• Korean Journal of Comparative Education
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• v.27 no.4
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• pp.285-310
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• 2017

This study reviews recent changes in parenting support policy in Japan, and examines the roles and functions of day-nursery as the base for parenting support in the local community. The purpose of this study is to provide implications for the direction of the parenting support policy and child-care facilities for the local communities in South Korea. The analysis concentrates on the official national reports such as the Declining Birthrate White Paper and Japan's National Guidelines for Care and Education at Day Nursery by the Japanese Cabinet Office. The study finds that the Japanese government has introduced comprehensive medium and long-term policies for all the members of the community with recognizing the changes in the domestic and foreign child-rearing environments and social needs. These policies have also helped to improve the social awareness of parenting. The role of the day-care center has been raised as a significant part of the support for child-rearing in the local community due to the revision of the Child Welfare Act for nursery school teachers in 2001 and the official announcement of Japan's National Guidelines for Care and Education at Day Nursery in 2008. The study also concludes that the social responsibility of the nursery center has been strengthened by being utilized as a public resource for the community. From the findings, we can elicit the conclusions and implications that the roles and functions of child care centers as a significant base for parenting support in the local communities need to be considered. We also listen to the voices of stakeholders such as parents and staff of child care centers. Last but not least, we would understand the social role and importance of bringing up children by cooperation of the community members, and promote the role of child care centers as a central place providing and communicating information on child-rearing in the local communities.

• Journal of the Korean Society of Food Science and Nutrition
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• v.38 no.2
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• pp.252-260
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• 2009

Whereas the numbers of childcare centers and kindergartens are increasing rapidly, systematic management to control the food safety of foodservice operation is not yet well established. Samples from 12 centers in Seoul and Gyeonggi Province were collected to assess the microbiological quality of 32 raw materials, 24 cooked foods, 76 food-contact surfaces (knives, cutting boards, dish towels and gloves), 17 employees' hands and 12 air-borne bacteria. The microbiological analyses were performed for aerobic plate counts (APC), Enterobacteriaceae, E. coli and 7 pathogens (B. cereus, C. jejuni, C. perfringens, L. monocytogenes, Salmonella spp., S. aureus, and V. parahaemolyticus). Among raw materials, E. coli ($1.39{\sim}2.08\;\log\;CFU/g$) were detected in 4 out of 6 meats and 7.46 log CFU/g of APC in tofu. High enterobacteriaceae levels of 4.23, 5.14 and 4.19 log CFU/g were found in cucumber salad, steamed spinach with seasonings and steamed bean sprout with seasonings, respectively. No pathogens were found in all samples except for C. perfringens detected from raw spinach and raw lotus root. Only APC and enterobacteriaceae were found in food-contact surfaces. Two of the 23 knives and three of the 24 kitchen boards showed over 500 CFU/$100\;cm^2$ of APC; also, APC levels (5.03 to 5.44 log CFU/g) were detected in 4 of the 12 dish towels. Only one glove showed Enterobacteriaceae (2.44 log CFU/glove) contamination. Enterobacteriaceae were found in 2 employees' hands ($2.37{\sim}4.44\;\log\;CFU$/hand) among the 16 employees. The contamination levels of air-borne bacteria were shown unacceptable in two (2.25 and 2.30 log CFU/petri-film/15 min) out of the 12 kitchen areas. These results suggest that the microbiological hazards in some foods and environments are not well controlled and thus a guideline should be provided to ensure the food safety in childcare center and kindergarten foodservice operations.

• Korean Journal of Child Education & Care
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• v.18 no.4
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• pp.123-143
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• 2018

Objective: The purpose of this study was to investigate daycare center director's awareness of male teacher recruitment and need for effective male teacher recruitment. Methods: To this end, eight directors of child care centers with male teachers were selected as subjects of study. The data collection method was applied to the Focus Group Interview method, and a four interviews were conducted for two to two and a half hours. Results: After the interview data was analyzed, the contents were categorized into two major themes and six sub themes in awareness of male teacher recruitment by director of daycare center. The two major themes were (1) A vague fear of upcoming difficulties (2) The light and darkness of male teachers in the organization culture of childcare. Looking at the results, in a vague fear of upcoming difficulties theme includes administrative disadvantages, gender-related social atmosphere, and uncertainty about their role performance. Second, in the light and darkness theme includes women-centered organizational culture and adaptation, the vision of child care sites, and the role of male teachers at childcare sites. Next the contents were categorized into one major theme and four sub themes in need for effective male teacher recruitment by director of daycare center. The major theme was a male teacher's way into the daycare site, and sub five themes were expanding opportunities for child care experience and practices, a shift in the perception that it's not a man, it's an individual problem, maximizing the strengths of men, and improving the system. Conclusion/Implications: Based on these results, several specific implications of need for effective male teacher recruitment were suggested.

• Korean Journal of Childcare and Education
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• v.7 no.4
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• pp.1-26
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• 2011

The purpose of this study was to examine the screening and its validation of children with language developmental delay in child care and education centers, the response of parents with children with language developmental delay and the assistance needs of child care and education teachers for those children. Teacher interview with semi-structural method, transcription and content analysis method were used. The subjects in this study were 13 teachers and 30 infants and toddlers with language developmental delay in 10 child care and education centers in Seoul. The findings of the study were as follows: First, the child care and education teachers screened children with language developmental delay in their classes based on their verbal characteristics and maladjusted behavior. Their screenings were turned out correct. Second, as for the response of parents, the parents who had children with language developmental delay were indifferent, were aware of the fact in advance or asked the teachers for counseling on their children's language developmental delay. Third, the teachers couldn't provide the appropriate supports for the children in needs. Fourth, regarding the assistance needs of the child care and education teachers, they called for assistance from specialists and professional institutions, and wanted to receive education on language development. Besides, they asked for relevant supporting materials and screening criteria, and considered it necessary to reduce the ratio of teacher to children.

• Journal of dental hygiene science
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• v.13 no.2
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• pp.125-134
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• 2013

The purpose of this study was to compare between early childhood teachers and mothers in oral health knowledge, oral health care behavior, and perception of oral health education. The subjects in this study were 90 early childhood teachers who worked in all of kindergartens and child-care centers and 235 mothers who have young children (aged from 1 to 5) in 2 kindergartens and 2 childcare centers Y region. They completed questionnaires about oral health knowledges, oral health care behaviors, and perception of oral health education. The collected data was analyzed by descriptive statistics, $x^2$-test, and Fisher's exact test of SPSS WIN. The results were as follows: 1. There was not statistically significant difference between early childhood teacher's knowledge about oral health and mothers'. 2. There was statistically significant difference between early childhood teachers' oral health care behaviors for children and mothers' in prevention of cavity, keeping toothbrushes, guiding oral health behaviors, and check up at dentist's. 3. There was statistically significant difference between early childhood teachers' perception of interest and experience in oral health education and mothers'. Therefore, There was not difference between early childhood teacher's knowledge about oral health and mothers. But early childhood teachers more frequently carry out preventing of cavity, keeping toothbrushes, guiding oral health behavior to their children than mothers. Mothers were more interested in oral health than early childhood teachers. And Mothers wanted to be educated about children' oral care and early childhood teachers wanted to be educated about guidebook and media of oral health education.

• Korean Journal of Childcare and Education
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• v.11 no.1
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• pp.501-521
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• 2015

This study aims to examine the effects of the main eight items amended in the 2013 child care center accreditation system and to provide suggestions. The participants in the study were 200 child care center teachers and staff; 150 professionals consisting of public officials in charge of child care, members for the accreditation committee, and inspectors at the site; and 144 parents. They participated in an on-line questionnaire survey conducted during the end of February, 2014. The survey questions regarding the eight changed items were the same to all the three participating groups, and three more questions were asked to child care center teachers and staff. The collected data were analyzed with frequencies and percentages to present general recognition level. For a group comparison, analysis of variance was first performed among 3 professional groups, all of which has the same size. When there was not a statistically significant difference among the three groups, the second analysis of variance was done among three groups of professionals including the three groups, teachers and staff, and parents. The results showed that there were differences in recognition among the groups regarding each changed item in the 2013 child care center accreditation system, but overall, the groups evaluated the main amendments positively and the changes were considered appropriate and necessary. However, it was found that in-depth reviews are needed of procedure unification to check the basics to require legal compliance; management of unaccredited centers such as valid period reduction and no accreditation, or limit for re-accreditation application; and the burdens of child care centers about surprise visits and notice of inspection dates in advance.

• Korean Journal of Childcare and Education
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• v.5 no.1
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• pp.41-57
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• 2009

This study investigated the teaching practice of students attending a three-year early childhood education course in K City, Gyeonggi Province, as well as the educational environments of 72 kindergartens and child care centers where they received field training and which were located in Gangseo-gu, Seoul, Incheon Metropolitan City, Bucheon, and Ilsan. After four weeks of teaching practice, those prospective teachers were surveyed for their objective opinions and current state regarding the practice guidance for students, teachers' working hours and wages, and female dominance in number among early childhood educators and heads of early childhood education institutions. Those data were collected to understand the operations of early childhood education institutions and the current teaching practice. According to the analysis results, the students of the early childhood education major said the four-week teaching practice was very helpful for them to understand the field and thus had positive receptions of it. Most of the prospective teachers felt the heaviest burden and experienced the biggest shortcomings in practical skills such as music, art, and hand play during class. They also felt a partial need for male counterparts. Those findings will help prospective teachers understand the field further before going out on the field and the teaching bodies have specific ideas about what kind of guidance is provided by kindergartens or child care centers. In addition, they will hopefully serve as basic data to form organic connections between the educational institutions and the field to produce more talented early childhood education teachers.

• Korean Journal of Childcare and Education
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• v.6 no.1
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• pp.23-45
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• 2010

The purposes of this study were to explore the level of emotional availability of working mothers and their 24~48month-olds (67 dyads: 33 boys and 34 girls) in child care centers and to examine the relationship between the mother-child emotional availability and the related variables of working mothers and their children. Emotional Availability Scales (EA, 3rd edition) developed by Biringen, Z., Robinson, J., & and Emde, R.N. (1998) was used. Mother's work-family conflict, maternal parenting stress, and maternal depression, temperament of child, personal background were measured. The results of this study were as follows: The level of mother-child emotional availability was above in the middle level. There were significant differences in the mother-child emotional availability by maternal educational level and family income level, and significant negative correlation between maternal parenting stress and mother-child emotional availability. There was significant difference in the mother-child emotional availability by the starting point of child care experience. Mother-child emotional availability were significantly explained by family income level, maternal parenting stress, and the starting point of child care experience.

• Korean Journal of Childcare and Education
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• v.8 no.1
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• pp.65-83
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• 2012

The purpose of this study was to examine the effects of the emotional leadership of principals and organizational culture perceived by daycare center teachers on their job satisfaction. The subjects were 366 teachers who worked in daycare centers. The findings of the study were as follows: First, the teachers considered the level of the principals' emotional leadership to be above average. The largest group of the teachers viewed the organizational culture of the daycare centers as a collective culture, followed by an innovative culture, a hierarchical culture and a rational culture. Finally, the teachers considered the level of their job satisfaction as above average. They were especially more satisfied with welfare benefits and pay, and they were relatively less satisfied with working environments. Second, emotional leadership of the principals and organizational culture perceived by daycare center teachers were positively correlated with their overall job satisfaction. Third, as a result of analyzing the effects of the emotional leadership of the principals and organizational culture perceived by daycare center teachers on their overall job satisfaction, principals' social capabilities were found to be most influential, followed by the collective culture and the innovative culture which were the sub-factors of organizational culture.

• Korean Journal of Childcare and Education
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• v.1 no.1
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• pp.103-124
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• 2005

This study aims to investigate and analyze how toddlers' characteristics and child care center's environments including facilities and care-givers' characteristics affect toddlers' behavior in child care center using observational methods. Total 40 toddlers in same numbers of boys and girls participated in this study. Average age of tollers were the 31.7 months ranging from 27 months to 35 months. The toddlers were observed with the observation schedule modified from observation categories of Holloway and Reichhart-Erickson(1988). Data were analysed by Pearson's correlation, t-test, one away ANOVA, Duncan Test and stepwise regression using the SPSSWIN Version. The results of the study were as follow: First, the toddlers' behaviors were related to all the toddlers' characteristics. Second, the toddlers' behaviors were related to all the characteristics of the child care facilities such as the types of facilities, the class size and the caregiver-toddler ratio. Third, the toddler' behaviors were related to caregivers' variables such as the total care experience in centers, the experience with toddler care, the martial status, the certificate types except the child rearing experience and the educational level. Fourth, the toddlers' characteristics were more significantly related to the behavior of them than those of child care centers' environment.