• Korean Journal of Community Nutrition
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• v.25 no.1
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• pp.13-20
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• 2020

Objectives: This study examined the salinity of soups provided at childcare centers by measuring the salinity for three years and providing basic data for sodium reduction. Methods: The soup salinity was measured using a Bluetooth salinity meter from January 2015 to December 2017 at 80 childcare foodservice establishments enrolled in the Suseong Center for Children's Foodservice Management in Daegu. Results: An analysis of the soup salinity each year showed that the salinity decreased significantly from 0.48% in 2015 to 0.41% in 2017, particularly in clear soups and soybean soups compared to other soups (P < 0.05). The salinity and sodium content in seafood soups (0.45% and 179.1 mg/100 g, respectively) were highest, followed by soybean soups (0.44%, 175.2 mg/100 g), with perilla seed soups containing the lowest (0.42%, 167.2 mg/100 g) (P < 0.05). The salinity was significantly higher in institutional foodservice establishments than small foodservice establishments (P < 0.001). The salinity and sodium content were the highest in foodservice establishments with a small number of measurements, and the salinity was the lowest in foodservice establishments with salinity measurements performed an average of 151 times each year (three times a week) or more (P < 0.05). The soup salinity was low in the order of winter, spring, summer, and autumn, and the salinity decreased significantly year by year in all seasons. (P < 0.05). Conclusions: The soup salinity was significantly lower in foodservice establishments where the salinity was measured more than three times a week, indicating that continuous salinity management is effective.

• Korean Journal of Childcare and Education
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• v.9 no.6
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• pp.461-490
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• 2013

The purpose of this study was to investigate the status, issues and improvement of Korean Childcare Accreditation and to suggest some developmental directions of Korean Childcare Accreditation. For this purpose, we examined Korean and accreditation systems abroad and the previous research related to the accreditation. Finally, we presented some problems about Korean Childcare Accreditation and alternative ways to solve them. In other words, to achieve a true purpose of accreditation, we have to convert a philosophical paradigm and childcare staffs have to be the subject of accreditation. In addition, we need to hold various viewpoints, indicators, and evaluation methods to recognize discrimination and multiplicity of individual childcare centers. And we have to hold cooperative relationships among childcare centers, parents, community, and government.

• The Korean Journal of Community Living Science
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• v.19 no.3
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• pp.387-397
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• 2008

Recently, many childcare centers have actively participated in assessment accreditation. 115 teachers who did participate or did not participate in the accreditation process completed a structured questionnaire, We examined differences between teachers in accredited centers and in non-accredited centers in terms of their individual characteristics, work environment, the utilization of activity materials and the interaction with children. In addition, using the regression model, we analyzed the effects of several characteristics of teachers and childcare center's accreditation on the utilization of activity materials as well as the interactions between teachers and children. The main results of this study are as follows. First, overall, the level of work environment of non-accredited centers was lower than that of accredited centers. Second, compared with teachers in non-accredited centers, teachers in accredited centers used more and higher levels of activity materials, and demonstrated a higher level of interactions with children. Third, including accreditation, use of helpers had a significant effect on the interactions between teacher and children. Forth, not only the accreditation system, but also work hours, work experience, children's age and use of helpers had a significant effect on using materials in childcare activities. Conclusively, understanding the experience of teachers in accredited centers is important hi terms of facilitating the quality of activities and the interactions with children.

• Korean Journal of Community Nutrition
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• v.14 no.1
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• pp.87-99
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• 2009

The purpose of this study was to investigate the perception of foodservice managers in childcare centers and kindergartens for identifying the vulnerable areas of safety management. The foodservice managers in 1,144 of nationwide childcare centers and kindergartens were surveyed from May to October 2007 to answer a total 72 questions in areas of general characteristics, actual practice of foodservice management and safety management perception. Meals were served in 97.7% of surveyed facilities and 91.0% among them were self-operated. The hiring rate (27.8%) of dietitians in childcare centers was significantly lower than the rate (82.0%) of kindergartens. The needs of dietitian employment between childcare centers and kindergartens differed as 44.9% and 87.5%, respectively. In knowledge on food-borne illnesses, they have the wrong information in the field of season for frequent outbreak, major pathogens and foods causing food-borne illnesses. The food-borne illnesses (36.2%) were indicated as the major problem in foodservice facilities and the degree of risk exposure was considered as safe (70.1%). More than 70% of both facilities answered as sanitary in the status of personal hygiene. Only 38.0% recognized the Facility and Equipment Standard in the Childcare Law and Early Childhood Education Law. In preparation of meals and management of cooking processes, kindergarten scored significantly high compared to childcare centers (p < 0.05 or p < 0.01) while the necessity of standards was not different in both facilities. Among managers surveyed, 28.8% had taken food safety education from professional institutions and more than 80% in both facilities indicated the need of professional educations. These results suggest that it is necessary for the systematic sanitary education of foodservice managers by developing the sanitary management standard as well as the amendment of laws related foodservice in childcare centers and kindergartens.

• Korean Journal of Human Ecology
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• v.20 no.1
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• pp.205-223
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• 2011

This study examines diagrams of space organization and classroom activity zoning through Korean Childcare Accreditation Criteria, and compares space diagrams with childcare facilities in Daejeon, and looks at similarities and differences between them. Space diagram from accreditation criteria show the classroom, adjoining toilets, napping areas, and community areas for playing, reading, cooking, teaching and holding materials. Classroom zone diagrams show 8 activity zones for entering, washing and toilet, making art, playing, reading, studying science, resting, playing role and wooden block. Six case studies in Daejeon, Korea were surveyed and classified into big, medium and small size facilities by the number of children. The space organization of case studies are similar to the diagrams, except that outdoor playground and indoor playrooms were not large enough at the small and medium size facilities. Classroom activity zoning was very similar to the conceptions, excluding the playarea from classroom, integrating the rest areas for reading, subdividing art into music and art, science, and into math and science, roleplay into roleplay and wooden block. In conclusion childcare centers in Daejeon are designed to the concept diagram of the accreditation criteria, with some flexibility, exclusion, integration, and subdivision of space and activity zones. It has been requested as to make each criteria fit to the facility sizes-big, medium and small.

• Korean Journal of Childcare and Education
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• v.9 no.2
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• pp.75-95
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• 2013

This study searched for the common and different aspects of social community welfare centers and health family support centers for family welfare practice of the community. We also tried to find out the awareness of workers and the performance function for each institution. Through the interviews and review of literature, and comparative analysis of operating status, we looked for the common and different aspects, and the direction of development, which evolved family welfare into the community by way of function and relationships of both institutions. As a result, the participants of this study pursued common purposes. They however made aware of the issues of discrimination about social values and each institution's functions. We suggest that the social community welfare center focuses on individuals and families, in order to integrate the community. A health family support center should play the role to fulfill needs for family welfare according to family life cycle, and have good accessibility for individuals and families in the community.

• Korean Journal of Human Ecology
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• v.19 no.5
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• pp.805-816
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• 2010

This study examined the affect of work environment and work-related stress on the mental health of employees. It further sought to provide insights into how employees' work environment and mental health might be improved. Results showed that the relationship between parents of work environment is related to the obsession, depression, working burden is related to the obsession, depression, concern. The lower parts of the relationship with parents and working burden effects every factors. Furthermore, levels of financial compensation and working stability also seemed to have adverse affects on mental health. Secondly, excessive working hours and duty trouble have lots of mutual relationship with the mental health. The lower parts of working stress: excess working hours, duty trouble, and imprecise responsibilities affects the mental health. Especially, the excessive working hours affected all nine parts of mental health level which were examined.

• Korean Journal of Childcare and Education
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• v.18 no.2
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• pp.1-18
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• 2022

Objective: A teacher learning community was developed in order to implement a play-centered curriculum at a child care center, and teachers' experiences during the process were explored. Methods: The teacher learning community was carried out for a total of 23 sessions. One researcher and six teachers participated in this study. Data including the transcripts of recordings of the teacher learning community, transcripts of individual teachers' interview recordings, teachers' reflective journals, and social media posts were collected. Data were analyzed according to the qualitative data analysis procedure. Results: The teachers recognized their experiences of the teacher learning community as follows: (1) encouraging and empowering each other to find a way together, (2) self-reflection, communication and sharing with experiences, (3) becoming a teacher who practices change. Conclusion/Implications: The results of this study show the importance and effectiveness of managing the teacher learning community in a way that teachers interact with each other in a collaborative manner within the community based on initiative and spontaneity, and to provide help to each other in the process of understanding and practicing the play-centered curriculum. The teacher learning community supports the professionalism of teachers for the practice of a play-centered curriculum.

• Korean Journal of Child Studies
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• v.27 no.1
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• pp.31-44
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• 2006

This study focused on the lives of working mothers in its examination of the meaning of an employer supported educare center. Ethnographic methods including participant observation, in-depth interview, and the analysis of documents were used for the case study at D educare center where management has been entrusted to K University. Results showed that employer supported educare center had significant meanings in the lives of working mothers. Meanings consisted of stories about relieving time conflicts, adapting themselves to life space, putting confidence in the educare center, and organizing community. Meanings gained from this study suggest that D educare center could be a model for employer supported educare centers focused on the lives of working mothers.

• Korean Journal of Child Education & Care
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• v.17 no.2
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• pp.137-158
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• 2017

The purpose of current study was to investigate if there is a difference in perception of professionalism depending on MBTI personality types of infant childcare teachers. The subjects of present study were 350 infant childcare teachers. The results for each research question were as follows: First, when the relationship between MBTI personality types and perception of professionalism of infant childcare teachers was investigated, it was found that higher professionalism was evident when preference for judging(J) type of infant childcare teachers among MBTI personality types was stronger, and lower professionalism was evident if preference for perceiving (P) type was stronger. Second, the result of examining differences in perception of professionalism according to MBTI personality types of infant childcare teachers was that extrovert teachers had higher perception of professional knowledge and skills than introvert teachers and there was no difference in perception of professionalism between sensing and intuition types. Teachers of thinking type had higher perception about fairness and professional organizations than those of emotional type, and teachers of judging had higher perception about socio-economic status, community service, and professional knowledge and skills than those of perception. Based on this study result, discussion was made on the fact that provision of more proper role among child and infant classes may result in efficiency and emotional and professional support is necessary so that professionalism of infant childcare teachers may be heightened.