• Korean Journal of Child Studies
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• v.33 no.3
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• pp.149-175
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• 2012

This study is designed to positively transform a teacher's emotional state whilst teaching their classes and be able to create happier lessons for preschool children. To do this, a teacher needs to reflect upon current problems and take steps to deal with them. The data for this study was collected from participatory observation and in-depth interviews, making use of photos, a reflective teacher's journal and interview records from Mar. 28, 2011 through Oct. 7, 2011. The problems identified were, (1) teacher centered classes, (2) a daily routine filled with large group activities, (3) disruptive students, and (4) repetitiveness. The routes to greater classroom "happiness" are (1) rearranging seats, (2) "story sharing activities" in small groups, (3) making a separate "story sharing activity" area, (4) using small groups instead of large groups, (5) changing the daily routine. The role of the teacher in finding greater "happiness" are (1) meaningful, 'real observation', (2) discovering genuine change from small points, (3) power sharing, and (4) growing and developing with children.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.7
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• pp.342-349
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• 2020

This study investigated the effects of preschool teachers' ethical awareness and teaching flow on the teacher-preschooler interaction based on the participation of 345 preschool teachers in Chungcheongnam-do and Gyeonggi-do. The collected data were analyzed by correlation analysis and hierarchical regression analysis. The results of the study were as follows: First, both teachers' ethical awareness and teaching flow were strongly correlated with the teacher-preschooler interaction, and the correlation between sub-variables was also significant. Second, analysis of the relative strength of teachers' ethical awareness and teaching flow in the explanation of the teacher-preschooler interaction revealed that intrinsic motivation as a sub-variable among teaching flow was the most prominent predictor of the teacher-preschooler interaction, followed by ethics for preschoolers among teachers' ethical awareness as well as specific plans among teaching flow. The findings of this study suggest future directions for teacher education based on newly identified factors affecting teacher-preschooler interactions, desirable teacher-preschooler interactions, and implications for improving childcare quality.

• Journal of Korean society of Dental Hygiene
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• v.10 no.3
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• pp.449-457
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• 2010

Objectives : This study was performed to investigate the recognition of the educators in preschool education institutions on children's oral health promotion. Methods : The subjects of this study included 918 preschool teachers who have been performing an oral health education program for children at preschool centers in Seoul. For this study, the survey was conducted from September 2008 to November 2008 through a questionnaire. Results : It has been found that 58.5% of the given preschool institutions have implemented an oral health promotion program and 99.1% of the respondents recognized the importance of the oral health. 53.9% of the respondents used sweets as a reward for good deeds. Regarding the behaviors of oral health promotion, the daily tooth-brushing and the implementation of a regular oral check-up accounted for 69.0% and 59.5% respectively. The subjects recognized that they have responsibility for the tooth-brushing instruction(91.6%) and provision of an oral inspection(78.3%). It has been also found that the case of performing the oral health program with older age and higher work experiences was significantly high(p<0.05). Conclusions : The recognition and performance of kindergarten teachers on children's oral health affects daily life and healthful living habits of children. Therefore oral health education program for the teachers has to be developed.

• Korean Journal of Childcare and Education
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• v.10 no.5
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• pp.83-100
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• 2014

This study aims to explore the relationships between preschool teachers' beliefs about the purpose of multicultural education and their attitudes and teaching efficacy with respect to multicultural education. For this purpose, 296 teachers, who were working at kindergartens and daycare centers, were chosen for this study and the survey method was used to collect data. The TMAS (Teacher Multicultural Attitude Survey), Multicultural Teaching Efficacy Scale, and teachers' belief about the purpose of multicultural education were used to evaluate teachers' multicultural-related variables. To analyze the data, frequency measurements, percentile, one-way ANOVA, and Pearson's product moment correlation coefficient were used. Through this study, these findings were found: 1) Teachers most perceive human relations as the purpose of multicultural education. 2) There is no relationship between the belief in multicultural education and the attitudes and teaching efficacy with respect to multicultural education. However, The attitudes about multicultural curriculum show meaningful differences, depending on the teachers' beliefs about the purpose of multicultural education. 3) The attitudes and teaching efficacy with respect to multicultural education are strongly related to each other. These findings are discussed with respect to the necessity of multicultural education curriculum development for preschool teachers.

• The Korean Journal of Community Living Science
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• v.21 no.4
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• pp.517-528
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• 2010

The number of young children who attend daycare center, preschool or kindergarten and are taken care of by teachers during a day has skyrocketed in Korea. The purpose of this study was to analyze the contents of the research on infant/child-teacher attachment in Korea. Thirty five studies (5 doctoral dissertations, 24 masters' theses, and 6 academic journal articles) published from 1993 to 2010 were analyzed in the matter of the publication period, the related variables, and methodology for analyzing the data. The findings are as follows: 1) More than two-thirds of the research were from masters' theses. The number of studies conducted in the late 2000s doubled compared to that in the 1990s. 2) Each study on infant/child-teacher attachment had at least one related variable regarding social, emotional, cognitive or physical development, but not language. The studies on infant/child-teacher attachment related to social development have rapidly increased in the late 2000s. 3) The majority of studies were conducted using quantitative analyses and Attachment Q-set version 3.0. Difference analysis and relational analysis were most frequently used in many studies. There was only one study which was analysed with the advanced statistical methodology. The implication for a future study was also discussed.

• Journal of Korean society of Dental Hygiene
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• v.9 no.4
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• pp.864-873
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• 2009

Objectives : This study was to collect data about oral health to develop preschool children' oral health program. Methods : This research was from July 20th to August 20th, 2008 with self-administrated questionnaires by post and e-mail. The response rate was 57.6%(144 of 250). Results : 1. Daycare center provided fruit(64.6%), bread(56.9%), milk(82.6%), yoghurt(47.9%). daycare center tend to provide cariogenic snacks and drinks such as bread, yoghurt. 2. 73.6% of teachers said they reward children with sweets for good behavior. 3. Activities related to oral health was done in daycare center were : children brush their teeth with fluoride toothpaste(79.9%), catering staff receive the education about nutrition(79.2%), children participate in the activities and training related to food(78.5%), using sugary food at a birthday party(77.3%), annual dental health check-up by a dentist(65.3%). 4. The percentages of guiding principles based on documentation in the topic of the oral health were : coping with a situation where a child injured his or her teeth(76.4%), annual dental health checkup by a dentist(72.2%), teachers supervise children's tooth brushing using a fluoride toothpaste(70.8%). 5. Documented guide or course for oral health includes the following; training for coping with tooth damage(76.4%), annual dental health check-up(72.2%), and coaching children to brush their teeth with toothpaste that contains fluoride(70.8%). Conclusions : It is believed that for better children's oral healthcare, childcare teacher should be given a range of in-depth oral health program. Furthermore, through detailed analysis on the documented guide of oral health, cooperation from the associated organization will be required to have the guide placed at the childcare center.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.22 no.4
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• pp.236-245
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• 2011

Objectives : The objective of this study was to evaluate the relationship of the parenting stress with their children's characteristics for typically developing preschool children. Methods : Parents of 38 preschool children (mean age : 4.4${\pm}$0.7 years, 22 boys) completed the Korean Parenting Stress Index, the Korean Child Behavior Checklist, the Conners Parent and Teacher Rating Scale-Abbreviated form (CPRS and CTRS), the Junior Temperament and Character Inventory, the Children's Sleep Habit Questionnaire and the Social Responsiveness Scale. All 38 children performed the Comprehensive Attention Test (CAT). Results : The children's inattentive and hyperactive problems, as measured by the CBCL, CPRS and CAT, had positive correlation with parenting stress. Both internalizing and externalizing behavioral problems were associated with parenting stress. Of the child's temperament dimensions, Novelty Seeking and Harm Avoidance were positively correlated with parenting stress, but Persistence and Cooperativeness were negatively correlated with parenting stress. Sleep anxiety and other sleep characteristics showed a correlation with parenting stress. Social Motivation and Communication were also positively related to parenting stress. Conclusion : Our results suggest that parenting stress could be related to the children's cognition, emotion, behavioral characteristics, sleep habits and social development. These results could assist in the development of interventions to improve the parental well-being in typically developing preschool children.

• Korean Journal of Childcare and Education
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• v.7 no.2
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• pp.81-96
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• 2011

The purpose of this study was to develop a multicultural education practice scale for preschool teachers and to examine the reliability and validity of the scale. Participants for this study were 310 preschool teachers from Seoul and Gyeonggi. The multicultural education practice scale for preschool teachers was consisted of 3 factors, 'multicultural national to understand', 'interactions with multicultural children' and 'multicultural culturally to understand' with 13 items. Cronbach's ${\alpha}$ was ranged from .74 to .82. The confirmatory factor analysis revealed that RMSEA=.08, SRMR=.06, NNF=.90, and CFI=.92. All these results show that the multicultural education practice scale for preschool teachers is quite reliable and valid.

• Korean Journal of Childcare and Education
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• v.9 no.1
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• pp.281-299
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• 2013

The purpose of this study was to examine the relations between the quality of teacher-child relationship, child temperament, and teacher-child interaction. The subjects were 51 3-4 years old children who were attending a preschool in Seoul and their mothers. The mothers of the young children rated child temperament and the head teachers of the children evaluated the quality of teacher-child relationship. The frequency of teacher-child interactions in the classroom was collected through observation during self-selected activities in the classrooms. Observational data included frequency of teacher-initiated interactions and number of child-initiated interactions. The results showed that boys were more likely to have conflictual relationships with teachers and girls were likely to have close relationships with teachers. And lower levels of effortful control were associated with teacher-child conflict. More child-initiated interactions were related to the conflict relationships with teachers. Results suggest that child characteristics and teacher-child interactions contribute to children's relationships with teachers.

• Journal of the Korean Home Economics Association
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• v.49 no.6
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• pp.1-12
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• 2011

This study investigated prevalence rates and differences in social behaviors, psychosocial adjustments, and language ability of preschool children who engaged in bully/victim subgroups: aggressive victims, passive victims, bullies, and non-involved. The participants were 297 preschool children and their teachers in Jeju City. The teachers measured children's peer victimization, social behaviors, and teacher-child relationships. Children's language ability and self-concept were also assessed by individual interview. There were significant differences in social behaviors, psychosocial adjustments, and language ability among the bully/victim subgroups. Aggressive victims included in a high risk group characterized by a high level of aggression, ADHD, peer rejection as well as conflicted relationships with teachers. Moreover, they had limited language ability. The findings highlight behavioral heterogeneity among the bully/victim subgroups in early childhood.