• Korean Journal of Childcare and Education
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• v.16 no.5
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• pp.173-200
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• 2020

Objective: The goal of this study was to explore the implementation status of positive behavior support(PBS) for child care and education teachers and special education teachers at inclusive settings, and to investigate support needs of both teachers for improving the implementation of PBS. Methods: This study made up 405 surveys for child care and education teachers and special education teachers in 45 inclusive settings from July to August in 2019. A total of 244 surveys(60.2%) were completed and returned. Results: Special education teachers were statistically higher than child care and education teachers in the implementation of the center based level 1, the small group based level 2, and the individual based level 3 of PBS. In open-ended responses, when implementing PBS, the two groups of teachers had difficulties in getting knowledge about how to instruct preschoolers and implementing PBS. Both groups of teachers wanted the education and the training opportunities for PBS at first, and to 'reduce the teacher-to-child ratio'in the public support system. Conclusion/Implications: Based on the results, suggestions were discussed on how to improve the implementations of PBS of child care and education teachers and special education teachers at inclusive settings.

• Journal of Families and Better Life
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• v.27 no.6
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• pp.21-29
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• 2009

This study investigated the effects of three factors-mothers' parenting beliefs; child care-home involvement; and the home learning environment - on the school readiness of 3- to 5-year-olds. The subjects were 366 children who were enrolled in child care centers located in Seoul and the Kyoungki area, and their mothers. The Structural Equation Modeling (SEM) technique was employed to test the pathways to children's school readiness as indicated by the child's abilities in vocabulary, math and reading. The results showed that mothers' stronger beliefs in their responsibilities in their children's academic and behavioral development predicted greater involvement in child care and better quality in the home learning environment. Likewise, the quality of the learning environment predicted the extent of the child's readiness for school. No direct relation was found between child care involvement and the child's school readiness. The results imply that multiple factors - parental, child-care-related, and home environmental- explain the extent to which the child is prepared to adjust to scholastic life.

• Journal of the Korean Home Economics Association
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• v.42 no.8
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• pp.65-76
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• 2004

The purpose of this study is to offer essential information related to early childhood education and care policy. Using the Korea Labor and Income Panel Study(KLIPS) Vol.5., this study analyzed sociodemographic factors that decide the use and type of institute for early childhood education and care. The following results are obtained： First, it is not easy for young children under three years old to use education and care institutes because of their preference for home care. Second, the mother's job status affects the child's use of child care centers and private institutes for education except for the using of early child education centers. Third, the affecting main factors for the use of child care centers are quite similar to critical factors for use of the private institute for education. Thus, young children using the private institute for education could be interpreted as coming from a low-income class compared with the children using the early child education centers.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.25 no.1
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• pp.1-5
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• 2014

In order to resolve the decline in population due to low birthrates, the South Korean government is expanding its free child care policies with an increased budget. In anticipating the effects and problems of our system, it will be worthy of attention to refer to the child care systems of other countries. In this paper, we reviewed the past and present policies and the current situation of the child care system in North Korea. North Korea started its free child care system earlier than that of South Korea, for the purpose of utilizing the women's labor force and rearing children to be revolutionary men of Juche type (Kimilsungism), in order to construct a communistic society. 'Child Care Education Law', which is the legal foundation of the child care system, regulates institutions for nursery schools and kindergarten and informs people that the country is responsible for support of child care. Despite their interest and progress in both quantity and quality in the child care system until the 1980s, the free child care system was partially disrupted, and discrepancies between ideology and actual situation were revealed due to economic difficulties from the 1990s. Because people's survival and physical health have been threatened, it is barely possible to find any study investigating the effect of institutional child care from early childhood and the instillation of unique ideology by group education from the preschool period on mental health.

• 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.

• The Korean Journal of Community Living Science
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• v.28 no.2
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• pp.257-271
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• 2017

The purpose of this study was to suggest basic data for prevention of child abuse by examining the patterns and characteristics of child abuse observed at child-care centers. Data was collected by pre-service early childhood teachers majoring in child studies in an education practice session from May 1 to May 31, 2015 based on examined information and class discussion. This study shows that emotional abuse was performed most often, followed by neglect and physical abuse. Physical abuse was observed as a form of punishment and beating, whereas emotional abuse was observed in the form of force, sarcastic remarks, verbal attacks, and disregard. Neglect was observed as exclusion and indifference. Most crucial prevention against child abuse lies in teachers' personality education and concerns with their own mental health as well as children's rights education.

• Korean Parent-Child Health Journal
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• v.10 no.1
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• pp.13-24
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• 2007

Purpose: To investigate the health status such as growth, nutrition, disease, vaccination in child day care centers. Methods: A cross-sectional descriptive study was conducted on 280 children at 6 day care centers in Seoul. Parent completed a structured questionnaire and illness-logs from day-care staff were gathered for a month, June 2006. Body weight, height were measured and BMI was calculated. Results: Failure of growth was found in 2.2% of the children. Also there was 5.4% of the children who were under 5% and 8.6% were above 95% on BMI chart. For 4.3% of the children diseases were asthma, chronic rhinitis, sinusitis and so on. About six percent of the children missed vaccination such as Japanese encephalitis, DTaP and polio. Incidence rates of respiratory infection was 1.45 and gastroenteritis was .28. As a result, 22.5 % of the day care children had these kinds of health rick factors stated above and results showed statistical difference between health-groups and health-risk groups in age, duration of day care center, family structure, marital status of parent. Conclusion: A considerable number of the children at child daycare centers had the health risk factors. These results shows there is a need to develop and make provisions for health service programs by health experts in child day care centers.

• Korean Journal of Community Nutrition
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• v.11 no.2
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• pp.229-239
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• 2006

This study was carried out to investigate foodservice management practices of 100 child care centers nationwide, and to provide background information for developing foodservice management policies at child care centers. Approximately 20% of the child care centers had a separate dining room; most of the centers were vulnerable to sanitation or safety problems. The percentage of the centers that planned menus was about 60% and 10% established standardized recipes. Fourteen percent of the centers kept records for distribution and menu evaluation and 33% kept sanitation management records. Since only 7% of the centers employed a dietitian, foodservice in most centers were not managed by professionals. The results of menu assessment revealed that 56.5% of the national/public child care centers received 19 points or higher out of 21 points, whereas 5.6% of the private child care centers received the same scores. Proper usage and storage of raw food, sanitary management of equipment and facilities, waste management/leftover food treatment, and basic facility of cooking zones were performed well by many centers. The overall scores of foodservice performance were only 31.2 out of 60 points, representing relatively poor safety management, food procurement management, and facilities and equipment management. These results indicate that the foodservice management of the child care centers are in a relatively poor state. Since nutrition management of the most centers was performed by non-professionals, it may not be possible to provide proper nutrition for health and normal growth of preschool children and to perform efficient nutrition education programs. The following suggestions are strongly recommended in order to improve foodservice performance at child care centers. First, foodservice administration should be performed by a dietitian, and second, efforts should be focused on strengthening nutrition and sanitation management.

• Journal of the Korean Home Economics Association
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• v.51 no.1
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• pp.45-57
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• 2013

This study explores the types of daily routines in child care centers based on the time planned for indoor free choice activities, outdoor activities, group activities and nap/rest. The daily routine plans of 63 classes of 0 to 2-year-olds and 51 classes of 3 to 5-year-olds were cluster analyzed. Also, openness and closeness of child care programs as well as the most participated indoor/outdoor activities were examined using questionnaires developed for teachers. The results were as follows: First, teachers planned the most time for free play choice activity and comparatively less time for outdoor play during the day. Time for rest and naps were planned more for 0-2 year-olds whereas group activities were planned more for the 3-5 year-olds. Second, 3 daily routine types were found in the daily plans of child care centers, such as "Low-Activity Oriented," "Free Choice Activity Oriented" and "Group Activity Oriented" in 0 to 2-year-old classes and 3 to 5-year-old classes. Also, "Group Activity Oriented" type in 0 to 2-year-old classes showed more "closed" child care programs than the "Free Choice Activity Oriented" type. However, no difference was shown among the 3 types of daily routines in the openness and closeness of 3 to 5-year-old child care programs. Finally, all children, regardless of the types of daily routine, participated most in block activity and role play indoors and fixed-play equipment, sand play and free play outdoors.

• Korean Journal of Child Education & Care
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• v.19 no.1
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• pp.1-13
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• 2019

Objective: This study examined the influence of child-care teachers' depression and social support on their burn-out and investigated whether social support had any moderating effects on the relationship between of child-care teachers' depression and burn-out. Methods: The participants of this study were 343 child-care teachers from 131 daycare center in Seoul and Gyeon-gi province. Statistical analyses of data for this study included descriptive statistics and hierarchical regressions. The moderating effect of social support was analyzed by using the procedures proposed by Baron and Kenny (1986). Results: The results of this study indicate that the level of child-care teachers' depression increases the level of burn-out and that the level of social support in workplace and the level of social support from out of workplace decreases the level of burn-out. In addition, social support from out of workplace only moderated the influence of child-care teachers' depression on their burn-out. Conclusion/Implications: The influence of child-care teachers' depression on burn-out was lower when the level of social support from out of workplace was high, compared to when it was low.