Objective: The aim of the present study was to develop and validate a recognition scale for childcare teachers' rights. Methods: Statistical methods for data analysis involved the use of SPSS 20.0 and AMOS 20.0. To confirm the reliability and validity of the developed scale, various analyses, including item quality assessment, item discrimination, exploratory factor analysis, confirmatory factor analysis, and Pearson correlation analysis, were conducted. The maximum likelihood estimation method was employed for model fitting. Goodness of fit was assessed using SRMR, RMSEA and its 90% confidence interval, CFI, and TLI. Through these analyses, the scale's reliability and validity exceeded the standard. Consequently, 5 factors and 30 questions were ultimately selected as the recognition scale for childcare teachers' rights. Results: First, a recognition scale for childcare teachers' rights was developed to reflect changes in childcare settings. Second, an objective measurement was incorporated into the recognition scale of childcare teachers' rights. Third, the analysis using the proposed scale revealed a correlation between the recognition of childcare teachers' rights and life satisfaction. Conclusion/Implications: The study developed a scale capable of objectively measuring the recognition of childcare teachers' rights.

Objective: This study aims to investigate the perception and demand of child care teachers regarding the support project for part-time substitute teachers in Busan. Methods: A survey was conducted on 6,141 childcare teachers participating in the Busan part-time substitute teacher support project, and the data were analyzed using the SPSS 25.0 program. Results: First, an examination of the perception of part-time substitute teacher support projects based on the type of daycare center revealed significant differences in all aspects, except for whether they choose to reapply. Second, an analysis of the demand for part-time substitute teacher support projects, categorized by the type of daycare center, indicated significant differences. Conclusion/Implications: The findings of this study furnish valuable insights for the equitable and effective implementation of the part-time substitute teaching assistant support project, taking into account the distinct characteristics of various daycare centers. Additionally, the results offer essential foundational data to guide the strategic direction of the part-time substitute teaching assistant support project.

Objective: This study aimed to develop a parent play interaction observation scale (PPIOS-Toddler) and analyze it in terms of item discrimination, reliability, and validity. Methods: The subjects of the study were 97 toddlers and mothers. This scale consisted of three categories, six domains and 22 items on a 5-point scale. For the item discrimination of the observation scale, an independent standard t-test was conducted to analyze the significant difference in average between the upper and lower groups for each item. The reliability of the observation scale was calculated by Cronbach's α, the intra-item agreement, and the validity was examined through content validity, the correlation between subdomains and total scores, and official validity using PICCOLO. Results: In item discrimination analysis, all items exhibited differences between upper and lower groups. The overall internal agreement for the observation scale was 0.95, with factor-specific internal agreement ranging from 0.83 to 0.95. The observation scale demonstrated notable correlations between total scores and sub-factors (0.45 to 0.93) and significant correlations with PICCOLO total scores (0.66 to 0.86). Conclusion/Implications: The study successfully verified the item discrimination, reliability, and validity of the Parent Play Interaction Observation Scale (PPIOS-Toddler).

Objective: The purpose of this study was to evaluate the empathy of children aged 4 to 5 through the empathy interview tool and to verify the effects of children's and mothers' variables on the children's empathy. Methods: The subjects of this study were 102 pairs of children aged 4 to 5 and their mothers. The research was conducted through children's interviews and mothers' questionnaires. The data were analyzed using Pearson's correlation and multiple regression analysis. Results: First, girls exhibited a higher level of empathy than boys. Second, significant correlations were found between mothers' empathy, parenting behavior, emotional expression, and children's empathy. Third, the influences of independent variables on children's empathy followed the order of mothers' emotional empathy, positive emotional expression, and children's gender. Conclusion/Implications: This study identified variables in children and their mothers that influenced children's empathy. These findings contribute to a deeper understanding of children's empathy and can serve as fundamental data for intervention programs aimed at enhancing children's empathy.

Objective: This study examines the relationships among four-year-olds' counting skills, their use of number words, and their mothers' use of number words during mother-child free play. Specifically, we assess whether children's use of number words mediates the relationship between their counting skills and their mothers' use of number words during play. Methods: Forty-two 4-year-old children and their mothers were asked to play freely with a given set of toys at their home for 10 minutes. Children also completed a counting skill test. Frequencies of number word use were calculated for mothers and children from transcriptions of the free play. Results: Children's counting skills, the frequency of their number word use, and their mothers' frequency of number word use were positively correlated with each other. Additionally, the frequency of children's number-word use completely mediated the relationship between their counting skills and their mothers' frequency of number-word use. Conclusion/Implications: The results suggest that children's use of number language may play a crucial role in the provision of number-related language input by parents, based on their children's math skills. Practical implications of the findings are discussed.

Objective: The purpose of this study is to investigate the effect of young children's behavioral inhibition on self-determination, examining the sequential mediating effects of mothers' parenting anxiety and autonomy support. Methods: Participants in this study were 225 mothers with children aged 6 years. An online survey was conducted, and SPSS Statistics 23.0 was used for basic analysis. The research model used the Process Macro 4.0 program. Results: The higher the level of behavioral inhibition, the lower the child's self-determination. Furthermore, a mediating effect was confirmed when parenting anxiety was added. However, in the single mediation model and the sequential mediation model in which autonomy support was added, the direct effects of behavioral inhibition temperament and parenting anxiety on self-determination disappeared. As a result, behavioral inhibition characteristics were found to have an indirect effect on self-determination through the sequential mediating effects of mother's parenting anxiety and autonomy support. Conclusion/Implications: If a mother with a child with a behaviorally inhibited temperament properly handles the negative emotions experienced during parenting based on her understanding of the child and supports the child to have a high degree of autonomy, she can enhance the child's right to self-determination.