• Korean Journal of Child Education & Care
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• v.18 no.3
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• pp.1-20
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• 2018

Objective: The purpose of this study is to provide practical data to effectively implement day care that respects the rights of infants in day care centers by investigating the relationship between private day care center teachers' empowerment, job satisfaction, infant's right respect care, and examining the influence of empowerment and job satisfaction of private day care center teachers on Infant's right respect care. Methods: The 228 day care teachers who work in private daycare centers located in Seoul and Gyeonggi province were the investigated subjects. For the analysis of questionnaire, frequency, percentage, reliability, t-test, ANOVA, correlation, and regression were used as SPSSWIN 20.0 program. Results: First, the difference of empowerment according to the individual variables of teachers was different to career, monthly salary, marital status, and turnover intentions. The difference of job satisfaction according to personal variables showed difference to age, career, marital status, type of work organization, and number of teachers and classes. There was a difference in infant's right respect care to age and marital status. Second, in the relationship between empowerment and job satisfaction and between empowerment and infant's right respect care, there was a positive correlation. The relationship between job satisfaction and infant's right respect care showed there is a positive correlation between infant's right respect care and all other factors except for the pay and promotion factors of job satisfaction. Third, Expert extension, autonomy, fellow relationship and job self have a positive influence on infant's right respect care. Conclusion/Implications: This study suggests that specific efforts should be made at the daycare center to raise the level of expertise and autonomy of private daycare teachers and to give satisfaction to their fellow relationship and their job self factors to effectively implement infant's right respect care.

• Human Ecology Research
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• v.58 no.2
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• pp.267-278
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• 2020

This study examined the longitudinal effect of preschool children's media exposure and maternal depression on first-grade children's school adjustment and the mediating effect of attention problem. Longitudinal data from the Panel Study of Korean Children (PSKC) collected by the Korea Institute of Child Care and Education (KICCE) was used to examine this hypothetical model. The subjects of the study included 2,150 children (1,091 boys and 1,059 girls) and their mothers across 2013 (5 yrs.) through 2015 (7 yrs.). The Structural Equation Model (SEM) was estimated using SPSS 25.0 and Amos 25. The results of this study were as follows. First, higher level of preschool children's media exposure and maternal depression were related to higher attention problems after a year and lower level of children's school adjustment during first-grade. Second, preschool children's media exposure and maternal depression had an indirect effect on first-grade children's school adjustment via attention problem. The results of this study will provide supporting evidence to many educators and parents for the implementation of effective practices for first-grade children to enhance their school adjustment. Furthermore, this study emphasizes the importance of maternal psychological wellbeing and the risk of indiscriminate media exposure during early childhood on first-grade's school adjustment.

• Korean Journal of Child Education & Care
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• v.18 no.4
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• pp.145-158
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• 2018

Objective: The purpose of this study was to investigate the effects of distribution justice, procedural justice, and interactional justice which are the sub-factors of organizational justice on organizational commitment and turnover intention, so as to enhance the quality of childcare and identify the importance of organizational justice. Methods: For the study, the data were collected by measuring the organizational justice, organizational commitment, and turnover intention of 251 teachers working in home day care centers in Busan, Ulsan, and Gyeongnam, and then Pearson's product moment correlation coefficient and regression analysis (stepwise) were conducted. Results: The results are as follows. First, organizational commitment was significantly different in the age in terms of the general background of daily care teachers, as well as the period of service of their current organization, and the turnover intention showed a significant correlation with their salary. Second, the sub-factors of organizational justice and organizational commitment were positively correlated, but turnover intention was negatively correlated. Among them, in terms of organizational commitment, procedural justice and turnover intention were highly correlated with distribution justice. Third, the relative impact of the sub-factors of organizational justice on organizational commitment was high in procedural justice and distribution justice. The relative influence on turnover intention was high in distribution justice and interactional justice. Conclusion/Implications: Therefore, the results of this study indicate that organizational justice is a influential variable on organizational commitment and turnover intention, and suggest that it needs to make efforts to strengthen organizational justice for the operation of home daycare centers.

• The Korean Journal of Emergency Medical Services
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• v.15 no.3
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• pp.81-96
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• 2011

Purpose : The purpose of this study was to analyse early childhood teachers' perspectives and actual conditions of earthquakes and tsunami safety education. Methods : A total of 119 teachers were recruited from kindergarten and child-care center located in J city, all of whom gave consent to take part in these research. The data have been collected for 45 days from May to July in 2011. The data was analyzed by SPSS (version 17.0) and chi-square test. Results : The results of this study are summarized as follow. 1. 97.5% of the subjects considered earthquakes and tsunami safety education necessary, however, only 34.6% of them were given the education related to earthquakes and tsunami. 2. 63.9% of the early childhood teachers provided children in the kindergarten or childhood center with earthquakes and tsunami safety education, however, 30.3% of them were found to be without any experiences of earthquakes and tsunami safety education. 3. 68.5% of the teachers were informed earthquakes and tsunami safety knowledge. 4. 35.0% of respondents answered that the single session of earthquake and tsunami education was not efficient, thus expecting to receive continuing education. Conclusions : The study suggested that more teachers necessarily provide earthquake and tsunami safety education to reduce children's mortality rate in earthquakes and tsunami. The education program should be developed and systematized to improve teacher's knowledge. Moreover, the program should be continuously provided to teachers and children in the kindergarten or childhood center.

• Korean Journal of Childcare and Education
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• v.10 no.1
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• pp.59-79
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• 2014

The purpose of this study was to make an analysis of the conceptual diagrams of early childhood teachers about education for happiness in an effort to suggest the possibility and guidelines of this education. The subjects in this study were 100 teachers at kindergartens and daycare centers located in the city of Busan and South Gyeongsang Province. Out of them, 50 teachers each were selected from the kindergartens and the daycare centers. The conceptual diagrams drawn up by the early childhood teachers were analyzed to find out the numbers of superordinate concept, the number of content element, characteristics, hierarchy and density. The findings of the study were as follows: First, as for the content of education for happiness, superordinate concepts appeared 364 times in the conceptual diagrams of the kindergarten teachers, and there were 21 superordinate concepts overall in their diagrams. Second, concerning the content of education for happiness, superordinate concepts appeared 296 times in the conceptual diagrams of the daycare center teachers, and there were 18 superordinate concepts in total. The findings of the study showed that the kindergarten teachers had a better knowledge on the concept of education for happiness than the daycare center teachers, and that there was a difference between the two groups in what they considered valuable in relation to the content of education for happiness.

• Korean Journal of Child Studies
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• v.27 no.6
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• pp.167-181
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• 2006

The subjects of this study of the effects of a consumer education program were 22 experimental and 21 control group children aged five in 2 classes of D day care center in J City. The 14 week consumer education program, based on Lee Ki Soak et al.(1998), was composed of sixteen activities covering five areas relating to curriculum themes, and three activities designed to be employed continuously regardless of the curriculum themes. Pre-, post-, and follow-up surveys were conducted using the consumer behavior questionnaire for mothers. Results showed immediate overall positive effects, including improvement in resource management behavior among sub-areas of consumer behavior. Continued effects of the program were validated by the follow-up survey conducted 4 month after the training program ended.

• Journal of Information Technology Applications and Management
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• v.28 no.4
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• pp.1-11
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• 2021

The purpose of this study is to provide the basic information related to electronic picture books and implications for the development of high-quality in-home child care service programs by examining the perceptions and actual conditions of electronic picture books. A survey was conducted with 216 in-home childcare workers from the one Healthy Family Support Center who participated in the workshop on electronic picture books and 161 students from the Department of Early Childhood Education at two Universities as a comparison group. The findings are as follows. First, there was no difference between the two groups in recognition of ICT competencies and satisfaction with electronic picture books. Second, both groups viewed electronic picture books are effective in preparing for the information age and very positive in providing electronic picture books. Third, the valuation of electronic picture books in both groups was higher than that of paper picture books. Fourth, there was no significant difference between the two groups in valuing e-picture books by ICT competence. The results of this study provide implications for the development of systematic educational programs to enhance the job performance of in-home child providers, which will be expanded in the future, by examining ICT competencies, e-picture book actual utilization, and recognition between the in-home childcare providers and ECE students.

• Korean Journal of Child Education & Care
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• v.17 no.1
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• pp.29-50
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• 2017

The purpose of this study is to investigate the effects of multicultural education based on 'World Cultures' project activities on young children's multicultural acceptability and caring thinking. This study's research questions are: 1) How do 'World Cultures' project activities affect young children's multicultural acceptability?; 2) How do 'World Cultures' project activities affect young children's caring thinking? The participants were thirty-five five year olds in a day care center in Y city, Gyounggi-do and were divided into two groups. The experimental group participated in a 'World Cultures' project, whereas the control group performed activities of 'Fall' and 'World Cultures' themes of Nuri Curriculum. The measurement of multicultural acceptability was developed by Kim and Jung (2010) for elementary school students, and revised and supplemented for young children by Bak (2013). The instrument of caring thinking originated with Lipman (2003) and was translated and modified by Lee (2007). Data was analyzed using the SPSS Win 18.0, and t-tests were performed to compare the means of the two groups. Results of this study are: first, there were statistical differences in multicultural openness and multicultural relationship skills between the groups. The experimental group scores were higher than those of the control group. However, there were no significant differences in multicultural awareness and multicultural empathy. Second, there was a statistically significant difference in care thinking between the experimental group and the control group. The score for the experimental group was higher than the score for the comparative group. This result verified that "World Cultures" project activities show a positive impact on multicultural acceptability-the proper understanding and acceptance of foreign cultures. In addition, the project activities have a positive impact on caring thinking, which was related, not only to understanding and accepting other races, but also to respecting and understanding others' emotions.

• Korean Journal of Childcare and Education
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• v.7 no.3
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• pp.143-164
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• 2011

The purpose of this study was to examine toddlers' experienced world, which was shown in a play of the nature-friendly outdoor environment. Through this, the aim was to offer an opportunity of trying to seek a plan for activation in the nature-friendly outdoor play as for toddlers. This study targeted 9 toddlers between 22 months and 33 months who are attending S child care center where is located in Busan Metropolitan City, and was progressed with qualitative research method available for examining the in-depth significance of the phenomenon. A method of data collection was carried out the participatory observation and the in-depth interview. As a result of the study, the toddlers play experience in nature friendly outdoor environment provided special and various experience that can be limited in indoor at daycare center. First, toddlers were experiencing 'exploratory world of making a sense awakened.' Second, toddlers were experiencing 'communicative world of making emotion awakened.' Finally, on the early childhood education and the child-care education, a plan of offering enough time will need to be pursued now that toddlers can experience a play by being deeply immersed in nature, which is the space of free communication and the living sensational space, with escaping from the existing frame.

• Korean Journal of Childcare and Education
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• v.9 no.5
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• pp.407-436
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• 2013

This study, based on understanding the play features of the participants, explores early children's peer-relation strategies of maintaining and altering play frame and understanding the meaning of the strategies. Free play of 5-year-old children's was observed. The child-care center was visited 1 or 2 days a week, from March to October, 2012. The data collected were based from field notes, interviews with participants, their workbooks and more. The participants used strategies such as 'refusing', 'incapacitating', 'interpreting in a way to sympathize', and 'changing the rules of play' to maintain the play, whilst 'tell-on', 'being on the same side', 'accepting 3rd party' features were used to alter play frame. Participants using these various play-frame strategies experienced life implications of 'dialectic of exclusion and selection' and 'quiver of boundary'. This study, specifying efforts of the children to maintain and alter the play frame, will provide an understanding of perception of "social exclusion" to children, which has been viewed negatively in the past. It will also benefit on-site teachers in helping them understand peer-relationship within children and provide a more in-depth intervention for peer-relationship issues.