• Journal of Families and Better Life
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• v.32 no.5
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• pp.193-205
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• 2014

The purpose of this research is to gather basic data to make nursery teachers' role clear and to suggest a way to improve their expertise by investigating their sensitivity and expertise. To fulfill this aim, this research was performed by targeting 180 nursery teachers responsible for infant classes in national, public, and private nursery schools. To measure the nursery teachers' sensitivity, Gerber's (2003) teacher sensitivity indicator is used. And to measure the efficacy of teaching play, the indicator, which was developed by E. Shin, Y. Yu and H. Park (2004), was used through modification and complement. Also for measuring the teacher's expertise, research data were collected by the generalized and modified questionnaire which was used in H. Yoon's (2010) research. The results of the analysis of collected data show that the teacher group with higher sensitivity in the infant class shows meaningfully higher professional ethics, higher performance, and higher recognition of expertise than the teacher group with lower sensitivity. And the teacher group with higher awareness of the efficacy of play shows higher professional ethics, higher performance, and higher recognition of expertise than the teacher group with lower sensitivity. too. Also, the results of the analysis of the correlation between the infant teacher's sensitivity, efficacy of teaching play, and recognition of expertise show that the teacher's sensitivity has a static correlation with the total points of social necessity, professional ethics, fairness, teacher's performance, and recognition of expertise. When we generalize the research results, we find that positive sensitivity and higher efficacy of teaching play make the infant class teacher's expertise recognition higher.

• Korean Journal of Childcare and Education
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• v.20 no.1
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• pp.73-89
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• 2024

Objective: The purpose of this study was to examine the effect of communication and cooperation between teachers and parents on infant care. Specifically, this study explored the direct effect of teacher-parent partnership on teacher-infant interactions and the indirect effect through teacher sensitivity. Methods: The participants of this study were 216 teachers in charge of infant classes at child care centers located in Gyeonggi-do. They responded to questionnaires on teacher-parent partnership, their sensitivity, and teacher-infant interactions. Data were analyzed using structural equation modeling. Results: First, teacher-parent partnership did not have a direct impact on teacher-infant interactions. Second, teacher-parent partnership indirectly influenced teacher-infant interactions through teacher sensitivity. In other words, a high level of teacher-parent partnership was associated with a high level of sensitivity, subsequently resulting in the provision of high-quality interactions for infants. Conclusion/Implications: This study confirmed the role of teacher sensitivity as a mechanism to explain how teacher-parent partnership is linked to teacher-child interactions. The results emphasize the importance of communication and cooperation between teachers and parents in enhancing teachers' sensitivity and, ultimately, providing high-quality child care to infants.

• Korean Journal of Child Studies
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• v.30 no.2
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• pp.71-95
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• 2009

This study investigated relationships among infant development, teacher's sensitivity, home literacy environment, and infant-teacher interaction in the child care setting. Verbal and behavioral interactions between 30 2-year-old infant-teacher pairs were video-recorded during free play activities; teachers' sensitivity was observed by trained observers; infant development was assessed by teachers; data on the early home literacy environment were gathered through maternal self-reported questionnaires. Data were analyzed by descriptive statistics, t-tests, and correlation analyses. Results indicated that boys showed more naming; girls showed more physical contact with teachers. Infants high in overall developmental level showed more behavioral interaction with teachers. Teacher's sensitivity correlated positively with behavioral imitating and negatively with questioning and nodding. Verbal interaction in the home correlated positively with nodding.

• Korean Journal of Childcare and Education
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• v.14 no.6
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• pp.1-18
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• 2018

Objective: The purpose of this study was to investigate relationships among child care teachers' role conflict, organizational commitment and teacher's sensitivity. It also aimed to test the mediating effect of organizational commitment on the pathway from child care teachers' role conflict on teacher's sensitivity. Methods: A self-report survey was conducted on 301 child care teachers in Chungbuk. Descriptive, means, standard deviations, correlations using SPSS 18.0, and Structural Equation Modeling using AMOS 18.0 were all conducted in order to analyze the collected data. Results: The results indicated that child care teachers' role conflict and organizational commitment had significant direct effects on teacher's sensitivity. This study also confirmed the significant mediating role of organizational commitment on the pathway from child care teachers' role conflict to sensitivity. Conclusion/Implications: The significance of role conflict and organizational commitment suggests that the integration of individuals with less conflict and more dedication will contribute more qualitative child care services by improving sensitive interactions with young children.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.2
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• pp.145-151
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• 2013

The aim of this research is clarify the relationship between concept understanding degree about the environment and environmental sensitivity and heighten understanding of environmental education target to pre-service elementary teacher. The subjects of this study are science education intensive course 65 students of B educational university. Concept understanding degree about the environment was separately investigated by 'the definition of environmental education', 'Write The positive concept of the natural environment education and briefly describe.''The negative concept of the natural environment education and briefly describe'. Next clarify the relationship between concept understanding degree about the environment and environmental sensitivity target to pre-service elementary teacher. Based on these results, propose an alternative to cultivate pre-service elementary teacher's knowledge about environmental education. Degree of understanding of the concept environmental education research results are as follows. First, Cognition degree about definition of environmental education of pre-service elementary teacher is correctly recognized generally. Second, They do not think deeply about natural environment when it comes to the positive concept of the natural environment of pre-service elementary teacher. Third, They have only a little interest in natural environment when it comes to the negative concept of the natural environment of pre-service elementary teacher. Correlation research results of degree of understanding of the concept of environmental and environmental sensitivity are as follows. High understanding degree of environmental education is high environmental sensitivity. Heighten environmental sensitivity of pre-service elementary teacher will be sustainable environmental education so education is necessary for environmental Sensitivity training.

• 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.

• Journal of the Korean Home Economics Association
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• v.46 no.1
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• pp.117-129
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• 2008

In present study, using 1572 low-income families and 266 Head Start teachers from Family and Child Experiences Survey (FACES) in the U.S., we examined the effects of mothers' reading and the characteristics of interaction between teacher-child interaction on 4-and 5-year-olds' cognitive development represented by their verbal and numerical abilities. Frequencies of mothers' reading at home consistently predicted higher scores of children's Peabody Picture Vocabulary Test and Woodcock Johnson Applied Problems. Teachers' sensitivity and permissiveness in their interactions with children in classroom were positively related to children's verbal abilities and teachers' sensitivity predicted better numerical abilities of children after controlling for mothers' reading and the characteristics of family and teacher. The findings shed light on the contributions of teacher behaviors and familial factors to children's cognitive development calling for attention to the need for parent education on cognitively stimulating family environments and continuing education for early childhood teachers focusing on quality interactions with young children.

• Korean Journal of Child Education & Care
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• v.17 no.2
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• pp.181-203
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• 2017

The purpose of this research is to reveal the difference of teacher-child interaction in relation to professionalism awareness and sensitivity level of early childhood teachers. To this end, we used professionalism awareness, sensitivity, teacher-child interaction as parameters for 226 early childhood teachers in Jeonbuk province. Here are the results : First, we investigated the difference of professionalism awareness, sensitivity, teacher-child interaction in relation to the background of early childhood teachers, and it differs by the age, career, educational level of the teachers. Second, we made group comparison to see the difference of teacher-child interaction depending on professionalism awareness level of teachers, and teachers with high professionalism awareness showed meaningfully higher emotional, verbal, behavioral interaction level than lower group. Third, we made group comparison to see the difference of teacher-child interaction depending on sensitivity level, and teachers of high sensitivity shows meaningfully higher emotional, verbal interaction than lower group. This result could be potential data to ameliorate the quality of teacher-child interaction, and it implies that the improvement of professionalism and sensitivity level could contribute to professional performance capability of teachers.

• Korean Journal of Childcare and Education
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• v.16 no.6
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• pp.233-252
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• 2020

Objective: The purpose of this study is to verify the effect of childcare teachers' positive human relationships in childcare centers on care sensitivity to children through their work immersion. Methods: The subjects of this study were child care teachers who were conveniently sampled from Incheon City. A total of 380 surveys were distributed, and a total of 334 surveys were analyzed, Poor or incomplete questionnaires collected were excluded. The. Sobel Test and Baron & Kenny's multi-regression were used for the analysis with the SPSS 23.0 program. Results: Child care teachers' positive relationships with directors, with their fellow teachers, and with parents had an influence on teachers' care sensitivity to children. Teacher's positive relationships with their fellow teachers and with parents had an influence on teachers' work immersion, which mediated the relationships between teacher's human relationship and their care sensitivity to children. Conclusion/Implications: The positive relationships of child care teachers directly and indirectly affect their sensitivity to children through teachers' work immersion.

• Korean Journal of Childcare and Education
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• v.11 no.3
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• pp.1-23
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• 2015

This study examined the effect of infant teacher's sensitivity, efficacy and interaction on the social and emotional development of infants. The participants of this study were 169 infants and their teachers in daycare centers located in Seoul and Gyeonggi-do. The instruments were collected through teachers' responses. Data were analyzed through the variance analysis using PASW 18.0 to verify the infant teachers' susceptibility, efficacy, and infant-teacher interaction based on infant teachers' background variables; to find out the relationship between the variables, Pearson correlation analysis was performed, and to find out the relative influence of variables on the infants' social and emotional development, stepwise multiple regression analysis was performed. Results were as follows. Firstly, Among the background variables of the teachers, their career as infant teachers displayed differences in the infants' social and emotional development, and the susceptibility, efficacy, and infant-teacher interactions displayed partial differences based on the teaching career, career as infant teachers, age, daycare center type, and the academic background of the teachers. Secondly, there were positive relationships between infant teacher's sensitivity, efficacy and interaction and infants' social and emotional development. Thirdly, infant teachers' sensitivity, efficacy and infant-teacher interaction had an influence on infants' social and emotional development at the same time. Especially, sensitivity and interaction were powerful and influential variables and their explained variance was 53%. These results suggested that teachers' efforts must be made to interact positively with infants and to increase their sensitivity level to respond to infants in order to increase infants' social and emotional development.