• Korean Journal of Childcare and Education
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• v.3 no.2
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• pp.108-122
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• 2007

The objective of this study was to examine factors that affect service linkage and Satisfaction of Comprehensive child care services through Community resources linkage. The subjects were 370 child care center workers providing child care services in Busan. The results showed that: First, in personal factors, maintenance of service interchange for maintenance of relationship with other facilities had significant effect on the satisfaction level, Second, in the case of organizational factors, closeness with linkage facility, sufficient business capital, positiveness for linkage, and preparedness of internal provisions for linkage had significant effect on the satisfaction level. Third, in the case of environmental factors, proximity with linkage agencies, level of environment fostering, and level of cooperation with linkage agencies had significant influence.

• Korean Institute of Interior Design Journal
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• v.17 no.3
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• pp.111-122
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• 2008

As Korea has undergone rapid modernization, urbanization and industrialization, women's social participation has increased. Accordingly, child care facilities have shown continuous growth in numbers. However, according to research, child care facilities in Korea lag behind those in other nations in terms of quality. Given that, it seem urgent to enhance the quality of child care facilities and improve their indoor environment. Above all, overall atmosphere, colors and finishing materials are connected directly with educational effects as well as feelings and health of facility users. This study assesses the current state of child care facilities and preferences by focusing primarily on interior atmosphere, materials and colors. For This Study, 7 facilities were surveyed, and 46 subjects were participated for this study. The findings suggest that "pretty" style is preferred to "natural" style. As regards flooring material, wood floor is preferred. It is recommended to lay pastel colored carpet or PVC flooring material to the wood floor. As for wall, it is desirable to divide the wall spaces by adding wood and painting to simple wallpapers. In case of the ceiling noise absorptive material is recommended to use instead of wallpapers. For the doors, it is desirable to use contrasting materials and colors given accessibility for children. In the meantime, rather than strong primary colors, soft color or pastel colors are desirable for furniture. This study has limitations because of insufficiency of case study samples. However, it is significant in that the study results may be used as primary source of information to improve the environment of child care facilities.

• The Journal of the Convergence on Culture Technology
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• v.9 no.5
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• pp.443-452
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• 2023

After the integration of early childhood education and child care, young children school's teacher qualification conversion training for in-service teachers is necessary. In this study, the subjects and operation modules of teacher qualification training were examined. As a result of the study, it was found that kindergarten teachers without child care teacher qualifications needed 4 subjects and 12 credits, and teachers with only child care teacher qualifications needed 14 subjects and 30 credits. As qualification training institutions, the Department of Early Childhood Education at a 4-year University, the Department of Early Childhood Education at a junior College, and the Korea National Open University were proposed. In the case of kindergarten teachers who do not have a child care teacher, it was found that they could change their qualifications through job training.

• Korean Journal of Childcare and Education
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• v.9 no.2
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• pp.357-377
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• 2013

This study aims to look for care quality factors reduce the daily stress of young children placed in care centers for long hours. Therefore, the research questions look into how the hours and care quality factors in child care centers affect young children's daily stress, and whether the care quality factor moderates the impact of the hours children spent in centers. The subjects in this study were 380 children from 3 to 5 years old from 10 child care centers. The Korean Preschool Daily Stress Scale(KPDSS) for children's daily stress and Early Childhood Environmental Rating Scale-Revised(ECERS-R) for quality of each classroom of centers were implemented. The main findings were summarized as following: (1) The more hours he/she spent in the center, the more stress he/she had. Children who spent 9 hours or more had more stress than children with 7 hours or less. (2) Among the 7 quality factors including space and furnishings, personal care routines, language reasoning, activities, interaction, program structure, parents staff, the interaction level between a teacher and a child and the level of parents and staff had the most impact on children's daily stress. (3) The qualitative factors of child care, language reasoning level, interaction level, parental support, and level of teachers reduced children's daily stress which was affected by the hours they spent in centers. Thus in order to reduce the daily stress of children who attend more than 9 hours a day, it is crucial to promote language reasoning activities and interaction between teachers and children and to improve parental support and teachers' professionalism.

• Journal of the Architectural Institute of Korea Planning & Design
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• v.34 no.11
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• pp.33-44
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• 2018

During the course of play, children gain special experience in a place where they can explore their surrounding environment and feel emotional stability. This experience of attachment to the place of play is very important in that play can serve as a measurement of the child's growth and development. Therefore, the environment surrounding the child should be understood as a meaningful place that affects a child's life beyond the place of play. The purpose of this study is to propose a spatial planning method where the formation of place attachment is considered in the design of child care facilities, as this is where preschool children spend much of their early formative years. The research methods are as follow: First, we surveyed the relationship between child development and place attachment through literature reviews and found that the factors that form place attachment were summarized as accessibility, complexity, segmentation and nature friendliness. Second, we examined the spatial characteristics of Mitsuru Senda, a Japanese architect who has been intensively studying children's play environments, as well as the characteristics of children's play proposed by his academic research. Finally, we analyzed the relationship between the spatial characteristics supporting play shown in Senda's work, and the four factors of place attachment formation and proposed a planning method for space design applicable to child care facilities.

• Journal of the Korean Home Economics Association
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• v.48 no.6
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• pp.103-118
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• 2010

This study used qualitative data to examine how low-income families confront the child care needs of their children in the midst of changes in public policy. The data were drawn from in-home interviews conducted every 6 months with 22 mothers who were welfare-dependent at the start of the research. This research depicted several life stories of the circumstances of poor children that have not had much previous attention in the literature: the general flows and the special conditions of child care among the low-income families with or without a disabled child were reported. The results in this study suggested that enabling families, through both social support and public funding, find affordable and quality child care would be one pathway to foster self-sufficiency in these families.

• Korean Journal of Human Ecology
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• v.15 no.2
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• pp.209-225
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• 2006

The purpose of this study is to research the actual condition of environment and management of outdoor play at child care centers in Seoul, and to present a planning guideline for outdoor play environment. For this purpose, data were collected by a structured questionnaire and subjects were 164 directors of child care centers located in Seoul. The contents of the questionnaire were composed of general facts about the respondent and facility, environmental condition, managerial condition, and director's understanding about outdoor play. The data were then analyzed using the frequency, percentage, mean and crosstab. The major results have shown the following: 1) Most child care centers in Seoul had some space for outdoor play. 62% of them used front yard and 11 % a rooftop. 2) The space usually included fixed play instruments such as slide and complex unit structures, sand play area, and open area. It also had many natural elements as shrubs and earth. 3) 78% of the centers had a schedule for outdoor play. The schedule operates flexibly according to each center's own day schedule. Generally, a time for outdoor play was 21 to 30 minutes. 4) The directors of child care centers thought highly of outdoor play for it contributes to the balanced development of children. They answered that equipments and spaces, program devices, and teacher's understanding are some of the important factors for active outdoor play. 5) Most of them wanted wood-working area (construction activity area), water play area, and cages.

• Journal of the Korean Home Economics Association
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• v.35 no.6
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• pp.221-234
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• 1997

The purposes of this study were (a) to ascertain early childhood teachers' beliefs and practices relative to the developmentally appropriate practices, and (b) to determine the relative differences of child care center teachers' beliefs and practices and kindergarten teachers' beliefs and practices. Although interest in obtaining information regarding teachers' beliefs and practices for developmentally appropriate practices in early childhood education is not new, it has commanded considerable attention recently, reflecting concern about growing fragmentation and discontinuity between the early childhood education and care services. A questionnaire measure of 4-and 5-year-old classroom teachers' beliefs and practices based on the guidelines for developmentally appropriate practices of the National Association for the education of Young children, which was consisted of the Teachers' Beliefs Scale(TBS) and the Instructional activities Scale(IAS), was administered to 215 child care center teachers and 215 kindergarten teachers. Positive correlations were found not only between teachers' beliefs and practices but also between developmentally appropriate belief and activities, and between developmentally inappropriate beliefs and activities. There was significant difference between child center and kindergarten teacher groups on the mean scores of each subscale, revealing that kindergarten group had a greater mean score on both TBS and IAS than child care center group. The results of this study implies that there is a great deal of teaching in either child care centers or kindergartens which is not congruent with developmentally appropriate practice. Also, the information obtained with the questionnaire has supported the contention that early childhood education and care services are need to be amalgamated based on the developmentally appropriate practices.

• Korean Journal of Community Nutrition
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• v.9 no.6
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• pp.706-715
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• 2004

The objective of this study was to compare early child care center teachers' attitudes for meal and snack guidance between Sweden and Korea. Participants were 251 early child care center teachers (Sweden: 134, Korea: 117) working in Goetebory, Sweden, and Seoul, Korea. The survey was conducted from December in 2003 to February in 2004. SPSS programme was used for statistical analysis. Sixty five point eight percent of the Korean early child care center teachers provided a certain amount of foods for children. But $20.9\%$ of Swedish provided a certain amount of foods for children, $79.1\%$ of them provided the amount a child wanted. Sixty one point seven percent of Korean teachers allowed a child leave foods on the plate, but $95.5\%$ of Swedish teachers asked a child eat all food on the plate. When a child didn't want to eat, $61.1\%$ of the Korean teachers fed him/her, but $11.0\%$ of the Swedish teachers did. Only $42.4\%$ of the Swedish teachers allowed a children eat sweets, but $92.9\%$ of Korean did. The Swedish teachers' perception for food guidance were eating by child himself/herself > washing hands before eating > having appropriate table manner > eating as talking with friends > not playing during the meal time, while the Korean teachers' was taking various food > having appropriate table manner > eating by child himself/herself, not playing during the meal time > washing hands before eating. The Swedish teachers thought 'eating as talking with friends' and 'eating by child himself/herself' is important, where as the Korean's did 'eating without making noise', 'not playing during the mealtime' in the eating behavior. For 'brushing teeth after meal' the Swedish teachers' score (1.5) was lower than the Korean (4.2). The results is necessary to improve meal and snack guidance for Korean early child care center teachers' education.

• Korean Journal of Child Education & Care
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• v.19 no.1
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• pp.27-43
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• 2019

Objective: The purpose of this study is to investigate how the child care teachers experience about professional vision development through participating in video clubs with their peers while watching videos about their interactions with children in the classroom. Methods: We selected three child care teachers in a day care center in Seoul area and conducted the qualitative case study. Video clubs were designed to support the quality of teacher-child interaction by developing child-care teachers' professional vision. And the video clubs used the self-reflection process and cooperative self-reflection process as an important educational method. Results: Teachers were able to experience the change of attention in watching their interaction scene through the 4-time video club participation and to have opportunity for educational (knowledge based) reasoning. Particularly, through participation in the video club, the teacher could pay attention to teachers' intention, teachers' decision making process, and child's intention. In addition, through video club participation, the teachers experienced educational interpretation based on children's thinking and interest; and reasoning through reflective thinking about the results of teaching behavior. This change of professional vision was possible through mutual scaffolding through cooperative reflection among participating teachers. Conclusion/Implications: Based on the results of this study we discussed the importance of the professional vision development of the child care teachers and the effectiveness of the video club for supporting their professional vision development.