• The Journal of the Korea Contents Association
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• v.16 no.2
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• pp.750-761
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• 2016

This study attempted to analyze the practicum experiences of pre-service childcare teachers (level 3) and their meaning and set a direction for efficient childcare practicum for the level 3 childcare teachers. For this, 16 trainees from 'P' Pre-service Childcare Teacher Training Center and 'S' Pre-service Childcare Teacher Training Center in Gyeonggi-do were investigated, and there was an interview with them for qualitative analysis. The study results found the followings: This study is showed that child care and teaching practice is the difficulty of training institutions selected, lack of preparation exercise, disagreement between training courses and related field, the stress of exercise, difficulties in infants teaching and experience the reality in the field. In terms of the meaning of childcare practicum, it helped the pre-service childcare teachers set their career path and establish values. In addition, it was helpful in building practical knowledge. In addition, there was a discussion on how to operate the childcare practicum in a well-organized and systematic manner, focusing on the derived topics.

• The Journal of the Korea Contents Association
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• v.21 no.2
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• pp.315-329
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• 2021

The purpose of this study is to verify the mediating effect of job stress between childcare teacher personality and child abuse, and provides basic data on personality education and coping strategies for childcare teachers' job stress. A survey was conducted on 326 childcare teachers working at daycare centers in Incheon, Korea. The collected questionnaires were subjected to regression analysis, multiple regression analysis, and Sobel's Z-test according to the research purpose with using SPSS 20.0. The research results are as follow. First, it was found that job performance, a sub-factor of childcare teacher personality, had an effect on child abuse. Second, it was found that the sub-factors of childcare teacher personality, humanity, creativity and personality, social relations, and job performance had an effect on job stress. Third, it was found that childcare activities, the sub-factors of job stress, and the relationship with parents had an effect on child abuse. Fourth, it was found that childcare activities, sub-factors of job stress, partially mediated between job performance and child abuse, a sub-factor of childcare teacher personality. These findings suggest that in order to prevent and contain child abuse by childcare teachers, specific plan must be actively prepared to improve job performance skills related to childcare teacher personality and reduce the burden of child care activities which is a sub-factor of job stress.

• Korean Journal of Childcare and Education
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• v.8 no.5
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• pp.67-87
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• 2012

The purpose of this study is to investigate childcare teacher's knowledge of child safety education. In this study, Novak and Gowin(1984)'s concept map was applied to investigate knowledge of safety instruction. Forty teachers working at child centers were completed the concept map. The results of this study were as follows: First, Teachers used 194 higher concepts. 'Safe action in dander situation'(77.8%) was most frequently used higher concept and followed by 'traffic safety('35%). Second, Teachers used 1,270 dependent concepts. Third, there was significant difference in density according to frequency of safety instruction. These results can be meaningful to decide the contents of child safety instruction for teacher's education and as a basic data for teacher's education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.8
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• pp.389-396
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• 2016

This article aims to help improve day care qualitatively to offer base data for applying the standard childcare curriculum and improve the management, by analyzing the teacher's recognition, organization and management on the 3rd standard childcare curriculum. For this, we examined teacher's recognition, organization and management on the 3rd standard childcare curriculum and determined how much a teacher of an infant class and a teacher of a young children class conduct for every sector. A questionnaire was prepared to study the recognition, organization and management on the $3^{rd}$ standard childcare curriculum and the selected study subjects were educare teachers in G-do. T-test and one-way analysis of variance were conducted with the collected research data. The study results are as follows. First, the educare teachers mostly recognized the $3^{rd}$ standard childcare curriculum. Second, they were properly organizing and managing the 3rd standard childcare curriculum. Third, all the teachers of an infant class and a young children class were conducting the $3^{rd}$ standard childcare curriculum for every sector.

• Human Ecology Research
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• v.55 no.1
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• pp.93-103
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• 2017

This study investigated the difference of perception and needs among director, teacher, and parent for an open-childcare center focused on parent participation. The subjects of this study consisted of 56 directors, 231 teachers, and 299 parents in childcare centers in Seoul, Gyeonggi, Incheon, Chungcheong, and Gyeongsang province. They completed a questionnaire about the perception and needs of an open-childcare center, which was later analyzed by SPSS ver. 23.0. The findings were as follows. First, five areas of open-childcare center were 'participating activities as various roles,' 'willingness of parent participation,' 'reflection of parent needs,' 'concern about CCTV,' and 'sharing outdoor spaces.' Second, the perception of directors concerning open-childcare centers were higher than the ones for teachers or parents; however, there were differences in perception depending on their perspective position. The biggest perception of directors was 'participating activities as various roles,' and parents' one was 'concerned about CCTV.' However, the perceptions of teachers were a lower level than the other two groups'. Third, the directors showed a higher level of needs to promote an open-childcare center (except for one concerned about CCTV). Parents also showed their needs 'increasing awareness of open-childcare program,' 'promoting to parent's participation,' 'communication with on-line,' and 'concerning CCTV.' The implication of these results were discussed as action plans to promote an open-childcare center.

• Korean Journal of Childcare and Education
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• v.9 no.3
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• pp.75-93
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• 2013

The present study was to investigate if quality of childcare curriculum implementation could be predicted by educational climate, teachers' professionalism, and teacher/classroom characteristics. According to the results, strong positive associations existed between eudcational climate, professionalism, and implementation of childcare curriculum. The most powerful predictor of curriculum implementation quality was 'respect and acceptance' which was a sub-factor of educational climate. Also, 'public service', a sub-factor of professionalism, explained a significant amount of variances in quality of curriculum implementation. Among teacher/childcare characteristics, the type of centers was one of the strong predictors. These study results provide meaningful implications regarding the importance of socio-cultural contexts in childcare centers as well as teachers'professionalism.

• Korean Journal of Childcare and Education
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• v.18 no.5
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• pp.1-17
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• 2022

Objective: The purpose of this study is to examine the effect of childcare teachers' active motivation for choosing a profession on the quality of their interaction with infants and toddlers, and to investigate the moderating effect of their emotional dysregulation. Methods: The subjects of this study were childcare teachers working with infants and toddlers. A mobile survey was conducted and a total of 282 sets of results have been collected. Moderating effects have been explored with the use of PROCESS Macro (version 3.5) Model 1. Results: The main findings showed that childcare teachers' emotional dysregulation played a moderating role in the effect of childcare teachers' active motivation on the quality of interaction with infants and toddlers. Conclusion/Implications: The results of this study imply that the ability of childcare teachers working with infants and toddlers to regulate their emotions can simultaneously play a role as a protective factor as well as a risk factor for the quality of interaction. Also, it was revealed that is necessary to give pre-service teachers an opportunity to deliberate on their motivations for a childcare teacher position.

• The Journal of the Convergence on Culture Technology
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• v.8 no.1
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• pp.67-74
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• 2022

This study was investigated the perceptions of play and play support in the 2019 revised Nuri curriculum of childcare teachers. A questionnaire survey was conducted and 259 childcare teachers form K city and J province randomly sampled were selected as final research subjects. The collected data was analyzed descriptive statistics and analysis of variance using the SPSS 24.0 program. The results are as follows: First, childcare teachers' perception of play was high, whereas the perception of the difference between laissex-faire play and play permissiveness was the lowest. perception of childcare teachers about play management in the 2019 revised Nuri curriculum was also high. The perception of play management according to the play perception level of childcare teachers were a signficant difference. And it was found that higher the childcare teacher's level of perception of play, the higher the level of perception of play management. Through this study, we intend to provide basis data for childcare teacher education that will lay the foundation for the successful settlement of the 2019 revised Nuri course play-centered.

• Korean Journal of Childcare and Education
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• v.17 no.5
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• pp.25-41
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• 2021

Objective: The purpose of this study was to analyze the effect of a director's support for coding education perceived by childcare teachers on the participation of teachers in the learning community and the intention to implement coding education. Methods: The participants of this study were 312 early childhood teachers working at daycare centers in Seoul, Gyeong-gi, and In-cheon area. The data were collected through the survey questionnaires and analyzed using a structural model to explore the relationship between variables. Results: Verifying the mediating effect of infant teacher participation in the learning community between a director's support and infant teacher's intention to implement coding education positively mediates the director's support and infant teacher's intention to implement coding education. In particular, it was discovered that the intention to participate in coding-related learning communities had the greatest impact on infant teachers' intentions to implement coding education based on total effectiveness. Conclusion/Implications: The above analysis results suggest that in order to enhance the intention of infant teachers to implement coding education, it is necessary to support the learning community related to coding education and encourage participation from infant teachers.

• Korean Journal of Childcare and Education
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• v.18 no.2
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• pp.39-56
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• 2022

Objective: The purpose of this study was to investigate the influence of perceived supervisor's servant leadership and teacher self-efficacy for positive teacher-child relationships on work engagement using the path model. Methods: The subjects were 210 teachers working at childcare centers in Daegu and Gyeongbuk Province. Questionnaires were used to investigate perceived supervisor's servant leadership, teacher self-efficacy for positive teacher-child relationships, and work engagement. The collected data were analyzed by Structural Equation Modeling(SEM), Bootstrapping, Pearson Correlation, AMOS 20.0, and SPSS 21.0. Results: First, supervisor's servant leadership had a positive influence on teacher self-efficacy for positive teacher-child relationships. Second, teacher self-efficacy for positive teacher-child relationships had a positive influence on work engagement. Third, supervisor's servant leadership had a positive influence on teacher's work engagement. Fourth, supervisor's servant leadership had an indirec effect on teacher's work engagement by teacher self-efficacy for positive teacher-child relationships. Conclusion/Implications: The results mean teacher self-efficacy for positive teacher-child relationships had more influence on teacher's work engagement. Therefore, it is more useful to promote teacher self-efficacy for positive teacher-child relationships in order to strengthen teacher's work engagement.