• 대한영양사협회학술지
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• 제7권2호
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• pp.167-174
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• 2001

The purpose of this study was to investigate food service management system and nutrition education of the early childhood education institute in Yongdungpo, Seoul. Self-administered questionnaires were completed by 26 public early childhood education institute and 34 private ones. A majority of the teachers were women over 40 with at least bachelor's degree. Other than the fact that food service provides food to the children, it contributed in providing the essential nutrients to the children, as well as giving them the opportunity to learn table manners. A normal food service would provide one set of lunch and two sets of snacks, which would be provided by the institute itself. In most cases, the director or teachers planned the menus instead of dietitians. Journals, cookbooks, and other information put out by mass communication, such as TV and newspapers, were used as reference to those menus. The factors considered in planning the menus were mainly nutritional balance and the children's food preference. The difficulties in meal management were about the budget and nutritional menu planning. Fifty five percent of the subjects were did nutrition education, and they focused mainly on the table manners and hygiene education but once a year. The difficulties and complaints in execution nutrition education at the institutes were lack of nutritional knowledge, personal shortage, and excessive work. The institutes were urgently requesting for menu provisions from local Public Health Clinics. As a recommendation from the results of this study, food service management and nutrition related subjects should be more enforced into the nursery teacher training curriculum. Also, it is necessary to provide nutrition education to teachers, and as a link, the need to develop a manual for nutrition education has become urgent.

• 가정과삶의질연구
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• 제30권2호
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• pp.87-99
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• 2012

This study aimed at examining the problems in character education in early childhood education and elementary education in Korea and at providing policy implications for more effective character education. The study interviewed 20 teachers from child care centers, kindergartens and elementary schools located in Seoul and Gyeonggi province using the focus group interview method. The results showed teachers' level of understanding of the definition and purpose of character education. Teachers experienced difficulty because they lacked a manual as well as training for character education and because of the inconsistency between character education and the burden of academic performance. The lack of connection among character education in early childhood education and elementary school, strong needs for parent education, and partnership between the three spheres of the home, school, and community were also implied.

• 지역사회간호학회지
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• 제28권4호
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• pp.397-409
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• 2017

Purpose: Competency is a key foundation of the nursing education curriculum and a baseline element of nursing practice. The purpose of this study was to explore the competencies of community health nurses in a maternal early childhood sustained home-visiting program based on nurses' field experiences. Methods: The participants were 21 nurses who had more than 1 year of experience in this program. Reflective interviews were performed; lasting 1 hour per nurse, on August 18, 2016, and the collected data were analyzed using qualitative directed content analysis. Results: Twenty-four themes were extracted for 9 competencies. The major themes included implementing a long-term relationship-based approach, providing client-led service rather than expert-led service, helping mothers with psychosocial difficulties, and applying skills in a practical manner in the home environment. Conclusion: In order to develop a home-visiting program as part of maternal-early childhood nursing practice, nurses should develop competencies that help them make significant and positive interventions. Results indicate that the curriculum for community health nurses should be changed to improve competencies in building relationships with clients and to focus on the application of skills in specific cases and in clinical practice.

• 아동학회지
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• 제28권5호
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• pp.233-251
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• 2007

This study explored the contents of practical knowledge about educational planning in early childhood curriculum as constructed by kindergarten teachers at early career stages and then developed a collaborative model of educational planning. Subjects were 6 teachers at early career stages. Using the ethnographic method, data were collected by in-depth interviews. Research outcomes were : (1) teachers specifically worked on 'difficulties in adapting to the teaching job', 'age of children that the teacher cares for', 'integration of theory and practice', and 'variety of actual teaching situations.' (2) A model for collaborative educational planning was constructed on the basis of review of the literature on teachers' knowledge, educational planning for early childhood curriculum, and learning of community.

• 대한지역사회영양학회지
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• 제10권6호
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• pp.920-929
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• 2005

This study was aimed at knowing the recognition of teachers' nutrition knowledge and nutrition education at day-care centers in Seong-nam. Teachers were all female, most of whom were in the 20, and their careers were less than 3 years. And $76.2\%$ of the teachers graduated from high school and junior college. The score of the nutrition knowledge was average $14.3\pm2.2$ (out of 20). It shows that they are lack of general information of nutrition. As the teachers had higher education, they scored higher nutrition knowledge levels (p < 0.01). It also says that there was meaningful interrelationship between the nutrition knowledge and the number of children they had (p < 0.05). $93\%$ of the teachers said that nutrition education should be given when children are three years old, at least and most of the teachers thought that nutrition education is necessary and should be taught in a separate course. $50.4\%$ of the teachers thought that nutrition education for early childhood should be taught by a nutritionist, but $35.2\%$ of them thought that the teachers themselves should be in charge of it. About $60\%$ of the teachers thought that 'Cooking Activity for Early Childhood' course should be established and it is desirable that the nutrition education should be in the area of cooking activity for childhood at day-care centers. The teachers thought that dietary habit is the most important subject in nutrition education and they got more information from the internet rather than in the class related to nutrition. (Korean J Community Nutrition 10(6) : $920\∼929$, 2005)

• 한국보육지원학회지
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• 제18권1호
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• pp.71-90
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• 2022

Objective: This study examined the experiences of pre-service Early Childhood teachers who participated in major-associated autonomous club activities. Methods: Participants were 31 students of the Department of Child Care at A University located in Gyeonggi-do, who participated in a major-associated autonomous music club activity. A content analysis was conducted to examine the meaning of the participation experience of pre-service Early Childhood teachers. Qualitative content analysis was the best method to analyze the meaning of their experience while participating in the activities. Results: The meaning of the experience of music club activities was organized into three categories: "enjoying abundant college life," "growing as a competent childcare teacher," and "being a responsible member of a community." Conclusion/Implications: The results show that pre-service Early Childhood teacher's participation in the activities of major-associated autonomous clubs has a positive impact on desirable changes in college life and adaptation to the department and on the growth of future professional Early Childhood teachers.

• 수산해양교육연구
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• 제26권4호
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• pp.717-735
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• 2014

This study aims to develop and validate the WSSECT (Workplace Spirituality Scale for Early Childhood Teacher) through literature review and statistical tests. The initial version with 40 items based on two dimensions of spirituality in individual and professional level was constructed. Then, it was revised twice for improving reliability and validity. Finally the WSSECT was constructed of 4 factors - i.e. 'calling for ECE teacher job', 'meaning for life', 'membership in educational community' and 'awareness of inner life' - including the 23 items. The scale will be expected to identify workplace spirituality of early childhood teacher.

• 한국콘텐츠학회논문지
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• 제17권4호
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• pp.629-644
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• 2017

본 연구에서는 국가수준 교육과정 실행을 위한 교사커뮤너티에서 유아교사들이 그룹컨설팅에 참여하면서 어떠한 경험을 하는지 살펴보고자 하였다. 본 연구의 참여자들은 수도권에 소재하고 있는 어린이집 교사 12명이었으며, 10개월 동안 커뮤너티 기반 그룹컨설팅에 참여하면서 교육과정 실행과 관련된 다양한 전략을 서로 나누고 실천하였다. 본 연구의 주요 결과는 다음과 같다. 첫째, 본 연구에서 교사들은 교육과정이라는 틀을 다시 바라보게 되면서 단지 문서상의 교육과정이 아닌 맥락화된 교육과정 실행의 주체자로서 스스로를 다시 생각해 보는 기회를 가졌다. 둘째, 교사들은 교육 계획과 실제를 넘나들면서 실천 가능성의 숲을 서로 공유하였다. 셋째, 그룹컨설팅 과정을 통해 교사들은 문제 해결을 위한 다양한 방법을 모색하면서 교육과정 실행의 맥락에 대한 새로운 지평을 열게 되었다. 넷째, 그럼에도 불구하고 교육과정 실행에 있어 여전히 복잡하고 상황적인 딜레마가 있다는 것을 확인하였다. 본 연구의 결과를 바탕으로 유아교사의 교육과정 실행을 위한 전문성을 향상시킬 수 있는 커뮤너티 기반 그룹컨설팅의 유용성을 논의하였다.

• 가정과삶의질연구
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• 제28권2호
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• pp.51-62
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• 2010

This study aims to find out how childhood teachers recognize the characteristic of children, family and community resilience and there are any relationships between children, family and community resilience that teachers recognize. In this Study, 280 teachers working in kindergarten and nurseries in Busan and Ulsan Metropolitan City were subjected to questionnaire survey. Data obtained were analyzed by using frequency, percentage, average, standard deviation, one-way analysis of variance, correlation analysis and factor analysis of SPSS 12.0 statistical program. The results were as follow: First, childhood teacher recognized optimism and positiveness as characteristics of childhood resilience. Second, childhood teacher recognized family cohesion and role stability as characteristics of family resilience. Third, childhood teacher recognized community service and support system as community resilience. Fourth, childhood teacher recognized illustrates mutually organic relationship amongst them, childhood resilience was found to be more closely related to family resilience.

• 한국지역사회생활과학회지
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• 제28권2호
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• pp.257-271
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• 2017

The purpose of this study was to suggest basic data for prevention of child abuse by examining the patterns and characteristics of child abuse observed at child-care centers. Data was collected by pre-service early childhood teachers majoring in child studies in an education practice session from May 1 to May 31, 2015 based on examined information and class discussion. This study shows that emotional abuse was performed most often, followed by neglect and physical abuse. Physical abuse was observed as a form of punishment and beating, whereas emotional abuse was observed in the form of force, sarcastic remarks, verbal attacks, and disregard. Neglect was observed as exclusion and indifference. Most crucial prevention against child abuse lies in teachers' personality education and concerns with their own mental health as well as children's rights education.