• Korean Journal of Childcare and Education
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• v.10 no.1
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• pp.111-129
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• 2014

This study investigated the effects of maternal acceptance attitudes towards children's emotional expressiveness and children's emotional intelligences on peer interaction. A total of 145 Korean mothers with children from 3-5 years old and children's teachers were selected from 4 kindergartens and 6 daycare centers in Incheon and Kyunggi areas. The results were as follows. First, generally, children's emotional intelligence was significantly different depending on gender of the children. Second, there was no difference based on age and gender in maternal acceptance attitudes towards a child's positive emotional expressiveness, but there was a difference based on gender in maternal acceptance attitudes toward a child's negative emotional expressiveness. Third, the children's positive peer interaction was significantly different depending on gender of the children, but the children's negative peer interaction was significantly different based on age and gender of the children.

• Child Health Nursing Research
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• v.18 no.2
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• pp.68-75
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• 2012

Purpose: The purpose of this study was to measure (the degree of) injury risk perception in preschool children. Methods: The data were collected from child day care centers and kindergartens located in Seoul, and Gyeonggi and Kwangwon Province. A questionnaire consisted of 28 pictures was administered to 186 preschool children. Results: The mean score for the injury risk perception was 21.83 (${\pm}3.89$), and 77.98 converted into a 100-point scale. According to sub-categories, 'burn prevention' ($.96{\pm}.13$) was the highest, 'interpersonal safety' ($.44{\pm}.31$) was the lowest. There were significant differences in injury risk perception according to gender (t=-2.358, $p$=.019), age (t=-2.101, p=.037), experience of safety education (t=-3.719, $p$ <.001), area of residence (t=-3.445, $p$=.001), injury experience (t=3.212, $p$=.002), and mother's occupation (t=-4.858, $p$ <.001). The highest item in the percentage of correct answer item was 'making jump on the desk', the lowest item in the percentage of correct answer item was 'not wearing safety equipment when rollerblading'. Conclusion: Based on this study, studies should be continued to standardize the instrument. In addition, it is recommended that an injury prevention education program should be developed based on the results of this study to stimulate demand and interest.

• Korean journal of food and cookery science
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• v.31 no.6
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• pp.764-772
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• 2015

This study was conducted to investigate food safety management practices at children's foodservice facilities and evaluate the effect of visiting education by Center for Child-care Foodservice Management (CCFSM) for food safety improvement. The subjects of evaluation included child care centers (84.3%), kindergartens (7.8%), and community child centers (7.8%). Facilities by foundation types were private (70.6%), public (19.6%), and corporation (9.8%). The average score of food safety evaluation was 84.09 points. The total score of food safety evaluation of community child center was significantly lower than that of child care center and kindergarten (p<0.01); and the total score of public facilities was higher than that of private facilities. Furthermore, 35.9% of evaluation items showed performance higher than 90%, while 15.4% showed performance less than 60%. The item with lowest performance was 'washing and disinfection of fruits and vegetables (26.5%)'. Results of one-way ANOVA of food safety evaluation score by the frequency of visiting education indicated that the evaluation score of the third session significantly increased from the first and second sessions. In addition, the result of two-way ANOVA showed that both foodservice type (F=21.730, p<0.001) and the frequency of visiting education (F=7.968, p<0.001), and both foundation type (F=31.387, p<0.001) and the frequency of visiting education (F=7.507, p<0.001) affected the total food safety evaluation score. There were significant differences in result scores according to the number of meal served (F=17.133, p<0.001) and the frequency of food safety evaluation (F=17.065, p<0.001). In conclusion, visiting education of children's foodservice facility showed significant effect on the improvement of food safety level.

• Korean Journal of Child Education & Care
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• v.18 no.1
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• pp.193-216
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• 2018

The purpose of this study was to analyze the mediating and moderating effect of directors' transformational leadership or transactional leadership between early childhood teachers' emotional labor and their burn out. The subjects were 211 early childhood teachers in the kindergartens and day care centers located in Kyonggido. 'Emotional Labor Assessment for Early Childhood Teachers', 'Assessment of Directors' Transformational Leadership or Transactional Leadership', and 'Early Childhood Teachers' Burn Out Assessment' were used in the collection of data. It used Pearson's correlation and Multi-Regression Analysis to analyze the data. The results of this study are as follows; first, there were positive correlations between early childhood teachers' emotional labor and their burn out. And, there was negative correlations between early childhood teachers' burn out and directors' transformational leadership or transactional leadership. Second, it was revealed that early childhood teachers' emotional labor was found as the positive predict variable for effecting their burn out. Third, it was revealed that directors transformational leadership or transactional leadership was found as the negative predict variable for effecting early childhood teachers' burn out. Fourth, directors' transformational leadership was a mediating effect of job environment dissatisfaction which is a sub area of burn out. In addition, directors' transactional leadership was a mediating effect of physical-emotional exhaustion which is a sub area of burn out.

• Korean Journal of Childcare and Education
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• v.9 no.3
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• pp.229-252
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• 2013

In this study, WSS developmental checklist and nursery maladaptive test were conducted and applied to 203 multicultural children and non-multicultural children. The children were 3-5years old and were attending 34 kindergartens located in Gimpo-si and Ansan-si, Gyeonggi-do to investigate the developmental level and status of adaptation to the nursery in multicultural children. The result shows that there is no difference in the development of scientific thinking and mathematical thinking while developmental level is lower in personality, sociality, language, reading and writing area in multicultural children compared to non-multicultural children. According to age, there is no difference in the development between 4~5-year-old multicultural children and non-multicultural children while there is a difference in the development between 3-year-old multicultural and non-multicultural children. It also shows that there are no significant differences in nursery adaptation between multicultural children and non-multicultural children.

• Journal of Families and Better Life
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• v.30 no.3
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• pp.179-192
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• 2012

The purpose of this study is to investigate the variable factors influencing children's interpersonal relationship skills and analyze the effects of marital perspective-taking ability, managing responses of young children and emotional intelligence on the interpersonal relationship skills of children. The study subjects were young children aged from four to seven attending private kindergartens or public day care centers in Seoul or Kyeongki-do and their mothers. The results are as follows : 1) First, marital perspective-taking abilities were indicated higher on boys than girls, children in a full-day program than those in a half-day program, university graduates or higher degree holders than collage graduates, single-income families than double-income families. In case of managing responses of young children, boys showed high avoidance of offensive disposition and girls showed high emotions dissipation. Also, young children in a full-day program showed non-responses on managing responses but high responses on emotions dissipation, and children of mothers with bachelor's degree or higher education showed support and children from double-income family showed no responses in high. Moreover, emotional intelligence of young children in a full-day program was higher than that of children in a half-day program, interpersonal relationship skills were showed higher on girls than boys, half-day children than full-day ones, children from single-income family than those from double-income family. 2) Meaningful relationships were indicated between these variables; managing responses of young children, emotional intelligence and interpersonal relationship skills by partly showing correlations. 3) Children in a half-day program with low in emotions dissipation, non-responses, offensive dispositional managing responses but high on Avoid, emotional intelligence showed high interpersonal relationship skills.

• Korean Journal of Childcare and Education
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• v.9 no.5
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• pp.513-538
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• 2013

As a childcare program of TaeHwa Christian Women's Institution in 1921, the childcare system in Korea was incepted. Since then, the political foothold of childcare system has steadily been advancing to provide high quality services to young children. In almost a hundred-year-history of public childcare in Korea, depending on the changes enforced on the related laws and regulations and varying perspectives over time, the administration office accountable for childcare policies has been authorized to the Ministries of Health, Social Affairs, Education, Labor, Home Affairs, Rural Development Administration, and/or others. But as of 1991, under the enactment of Infant and Child Care Act, it was changed to be administered by the unified authority of the Health and Social Welfare Ministry. Then, in 2004 and 2007, its statutory authority, respectively, transferred to the Ministry of Gender Equality and Family and back to the Ministry of Health and Social Welfare. Staring of the Infant and Child Care Act in 1991, Korean childcare policies have been managed by the dual systems of the Education Ministry and the Health and Social Welfare Ministry each holding jurisdiction over kindergartens and childcare centers, respectively. Faced with the recent marked decline of birth rate, diverse childcare policies are currently implemented in the pursuit of finding means to enhance the quality of childcare and to develop policies for the restoration of the low birth rate. This study presented distinct features of current childcare policies and discussed about future directions and challenges of these policies.

• Korean Journal of Childcare and Education
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• v.11 no.6
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• pp.199-219
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• 2015

The purpose of this study was to identify the relationship among beginning early childhood teachers' role performance and self leadership, and childcare teachers's supports. The subjects in this study were 491 beginning early childhood teachers working in kindergartens and child care centers across the country. Childcare teachers' support questionnaire(Jae-Young Lee, 2012) role performance questionnaire(Bog-Mae Park, 2011), and self-leadership questionnaire(Dong-Hyen Park,2014) were used for this study. For the research analysis, frequency, Cronbach's ${\alpha}$ coefficient, ANOVA test, $Scheff{\acute{e}}$ post-hoc analysis and Pearson's correlation were calculated and regression analysis were conducted. The results are as follows. Firstly, it was revealed that there are statistically meaningful differences in beginning early childhood teachers 'role performance and self leadership, and childcare teachers's support which were related to early childhood teachers' salary, education background, and age. Also, there are statistically meaningful differences in beginning early childhood teachers' role performance and childcare teachers's support, which were related to type of child-care center role performance, but there were no differences in beginning early childhood teachers' self leadership. Secondly, childcare teachers's support have statistically meaningful positive influences on beginning early childhood teachers' role performance through the mediation of self leadership. Through this study, it is possible to provide basic information to seek ways to enhance beginning early childhood teachers' role performance and self leadership under the considerations of their individual background characteristics, and to promote the practical support for the director or colleagues.

• The Journal of the Korea Contents Association
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• v.21 no.6
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• pp.380-391
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• 2021

In this study, 116 pairs of 5-year-olds and their mothers who are attending at child care centers and kindergartens in Seoul and Incheon were selected for the study to analyze the difference in the mother's emotional expressiveness and children's ability to solve interpersonal problems. The data were analyzed by descriptive statistical analysis and independent sample t-test using SPSS 23.0 program. The results of this study are as follows: First, the negative emotionality of children was significantly different according to the gender of the child, and mothers' emotional expressiveness was significantly different according to the presence of siblings. Second, it was found that mothers of children with higher negative emotionality expressed more negative emotions than children with lower negative emotionality. Third, the children's interpersonal problem solving skills did not show any difference depending on the children's negative emotionality.

• Korean Journal of Child Education & Care
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• v.17 no.3
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• pp.29-48
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• 2017

The purpose of this study was to analyze how father's play beliefs affect play flow and peer play behavior of young children, particularly as mediated by the father's play participation. For this purpose, 4 to 5-year-old children attending child care centers or kindergartens and their fathers were selected to participate in this study. Data on father's play beliefs and play participation were collected from the fathers, and data on the young children's play flow and peer play behavior from their teachers. Based on the collected data, the significance of the mediation model using Hayes's (2013) PROCESS macro was tested. According to the results of these analyses, the significant relationships between father's play beliefs and young children's play flow, reciprocal action of play and interruption of peer play were found mediated by father's play participation. This finding implies that father's play beliefs and his play participation may affect directly and indirectly the children's play flow and peer play behavior, underscoring the importance of father's play beliefs. In addition, the study's indicate that it is desirable to positively reinforce father's play beliefs by influencing father's play participation, in light of the likely positive influence of father's play beliefs over young children's social and emotional development.