• 한국보육지원학회지
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• 제18권2호
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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.

• 한국생활과학회지
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• 제20권4호
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• pp.777-787
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• 2011

The purpose of the study is to examine the relationship between the day care teachers' efficacy beliefs on play and acceptability of social skills strategies for children with disabilities. 174 daycare teachers participated in this study. For this study, two instruments were used. One was the social interaction program features questionnaire (Odom et al., 1993), developed for the purpose of understanding the types of teachers' social interaction, which was modified. The other was the teachers' efficacy beliefs on play by Cho (1999) which was revised. Data was collected and analyzed by SPSS 12. The overall findings of this study were as follows. First, there was a meaningful difference in daycare teachers' acceptability of social skill strategies for disabilities children by factors. Secondly, there was a strong relationship between their acceptability and their efficacy beliefs on play. Thirdly, there was a meaningful differences between higher group and lower group of scores of teachers' efficacy belief on play in daycare teachers' acceptability of social skill strategies for disabilities children.

• 한국간호교육학회지
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• 제19권2호
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• pp.137-150
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• 2013

Purpose: The purpose of this study was to identify the degree of safety education requirement in child daycare center teachers. Method: The data using questionnaire were collected from eight child daycare centers located in Seoul, Gyounggi-Do, and Kwangwon-Do. Final participants were 133 child daycare center teachers. Results: The degree of safety education requirement were as follows: education need of safety knowledge ($4.26{\pm}.50$), safety education need of daycare center ($3.29{\pm}.60$), recognition about safety education training ($3.94{\pm}.58$), and confidence of safety care practice ($2.75{\pm}.43$). There is significant correlation between education need of safety knowledge and safety education need of daycare center (r=.495, p<.001), education need of safety knowledge and recognition about safety education training (r=.555, p<.001), education need of safety knowledge and confidence of safety care practice (r=.201, p=.020), safety education need of daycare center and recognition about safety education training (r=.464, p<.001), and recognition about safety education training and confidence of safety care practice (r=.187, p=.032). Conclusion: On this study, child daycare center teachers' safety education requirement was relatively high. It is recommended that safety education for them should be done for children's healthy life.

• 한국응급구조학회지
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• 제14권1호
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• pp.19-29
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• 2010

Purpose : This study was conducted to examine the degree of recognition of safety education and its execution for child-care teachers at daycare center for the disabled children in Jeollanam-do. Ninety six child care teachers filled out the questionnaire and the results were as follows. Results : 1. The possibility of accident prevention by the day care teachers was a little higher in case of nearby education institution. The most appropriate period of safety education was within one month. 2. Majority of child care teachers had received safety and first-aid educations before and the education was done for less than 2 hours. 3. The best educational method was practice-centered education of off-duty time. The contents of first-aid education were bleeding, fall, shock, and burn. 4. The education material and book should be available to the teachers when they need the knowledge. 5. By the annual schedule, safety education should be conducted and provided to the parents. Conclusion : This study suggested that reinforcement of contents related to emergency situation and actual first-aid as well as theory education in the process of parent and teacher education should be conducted on the basis of information of general conditions related to safety and first-aid education at the daycare center for the disabled children.

• 한국보육지원학회지
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• 제14권1호
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• pp.21-39
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• 2018

Objective: The purpose of this study was to investigate the condition of career happiness according to personal and organizational variables of childcare teachers. Methods: For this purpose, a total of 1,035 teachers were surveyed. The validity of the career happiness survey tool was examined through previous research, expert review, and factor analysis. Results: The results of the study are as follows. The individual variables influencing career happiness of childcare teachers were mainly age, and there was a difference in the career happiness of teachers over 40 years old and teachers under 29 years old. Second, the teachers at home daycare centers showed a high level of interpersonal relationships and working hours. The teachers at workplace daycare centers have a good balance between work and life, and teachers at corporate group daycare centers have a high sense of happiness about income. The childcare teacher's career happiness was generally higher than infant teachers, and the support of the assistant teacher had an effect on the career Happiness of the teachers. Conclusion/Implications: The results suggest that separate teacher support is needed to increase the career happiness of teachers according to their age and institutional variables.

• 한국보육지원학회지
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• 제18권1호
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• pp.51-70
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• 2022

Objective: In order to promote the rights of childcare teachers, there is a need to identify problems and demands about the rights of childcare teachers. Therefore, this study sought to examine the perception of childcare teachers' rights in order to identify the concepts of teacher rights. Methods: This study used the concept mapping method to identify the concepts of childcare teachers' teacher rights and interpreted these concepts utilizing the multi-dimension analysis method. Results: As a result of interviews from eight childcare teachers, 37 statements were derived. The result of similarities evaluated by 28 childcare teachers showed that 37 statements about teachers' rights consisted of two dimensions and four clusters (direct-indirect and indoor-outdoor of day-care center). Conclusion/Implications: This study suggested that direct and indirect efforts are needed to enhance the rights of childcare teachers and that change is necessary not only within daycare centers such as the principal but that change is also necessary outside daycare centers such as at government agencies in relation to daycare teachers's rights.

• 한국보육지원학회지
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• 제10권1호
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• pp.59-79
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• 2014

본 연구는 유아교사들을 대상으로 행복 교육에 대한 개념도 분석을 실시하여 행복 교육에 대한 가능성과 지침을 제안하는 데 목적이 있다. 본 연구의 연구대상은 유치원과 어린이집에 근무 중인 유아교사 각 50명씩 100명을 대상으로 선정하였다. 유아교사가 작성한 개념도는 상위개념의 수, 내용요소에 따른 수, 특성, 위계, 밀도 등의 측면에서 분석하였다. 첫째, 유아교사의 행복 교육에 대한 내용에서 유치원 교사들이 사용한 상위개념의 개수는 총 364회로 나타났으며, 총 21개의 상위개념 범주로 도출하였다. 둘째, 유아교사의 행복 교육에 대한 내용에서 어린이집 교사들이 사용한 상위개념의 개수는 총 296회로 나타났으며, 총 18개의 상위개념 범주로 도출하였다. 본 연구의 결과를 통해 유아교사의 행복 교육의 개념에 대한 지식을 체계화하고 전문화된 지식체계로 발전하기 위한 지원이 필요함을 시사한다.

• Child Health Nursing Research
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• 제27권1호
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• pp.56-64
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• 2021

Purpose: This study investigated the practices of preventing infectious diseases by daycare center teachers. The focus was on the mediating effects of self-efficacy in the relationship between communication skills and practices of preventing infectious diseases. Methods: This study used a descriptive correlational design. The participants were 164 daycare center teachers. Hierarchical regression was used to test the mediating effect of self-efficacy in the relationship between communication skills and practices of preventing infectious diseases. Data were analyzed using the independent t-test, one-way analysis of variance, Pearson correlation coefficients, and hierarchical regression. The mediation effect was analyzed using an SPSS Macro program, PROCESS. Results: Significant relationships were found between communication skills and practices of preventing infectious diseases (β=.19, p<.001), self-efficacy and practices of preventing infectious diseases (β=.59, p<.001), and communication skills and self-efficacy (β=.27, p<.001). Self-efficacy had a significant mediating effect (β=.17, 95% confidence interval=0.07~0.29) on practices of preventing infectious diseases. Conclusion: In order to improve practices of preventing infectious diseases among daycare teachers, it is necessary to develop and apply interventions and methods that can increase effective communication skills and self-efficacy.

• 한국보육지원학회지
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• 제17권4호
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• pp.49-71
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• 2021

Objective: This study aims to explore the experiences of women who take a career break while working in daycare center as a teacher assistant. Methods: Seven assistant teachers and two child care teachers who took more than two years of career break were selected and given in-depth interviews over 17 weeks from August to December in 2020. Results: The results of this study are as follows. First, the women experienced the need for a career transition as an assistant teacher because it was time to for a change. Second, while working as a teacher assistant, they had various experiences and meanings in the process of career transition while playing the role as a teacher in daycare centers. Third, they also had some difficulties in conflict and some needs to build their professional expertise as a teacher. Conclusion/Implications: The study is expected to give insights to understand the difficulties of teachers who had experienced the need for a career transition as teacher assistant and to provide important data to develop teacher professional development.

• 한국보건간호학회지
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• 제24권1호
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• pp.115-125
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• 2010

Purpose: This study was conducted to investigate the knowledge of infectious diseases and the management of children with infectious diseases among daycare facility teachers. Methods: This study was based on survey questionnaires completed by 122 day care facility teachers from 36 daycare center sin one district in Seoul. Results: Seventy three (72.8%) of the participating daycare facility teachers had not received infectious disease prevention education. They recognized that they did not have enough knowledge of infectious diseases. The average knowledge level of infectious diseases was scored as 9.30 on a 0-30 scale, with 0 representing no knowledge and 30 expert knowledge, and compliance level of management of children with infectious diseases was scored as 4.29 on a 0-16 scale, with 0 present no compliance and 16 representing total compliance Confidence of management of children with infectious diseases (r=0.24, p=.031) and the compliance level of management (r=0.35, p=.001) were higher with increased knowledge of infectious diseases. Conclusions: Daycare facility teacher scan lack sufficient knowledge about b infectious diseases. The education about infectious diseases and management of children with infectious diseases is indispensable to prevent trans mission of infectious diseases in daycare facilities.