• Korean Journal of Child Education & Care
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• v.17 no.4
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• pp.71-90
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• 2017

This study aimed to investigate structural relationships of social support between job satisfactions and educare teacher's vocational calling. This study conducted a questionnaire survey on 270 educare teachers in Chungcheong area (Daejeon and Chungnam). The survey was conducted from July 1, 2017 to August 14, 2017. And it used 257 responses(95.1%) for analysis data except 14 responses due to their unfaithful or unreliable replies. Research results of analysis were as below. First, direct effect of vocational calling on social support was statistically significant. Second, it showed that both vocational calling and social support had positive effect. Third, it was found that vocational calling had significant influence on job satisfaction through social support. In conclusion, it was known that job satisfaction became higher if vocational calling of educare teachers received social support. It is required to systematically establish social and psychological support system raising vocational calling of educare teachers.

• Korean Journal of Human Ecology
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• v.6 no.2
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• pp.1-14
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• 1997

The purpose of this study was to find out middle age women's needs of the educare services. Furthermore this study was done to serve as the basic data for guidance and the preparation of effective educare services. For these purposes, the data were collected by using questionnare from to 305 middle age women living in T city. The data were analyzed by frequency, percentile, chi square analysis. The major findings of this research are as follows: 1. Most subjects of present study needs for the daycare center. Furthermore there were significant differences in the daycare management, caring agent, day care cost according to the school career. 2. They wantd nere home daycare center and part time daycare center. And there were no significant differences in general enviroment of daycare center according to the school career. 3. There were significant differences in 1)the standards of selection for teacher 2)teacher's educational level, 3)teacher's age according to the school level. And they wanted 'low school career but caring experiences' daycare teacher.

• Journal of Family Resource Management and Policy Review
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• v.13 no.2
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• pp.65-83
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• 2009

The purposes of this study were to analyze the needs for the balance of work-family and to provide the related policies for dual worker family. We focused on the life area of educare and school. Data were collected from 197 working mothers who have 1 or more children under age 10. The findings were: 1) after-school programs, holidays on every alternate Saturday, arbitrary no school days were not appropriate to the working parents' everyday life patterns, so the paradigm and practical conditions should be adapted to the needs of working parents. 2) the most working parents depended on the kindergarden, but the parents' satisfaction with the quality of service, time duration, the human resource of educare teacher was not sufficient, so these issues should be discussed more profoundly.

• Korean Journal of Childcare and Education
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• v.8 no.1
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• pp.145-167
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• 2012

The objective of this study is to investigate the meaning of pre-service educare teachers' experience about child safety management classes based on Problem Based Learning (PBL). The participants in this study were thirty five sophomores majoring in Social Welfare, and fifteen weeks of data were collected. The participants were given five problems that were related with real situations. During the given period, they made documents from reflective journals, group or individual interviews, and online community resources. Analyzing the documents sheds light on the meaning of the pre-service educare teachers' experience. The results are as follows: First, pre-service educare teachers found themselves recovering confidence, earning recognitions from others, and pursuing their study. Second, they showed continuous conflicts not only with the PBL approach but also with themselves and group members. Finally, they experienced mutual help and interactions among the group members thorough their cooperative learning and they realized the meaning of cooperative learning by means of comparisons and references between the groups. In conclusion, this study confirms the applicability of PBL to the educare teacher training courses and points out specific ways to alleviate the conflicts in applying PBL to class needs in future studies.

• Korean Journal of Human Ecology
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• v.7 no.1
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• pp.217-233
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• 1998

Foodservice management practices in 52 educare centers in Jeonbuk province were evaluated in order to provide basic informations and guidelines for the standardization of foodservice management and facilities in the educare centers. The survey was conducted using the structured questionnaire. The results are summarized as follows: 1. Only 10% of the centers investigated had the stationed dietitian, therefore most of foodservice management was not conducted by a professional personnel. The average number of kitchen employees was 1.3 and significantly different with type(p<0.05) and size(p<0.001) of the centers, which was not enough to meet the regulation. 2. Menu planning was performed mostly(59.6%) by managers and teachers of educare centers. Food items were purchased(94.7%) and recieved(91.6%) by kitchen employees or center managers and teachers. Produced foods were also evaluated(97.7%) and distributed(100%) by kitchen employees or center managers and teachers depending on their experience without any supervision of the professional personnel for the mass production. 3. Among the centers studied, 84.6% of them conducted nutrition education programs regularly by teachers. About 77.3% of them evaluated that these programs did not accomplish the proper training for good food habit because of the lack of nutritional knowledge(54.5%) and educational media(27.3%). 4. In general, the hygienic maintenance was evaluated as fair state to need the improvement. 5. Kitchen facilities and equipments were similar to those of home cooking and did not meet the standards for institutional practices. Besides, automated machinery and tools for safety, sanitation and improvement of work efficiency were far short. 6. Log book for the foodservice management was not prepared properly, which made the systematic planning and operation of the foodservice facilities difficult.

• Korean Journal of Childcare and Education
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• v.10 no.2
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• pp.261-294
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• 2014

According to the features of pluralistic society, the needs of educare are also more diversified in terms of educare for young children with disabilities, multi-cultural background, infant-toddlers, and children who need time extended care. Recently, as the interest in these vulnerable areas is increased, providing quality child-care services have become more emphasized. Therefore, this study investigated the statuses, issues, research trends and suggested developmental directions of child care services for disabilities, multi-cultural, infant care, and time extended care. Implications and suggestions for research, practice, and policy development in the future were provided.

• Korean Architects
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• s.456
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• pp.60-65
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• 2007

• Korean Journal of Child Studies
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• v.26 no.6
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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.

• Proceedings of the Korea Contents Association Conference
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• 2017.05a
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• pp.81-82
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• 2017

• Korean Journal of Childcare and Education
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• v.10 no.3
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• pp.69-84
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• 2014

The purpose of this study was to examine the influence of educare teachers' science education knowledge and attitudes towards science on science teaching anxiety. 259 teachers of young children were recruited from 19 daycare centers and the data were analyzed through frequency, percentage, Pearson's correlations using PASW 18.0 and structure equation modeling using AMOS 7.0. The findings are as follows. First, educare teachers showed more than median scores in all science education knowledge, attitude towards science and science teaching anxiety. Second, in total 57% of the variance in teachers' science teaching anxiety was accounted for by teachers' science education knowledge and attitude towards science. This result implied that teachers' science education knowledge and attitude towards science should be improved in order to reduce teachers' science teaching anxiety.