• Journal of Families and Better Life
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• v.20 no.1
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• pp.115-124
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• 2002

The purpose of this study is to examine the social competence of children with reference to day care center's structural, process variables and demographic variables. The subjects were 156 children who attend day care center, aged from 3 to 5 years and 9 teachers in Seoul or the province of KyungkiDo. Data were gathered via the structured Questionnaires distributed to the teachers to rate children's social competence and their own job satisfaction. And two observers rated teacher-child interaction in day care center The major findings are as follows The variables predicting children's social competence were child's sex, age, period of attendance in day care center, teacher's job satisfaction, and group size. Especially this study suggests that teachers who are highly satisfied with their job and small group size influence children's social competence positively.

• Korean Journal of Childcare and Education
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• v.14 no.1
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• pp.203-225
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• 2018

Objective: The aim of this study was to examine the mediated effect of teacher-infant relationships between teacher efficacy and infant's adjustment to child care centers. Methods: A total of 137 child care teachers that lived in Gwangju and Jeollanamdo participated in this study. They were asked to answer two survey questionnaires for two infants. The data were analyzed using analysis of frequency, Pearson's correlation coefficient, and hierarchical multiple regression analysis. Results: The main results are as follows. First, teacher-infant relationships partially mediated the relationship between teacher efficacy and two sub-factors (prosocial behavior and day work adjustment) of adjustment in child care centers. Unlikely as it was, several sub-factors such as positive emotion, peer adaptation, and self-strength were fully mediated by teacher-infant relationships. Conclusion: The present study suggests that it is necessary to improve teacher-infant relationships with teacher efficacy in order to improve infants' adaptation to daycare. In addition, it should be understood that the structural relationship of the influence factors is different depending on the sub-factors of the child care adjustment.

• Journal of the Korean Home Economics Association
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• v.42 no.1
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• pp.39-51
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• 2004

The purposes of this study were to investigate the quality (structure and process) of home-based day care and center-based day care, and to examine socio-emotional development among infants who were in both types of day care. The subjects of this study were 101 infants who were in home-based day care and 181 infants who were in center-based day care. The measurements were socio-emotional development scale and assessment scales for day care programs. Results indicated that, first, home-based day care did not significantly differ from center-based day care in terms of structure. Second, home-based day care were, to some degree, significantly different from center-based day care in the process： home-based day care had better play environment and play activities than did center-band day care. Lastly, there were significant differences in socio-emotional development among infants according to the type of day care： infants in home-based day care were more independent to their teacher and felt more secure in child care homes than was true for the infants in center-based day care.

• Korean Journal of Childcare and Education
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• v.10 no.3
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• pp.159-177
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• 2014

The purpose of this study was to examine the influential factors on parenting guilt of mothers who use a day-care center. To achieve these research goals, the present study 1) analysed the differences in the mother's parenting guilt as the socio-demographic variables of the mother and child, and 2) examined the relative effect size of influences on the mother's parenting guilt with their parenting efficacy, satisfaction on the day-care center, emotional and informational support from teachers, and mother's active interaction with day-care teachers. The participants of the study were 350 mothers whose infants and toddlers were attending day-care centers in Gwangju and Jeollanamdo. The results of this study are as follows. First, the mothers with infants who were younger than 3 years old reported more parenting guilt than the mothers with toddlers. Second, the mothers whose children were the first child reported more parenting guilt than the mothers with children who were the second or the third child. Third, the emotional support from the day-care teacher was the most influential factor on the mother's parenting guilt. This study suggests that the mutual cooperation between mother and day-care teacher are very important to reduce the mother's parenting guilt.

• Korean Journal of Childcare and Education
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• v.11 no.5
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• pp.173-190
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• 2015

This study aims to identify the difference in teacher commitment at workplace child-care centers and understand the relationship between teacher commitment and teacher efficacy. To achieve this, the data were collected from 176 teachers who were working at workplace child-care centers in Gyeonggi province, One-way analysis of variance (ANOVA), Scheff$\acute{e}$ test, and Pearson's correlation analysis were performed. According to the results, it was found that there is a high positive correlation between teacher commitment and teacher efficacy. The teacher commitment appears high and especially the teacher commitment to infants and toddlers appears the highest at the workplace child-care centers. It was also found that there is a significant difference in teacher efficacy depending on academic ability and work experience of teachers, age of infants and toddlers, and total number of teachers in the centers. This study is significant in that it provides the basic data for drawing up the measures to support the teacher commitment as one of the internal characteristics of the teachers working at the workplace child-care centers. Further studies need to explore the relationship between teacher commitment and teacher efficacy depending on the type of kindergarten or day care center.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.2
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• pp.270-278
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• 2018

A CIPP model-based evaluation of day care centers in-service education was performed to improve the quality of infant teachers. This study covered 203 infant teachers of a day care center located in Chungnam and Daejeon city. The analysis results are summarized as follow. The education situation, such as a suggestion of a target and pre-analysis, was more positive than other evaluation areas, but the education course, which is a personal variable of infant teachers, was found to require modifications in day care center in-service education. Uniform education that does not reflect the characteristics of the individual teacher have limitations to education systematically and effectively. Therefore, it is essential to consider the education environment and to reflect the requirements of the infant teacher. Finally, this study provides basic data for a desirable in-service education and qualification improvement program to improve in-service education through an evaluation of day care center in-service education.

• Korean Journal of Childcare and Education
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• v.11 no.5
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• pp.55-72
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• 2015

This study investigated the relationship between the ecological literacy and the sense of happiness of child day care teachers. One hundred twenty -five child care teachers in the Incheon and Kyunggi areas were participated in this study. Data responses from day care teachers were analyzed sing SPSS 17. The results were as follows. First, generally, there was a significant difference in ecological literacy depending on child day care teachers' carre, experiences in early childhood, and in-service teacher program. However, there was no difference in ecological literacy except in ecological literacy attitude depending on child day care teachers' academic area. Second, there was a correlations between the ecological literacy and the sense of happiness of child day care teachers. This study will provide basic information to better understand the relationship between the ecological literacy and the sense of happiness of child day care teachers.

• Korean Journal of Child Studies
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• v.25 no.5
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• pp.129-145
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• 2004

This research aimed to analyze the quality of center-based infant/toddler programs in Korea. Scale for infant and toddler programs divide accreditation standards into 4 areas(physical environment, curriculum, health care, management system) with 60 standards. Standards can be divided into basic criteria and general criteria. The subjects are 149 day care centers(44 infant day care centers and 105 day care centers), and raters(teachers or principal) assessed the quality of each item on a 5-point Likert scale. The results of this study are as follows: 1) Self-evaluation result have marked 3.67 as average(range : 2.32~4.90), which barely meets basic criteria level. 2) Physical environment area has received worst score(3.41) and Health care area has received best score(3.92). 3) Each standard's score indicate the quality of infant/toddler care program: Feed care(4.29), Affectionate teacher-infant interaction(4.14) were highly rated while Nature environment/anmal/plant(2.75) and Teacher's facilities(2.74) were rated low. 4) Some variation factors showed differences in the qualitative level; number of child, education level of principal.

• Korean Journal of Child Education & Care
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• v.19 no.3
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• pp.85-97
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• 2019

Objective: The purpose of this study was to find out any differences in teacher efficacy according to the perception and practices of the peers' supervision in day care centers, and to improve the effectiveness of teachers and the quality educare. Methods: The subjects were 301 teachers at daycare centers in Gyeonggi Province who are working at public, private, workplace and home daycare centers. The instruments used were questionnaire concerning the perceptions and practices of peers' supervision in day care centers, and the teacher efficacy instrument. Results: The differences in teacher efficacy according to the perception of peers' supervision were significant, depending on the level of perception, willingness to participate, need and satisfaction, and sub-area of the main view. And, the differences in teacher efficacy according to the practices of peers' supervision were significant, depending on the numbers received, gave and implementated, the implementators, and the type of peers' supervision. Conclusion/Implications: This can be a clear benefit for stimulating peer's supervision. This study can greatly benefit the quality of day care service and improve teacher's professionalism.

• Journal of the Korean Home Economics Association
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• v.31 no.2
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• pp.141-157
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• 1993

The purpose of this study were to collect the data for searching the better day care service programs among the employed mothers of the urban low income class. The Subject were 280 low income class employed mothers with the child under age of six, who lived at the Gwang-ju City. The frequency, percentage, and χ2test were calculated for the analysis of the collected data. The Results were as follows ; 1) Most of the urban low income class employed mothers needed day care facilities. 2) Urban low income class employed mothers preferred a center-based day care program to any other type of day care program. They also preferred the whole-day day care service 8 A.M. to 6 pp.M. rather than the half-day care service. Mothers with the child at the age of 3 to 6 years mostly wanted day care program service. 3) They expected the government or their companies to support considerable amount of day care service fee. Most of mothers emphasized the child's every day life's and love for the children was most preferred. Mothers also wanted 14-16 years for teacher's education career.