• Korean Journal of Childcare and Education
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• v.10 no.6
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• pp.391-412
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• 2014

The Integrated Center for Early Childhood Education and Care established 595 centers in 2013 that are integrated kindergarten and nursery centers. The Japanese government revised the law for the Center for Early Childhood Education and Care in 2012 and published the standards for equipment, management, and curriculum for early childhood education and care in April 2014. Presently the standards for equipment and management for integrated centers for early childhood education and care is based on a higher level than kindergarten and nursery centers. Therefore, the quality of education and care that the kindergarten and nursery centers are currently providing can be expected to continue. However childhood education and care curriculum is excessively emphasized education. Because infants and toddlers of 0-5years are spending most of the day in integrated centers for early childhood education and care, the contents related to childcare should be strengthened.

• The Journal of the Korea Contents Association
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• v.20 no.3
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• pp.116-130
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• 2020

The purpose of this study is to examine the effects of childcare teacher's professional recognition, learning agility, and positive psychological capital on job satisfaction in order to suggest policies that required for child care teacher's positive performance. For this purpose, an online survey was conducted with 283 in-service nursery teachers in Jeonnam and the results are as follows. First, teachers with more than five years of experience showed higher levels of professional recognition and positive psychological capital. Second, the job satisfaction of child care teachers was highly correlated in order of professional recognition, positive psychological capital, and learning agility. Third, the professional recognition and positive psychological capital of the childcare teachers have positive effects on their job satisfaction. Through this study, it was confirmed that the professional recognition, learning agility, and positive psychological capital of the childcare teachers were significant variables in explaining job satisfaction. Therefore, in order to increase job satisfaction in daycare centers, it is necessary to firmly recognize that they are professional workers by providing training courses and consulting supports. Furthermore, there is a need to allow teachers more autonomy and to reform the hierarchical system in day care places.

• Journal of Korea Entertainment Industry Association
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• v.13 no.8
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• pp.469-478
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• 2019

This study is an empirical survey of the job status and job satisfaction of early childhood teachers. The subjects of this study were teachers of early childhood education in (the province of) Chungcheongnam-do. The Early Childhood Education Institution was conducted with 255 teachers for teachers working in public day care centers, private day care centers, public kindergartens and private kindergartens. o carry out this study, we analyzed the collected questionnaires by using the SPSS statistical package program. T-test, χ²-validation and ANOVA analysis were used for this study, and Scheffé analysis was applied as a post hoc analysis. As a result of this study, job status was examined by type, age, educational attainment, and educational experience. The satisfaction level of educational institutions was highest in the national public day care centers, and the age was 50 years or older, and the education level was high in graduate school. In addition, the job satisfaction of early childhood teachers was significantly analyzed in relation to fellow teacher, relationship with the director, self-identity and teaching environment. Through this study, understanding the current job status and satisfaction of early childhood education teachers can be used as an important data in preparing a plan to raise their job performance and work efficiency.

• Journal of Convergence for Information Technology
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• v.11 no.12
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• pp.127-137
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• 2021

The purpose of this study was to suggest the justification for social recognition of childcare staff through a review of Axel Honneth's recognition theory of childcare staff's caring work, the Constitution, the Infant Care Act, and the National Human Rights Commission Act. As a result of the study, first, the poor working environment of childcare staff was confirmed. Despite the continuous intervention of childcare policies to improve the working environment of childcare teachers, poor working conditions such as annual/monthly vacation and rest time guarantee were confirmed. Second, the human rights violations of childcare staff were confirmed. The installation of CCTV installed to prevent child abuse in childcare institutions confirmed not only the human rights violations of childcare staff but also the psychological pressure of childcare staff who are monitored 24 hours a day. Third, this study has significance in that it suggests the justification for social recognition of childcare staff through revision and supplementation of the current law for appropriate performance evaluation of childcare.

• 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.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.9
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• pp.236-243
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• 2017

The purpose of this study is to investigate the relationship between the OKgram and abuse awareness, and between the the characteristics of the major field and abuse awareness of pre-service child care teachers who are taking the (child care) course as part of their university curriculum. Positiveness isclassified into 2 subfactors,self-positiveness and other positiveness, while abuses are classified into 4 sub factors,viz. body, sex, emotion and neglect, in order to investigate and analyze the effectsof each sub factor. Asurvey was carried out for students of the department of Child Care and the department of Social Welfare of the universities in Gyeonggi-do, Gangwon-do and Seoul, during the 5 day period from 8th May to 12th May, 2017. After conducting a frequency analysis, correlation and multiple regression analyses were performed, from which we madethe following conclusions. First, it was found that positiveness influences abuse awareness, and that when other positiveness is higher than self-positiveness, abuse awareness is increased. We also concluded that we should provide more personality programs that enhance others positiveness. Second, the seriousness of abuse level showed an average value of 4.594, which is highly recognized, while the level (required) to recognize the index wasin the order of sexual(4.789), physical(4.587), neglect(4.510), emotional(4.498), with the index of emotion beingthe lowest. This indicatesthe necessity to strengthen the social standard on emotion abuse awareness. Third, in the characteristics of the major field, the respondents answered that their actual work experience of being a pre-service child care teacher was helpful to raise their abuse awareness, and thatchild care practice wasthe most important.Therefore,we concluded that it is necessary to arrange practical courses which increase the chance of obtaining actual work experience and provide child care practice during child care teacher training.

• Journal of the Ergonomics Society of Korea
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• v.30 no.3
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• pp.409-418
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• 2011

Objective: This study was performed to evaluate the child-care teachers' job in relation to physical work. Background: Child-care teacher is directly related to the quality of child care. And their physical activity is higher than general education teachers because the proportion of day care is high. But analyzes of child-care teachers' job burdens and the work environment associated with physical activity is not well established. Method: To conduct this study, the child-care teachers' job was classified into 18 physical works. After classification, posture was evaluated by ergonomic posture evaluation schemes of OWAS, RULA, REBA and evaluated for each physical part. Next, musculoskeletal subjective symptoms were analyzed. Results: The results showed the following: The highest assessment on the posture evaluation was "helping children to ride a school bus", "feeding: meal/snack", "brushing children's teeth" and "arrangement of nap-stuff". The rank of high-risk assessment on the neck/trunk/leg part was arranged by: "feeding: meal/snack", "helping children to ride a school bus", "making nap", "arrangement nap-stuff" and "brushing children's teeth". The rank of high-risk assessment on the upper limbs part was arranged by: "helping children to ride a school bus", "the bust - group activity", "meal/snack time - preparing, feeding, arrangement", "nap time - preparing, arrangement", "brushing children's teeth", and "using the toilet". According to the results of each musculoskeletal subjective symptom, teachers ordered the pain area as follows: waist, shoulder, leg/feet, and neck, and they showed more pain on trunk than the upper limbs. Conclusion: To sum up the results from ergonomic posture evaluation and a subjective symptom, the following are high working pressures: "feeding: meal/snack", "the bust - group activity", "making nap", "brushing children's teeth" with deep bending and waist twisting, "helping children to ride a school bus", "brushing children's teeth" with lifting shoulder; "meal/snack time - preparing, arrangement", "nap time - preparing, arrangement", and "using the toilet" with moving or an up-down position in their job. Application: The results of this study might be information for improvement of the child-care teachers' job environment.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.10
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• pp.4487-4495
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• 2012

This study analyzes the meal guidance and meal service management of early childhood teachers. The subjects were 171 early childhood teachers who were working in kindergartens and day care centers in Gwangju. A questionnaire was made by the researcher on the basis of relevant materials. The data was analyzed by statistical methods such as frequency, Cronbach's ${\alpha}$, $x^2$, ANOVA and Duncan with the SPSS for Windows 18.0 program. The results are as follow: First, there are significant differences in meal hours, amount of food and meal admeasurer according to workplace type of early childhood teacher. Also, there are significant differences in meal hours, amount of food, meal admeasurer and guidance for late eating infants according to children's age. Second, early childhood teacher consider in order content after meal, content before meal and content during meal. Also, there are significant difference content after meal according to workplace type of early childhood teacher. And there are significant differences in content before meal and content during meal according to children's age.

• Journal of the Korea Society of Computer and Information
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• v.20 no.3
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• pp.177-184
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• 2015

This study aims to identify the effects of job factors related to children's teachers on job satisfaction and present suggestions through an analysis of the modulating effects according to the type of institute. In order to achieve this purpose, this study set up a cause and effect model on teacher's efficacy, emotional intelligence, friendship, and a reward system as factors of job satisfaction and analysed them based on interviews using a questionnaire. To look into the results of the analysis, it was discovered that a reward system had the greatest effect on job satisfaction for the subjects, followed by emotional intelligence, friendship, and teacher's efficacy. In an analysis of modulating effects according to the type of institute, the effect of emotional intelligence differed significantly depending on kindergartens and day care centers. Teacher's efficacy, friendship and a reward system were not significantly different. Based on the results above, this study provides basic data for the development of strategies for children's teachers to effectively achieve job satisfaction.

• The Journal of the Korea Contents Association
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• v.12 no.11
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• pp.539-548
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• 2012

This study investigated the effects of childcare teachers' role conflict and self leadership on psychological welfare. 64 day care centers located in Seoul and Gyeonggi-do were selected as its subjects and correlations and multiple regression analysis were conducted for 260 childcare teachers from the day care centers. The results of this study were as below. First, in terms of the relationships between childcare teachers' role conflict, self-leadership and psychological welfare, it has been shown that correlations of role stress, role ambiguity, action orientedness, constructive thought, and positive welfare were found in all sub-areas except for the sub-variables of natural reward and negative welfare, whereas correlations of role ambiguity, action orientedness, positive welfare were found also in all sub-areas except for the same sub-variables above. Second, after conducting multiple regression analysis, it has been noted that the variables that affected psychological welfare the most were natural reward followed by role ambiguity and role stress, whereas no statistical significance was found in all other sub-variables.