• 아동학회지
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• 제26권6호
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• pp.45-58
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• 2005

The purpose of this study was to find out teacher's variables that made difference between teacher's efficacy for early childhood care and education and general self-efficacy, and to explore variables influencing in teacher's efficacy for early childhood care and education. In this study, 212 inservice teachers in edu-care centers completed and analyzed. Efficacy for Child Care and Teaching(ECCT) and general self-efficacy scale. Age, status in working place, years of experience, and participation in decision-making of working place were found as important variables in teacher's efficacy for child care and education, and general self-efficacy. And status and participation in decision-making of working place were found as important variables in explaining teacher's efficacy for child care and education.

• 가족자원경영과 정책
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• 제23권1호
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• pp.61-81
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• 2019

This study aims to examine the relative effects of marital conflict, social support, satisfaction with early childhood care and education centers, and family-friendly policies on the parenting stress of working mothers. The data were drawn from the 4th and 7th waves of the Panel Study of Korean Children (PSKC). Participants comprised 252 working mothers with infant children (4th wave) and children in the early childhood stage (7th wave). Data were analyzed using Pearson's correlation coefficients and hierarchical multiple regression with SPSS 22.0. The major findings were that marital conflict, emotional support, and the implementation of family-friendly policies significantly affected the parenting stress of working mothers with infant children. Additionally, marital conflict and satisfaction with early childhood care and education centers had significant effects on the parenting stress of working mothers with children in the early childhood stage. These findings emphasize the importance of considering a child's developmental stage in reducing parenting stress.

• 한국보육지원학회지
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• 제9권4호
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• pp.75-106
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• 2013

본 연구는 국내 유아교육비 보육비 산정연구들의 동향분석을 토대로 향후 연구 및 정책방향을 제시하기 위해 수행되었다. 본 연구대상은 국내 학술논문 및 정책연구소와 어린이집연합회 등에서 발간한 연구보고서 중 유아교육비 보육비 산정과 관련된 연구들 총 21편이었다. 본 연구대상인 유아교육비 보육비 산정연구들은 연도별 동향, 연구내용, 유아교육비 보육비 산정방법 중심으로 분석되었다. 본 연구의 주요결과는 다음과 같다. 첫째, 유아교육비 산정연구들은 보육비 산정연구들에 비해 시기적으로 앞서 수행되었으며 연구내용은 유치원과 어린이집의 운영비 분석과 유아교육비 보육비 산출로 구성되어 있었다. 둘째, 유아교육비 보육비 산정연구들은 영유아에게 보육서비스를 제공하기 위해 소요되는 세부운영비를 원아 수로 나누어 산출된 영유아 1인당 운영비를 합산하여 유아교육비 보육비를 산출하는 공통점이 있었으나 운영비에 대한 관점은 다소 차이가 있었다. 셋째, 유아교육비 보육비 산정 시 투입되는 운영비 항목과 계산과정에 있어서도 차이가 있었다. 마지막으로 본 연구결과를 토대로 향후 연구 및 정책방향을 제시하였다.

• 아동학회지
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• 제21권4호
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• pp.177-196
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• 2000

A large sample (1090) of randomly selected early childhood education professionals and government officials rated each of the 133 standards of "A Model for Institutional Accreditation for Early Childhood Education and Care"(Yang, 1999) on a scale of 1 (least important) to 5 (most important). Findings were that all kindergartens and child care centers should be evaluated for accreditation every 3 years with 3-6 months for self-study and on-site validation visits by representatives of the appropritates agencies for 1-2 days. Evaluation results are should be used by institution personnel as a guide to self-supervision, by government officials as a funding standard and by parents as criteria of program quality. Essential accreditation standards included: facilities and equipment; curriculum; nutrition, health and safety; administration and management; and support systems. Safety and teacher-child interactions were most highly rated while parent involvement was not highly rated.

• 가정과삶의질연구
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• 제30권6호
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• pp.23-37
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• 2012

Using data from the 2008 Korean Longitudinal Survey of Women and Families, this study investigated the income class differences in the modes, amount of time, and expenses for caring and educating a child in early childhood. The sample consisted of 1,849 households with a child aged 6 years or less. The major findings were as follows. First, the lower-income class was more likely to rely on child care centers and less likely to use services provided by kindergarten or private education. Their total amount of time required to provide care and education for their child was about 4 or 5 hours less than that of the other income classes; this result was due to the fact that they consumed less hours for home care, kindergarten, and private education. Second, we found there were more similarities than differences between middle-income and upper-income classes in the modes, amount of time, and expenses to care for and educate their young children; however, the middle-income class used less private education than the upper-income classes in terms of usage rate and length of time. Lastly, the other variables which were significantly related with the amount of time and expenses for child care and education included mother's employment, age of the child, and having siblings, and the family size. Based on the results, implications for public policy on early childhood care and education were suggested.

• International Journal of Advanced Culture Technology
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• 제4권3호
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• pp.39-47
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• 2016

The state adopts the policies based on the goals pursued by the state and provides a basic policy for administrative activities related to early childhood education. Therefore, early childhood education policy should be established organically in consultant with the social consent in advance. In most countries will bear the costs of child care and early childhood education can reduce the financial burden of parents and early childhood education consumers are able to understand the will of the government to support the child care services, which they need in a variety of way. The conflict is deepening - among policy officials, front-line institutions participating in policy implementation, and parents - surrounding the infant and early childhood education. And the conflict has caused the difference between this policy and claims that cannot find hardly a solution. In this study, we argue how the policy differences between groups involved in the policy to analyze the influence, to find the policy conflict resolution strategies.

• 지역사회간호학회지
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• 제20권4호
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• pp.453-464
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• 2009

Purpose: This study was conducted to develop health education program components for early childhood and to investigate teachers' awareness of the importance of health education and their performance rate of health education. Methods: Early childhood health education program components were developed using two rounds of the Delphi method. The Delphi group consisted of 21 experts in childhood education. After health education program components were developed, they were used in surveying child care teachers' awareness of importance and performance rate and 151 teachers sampled from 30 child care centers participated in the survey. Results: The early childhood health education program components consisted of 5 areas, 16 subjects and 33 specific contents. Early childhood teachers' awareness of importance was over 4.5 points in all the areas and in 11 out of the 16 subjects. The most frequently educated subjects were 'the importance of hand washing' and the least frequently educated subject was 'obesity prevention'. The teachers' awareness of importance and their performance rate of specific contents were high in 'maintaining order' and 'using children's rides safely,' and low in 'obesity prevention' and 'infectious disease prevention.' Conclusion: The components of this health program were developed in consideration of field feasibility and the relationship of health program education in elementary, middle and high school.

• Child Health Nursing Research
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• 제16권2호
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• pp.93-101
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• 2010

Purpose: The purpose of this study was to provide basic data to develop appropriate sexual education program for children in day care centers. Methods: The data were collected from 361 day care center teachers using self-report questionnaire. Results: 1) The mean score of the degree of sexual education for children was high at the score of 4.18 (${\pm}0.43$). 2) In the mean score of 3 sub-areas, 'living' area was at the highest at the point of 4.32 (${\pm}0.31$), 'social' area was 4.28 (${\pm}0.46$), and 'physical' area was 3.94 (${\pm}0.55$). 3) There was significant difference in the degree of sexual education requirement according to subject's major (t=-2.586, p=.010). Conclusion: It is necessary to include all items of sexual education for early-childhood children in day care center.

• 한국보육지원학회지
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• 제17권6호
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• pp.1-14
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• 2021

Objective: The purpose of this study was to classify early childhood educators' perfectionism types and to identify differences in teacher self-efficacy and teachers burnout according to the types of perfectionism. Methods: The participants of this study were 309 teachers working at early childhood education centers in Seoul, Gyeonggi-do, Daejeon, Se-jong, Kim-Cheon, and Hong-Sung, South Korea. Early childhood educators were surveyed regarding perfectionism, teacher self-efficacy and teacher burnout. The collected data were analyzed using K-means cluster analyses and analysis of covariance. Results: Cluster analyses with self-oriented perfectionism and other-oriented perfectionism as cluster variables resulted in three types of perfectionism among early childhood educators; 'self-other directed perfectionism(33.0%)', 'other directed perfectionism(35.0%)' and 'non perfectionism(32.0%)'. Educators with self-other directed perfectionism reported higher teacher self-efficacy and lower teacher burnout than educators with other directed perfectionism or with non perfectionism. Conclusion/Implications: Early childhood educators' perfectionism may be a significant personality trait linked to quality of education and care in real education settings.

• 한국보육학회지
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• 제17권4호
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• pp.187-208
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• 2017

본 연구는 인천광역시에 소재한 유치원과 어린이집에 근무 중인 유아교사 60명을 대상으로 Novak과 Gowin(1984)이 고안한 개념도를 사용하여 유아교사가 지닌 유아역사교육에 대한 내용지식 및 그 지식수준을 알아보기 위해 수행되었다. 구체적으로, 연구자는 유아교사와의 소그룹 면담을 실시하여 유아역사교육에 대한 개념도를 작성하도록 요청하고 이를 분석하였다. 이를 통해 도출된 결과는 다음과 같다. 첫째, 유아교사들에 의해 사용되어진 유아역사교육의 상위개념의 범주는 11개로 확인되었으며, 그 가운데, 교사들이 가장 많이 사용한 상위개념은 '생활양식', 그 뒤를 이어 '문화/예술', 위인'의 순서로 조사되었다. 둘째, 특정 상위개념에 포함된 종속개념 수의 평균을 알아본 결과, '생활양식'이 가장 많은 종속개념을 가지고 있으며, 그 다음으로 문화/예술, 활동방법의 순으로 나타났다. 이러한 결과는 유아교사가 알고 있는 유아역사교육 내용 가운데 '생활양식'에 대한 지식의 폭이 가장 넓다는 것을 의미하며, 교수-학습 방법의 지식 폭도 상대적으로 넓은 것으로 확인된다. 하지만 위인의 경우는 상위개념에서 빈번하게 확인되었으나 종속개념에서는 그렇지 않아, 그 지식의 폭이 좁은 것으로 확인된다. 학자들은 교사의 교과내용에 대한 관심과 지식이 높을수록 다양한 교수 방법을 활용하여 확장, 분화하여 가르칠 수 있다고 설명한다. 따라서 유아역사교육에 대해서도 교사의 지식이 깊고 체계화되어야 하며 이를 위한 교사 재교육 등의 노력이 필요하다 하겠다.