• Korean Journal of Childcare and Education
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• v.6 no.1
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• pp.67-93
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• 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.

• Korean Journal of Child Education & Care
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• v.19 no.3
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• pp.99-113
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• 2019

Objective: This study is a case study on mother's perceived the adaptation process and program of a one-year-old toddlers in daycare center. Methods: This study is a case study of four mothers who live in Seoul, South Korea and whose first child enters in daycare center at 18 or 20 months. The data collection method was applied to group interview and the individual in-depth interview method. Results: After the interview data was analyzed, first, they decided to enroll their child to a daycare center after two mothers were pregnant with the second child or the others received a phone call for admission. The first impression of the teachers had a great influence on the choice of admission when mother first visited the daycare center. mother, as well as toddlers who exhibited anxiety, experienced an adaptation process. Through communication between mother and teacher, mothers could feel the toddler's adaptation. Second, as for the difference of the adaptation program according to the daycare center type through the adaptation process of the one-year-old toddlers, there was a big difference in the program guide, the period, the content and the proceeding method. Conclusion/Implications: Based on the results of this study, it is expected that it will be a basic data for the development of the adaptation program for one-year-old toddlers in daycare center at the national level.

• Korean Journal of Childcare and Education
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• v.11 no.2
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• pp.331-354
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• 2015

This study attempts to reveal the difficulties of teachers during the process of infant's early adaptation in the day care center and realize the thought and demand of teachers. And the purpose of this study is to make a desirable development in infant's early adaptation. The participants of the study were 9 infants all 1 year of age, their 7 parents, and 8 teachers of S public child day care center in P city. The 8 teachers were interviewed several times. The results of the study can be summarized as follows. First, the teachers' difficulties in their relationships with the parents are 1) egotism focusing on only their own child, 2) distrust between the teachers and parents, 3) a lack of understanding in the role as parents at early adaption programs, 4) and a lack of understanding in the management of the day care center. Second, in their relationships with the infants, the teachers'difficulties are 1) the uncontrollable behaviors of infants, 2) the arbitration of struggle between children, 3) and the inequality between enrolled and fresh infants. Third, in their relationships with the teachers, the difficulties are 1) co-work with other teachers 2) and conversation with the director of the day care center. This study is expected to give actual help to understand the difficulties of teachers who experience difficulties in the early infant adaptation process and to provide important preliminary data to plan specific management which assist with the difficulties of teachers.

• Korean Journal of Human Ecology
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• v.15 no.1
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• pp.55-69
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• 2006

The purpose of this study was to provide data for development of child-care programs. For this purpose, mothers' demands were investigated. The subjects included 403 mothers with children enrolled in child-care centers located in Yangju city, Gyeonggi-do. The data were analyzed by frequency, percentage, cross tabs, t-test, and F-test. The major findings of this study were as follows: First, satisfaction with child-care centers was positive. Second, the major reasons for dissatisfaction with child-care centers came from facilities and program contents of inferior quality. Third, mothers emphasized the importance of teachers' role and social-emotional development as quality criteria for child-care programs. There were differences in mothers' demands according to their demographic characteristics.

• Korean Journal of Human Ecology
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• v.20 no.5
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• pp.897-915
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• 2011

The purpose of this study was to investigate the actual conditions and characteristics of weekly and daily child care programs for infants, to provide a basis for the improvement of infant care quality. Weekly and daily curricula of 18 classes for one and two-year-olds classes (9 for each ages) from childcare centers in D city were collected from Nov. 2009 to February 2010. The results are as following: first, classes for one-year-olds plan 6-25 activities and classes for two-year-olds plan 12-30 activities weekly, with differences in the number of weekly activities according to the childcare centers. The number of weekly activities should be planned considering infants' interest as well as educational continuity of the activities. Second, the investigation of daily activities showed that the routine activities planned for one-year-olds were for total of 310-600 minutes and for two-year-olds 310-540 minutes. Among these, on average of 66% of the time was planned for everyday life such as eating and napping. The rest of time was dedicated to indoor and outdoor free play. However a few centers allocated more time for group activities according to subjects compared to free play. A curriculum composed of group activities ignoring infants' individual developmental differences should not be encouraged. Last, the results of cluster analyses on weekly and daily curricula in terms of the number of activities and time, duration, number of group activities and time showed that curricula for infants could be characterized into two types: "free play" and "group activity" curricula.

• Korean Journal of Child Studies
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• v.25 no.5
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• pp.129-145
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• 2004

This research aimed to analyze the quality of center-based infant/toddler programs in Korea. Scale for infant and toddler programs divide accreditation standards into 4 areas(physical environment, curriculum, health care, management system) with 60 standards. Standards can be divided into basic criteria and general criteria. The subjects are 149 day care centers(44 infant day care centers and 105 day care centers), and raters(teachers or principal) assessed the quality of each item on a 5-point Likert scale. The results of this study are as follows: 1) Self-evaluation result have marked 3.67 as average(range : 2.32~4.90), which barely meets basic criteria level. 2) Physical environment area has received worst score(3.41) and Health care area has received best score(3.92). 3) Each standard's score indicate the quality of infant/toddler care program: Feed care(4.29), Affectionate teacher-infant interaction(4.14) were highly rated while Nature environment/anmal/plant(2.75) and Teacher's facilities(2.74) were rated low. 4) Some variation factors showed differences in the qualitative level; number of child, education level of principal.

• Korean Journal of Child Education & Care
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• v.17 no.2
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• pp.1-24
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• 2017

The purpose of this study is to present information about effective parent education method by examining effects of parenting education program on emotional coaching, parenting efficacy, parenting attitude and emotional expression. For this purpose, 43 parents who have a toddler who is financed in H daycare center and Y daycare center in G city of Jeonbuk were selected as research subjects. Among them, twenty - two mothers of infants who are financially supported by H day care center were selected as experiment group and they conducted a total of 8 cycles of emotional coaching parent education program for 120 minutes per week and once a week. For the analysis of collected data, ANCOVA was performed using SPSS 18.0 program. The results were as follows. The parenting program of emotional coaching positively affects mother 's parenting efficacy, parenting attitude and emotional expressiveness. The results of this study can be used as basic data of parent education method which helps the desirable interaction with infant through more specific steps through emotional coaching to parents with toddlers.

• Korean Journal of Childcare and Education
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• v.2 no.1
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• pp.89-109
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• 2006

The purpose of this study is to investigate the level of knowledge that mothers have on child development. To do so, a Knowledge of Child Development Inventory(KCDI) developed by Larsen &Juhasz(1986) was carried on to 156 mothers with an infant range from birth to age 24 months. The findings of the study were twofold: First, 70% of the questions on average were answered correctly by the participants. In other words, mothers generally demonstrated a high level of knowledge on child development. With regard to knowledge of child development, their knowledge on physical development of children was relatively low in comparison with that of cognitive and emotional development. In addition, mothers with a girl were more aware of child development especially in relation to child's emotional development. Also, mothers who delivered a heavier baby at birth possessed a higher level of knowledge concerning child's physical development. Second, other external factors, such as the level of family income and mother's education, played a significant role in affecting the level of knowledge on child development. Unsurprisingly, mothers with a higher income and education level demonstrated a higher level of knowledge on child's cognitive development. The findings of the study implicates that mothers seldom demonstrate a proper level of knowledge on child development. Hence, this study suggests that a practical, functional training services and resources for current and future mothers must be ensued.

• Korean Journal of Childcare and Education
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• v.11 no.6
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• pp.97-114
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• 2015

This study is aimed to determine whether there is any meaningful correlation between predictors and is intended to examine the relative influences that the pedagogical content knowledge of science teaching, scientific attitudes, science teaching intentions have on their science teaching efficacy. The results, showed that the childcare center teachers' pedagogical content knowledge of science teaching, scientific attitudes, science teaching intentions, and science teaching efficacy are all correlated with each other. The teachers' science teaching efficacy are predicted by their scientific attitudes, science teaching intentions, and pedagogical content knowledge of science teaching-learning methods. Specifically, for teachers of 0 to 2-year-olds, their science teaching efficacy is predicted by their science teaching intentions and scientific attitudes. For teachers of 3 to 5-year-olds, their science teaching is affected by their scientific attitudes and their pedagogical content knowledge.

• Korean Journal of Child Education & Care
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• v.18 no.3
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• pp.21-34
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• 2018

Objective: The purpose of this study is to investigate the effects of maternal parenting efficacy and emotional expression on infant's social emotional development. Methods: The subjects of this study were 269 infants and their mothers who attended day care centers in G district of S city and the data was collected by survey. The collected data were analyzed by frequency analysis, t-test and ANONA test using SPSS 16.0 program, $Scheff{\acute{e}}$ test by post test, correlation analysis and multiple regression analysis. Results: First, parenting efficacy, emotional expressiveness, and social emotional development of infants showed differences according to age, participation time, and academic background. Parenting efficacy showed a significant difference in age and parenting time, and emotional expressiveness showed significant difference in education and parenting time. Infant's social emotional development showed a significant difference in educational attainment and parenting time. Second, maternal parenting efficacy and emotional expressiveness were found to have an influence on infant's social emotional development. Conclusion/Implications: Maternal parenting efficacy and emotional expressiveness seem to influence the development of social emotions in infants, and these results suggest that, in order to grow the children healthy in social, emotional aspect, various education programs which could improve parenting efficacy and positive emotional expression are necessary.