflect children's preferences.

• Korean Journal of Childcare and Education
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• v.11 no.6
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• pp.199-219
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• 2015

The purpose of this study was to identify the relationship among beginning early childhood teachers' role performance and self leadership, and childcare teachers's supports. The subjects in this study were 491 beginning early childhood teachers working in kindergartens and child care centers across the country. Childcare teachers' support questionnaire(Jae-Young Lee, 2012) role performance questionnaire(Bog-Mae Park, 2011), and self-leadership questionnaire(Dong-Hyen Park,2014) were used for this study. For the research analysis, frequency, Cronbach's ${\alpha}$ coefficient, ANOVA test, $Scheff{\acute{e}}$ post-hoc analysis and Pearson's correlation were calculated and regression analysis were conducted. The results are as follows. Firstly, it was revealed that there are statistically meaningful differences in beginning early childhood teachers 'role performance and self leadership, and childcare teachers's support which were related to early childhood teachers' salary, education background, and age. Also, there are statistically meaningful differences in beginning early childhood teachers' role performance and childcare teachers's support, which were related to type of child-care center role performance, but there were no differences in beginning early childhood teachers' self leadership. Secondly, childcare teachers's support have statistically meaningful positive influences on beginning early childhood teachers' role performance through the mediation of self leadership. Through this study, it is possible to provide basic information to seek ways to enhance beginning early childhood teachers' role performance and self leadership under the considerations of their individual background characteristics, and to promote the practical support for the director or colleagues.

• Korean Journal of Childcare and Education
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• v.8 no.2
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• pp.101-120
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• 2012

The purpose of this study was to investigate relationships between teachers' sense of self-efficacy and their job satisfaction to improve the quality of child care centers. It is crucial for teachers to have self-efficacy to reveal their potential for change and have opportunities to work better. In addition to teachers' self-efficacy, teachers' job satisfaction should be added to offer better child care service for parents as well as children. In this study, teachers' personalities and self-efficacy were compared between public and private child care centers to have further discussion making a progress of their job satisfaction. The results of this study are as follows : (a)The location of child care centers have meaningful effects on teachers' job satisfaction both in public and private child care centers equally. (b)Teachers in public child care centers have stronger influences on self-efficacy in home-related education and positive learning environment than teachers in private child care centers. (c)Teachers' participation in decision making is a significant factor that has affects on teachers' job satisfaction both in public and private child care centers.

• Journal of Internet of Things and Convergence
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• v.6 no.1
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• pp.55-63
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• 2020

The purpose of this study is to examine the effects of Psychomotor program on the child care teacher's ego resilience and childcare efficacy. The subjects of this study are childcare teachers of eight daycare centers in J-gu, Seoul. The final subjects were 18 in the experimental group and 19 in the control group. Psychomotor program was provided to the experimental group, which consisted of four hours per session, two sessions per week, and a total of ten sessions. Data collection took place between September 2 and November 12, 2017. Collected data were analyzed by independent sample Wilcoxon-Mann-Whitney test. In this study, the Psychomotor program had a significant effect on improving ego resilience and childcare efficiency of interpersonal relationships which is lower factor of the ego resilience. Through this study, we identified it was worth establishing a basic basis for managing and supporting ego resilience of child care teachers, and that it was meaningful to suggest ways to help them adapt and cope with their job duties.

• Korean Journal of Human Ecology
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• v.12 no.4
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• pp.463-495
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• 2003

The purpose of this study was to obtain a fundamental data for developing a policy concerning women and child rearing and a parent education program for young parents who are around their childbirth, a period crucially important both for the parents in terms of the role adjustment, career management, and family finance, and for the infants in terms of its physical and psychological well-being. The subjects were 509 mothers before and after childbirth currently living in the Metropolitan City of Daejeon. Data were obtained through questionnaires and interviews in two major areas of pregnancy-delivery-childcare and parent education. Data were analyzed using SAS, mostly through frequency analysis, percentiles, t-tests, and F-tests. Results of descriptive analyses were organized along the following areas and issues: Pregnancy(family planning, regular check-ups, difficulties, prenatal education, costs, etc.); delivery(type of delivery, delivery related experience, costs, clinic/medical institute of choice, worries/problems, help/supports, etc.); postpartum care(place, kinds of help and helper, costs, postpartum care facilities, etc.); childcare circumstances(place, carer, time schedules, childcare centers or facilities feeding and weaning, etc.); husband's attitudes and involvement in the overall process; working mothers(maternity leave, temporary retirement for child rearing, etc.); and, parent education(family planning, pregnancy, delivery, postpartum care, child rearing, areas or issues needing parent education, facilitative and hindering factors to ideal parenting, etc.). Differences between groups of pregnant mothers and postpartum mothers, working- and non-working mothers, groups of different income levels, mothers and fathers of different educational levels, mothers of first pregnancy(or childbirth) and experienced mothers were also analyzed. Several conclusions with suggestions were drawn in relation to the need for strong implementation as well as developing of policies on women and childcare and for developing a new parent education program for parents before and after childbirth.