• Korean Journal of Childcare and Education
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• v.10 no.2
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• pp.319-335
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• 2014

The purpose of this study was to examine the effects of variables of interest on mothers' choices of infant care. The variables of interest in this study were categorized into the following three areas: 1) demographic characteristics of mothers and infants, 2) structural and procedual dimensions of infant care facilities, and 3) maternal beliefs on child-rearing. The subjects of this study were mothers whose infants were currently cared by at infant care facilities(n=185) and those who were on the waiting list to use non-maternal infant care(n=53). The main results of this study were as follows. First, mothers of this study preferred to select a type of center-based subsidized infant care over other types of care(family day care) due to quality of the program. Second, the mothers who were not using infant care and cared for their infants at homes reported that there were limitations in their choices of types of infant care due to accessibility and availability of public subsidized infant care facilities, and their child rearing goals were more likely to emphasize learning achievement and maturity than character education or personality. The mothers were more likely to choose a family home care over center-based public subsidized care when they were employed, had younger infants, had longer period of time on waiting lists, and emphasized structural dimensions of infant care than center-based care users. Implications for research and practices were discussed along with the main results of this study.

• Korean Journal of Child Studies
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• v.25 no.5
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• pp.129-145
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• 2004

This research aimed to analyze the quality of center-based infant/toddler programs in Korea. Scale for infant and toddler programs divide accreditation standards into 4 areas(physical environment, curriculum, health care, management system) with 60 standards. Standards can be divided into basic criteria and general criteria. The subjects are 149 day care centers(44 infant day care centers and 105 day care centers), and raters(teachers or principal) assessed the quality of each item on a 5-point Likert scale. The results of this study are as follows: 1) Self-evaluation result have marked 3.67 as average(range : 2.32~4.90), which barely meets basic criteria level. 2) Physical environment area has received worst score(3.41) and Health care area has received best score(3.92). 3) Each standard's score indicate the quality of infant/toddler care program: Feed care(4.29), Affectionate teacher-infant interaction(4.14) were highly rated while Nature environment/anmal/plant(2.75) and Teacher's facilities(2.74) were rated low. 4) Some variation factors showed differences in the qualitative level; number of child, education level of principal.

• Korean Journal of Child Studies
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• v.21 no.1
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• pp.121-140
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• 2000

This study investigated the quality of infant/toddler programs in 200 day care centers in Korea. The quality of infant/toddler programs was evaluated by observation and interview, using the questionnaire method. Results showed that the quality of the programs was moderate. There were significant differences in the quality of programs by type of day care center, i. e. the quality of infant/toddler programs in national and private day care centers was higher than in family day care. Future suggestions were presented for quality day care.

• Korean Journal of Childcare and Education
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• v.6 no.2
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• pp.39-56
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• 2010

The purposes of this research are to examine the effect of child care-work ability program; improve efficacy of child care, infant teacher's role performance, and infant teachers' sensitivity about demanding of infants by doing education of improving efficacy of child care, role performance and infant teachers' sensitivity at the nursery center. The subjects of this research are 44 child-care teachers from Jungup city. They are divided into 22 teachers in experiment group and 22 teachers in control group. And teachers answered questionnaires as either pre-test or post-test for evaluating efficacy of child care, and teacher's role performance, and teachers' sensitivity. There are the results of this research. Efficacy of child care, infant teacher's role performance and sensitivity of experimental group members who participated in child care-work ability program significantly increased comparing to its control group members. Finally, we could prove the effect of program which was carried out to child care teachers on improving efficacy of child care, infant teacher's role performance and sensitivity.

• Korean Journal of Childcare and Education
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• v.14 no.1
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• pp.203-225
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• 2018

Objective: The aim of this study was to examine the mediated effect of teacher-infant relationships between teacher efficacy and infant's adjustment to child care centers. Methods: A total of 137 child care teachers that lived in Gwangju and Jeollanamdo participated in this study. They were asked to answer two survey questionnaires for two infants. The data were analyzed using analysis of frequency, Pearson's correlation coefficient, and hierarchical multiple regression analysis. Results: The main results are as follows. First, teacher-infant relationships partially mediated the relationship between teacher efficacy and two sub-factors (prosocial behavior and day work adjustment) of adjustment in child care centers. Unlikely as it was, several sub-factors such as positive emotion, peer adaptation, and self-strength were fully mediated by teacher-infant relationships. Conclusion: The present study suggests that it is necessary to improve teacher-infant relationships with teacher efficacy in order to improve infants' adaptation to daycare. In addition, it should be understood that the structural relationship of the influence factors is different depending on the sub-factors of the child care adjustment.

• Journal of the Korean Home Economics Association
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• v.41 no.7
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• pp.91-106
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• 2003

Multiple features of infant day-care are explored, including age of entry, quantity, quality and stability of day-care. And relative contribution of day-care and family factors on maternal behaviors are examined. Data were gathered from 299 mothers who have infants aged under 36 months using self-report questionnaires. Results show that more than 40% infants enter day-care before 6 months of their life and about 85% of infants have far more than 30 hours of care a week. Half of the infants experience different day-care arrangements more than once. Compared to the other types of day-care, frequency of day-care arrangement change and quality of care are highest in private child-care centers. A series of Hierarchical regression results reveal that quality of day care is negatively related to mothers' control behavior whereas positively related to mothers' responsive behavior. But in general, family and child characteristics play a greater role in mothers' parenting behaviors than infant day-care characteristics.

• Journal of the Korean Home Economics Association
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• v.42 no.6
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• pp.123-136
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• 2004

The purposes of this study were to investigate the qualities of infant day-care centers and the caregivers' interactions with infants. Forty-six day-care centers from Seoul, Daejeon, and Daegu were enrolled in this study. Two kinds of methods were used for data collection; one was the Assessment Scale for Infant/Toddler Care Center developed by Choi and the other was the Qualitative Rating Scale for Caregiver used in the NICHD Early Child Care Project. Frequency, percentile, Crollbach's, one-way ANOVA, and Pearson's correlation were calculated for data analysis. Qualities on 5 factors of infant day-care centers were ranged from 3.44∼4.35, the highest with health managing and the lowest with support system in the Likert 5-point scales. Sensitivity, developmental stimulation and positive regard to child, which are the caregiver's positive interactions with infants were rated minimally or usually characteristic. In addition, intrusiveness, detachment, negative regard to child and flatness, which are negative interactions with infants were rated never or minimally characteristic. Finally, some suggestions for good quality and facilitation of infant care were made.

• Korean Journal of Child Studies
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• v.29 no.5
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• pp.271-283
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• 2008

The purpose of the study was to assess the knowledge of infant development of child care teachers, undergraduate students majoring in child development at universities, and the students at child care training centers. A questionnaire was distributed to 126 in-service and 187 pre-service child care teachers. Data were analyzed by t-test, F-test, Correlation. The results showed that the mean scores of subjects on the Knowledge of Infant Development Inventory (KIDI) were relatively low. Among the 3 groups of subjects, child care teachers had the lowest scores on the KIDI. There were individual differences in the knowledge of infant development by school year, the length of work experience, marital status, age of child, attendance at in-service training events, and kind of license.

• Korean Journal of Childcare and Education
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• v.9 no.3
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• pp.291-308
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• 2013

This study focuses on variables affecting role performance of infant care teachers and aims at developing quality care service by means of role performance of infant care teachers. The research participants were 350 infant care teachers in nurseries in Seoul, Incheon and Gyeonggi area. The results are as follows. First, there was no difference by age on teachers' emotional intelligence, organizational culture and role performance. As for educational level, there was a difference in 'counseling and emotional support' a subordinated factor in role performance. As for career, there was a difference in 'education and teaching activity' a subordinate factor of role performance. As for working facility type, there was a difference in emotional intelligence and organizational culture. Second, there was correlation between infant care teachers' emotional intelligence and organizational culture, and their role performance. Third, infant care teachers' emotional intelligence was the best predictor of their role performance. Therefore, more studies should be done to raise the emotional intelligence of infant care teachers.

• Child Health Nursing Research
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• v.8 no.2
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• pp.217-228
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• 2002

This study is designed to compare differences of the infant mothers' nursing educational needs between primipara and multipara. And also this study will provide the basic data for the development of Infant care educational programs based on personal characteristics. The subjects of this study were 71 infant-mothers who just experienced delivery.