• Title/Summary/Keyword: 영아

Search Result 39,584, Processing Time 0.153 seconds

Child Care Teacher's Job Satisfaction and Infant Temperament Associated with teacher-student Relationship in the 2-year-olds class (교사 직무만족도 및 영아기질과 교사-영아 관계)

  • Lee, Ki Young
    • Korean Journal of Childcare and Education
    • /
    • v.3 no.1
    • /
    • pp.89-107
    • /
    • 2007
  • The purposes of this study were to investigate child care teacher's job Satisfaction and infant temperament associated with teacher-infant relationship in the infant class. The subjects were 175 infants and 50 their teachers in Chung Ju City. The collected data were analyzed by paired sample t-test, ANOVA using the SPSSWIN Computer Program. The results of this study were; First, Child Care teacher's job Satisfaction the infant class was high in teachers with low age group. Second, Child Care teacher's job Satisfaction in the infant class was high in teachers were positively related to intimacy of teacher-infant relationship. Finally, Infant temperament were no related to teacher-student relationship.

  • PDF

Direct and indirect effects of Job satisfaction of early child teacher on the teacher-child relationship according to child temperament and adatation to child-care institutions (영아기질 및 어린이집 적응에 따른 교사의 직무만족이 교사-영아 관계에 미치는 직.간접효과)

  • Choi, Hang-Jun;Moon, Hyoun-Kyoung;Kim, Sun-A
    • Proceedings of the KAIS Fall Conference
    • /
    • 2012.05a
    • /
    • pp.219-223
    • /
    • 2012
  • 본 연구는 D시와 G시에 소재한 어린이집 13기관에 재원 중인 영아 238명과 해당 영아의 어머니와 아버지 각 238명, 담임교사 45명(총 45학급)을 대상으로 영아의 기질과 어린이집 적응 변인이 교사의 직무만족과 교사-영아 관계에 어떠한 직 간접적인 영향력을 갖는지를 알아보고자 구조방정식 모형을 통해 분석하였다. 본 연구결과, 영아의 기질이 교사의 직무만족에 의해 매개되어 교사-영아관계에 영향을 미치는 것으로 나타났으며 영아의 어린이집 적응 또한 직무만족에 의해 매개되어 교사-영아관계에 영향을 미치는 것을 알 수 있었다. 따라서 교사의 직무만족은 교사-영아관계에 영향을 미치는 영아의 기질과 어린이집 적응, 두 잠재 변인 간의 매개 변인이다. 특히 영아의 기질은 교사의 직무만족과 교사-영아관계에 미치는 영향력이 영아의 어린이집 적응보다 크게 나타났으며, 영아-교사관계에는 기질이나 적응이 미치는 직접효과가 직무만족을 매개로한 간접효과보다 크게 작용하고 있었다. 이러한 결과는 영아와 교사관계에 있어서 영아의 기질변인이 중요함을 드러내준다. 그러므로 본 연구는 다양한 변인간의 관계를 규명함으로서 영아 연구 범위의 폭을 확장하였다는 의의가 있다.

  • PDF

Relation between Infant Teacher Attachment or Infant Gesture and Infant Language Development (영아교사의 애착 및 영아의 몸짓(gesture)과 영아 언어발달 간의 관계)

  • Shin, Ae Sun
    • Korean Journal of Child Education & Care
    • /
    • v.17 no.4
    • /
    • pp.121-143
    • /
    • 2017
  • The objective of this study is to find out the relation between infant teacher attachment or infant gesture and infant language development. The study was conducted with infants aged between 18 and 24 months and their 84 teachers of 63 home day care centers and infant day care centers in J city, Jeollabukdo. The results of the study are as follows. First, there was positive correlation between infant teacher attachment and infant language development. Looking at the types of infant teacher attachment showed that positive emotion, contact-seeking, self-sacrifice genialities, approach-seeking, solidarity, and expectation had positive correlation with receptive and expressive language, protection had positive correlation with receptive language, and only indifference had negative correlation with receptive language. Second, of sub-factors of infant gesture, directive gesture had negative correlation with receptive language, and customary and representational gesture had positive correlation with expressive language. Third, according to the results of the study of the effects of infant teacher attachment and infant gesture on infant language development, contact-seeking had the largest effect. Looking at the types of infant language development showed that contact-seeking had the largest effect on receptive language, and solidarity had the largest effect on expressive language. The results of the study showed that infant teacher attachment had larger effects on infant language development than infant gesture. It is expected to be used as useful materials to improve communicative abilities of infant teachers interacting with infants for infant language development.

The effect of maternal attachment and parenting efficacy on infant-mother's interactions (어머니의 영아에 대한 애착 및 양육효능감이 영아-어머니의 상호작용에 미치는 영향)

  • Park, Wha-Yun;Ma, Ji-Sun
    • Journal of the Korea Academia-Industrial cooperation Society
    • /
    • v.14 no.6
    • /
    • pp.2727-2734
    • /
    • 2013
  • This study was designed to examine the effect of maternal attachment of infant and parenting efficacy on infant-mother's interaction. The subject were 180 infant and their mother who were early childhood education service in G city. Data analysed with Pearson correlation, regression. The results were as follows. First, there were showed tendency of normal level that mother's attachment and parenting efficacy to infant, infant-mother's interactions. Second, there were significant positive relationships between the mother's attachment of infant and infant-mother's interactions. Third, there were significant positive relationships between the mother's parenting efficacy and infant-mother's interactions. Fourth, the mother's attachment of infant and parenting efficacy has effect on the infant-mother's interactions.

A Qualitative Research on the Bookstart for Infants and Toddlers: Focusing on the Bookstart of Public Library in Cheonan (영아 대상 북스타트 프로그램에 대한 질적 연구 - 천안시 문헌정보관을 중심으로 -)

  • Gu, Su-Yeon;Choi, Ye-Lin
    • Journal of Korean Library and Information Science Society
    • /
    • v.40 no.1
    • /
    • pp.517-540
    • /
    • 2009
  • The bookstart program for infants and toddlers is still in experimental progress. From this qualitative research that contains the both administration and utilization of the bookstart program at the Cheonan public library, some necessities for improvement were found to be the more effective program. The administration staffs of program consist of the supporting team and the instructional team. This program gives the meaningful experience to staffs such as the satisfaction as supporters of caring infants and toddlers, extension of social participation, and developing professionalism. The characteristic (purpose) of bookstart program for infants and toddlers could be categorized as three: offering a place to plays with other infants and toddlers, opportunities to exchange practical information, and chances to have educational support. To be more effective program, the difficulties and administrative problems of the program should be solved.

  • PDF

Effects of the Infant Teachers' Susceptibility, Efficacy, and Interactions between Teachers and Infants on the Social·Emotional Development of Infants (영아교사의 민감성, 효능감, 영아와의 상호작용이 영아의 사회·정서발달에 미치는 영향)

  • You, Ji Yeon;Hwang, Hye Jung
    • Korean Journal of Childcare and Education
    • /
    • v.11 no.3
    • /
    • pp.1-23
    • /
    • 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.

A New Technique for Estimating Direction of Arrival of Signals (신호의 도착 방향을 추정하는 새로운 기법)

  • 최진호;윤진선;송익호;박성일
    • The Journal of the Acoustical Society of Korea
    • /
    • v.12 no.2
    • /
    • pp.60-65
    • /
    • 1993
  • 이 논문에서는 신호원의 도착 방향을 추정할 때 쓰이는 영 스펙트럼의 일반화를 생각하였다. 일반화된 영 스펙트럼의 상하한, 곧 최대 영 스펙트럼과 최소 영 스펙트럼을 얻었고, 최대 영 스펙트럼이 다중 신호 분류 영 스펙트럼이나 Min-Norm dud 스펙트럼과 같은 것을 포함하는 다른 영 스펙트럼들보다 해상 능력이 좋음을 알았다. 컴퓨터로 모의 실험을 하여 여러 영스펙트럼의해상확률을 얻었는데 이로부터 최대 영 스펙트럼의 뛰어난 해상 능력을 확인할 수 있었다.

  • PDF

An Analysis of Structural Relationships of the Cognitive and Communication Ability Related Variables on Infants (영아기 인지·의사소통 발달 관련요인 간의 구조적 관계 분석)

  • Back, Ji Sook;Kwon, Eun Joo
    • Korean Journal of Child Education & Care
    • /
    • v.18 no.1
    • /
    • pp.103-123
    • /
    • 2018
  • This study investigated the structural relationships among infant's cognitive and communication ability, temperament, teacher-infants interaction, and mothers' parenting stress. Subjects used in this study were 249 infnats whose mean age of 30.21 months, and who were attended in preschool in S city. Research instruments used in collecting data were 'K-ASQ(Korean Ages and Stages Questionnaires)', 'EAS(Emotionality, Activity, and Sociability-Temperament Survey for Children-Parental Ratings)', 'PSI/SF(Parenting Stress Index/ Short Form)', 'ECOI'. The collected data were analyzed through SPSS 18.0 and AMOS 18.0 program. Pearson's correlation and Structural equation model analysis were used to analyze the data. Findings are as follows. First, there were positive correlations between infant's cognitive and communication ability with social-ability temperament, teacher-infants interaction. There were negative correlations between infant's cognitive and communication ability with infant's emotionality temperament, mothers' parenting stress. Second, social-ability temperament directly affected disposition toward cognitive ability, but in-direct effect was not significant. Emotionality temperament partially mediated the effects of parenting stress toward cognitive ability. Third, social ability directly affected disposition toward language ability, but in-direct effect was not significant. There has no significant path of temperament to teacher-child interaction, but teacher-child interaction has direct effect to infant's cognitive ability. Finally, all path about infant's communication ability were not significant.

The relations of toddlers' temperament, mother's rearing attitude, and teacher interaction to Toddlers' Language Ability (영아 기질, 어머니 양육행동, 교사 상호작용과 영아 언어능력의 관계)

  • Kim, Hyeon
    • Korean Journal of Childcare and Education
    • /
    • v.6 no.1
    • /
    • pp.67-93
    • /
    • 2010
  • The purpose of the present study was to examine how 25~36-month-old toddlers' temperament, mother's rearing attitude, teacher interaction relates to their language abilities and to analyze the predictive power of these variables in predicting language ability. The subjects were 206 toddlers, 206 mothers and 38 class teachers at child care center in G metropolitan city. The collected data were analyzed using Pearson's correlation analysis and stepwise multiple regression analysis on SPSS program. The results of this study were as follow. First, there was a significant relationship between mother's rearing attitude, teacher interaction and toddlers language abilities. However, toddlers' temperament showed no significant correlations with toddlers language abilities. Second, teacher's positive attitude was the best predictor of toddlers language abilities. Toddlers' reactivity and mother's rational guidance were also predictors of toddlers' language abilities.

식약청 벌꿀제품 관련 업무협조 요청 내용(‘1세미만 영아에게 가급적 벌꿀을 먹이지 마십시오’ 문구 표시)

  • 한국양봉협회
    • The Korea Beekeeping Bulletin
    • /
    • s.292
    • /
    • pp.14-15
    • /
    • 2005
  • 최근 한국 소비자 보호원은 시중에 유통되고 있는 국산 및 수입벌꿀 30종을 수거$\cdot$검사한 결과, 국산 벌꿀에서는 보툴리눔균이 검출되지 않았으나, 미국의 경우 1976년부터 1996년까지 1,442건의 영아 보툴리누스증 발병 사례가 보고되고 있어, 미국과 일본 등의 보건당국에서는 내용을 발표한 바 있다. 영아 보툴리누스증은 면역력이 완전히 갖추어져 있지 않고 위산의 산도가 약한 1세미만의 영아가아포 형태로 존재할 수 있는 클로스트리디움 보툴리눔(clostridium botlinum)이 함유된 벌꿀을 섭취할 경우 발병할 개연성이 있음이 보고되고 있다. 이러한 이유로 세계보건기구(WTO), 미국 질병통제센터(CDC) 등에서는 1세미만의 영아에게 벌꿀을 먹이지 않도록 지도하고 있으며, 미국$\cdot$일본 등에서는 일부 벌꿀제품에 영아 보툴리누스증과 관련한 주의문구를 업계에서 자율적으로 표시하는 사례가 있습니다. 이에, 식약청에서는 관련 주의 문구 표시에 대한 국제적 기준 및 제외국의 규제 사례등을 검토하고 있으며, 우선적으로 각 시$\cdot$도, 지방청 및 관련단체는 벌꿀 섭취로 인한 영아 보툴리누스증이 발병하지 않도록 사전예방하고, 소비자 보호차원에서 벌꿀제품에 '1세미만 영아에게 가급적 먹이지 마세요'라는 내용의 표시를 업계에서 자율적으로 표시할 수 있도록 권장하고 있다.

  • PDF