• Environmental Analysis Health and Toxicology
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• v.30
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• pp.8.1-8.8
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• 2015

Objectives Bedding in childcare centers (CCCs) can hold house dust mite (HDM) allergens. This study examined whether HDM allergen levels can be reduced through the distribution of an educational newsletter on bedding control to parents of CCC children in Korea. Methods All 38 CCCs were measured for Der 1 (sum of Der f 1 and Der p 1) concentrations on classroom floors and bedding before the intervention. Educational newsletters on children's bedding control were sent to 21 CCCs by mail, and teachers were asked to distribute the newsletters to the parents of the children (intervention group). The remaining 17 CCCs were not sent newsletters (control group). The measurement of Der 1 concentrations in 38 CCCs was repeated after the intervention. Dust samples were collected with a vacuum cleaner and analyzed using enzyme-linked immunosorbent assay methods. Results The Der 1 concentrations on the bedding were significantly higher than those on the floors in 38 CCCs at baseline (p < 0.05). Although changes of the Der 1 concentrations for the control group (n=17) were not significant, Der 1 concentrations for the intervention group (n=21) decreased significantly from 2077.9 ng/g dust to 963.5 ng/g dust on the floors and from 3683.9 ng/g dust to 610.4 ng/g dust on bedding (p < 0.05). Conclusions The distribution of educational newsletters on bedding control to parents may be an effective means of controlling HDMs in CCCs.

• Journal of Food Hygiene and Safety
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• v.38 no.1
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• pp.26-30
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• 2023

In this study, we analyzed the microbial contamination level of ultraviolet sterilizer (UVS) chambers and suggested plans to improve hygiene management. In this study, UVS chambers targeted 98 UVS in some childcare centers in Jeollanam-do, Korea. Total aerobic bacteria and coliform bacteria were tested according to the Korean Food Code. Of the 98 UVS chambers, total aerobic bacteria were detected in 67 (68.4%) and coliform bacteria in 5 (5.1%). Six kinds of food-poisoning bacteria, including Salmonella spp., were not detected, but Bacillus cereus was detected in 1 (2.8%) out of 98 UVS chambers. According to the UV lamp replacement period, the detection rate of total aerobic bacteria was 3 (50%) out of 6 UVS within 3 months, 3 (60%) out of 5 UVS in 3 to 6 months, and 61 (70.1%) out of 87 UVS over 6 months. The detection rate of coliform bacteria according to the UV lamp replacement period was not detected within 6 months, however, they were detected in 5 (5.7%) out of 87 chambers after more than 6 months. The level of microbial contamination in the UVS chambers was higher as the lamp replacement period was longer. Considering these results, it was determined that the UVS chambers should be kept dry and clean, and the UV lamp should be replaced periodically. In addition, it is necessary to provide the staff catering for childcare centers with continuous education regarding the cleaning of UVS chambers and the replacement of UV lamps.

• Korean Journal of Child Education & Care
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• v.18 no.2
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• pp.103-115
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• 2018

Objective: The purpose of this study was to understand the formation of organizational relationship necessary to the correct operation of daycare centers through the relations between mulitpliership of daycare directors, and teachers cooperation and colleague support of childcare teachers. Methods: The subjects in this study were 234 childcare center teachers in Seoul and Gyoungi Province in South Korea. Two different inventories were utilized. Multipliership scale, teacher cooperation scale and colleague support scale were used. As for data analysis, the frequency analysis, exploratory factor analysis, reliability analysis, and correlation analysis were conducted through SPSS 20.0 program. Results: First, the sub-factors of multipliership of daycare center directors such as working joyfully, settling productive discussion, increasing unity of members, and establishing personal value culture in order were the preceding factors having positive effects on the teachers cooperation of childcare teachers. Second, the sub-factors of multipliership of daycare center directors such as settling productive discussion, establishing personal value culture, working joyfully, and increasing unity of members in order were the preceding factors having positive effects on the colleague support of childcare teachers. Conclusion/Implications: This study suggests researches improve the quality of childcare, and also researches on the development of programs enhancing multipliership.

• The Journal of the Korea Contents Association
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• v.21 no.3
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• pp.244-257
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• 2021

The purpose of the present study is to qualitatively explore childcare teachers' attitudes toward gender sensitivity education for early childhood. The study recruited 227 teachers and directors working in childcare centers around the Seoul metropolitan areas. The study utilised the interpretive science paradigm and visual methods for data collection, and thematic analysis examined the attitudes of 227 participants. Gender sensitivity education include gender flexibility and sexual orientation. Most participants showed positive attitudes toward the gender flexibility education. They regarded the gender flexibility as a topic socially accepted, suitable for early childhood development, and easy to implement. They also believed that the gender flexibility education would encourage the individuality of children. On the other hand, 53.3% of participants showed negative attitudes toward tolerance education regarding sexual orientation. Opponents expressed that an issue of sexual orientation did not reach a social consensus. They also worried that the topic is not developmentally appropriate for early childhood, and difficult to teach young children because of insufficient educational materials. At the same time, 40.5% of participants expected Korean society would embrace diverse sexual orientations in the future, and early childhood education would help young children adapted to changing contexts. This study discussed theoretical concepts of gender sensitivity, listened to childcare teachers' voices about education of gender flexibility and sexual orientation, and suggested more appropriate gender sensitivity education for early childhood.

• KDI Journal of Economic Policy
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• v.29 no.3
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• pp.29-73
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• 2007

This paper evaluates the effects of the Basic Subsidy Program provided to families with infants cared for in private day care centers. There has been a discrepancy in the price and quality level between public and private day care centers. Public day care centers which receive government support in their labor costs are able to maintain relatively higher quality at lower price than their private counterparts, while the majority of children are cared for at private day care centers. To reduce the gap of the price and quality of care between public and private day care centers by improving the quality and decreasing the price of private day care centers, the Basic Subsidy Program was introduced in 2006 to the private day care centers. The subsidies mainly aim to improve the quality and the accessibility of child care, and encourage mothers' labor supply. For this purpose, the provision of the Basic Subsidy Program imposed prerequisites to the care providers including minimum wage and four major insurances for teachers, and child-staff ratio. I examine whether the subsidies improve the quality of care, help mothers balancing work and family, and increase satisfaction with child care from mothers' perspective. Since the outcome variables that measure the quality of care are difficult to obtain, I instead use the input variables for quality production. Child-staff ratio, teachers' welfare, and care environment are considered. The relationship between these variables and the introduction of subsidies is examined. The 2004 National Survey of Child Care and Education and the 2004 National Survey of Day Care Centers are used for the base data set. To reflect the outcomes after the Basic Subsidy Program, equivalent data sets for households and care providers are constructed by the KDI Data Analysis Unit. Using these nationally representative data sets, information regarding child care is collected. The findings show that the subsidies contribute to the quality of care improving the input variables of quality production. The welfare of teachers is improved, and the child-staff ratio significantly decreases. As a result, the usage of private day care centers greatly increases even though the price level rarely changes. However, mothers' satisfaction with child care are rarely affected by the subsidies. Although the subsidies with no eligibility criteria enlarge the recipients, the actual effects to increase maternal labor supply or to improve satisfaction is limited. Given this findings, I suggest some modifications of subsidies to raise the effectiveness of the subsidy program.

• Korean Journal of Childcare and Education
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• v.9 no.2
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• pp.75-95
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• 2013

This study searched for the common and different aspects of social community welfare centers and health family support centers for family welfare practice of the community. We also tried to find out the awareness of workers and the performance function for each institution. Through the interviews and review of literature, and comparative analysis of operating status, we looked for the common and different aspects, and the direction of development, which evolved family welfare into the community by way of function and relationships of both institutions. As a result, the participants of this study pursued common purposes. They however made aware of the issues of discrimination about social values and each institution's functions. We suggest that the social community welfare center focuses on individuals and families, in order to integrate the community. A health family support center should play the role to fulfill needs for family welfare according to family life cycle, and have good accessibility for individuals and families in the community.

• Journal of the Korean housing association
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• v.22 no.1
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• pp.65-73
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• 2011

The purpose of this study is to find out the characteristics of area and spatial elements according to the building size and provide the guidelines for space planning of the child care center. This study used the content analysis method and analysis was made on the floor plans for 51 cases and the floor plans were converted to Autocad drawings to analyze the area. The results of this study were as follows; 1) Child care centers over 70% were single-attached building types which made it possible for creating outdoor environments for children. However, most small-size centers which had under 50 children did not have the facilities for outdoor activities. 2) In terms of spatial elements, the basic spaces of the small-size center were the classroom, bathroom, kitchen, office and reference room. The medium or large size centers had extra rooms for special activities and service spaces in addition to the basic spaces. 3) Classroom area per child was 2.65 m2 on average. Space composition ratio on average for care, staff, and service was programmed by 57%, 9%, 34% respectively. Small-size center had relatively more care space when compared to the others. In the case of large-size centers, there was a tendency that service space was increased, but care space was decreased.

• Korean Journal of Childcare and Education
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• v.11 no.1
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• pp.1-22
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• 2015

This study analyzed the policies related to parents in child care centers from 1991 to 2013 as shown in the guidance for child care business book published by the government and accredited journals by the National Research Foundation. Policies related to parents in child care centers were divided into the following periods: 1) the period of passive parent education focused on low-income families (1991-1994), 2) the period of relief for dual-income families (1995-1997), 3) the period of relief for adoption families and the practice of child care support services (2004-2007), 4) the period of active parent involvement (2008-2013). On the other hand, the research trends of parent education in child-care centers were as follows: 1) the survey of parent education was the most common at first, 2) the studies of the role and disposition of parents occupied the bulk, 3) the studies of parents' needs and satisfaction on parent involvement appeared plenty, 4) the studies of the personalized parent education increased. Consequently, the need for home care services and the importance of parents' education were suggested.

• Korean Journal of Childcare and Education
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• v.9 no.4
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• pp.107-133
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• 2013

The purpose of this study was to examine and compare the perceptions of mothers about the Nuri curriculum for 5-year olds. The subjects were 382 mothers whose 3-5-year old children went to kindergartens (192 mothers) and daycare centers (190 mothers). The findings were as follows: First, the majority of the mothers knew that the Nuri curriculum for 5-year olds started to be carried out in 2012, but many of them weren't told about the details at all. Second, the mothers considered the Nuri curriculum necessary, and were roughly satisfied with the ongoing Nuri curriculum for 5-year olds. Third, there was no difference in the mothers' perceptions of environmental factors required for the Nuri curriculum. Fourth, the mothers whose children went to kindergartens chose warm and enthusiastic character as important quality of teachers. The mothers whose children went to daycare centers chose friendly and caring character as important qualities of teachers. Fifth, the mothers perceived that the Nuri curriculum was relatively useful for the qualitative improvement of early childhood education and childcare. Sixth, the majority of the mothers didn't have their children transfer to another early childhood education institution after the Nuri curriculum for 5-year olds was carried out.

• Korean Journal of Childcare and Education
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• v.15 no.6
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• pp.41-57
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• 2019

Objective: The purpose of this study was to investigate the moderate effect of the physical environmental-level between infant teachers' positive play beliefs and teacher-infant interaction. Methods: The subjects of this study were 483 teachers in charge of one-year-old and two-year-old infants in child care centers located in metropolitan areas. The data were collected by asking the teachers to respond to a questionnaire and the data collected were analyzed through correlation and hierarchical multi- regression analysis. Results: First, the positive play beliefs of the infant teacher, the physical environment level, and the teacher-infant interaction showed significant proportional correlations. Second, the physical environment level moderated the influence of the teacher's positive play beliefs on teacher-infant interaction. In particular, results showed that functional interior space configuration, outdoor playground composition and facilities among the sub-variables of the physical environment level had a moderating effect. Conclusion/Implications: The results of this study show that teachers with positive play beliefs have positive teacher-infant interaction when there is sufficient space available for infants and teachers. This indicates that the human and physical environments of child care centers can promote teacher-child interaction.