• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.7
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• pp.125-132
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• 2018

The purpose of this study is to examined the relationship between child care teachers' science teaching efficacy and children's scientific attitude. Then, using the instructional creativity as a parameter to increase the quality of teacher-children interaction, we examined how the teacher-children relationship changed. In this study, 303 child care center teachers in Suwon, Gyeeonggi were surveyed. To analyze the data, structural equation modeling and Sobel-test were performed using SPSS 23.0 and AMOS 23.0. The analysis results showed that child care center teachers' science teaching efficacy had positive effects on the teachers' creativity and the children's scientific attitude. Furthermore, the creativity of child care center teachers had a positive effect on children's scientific attitude. The result of the Sobel-test revealed that child care center teachers's creativity played a mediating role between teachers' science teaching efficacy and children's scientific attitude and acted as a key variable in promoting children's scientific attitude. In conclusion, it has been identified that the creativity of the infant teacher's teaching is an important change that has a positive effect on the child's scientific attitude. Therefore, if education is provided to enhance the creativity of the professor when the infant teacher is working as a science professor at the same time, it can contribute to the quality of the child's scientific attitude.

• Journal of the Korean Home Economics Association
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• v.44 no.8
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• pp.1-11
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• 2006

This research was conducted to develop recommendations for the accreditation system of child care programs in Korea. To assist families in choosing the best child care for their children and to promote excellence in child care settings, an accreditation system of child care programs is necessary. The survey subjects were 262 public, private and corporation child care directors in Seoul, Kyonggi, and Inchon areas. The findings showed that 79.8% of the directors agreed with accreditation systems but they strongly insisted that the necessary time to apply must be well considered with 65.6% of the directors responding that $1{\sim}3\;years$ later was a good time to apply and 37.4% choosing the child care environment as the major area that should be evaluated among the 7 indices of the accreditation system. Most directors were in favor of 7 areas as the indices of accreditation systems while more educated and early childhood education majored directors were more affirmative of the accreditation system.

• Korean Journal of Childcare and Education
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• v.11 no.2
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• pp.331-354
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• 2015

This study attempts to reveal the difficulties of teachers during the process of infant's early adaptation in the day care center and realize the thought and demand of teachers. And the purpose of this study is to make a desirable development in infant's early adaptation. The participants of the study were 9 infants all 1 year of age, their 7 parents, and 8 teachers of S public child day care center in P city. The 8 teachers were interviewed several times. The results of the study can be summarized as follows. First, the teachers' difficulties in their relationships with the parents are 1) egotism focusing on only their own child, 2) distrust between the teachers and parents, 3) a lack of understanding in the role as parents at early adaption programs, 4) and a lack of understanding in the management of the day care center. Second, in their relationships with the infants, the teachers'difficulties are 1) the uncontrollable behaviors of infants, 2) the arbitration of struggle between children, 3) and the inequality between enrolled and fresh infants. Third, in their relationships with the teachers, the difficulties are 1) co-work with other teachers 2) and conversation with the director of the day care center. This study is expected to give actual help to understand the difficulties of teachers who experience difficulties in the early infant adaptation process and to provide important preliminary data to plan specific management which assist with the difficulties of teachers.

• Korean Journal of Childcare and Education
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• v.9 no.4
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• pp.211-234
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• 2013

Over the past decade, there has been considerable policy development in early childhood education and care in Korea. The focus is now shifting from the federal government to grassroots initiatives or efforts in local communities in order to provide information or programs for all eligible families with young children. There is a strong need for more integrative and comprehensive parenting support programs(titled Child Care Information Center, Young Plaza in Korea) for families with young children to meet their diverse needs of child rearing. This paper overviews the current status and trends on the support system in which early childhood education and care and parenting support centers are embedded in Korea as well as those of developed counties. Also, the issues of development and implementation of more effective parenting support programs are key themes throughout this paper. Implications and suggestions for research, practice, and policy development in the future were provided.

• Korean Journal of Child Studies
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• v.31 no.1
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• pp.163-177
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• 2010

The purpose of this study was to examine the maintenance of an evaluation accreditation indicator according to child care center teachers' participation in decision making. The subjects of this study were 139 teachers from 12 accredited national, public, private, and corporate child care centers in Seoul and North Gyeongsang Province. The TIP-2 (Teacher Involvement and Participation Scale V.2) and Accreditation Indicator for Child Care Centers were used to measure teachers' participation in decision making and accreditation indicator maintenance. Frequency, mean, standard deviation, one-way ANOVA and scheffe test were used for data analyses. The results revealed that the teachers who rated middle and high level in terms of their participation in decision-making showed higher levels of maintenance of the evaluation accreditation indicator than those with low levels of participation. This finding suggests that teachers' participation in decision making is an important factor for maintaining the quality of child care centers.

• Journal of Families and Better Life
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• v.25 no.4
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• pp.181-196
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• 2007

The present study was to investigate child care teather's and parents's recognition and need about child counseling and to analyse differences between them. The subjects for this study were 244 child care teachers and 260 mothers of the day care centers. The major finding were as follows; Most child care teachers are aware of child counseling through lecture, pre-service education, and internet. Most mothers hear about child counseling through internet. They think that child counseling is very effective for young children, especially for negative experience and emotion. Most child care teachers think that they can administer child counseling. especially daycare centers. But mothers think that special facilities is the most appropriate place by child counseling. Child care teachers and mothers regard the credibility of human being as personal characteristics required for child counseling. Counseling specialists are to be the most appropriate person for followed by child care teather's and parents. And they think that special training is needed for child counseling. but few of them receive special training. They perceive the necessity of professional education in child counseling. but they rarely experience related education of child counseling. Especially, they feel lack of time and information. They also want to apply to child counseling children education after learning it through counseling association or by observing real situations in child counseling center using morning time or during weekends. Most mothers and child care teachers know play therapy, art therapy. bibliotherapy, sand play therapy.

• Korean Journal of Child Studies
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• v.34 no.2
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• pp.139-160
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• 2013

The purpose of this study was to examine the difference in perception among parents of preschoolers, parents of school aged children, teachers of child care centers and elementary school teachers regarding testing on the level of preparation for attending elementary school. Firstly, the results of the study revealed that elementary school teachers had notions regarding the level of preparation for entering school that were more specific than day care teachers and parents. Second, it was shown that effort and a sense of responsibility were most important for the improvement of the level of preparation for elementary school level studies. Third, the results of this study revealed that many respondents thought that there needs to be some form of testing of the level of preparation for school and the respondents further stated that this testing needed to be conducted by child care center teachers or experts in the field. Finally, it was shown that such a test of the level of preparation for school attendance should be developed by including questions on different areas of the intelligence, adaptability, function, tendencies and regulations in relation to the needs of preschoolers.

• Korean Journal of Child Studies
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• v.30 no.5
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• pp.41-55
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• 2009

This study explored the meaning of beginning teachers' first-year experience in an eco child educare center. Participants were 4 teachers at survival stages of teacher development; they had had the same preservice experience. Data were collected by semi-structured in-depth interviews, participant observation, researcher's field notes, and document collection. Five themes emerged as first year teachers' struggles and strategies for survival : (1) caring for children's daily lives vs. responsibility for formal education, (2) planned lessons vs. ease in teaching, (3) agreement or disagreement on philosophy of running the education program, (4) paradox of teacher empowerment, (5) overcoming struggle through voluntary peer supervision. These results indicated that beginning teacher' experiences at the survival stage varied by contextual and personal factors.

• Korean Journal of Health Education and Promotion
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• v.30 no.1
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• pp.65-81
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• 2013

Objectives: The present study was carried out to develop and evaluate comprehensive health care program to prevent infectious disease and promote health in child-care centers by Doctor of Korean medicine. Methods: A nonequivalent control group pretest-posttest design study was conducted on 568 children and 85 child care teacher at 12 child care facilities for 12 weeks from July to October 2012. The program was consist of management, education, screening under concepts of traditional preventive medicine, Yangsaeng and Chimibyeong. Children's medical utilization due to infectious disease and attendance means functional status were measured by reports from parents. The Difference in difference(DID) estimator was applied data analysis, and added Zero-inflated negative binomial regression model. Also, attitudes on the infection of teacher was measured and analyzed through t-test. Results: After the intervention, the total medical utilization due to infectious disease decreased, but not significantly. Total absence, early leave and lateness decreased significantly. But, Attitude on the infection of child care teacher was not changed. The parent's satisfaction showed positive overall. Conclusions: The intervention program may be effective in preventing infectious disease and managing health in child-care center partially. To measure long-term effect, long-term study improved is requested.

• Journal of Families and Better Life
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• v.28 no.6
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• pp.71-80
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• 2010

This study investigates the infant's cognitive and motor development, mother's parenting knowledge, and father's participation of child-rearing according to demographic variables and child-care related variables. A total of 112 infants aged from 11.5 months to 12.5 months old were tested by Korean Bayley Scales of Infant Development II; in addition, their mothers participated in the survey. The major results were as follows: First, among five areas of parenting knowledge, mothers attained the highest score on socio-emotional development and the lowest on cognitive and language development. Second, fathers participation in child-rearing were related to their income and the time to start child-care center. Third, the development of infants were positively associated with the father's participation in child-rearing. The implications for designing child-care policy and parent education program were discussed.