• 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.

• The Journal of the Korea Contents Association
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• v.17 no.8
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• pp.263-273
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• 2017

Although this research puts the emphasis on the importance of the personality education, and lacks the understanding of the early childhood educator about the personality education, and essentially the content analysis of the direction of the operation of the personality education hasn't been performed. Therefore through the research study once again we collected the opinion of the early childhood educator about the personality education. As the object of the investigation, we questioned 208 teachers who work in the Daycare Center in the S city, and applied the SPSS 18.0 program. The result is as the following. First, there was a lot of concern in the understanding of the early childhood educator about the personality education, and that it was in need. The reason for emphasizing the personality education appears to be the "Individual Egoism", and the "Parental Value" as the factor of influence, and "Whole People Human Development and Health Promotion" as a factor of helping, and "Courage" as the inner information of the information of the personality education, and "Manner" as the outer information. Secondly, more than the majority was carrying out the personality education in the real state of the early childhood educator on the personality education and it happens to be that the instructional material is the "Material related to the personality education", "Conversation" as the teaching learning method, "Once per week" as number of times, "Within 30 minutes" as lead time, "Teacher in Charge" as the host, and "Uncooperative parents" as the difficulty. Lastly the accurate time of demanding the early childhood educator about the personality education happens to be from "Infancy", and the teaching method is "Teaching by making a connection with the family", and that "Leading by example of the teacher" is the factor of consideration.

• The Journal of the Korea Contents Association
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• v.18 no.12
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• pp.595-610
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• 2018

It is becoming common that the lack of child care due to changes in social structure and family function should be serviced at society and at the national level. Interest in child care services in child care facilities also increased. The purpose of this study is to examine the effect of organizational culture on child care respect for young children's rights that is needed to improve the quality of child care services. The questionnaire was administered to 340 day care teachers working in day care facilities and statistical analysis was performed using SPSS 22.0 statistical program. An analysis of the impact of organizational culture on child care among infants and toddlers showed that development culture, rational culture, collective culture, and hierarchical culture, which are sub-factors of organizational culture, have statistically significant on day -to-day respect, and child- first interests. The degree of influence was shown in the order of development culture, hierarchical culture, and rational culture. In particular, the influence of group culture is very low, which has been proven to differ depending on the type of organizational culture. These results show that the organizational culture of child care facilities affects child care respect for young children's rights. In the end, we suggested the theoretical and practical implications of this study, presented limitations and future research directions.

• Korean Journal of Childcare and Education
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• v.8 no.2
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• pp.101-120
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• 2012

The purpose of this study was to investigate relationships between teachers' sense of self-efficacy and their job satisfaction to improve the quality of child care centers. It is crucial for teachers to have self-efficacy to reveal their potential for change and have opportunities to work better. In addition to teachers' self-efficacy, teachers' job satisfaction should be added to offer better child care service for parents as well as children. In this study, teachers' personalities and self-efficacy were compared between public and private child care centers to have further discussion making a progress of their job satisfaction. The results of this study are as follows : (a)The location of child care centers have meaningful effects on teachers' job satisfaction both in public and private child care centers equally. (b)Teachers in public child care centers have stronger influences on self-efficacy in home-related education and positive learning environment than teachers in private child care centers. (c)Teachers' participation in decision making is a significant factor that has affects on teachers' job satisfaction both in public and private child care centers.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.10
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• pp.6779-6787
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• 2015

The objective of this study is understand the influence of the teaching ethics of preservice childcare teachers on teacher efficacy and professionalism awareness. In order to achieve the study objective, the questionnaires were distributed to 285 preservice childcare teachers in A city. In the results of the study, first, regarding the teaching ethics perceived by preservice childcare teachers, 'the ethics of infants' were the most highly perceived while the 'teaching strategy' on teacher efficacy, and 'social service' and 'professional ethics' on professionalism awareness were the most highly perceived. Second, preservice childcare teachers' teaching ethics, teacher efficacy, and professionalism awareness had statistically significant correlations. Third, preservice childcare teachers' teaching ethics had positive influence on teacher efficacy and professionalism awareness. Based on the results of this study, in order to improve the quality of the childcare service after understanding the importance of preservice childcare teachers' teaching ethics, it would be necessary to have various researches on the internal stability of the systematic education for childcare teachers to have teacher efficacy and professionalism awareness.

• Korean Journal of Childcare and Education
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• v.10 no.4
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• pp.5-28
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• 2014

South Korea has strengthened the eligibility criteria for childcare teachers while amending the Infant Care Act in January 2005 in order to improve the quality of childcare services. Since then, there was a change in the legal basis related to childcare staff such as introduction of national certification of childcare center directors, name change, strengthened qualification standards for directors and teachers, training system maintenance and repair, strengthened credit standards of teachers' care related qualification courses, and maintenance provisions of continuing education nursery teacher qualifications. And that is because childcare staff are closely related to the quality of childcare, and a very important variable who has direct influence on infants. This study, through literature research and analysis, describes the status and development direction of childcare staff. This study covers three main aspects. First, the relevant historical flow was reviewed and the concepts of the role, expertise, and legal status of childcare staff were investigated. Second, staff training institutions, emissions certification, employment, and the status of treatment were investigated. Third, development direction for the training system, eligibility criteria, continuing education and its training system, and treatment improvement were proposed.

• Korean Journal of Child Education & Care
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• v.18 no.4
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• pp.39-50
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• 2018

Objective: Social attention is paid to the issues concerning child care teachers' work multisibility and ambiguous legal status. Child care teachers are employees based on the "Labor Standards Act" and the "Child Care Act". They also play the role of kindergarten teachers based on the "Childhood Education Act" because of the Nuri curriculum. Based on the main tasks of the child care teachers who protect and nurture infants and toddlers, the Nuri curriculum education for infants is conducted. However, the duties and rights of child care teachers are disproportionate because there are many areas where teachers' professional roles do not suit their legal rights. Methods: The purpose of this study is to investigate how teachers perceive their own rights through field experience using qualitative method based on interpretative epistemology. Participants were 61 child care teachers working in the metropolitan area and used protocol description and focus group interview (FGI) for data collection. The collected data were derived as a central theme according to the data analysis method proposed by Creswell (2013). Results: Participants in the study described the 'Right and autonomy of education as a professional occupation', 'Right to request for improvement on working conditions, guarantee of living and to request for welfare system' and 'Right to guarantee of a teacher's status and adjustment of grievance.' They pointed out poor working conditions and welfare benefits at daycare centers, and emphasized that education and autonomy are necessary conditions to be strengthened for quality child care activities. On the other hand, they did not realize that 'Right to guarantee of a teacher's status and adjustment of grievance' was their right. And they have endured the infringement of this right. Conclusion/Implications: This study reveals the gap between teachers' responsibilities and rights, indicating the urgency of institutional arrangements. It is discussed that the social expectation for strengthening personality and professionalism as an infant and child specialist is increased and a practical alternative for the improvement of the right of teachers working in the child care field is needed considering the change of values about work.

• The Journal of the Convergence on Culture Technology
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• v.10 no.5
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• pp.601-608
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• 2024

The integration of early childhood education and care is in progress. Accordingly, it is necessary to develop the curriculum for 0-5 year olds. The implementation plan for the integration of early childhood education and care was announced in June 2024. The operation of the curriculum for 0-5 year olds was proposed. The curriculum for 0-2 year olds and 3-5 year olds is similar in content and was developed with the same standards. It is natural for the two curricula to be combined. When merging the curriculum, it is necessary to consider the content of the curriculum, teacher qualifications, and finances together. As the curriculum for 0-5 year olds is developed, teacher qualifications should also be set as 0-5 year olds teachers. The conclusions of the study are as follows: First, the curriculum should be unified into the curriculum for 0-5 year olds. Next, teachers who will teach the curriculum for 0-5 year olds should be trained as 0-5 year olds teachers.

• Korean Journal of Childcare and Education
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• v.10 no.2
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• pp.237-260
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• 2014

This research aims to find out what pre-service teachers are seriously concerned about and what they contemplated during the process of discovering the meanings of teaching, and to reveal the meanings compiled by the pre-service teachers. Furthermore, this research intends to identify the elements considered to help the pre-service teachers continue to construct the meanings of teaching in the education for pre-service daycare teachers by reviewing the process of contemplation. To do so, this study selected a target group of 29 seniors of M University who took the class of 'Teaching Method for Young children' given in the first semester of 2012 and 'Child Care and teaching Practice' given in the second semester of 2012. Research data collection was done based on the paper materials on participant observation, interview, student journals and professor feedbacks and small group discussion. According to the research, the pre-service teachers created the meanings of teaching as they experience confusion between one extreme to another of power and looking easy, having children focused and being focused, just giving and leaving and discrimination and equality. They considered teaching as a process of continuous reconstruction by choosing the best place between the opposites within the context of teaching and understood that teaching is to respect the right of learning for children and at the same time to make efforts to develop inner-self. In addition, to support the pre-service daycare teachers in their efforts to find the nature of teaching in the education program, it is required to review the teaching process from a variety of aspects in the atmosphere where they are not afraid of confusion, and to provide time to meditate alone and share ideas with others.

• Journal of the Korea Convergence Society
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• v.9 no.1
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• pp.341-351
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• 2018

The study aimed to investigate the impact of teacher's occupational stress on their sense of happiness and enthusiasm for teaching profession in early childhood institutions according to their occupational stress. For these purposes, data were collected from 321 early childhood teachers in Gyeonggi province. The results of this study were as follows: First, there was a statistically significant difference in sense of happiness of early childhood teachers according to occupational stress level. Second, there was no statistically significant difference in overall enthusiasm for teaching profession according to occupational stress level, but significant differences among sub-factors. Third, as a result of examining the effects of occupational stress on sense of happiness and enthusiasm for teaching profession for early childhood teachers, all of them had a statistically significant effect, except overall enthusiasm. It is expected that this study will help to provide basic data for preparing a happy classroom environment.