• Proceedings of the Korean Society of Computer Information Conference
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• 2023.01a
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• pp.199-201
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• 2023

본 연구는 육아종합지원센터의 가정양육지원 사업의 운영 사례를 통해 부모의 만족도 및 개선점을 확인하였다. 이를 위하여 육아종합지원센터의 가정양육지원사업에 참여한 부모를 대상으로 276명을 임의표집하여 설문조사를 실시하였으며 빈도 및 백분율을 분석하였다. 양적연구에 이어 심층 면담을 순차적으로 수행하는 혼합적 연구 방법을 적용하였고, 주요 연구 결과는 다음과 같다. 첫째, 가정양육지원사업의 만족도를 높게 인식하고 있었다. 둘째, 가정양육지원사업의 개선점은 부모가 가정양육지원 사업에 참여할 수 있도록 소그룹형태의 가족체험프로그램 확대에 대한 인식이 높으며, 사업에 대한 홍보가 필요한 것으로 나타났다. 이와 같이 본 연구는 육아종합지원센터의 가정양육사업에 참여한 부모의 만족도 및 개선점을 확인하여 가정양육사업의 향후 방향성을 제공하였다는 점에서 의의가 있다.

• Korean Journal of Community Nutrition
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• v.25 no.6
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• pp.451-463
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• 2020

Objectives: The purpose of this study was to develop and evaluate booklets and video clips to prevent children from picky eating. Methods: Based on a survey conducted on food preferences of preschool children aged 2 to 5 years, 14 kinds of less preferred vegetables were selected. Accordingly, educational videos, activity books, and teaching-learning guides were produced for preschool children using the 'food bridge' theory, and the educational materials were named "Friendly vegetables". Educational materials were distributed to childcare institutions, and their effectiveness was investigated for preschool children who were instructed on these materials once every 30 days from March to November, 2019. The children were examined for changes in their knowledge of names, colors, taste/texture, methods of cultivation, and preferences for vegetables before and after the instructional course. Results: The awareness of vegetables increased significantly in younger children and the picky eating group. When the assessment was carried out in terms of vegetable knowledge, it was observed that the younger the age or the pickier the in eating food, the more effective the education is compared to the counter part. The preference for vegetables also increased after the instruction compared to the pre-instruction period, but significant changes were seen only in the 2~3 year age group for boys and girls. Also, only the picky group of girls showed changes in preference. The children's average interest in the education materials was 3.85 points out of 5 points. Conclusions: Through this study, we have developed educational materials for standalone use in childcare facilities and confirmed that they have a significant effect on improving awareness and preferences related to vegetables. In summary, the younger the age or the pickier the child in eating food, the more effective the education. It is believed that additional education on mealtime guidance is needed which can alter the eating behavior of preschool children and improve their diet. It is proposed to widen the scope of use of the materials by collecting diverse opinions from child care teachers.

• Korean Journal of Childcare and Education
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• v.13 no.6
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• pp.127-141
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• 2017

Objective: The purpose of this study was to figure out early childhood teachers' perception on rights of young children and what they do to implement the perceived rights of young children in early childhood settings. Methods: Two individual and two group interviews were conducted. First, individual interviews were held with one childcare center teacher, and then interviews were held with one kindergarten teacher. Both group interviews were conducted with three different kindergarten teachers. All interviews were held two times. Recorded and transcribed interview data were analyzed. Results: The results are as follows. First, participants perceived rights as natural, protective, expressive, equally respectful, and joyful but understood differently from that of adults due to developmental status of young children, which included rights to life, equality, participation, protection, and happiness. Second, teachers remarked that they used strategies to project young children's emotions to implement perception on rights to life and happiness, discern deprivation from violation for rights to protection and equality, and set rules and have double standards utilizing resources around, for rights to participation. Conclusion/Implications: These results have implication for organizing contents for rights education for early childhood teachers.

• Korean Journal of Childcare and Education
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• v.13 no.2
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• pp.149-164
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• 2017

Objective: This study aimed to examine the mediation effects of parenting style and daily activity on the relationships between cumulative parental stress and cognitive and language development of children. Methods: The participants of this study were 1,154 mothers, their five-year-old children, and teachers enrolled in the population-based study of the Panel Study of Korea Children (PSKC) conducted by the Korea Institute of Childcare and Education from 2008 to 2013. In order to analyze the data, descriptive analysis, Pearson correlation analysis, and structural equation modeling were used. Results: The results revealed that warm parenting style as well as daily activity had dual mediating effects between cumulative parental stress and child development (cognitive and language development). However, warm parenting style did not have any direct effects on child development in this model. Conclusion/Implications: Given that actual mother-child daily activity had an important role in affecting child development, support programs for parenting should include activities that include specific materials and activities which parents can do with their children in everyday life.

• Korean Journal of Childcare and Education
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• v.14 no.6
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• pp.143-170
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• 2018

Objective: The purpose of this study was to develop assessment indicators and to verify the validity and reliability of the developed assessment indicators. Methods: A Delphi survey, focus group interviews, and content verification were conducted in order for experts to develop an evaluation index of the strengths of the day care center. A main survey was conducted on 438 daycare center principals and teachers to test their item quality, validity and reliability. Results: The final assessment indicators consisted of three areas, seven assessment criteria, 19 evaluation factors, 41 assessment items and a five-point rubric rating scale. As for the common strengths indicators, there were three assessment areas, five assessment criteria, 12 assessment elements and 22 assessment items. In regard to the selective strengths indicators, there were 3 assessment areas, 5 assessment criteria, 12 assessment elements and 16 assessment items. Conclusion/Implications: The efforts to confirm the strengths of daycare centers are expected to facilitate the identity building of the daycare center itself and for its organizational members to make a contribution to the qualitative improvement of childcare.

• Human Ecology Research
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• v.59 no.3
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• pp.297-310
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• 2021

This study examined the social wellbeing of working mothers of preschool children with the aim of identifying relationships between social wellbeing and influencing factors, focusing on the individual, relationship, and work environment of the mothers. Data on 390 working mothers were used for this study. The data were analyzed using the SPSS 18.0 program and descriptive statistics. Pearson's correlation analyses and hierarchical regression analyses were performed. The results show that social wellbeing has significantly positive correlations with education, monthly household income, number of children, age of the first child(8 and over), social capital for childcare, division of childcare, maternal role values, spouse's beliefs about paternal parenting involvement, and family-supportive work environment, as well as significantly negative correlations with weekly working hours, sociological ambivalence, spouse's beliefs about father's breadwinner role and gender-role values, job overload, and gender-role attitudes of coworkers. In addition, hierarchical regression revealed that spouse's beliefs about paternal parenting involvement and a family-supportive work environment were significantly positive predictors of working mothers'social wellbeing, whereas working mothers'sociological ambivalence toward their roles, job overload, and gender-role attitudes of coworkers were significantly negative predictors of working mothers'social wellbeing. These results point to ways of changing education and policy to improve the social wellbeing of working mothers.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.6
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• pp.642-649
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• 2016

This study examined the meaning of instructional materials by observing the daily work of an infant class in a daycare center to make some suggestions on the accreditation and evaluation of instructional materials for early childhood education and educare. Ethnography was chosen to determine in detail what the instructional materials meant for the selected preschoolers. The activities that belonged to each area of free optional activities and made use of instructional materials were observed, and the eating time, nap time, and outdoor play were all observed. The data were gathered by visiting the selected daycare center. A participant observation and teacher interviews were conducted, and notes were taken on the spot. When their verbal expressions and nonverbal expressions needed to be observed owing to their unique characteristics, a camcorder was used to record their words to have a more profound understanding of them. All the collected data that included this researcher's observation note, the teacher interview data, the standard childcare curriculum manual, the daycare center's yearly, and the daily childcare plans and curriculum evaluation data were classified and categorized by performing an inductive analysis. As a result, the instructional materials had three meanings for the infants. The first was "friends who welcomed them and whom they could play with.' The second was "a cozy nest," and the third was "another teacher." Given the findings of the study, the preparation of standards for instructional materials for infants in childcare facilities is required, and even equipment that is used as instructional materials should be taken into consideration when instructional materials for infants are accredited.

• Journal of Family Resource Management and Policy Review
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• v.3 no.1
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• pp.123-134
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• 1999

This study investigated the participation of household labor of employed wives and husbands and it’s influential variables. The subjects of this study were 287 couples(employed wives and husbands) living in Seoul. The data were analyzed by various statistical methods such as Frequency, Percentile, Pearson’s Correlation Analysis and Multiple Regression Analysis. The results of this research were as follows: 1. Wives spend on average of 7 hours and 23 minutes(per day), of 6 hours and 35 minutes(per weekday), of 12 hours and 7 minutes (per weekends) on household labor, whereas husbands spend on average of hours and 38 minutes(per day), of 2 hours and 11 minutes(per weekday), of 5 hours and 18 minutes(per weekends) on household labor. Wives performed most childcare, next, food of the household labors. Husbands performed most childcare, next housing of the household labors. 2. In wives’participation of household labor, the influencial variables were the number of child, wive’s age and wive’s education level. In husbands’participation of household labor, the influencial variables were the number of child, husband’s sex role attitude, wive’s age, and flexibility of wive’s work.

• Korean Journal of Child Studies
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• v.25 no.6
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• pp.117-130
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• 2004

The purpose of this study was to investigate the association between educational beliefs and teaching efficacy of early childhood teachers. The subjects were 291 early childhood teachers in Gwangju City and Jeonnam Province. The research showed that teachers' educational beliefs were significantly associated with teaching efficacy for the teachers who have more than five-year-teaching career. In addition, teachers who had maturational educational belief showed higher scores in general teaching efficacy throughout all educational level. Moreover, teachers who had maturational educational belief and interactional educational belief showed higher teaching efficacy scores in public and private kindergartens and private childcare centers.

• Korean Journal of Childcare and Education
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• v.18 no.1
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• pp.71-90
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• 2022

Objective: This study examined the experiences of pre-service Early Childhood teachers who participated in major-associated autonomous club activities. Methods: Participants were 31 students of the Department of Child Care at A University located in Gyeonggi-do, who participated in a major-associated autonomous music club activity. A content analysis was conducted to examine the meaning of the participation experience of pre-service Early Childhood teachers. Qualitative content analysis was the best method to analyze the meaning of their experience while participating in the activities. Results: The meaning of the experience of music club activities was organized into three categories: "enjoying abundant college life," "growing as a competent childcare teacher," and "being a responsible member of a community." Conclusion/Implications: The results show that pre-service Early Childhood teacher's participation in the activities of major-associated autonomous clubs has a positive impact on desirable changes in college life and adaptation to the department and on the growth of future professional Early Childhood teachers.