• 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 Families and Better Life
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• v.34 no.3
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• pp.1-14
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• 2016

The present research aimed to assess role expectations and job performance of childcare teaching assistants at daycare centers. In order to describe participants' experiences, qualitative data were analyzed using Van Manen's phenomenological approach. The findings showed that childcare teaching assistants suffered a gap between their role expectations and reality. They felt diverse emotions and doubt about their professionalism through interactions with teachers in charge, directors, parents, and children. The participants claimed that the Nuri curriculum teaching assistants system should be improved to achieve better quality childcare programs. The implications to support the Nuri curriculum teaching assistants system were discussed in depth.

• Journal of Families and Better Life
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• v.31 no.3
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• pp.63-79
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• 2013

The aim of this study was to investigate the influence of family-friendly community policy and child care policy on parents with young children. Particularly, two specific questions were addressed: 1) Were there differences in the perception of community family-friendliness among parents with young children in Seoul provinces? 2) Were there differences in the perception of community family-friendliness among parents with young children, depending on child-care infrastructures in Seoul provinces? Data for this study were drawn from multiple sources. Individual-level indicators were drawn from the survey of 1,246 parents with children under age 6 in Seoul. Community-level indicators were drawn from the 2011 Seoul census data. Frequency, descriptive statistics, GIS mapping, and hierarchical linear model analysis were conducted to examine the perception of community family-friendliness by individual, child-care infrastructures, and the community at large. The major results of the present study are as follows: The perception of parents on community family-friendliness varied across the 25 provinces in Seoul. The perception of community family-friendliness was positively related with the total number of child day-care centers, and the number of infant-toddler child daycare centers. The number of accredited child daycare centers was negatively associated with the perception of community family-friendliness.

• Journal of Environmental Health Sciences
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• v.48 no.1
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• pp.52-58
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• 2022

Background: Few studies have evaluated the exposure to phthalates via inhalation of floor dust in children's living areas. Objectives: This study evaluated the concentration and exposure level of phthalates emitted from indoor floor dust in children's living areas. Methods: This study utilized the results of a survey conducted by the Ministry of Environment in 2019. Indoor dust was collected from 150 households with children aged 3~7 and 67 daycare centers or local children's centers by using vacuum cleaners. It was analyzed by gas chromatography mass spectrometry. Six types of phthalates were analyzed: Bis (2-ethylhexyl) phthalate (DEHP), Dibutyl phthalate (DBP), Benzyl butyl phthalate (BBP), Di-N-octyl phthalate (DNOP), Diisononyl phthalate (DINP), Di -isodecyl phthalate (DIDP). Results: The medians of DEHP concentrations were 1,028 and 1,937 mg/kg in homes and daycare centers, respectively. The median and maximum values of daily intake were calculated by applying the median and 95th percentile values (the upper 5% of the total concentration) in dust measured in the homes. The DEHP median value was 1.6 ㎍/kg/bw/day, and a maximum A value of 7.8 ㎍/kg/bw/day was calculated. When the childcare center values were applied, the median daily intake of DEHP was 3.1 ㎍/kg/bw/day and the maximum value was 29.2 ㎍/kg/bw/day. As a result of calculating the daily intake by integrating the values of home and childcare facilities, the median and maximum values of daily intake were 1.9 and 10.9 ㎍/kg/bw/day, respectively. Conclusions: This study derives phthalate concentrations among the floor dust in homes and childcare facilities where children mainly spend time, and suggests their intake of phthalates through this. In particular, it was newly suggested that the phthalate concentrations in homes and childcare facilities are different, resulting in differences in intake.

• Human Ecology Research
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• v.54 no.5
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• pp.451-459
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• 2016

This study was to develop environmental education activities using advertisement as well as investigate the effect of environmental education using advertisements on children's eco-friendly attitudes and environmental preservation knowledge. The effect of the environmental education activity using advisements was examined based on 24 children aged five attending a daycare center located in Incheon metropolitan city (12 in the experimental group and 12 in the control group). This study was executed 12 times (twice a week) in both the experimental group and comparative group as the environmental education using advertisements was developed and executed in the experimental group as environmental education according to the life theme's in the Nuri curriculum of the comparative group. The instruments used in this study were the children's eco-friendly attitude scale (two factors, 18 items) and environmental preservation knowledge scale (four factors, 16 items). Children's eco-friendly attitude and environmental preservation knowledge were assessed by pre-tests and post-tests using the SPSS ver. 18.0 program. Results indicated that after 6 weeks application, the experimental group exhibited higher scores than the control group in the children's eco-friendly attitude as well as environmental preservation knowledge. This study showed that environmental education activities using advertisement had a positive effect on children's eco-friendly attitudes and environmental preservation knowledge.

• Korean Journal of Human Ecology
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• v.7 no.4
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• pp.25-39
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• 2004

The purpose of this study was to investigate the effect of the group games on children's prosocial thinking and social ability. The subjects of this study were 30 four-five years old boys and' girls in S daycare center in Iksan of Jeonbuk province. Children in this study were divided into two groups. In order to measure children's pro social thinking. 'Skill Situation Measure' developed by McGinnis & Goldstein(l990) was used. In order to measure children's social ability, 'Preschool Socio-affective Profile(PSP)' developed by La Freniere. Dumas, Capuano & Dubeau(1992) was used. The tools were applied in two groups in pre-test, and the experimental group was given a total of 20 sessions (twice a week. for 10 weeks). The results of the study were as follows: 1. The experimental group children with group games showed a significant improvement in their prosocial thinking. 2. The experimental group children with group games showed a significant improvement in their social ability.

• Journal of the Korean Home Economics Association
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• v.45 no.6
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• pp.21-33
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• 2007

In present study, using longitudinal data of 161 families from Durham Child and Development Study, we examine the characteristics of infant child care chosen by families of different income levels and ethnicity in the U.S. Time-related changes in child care selection for the first year of the child's life were also investigated. Infants from high-income families were more likely to be cared for by someone other than the mother, compared to infant from lower-income families. African-American families were more likely to use non-maternal care for their infant compared to European-American families. Although the effects of income on type of care were not significant, descriptively, more low-income families used relative care while high-income families used more formal arrangements such as daycare center. Infants from low-income families began care earlier and low-income families paid less for care than other families. The findings call for attention to the importance of child care policy for low-income families as well as further research examining the function of cultural differences in selection of infant child care.

• Journal of Families and Better Life
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• v.24 no.1 s.79
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• pp.237-251
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• 2006

The present study was to investigate the teacher's and the mother's beliefs about literacy acquisition and to analyse differences between them The subjects for this study were 134 teachers and 174 mothers of the kindergarten and daycare centers. The 25-item questionnaire constructed by Westwood, Knight and Redden(1997) was used in this study with a slight modification. Collected data were analyzed by one-way ANOVA to verify the differences of the teacher's beliefs according to an academic background and a career, and mother's according to an academic background and an occupation, and compared by t-test to verify the differences of the teacher's and mother's beliefs. The major findings were the most teachers and mothers showed balanced approach: more skill-based about reading than writing. The university graduated teachers took more meaning-based, child-centered approach than finisher of caregiver training center. According to career, more the experienced kept more skilled-based approach. In case of the mother, the university and graduated school graduates took more meaning-based, child-centered approach than finisher of college and High school. According to occupation, more the professional kept more meaning-based approach. Finally there were no meaningful difference in an income and mothers' age. And teachers took more meaning-based, child-centered approach than mothers. Especially about writing, teachers kept much more meaning-based approach than mothers.

• Journal of Families and Better Life
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• v.25 no.4
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• pp.181-196
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• 2007

The present study was to investigate child care teather's and parents's recognition and need about child counseling and to analyse differences between them. The subjects for this study were 244 child care teachers and 260 mothers of the day care centers. The major finding were as follows; Most child care teachers are aware of child counseling through lecture, pre-service education, and internet. Most mothers hear about child counseling through internet. They think that child counseling is very effective for young children, especially for negative experience and emotion. Most child care teachers think that they can administer child counseling. especially daycare centers. But mothers think that special facilities is the most appropriate place by child counseling. Child care teachers and mothers regard the credibility of human being as personal characteristics required for child counseling. Counseling specialists are to be the most appropriate person for followed by child care teather's and parents. And they think that special training is needed for child counseling. but few of them receive special training. They perceive the necessity of professional education in child counseling. but they rarely experience related education of child counseling. Especially, they feel lack of time and information. They also want to apply to child counseling children education after learning it through counseling association or by observing real situations in child counseling center using morning time or during weekends. Most mothers and child care teachers know play therapy, art therapy. bibliotherapy, sand play therapy.

• Human Ecology Research
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• v.54 no.3
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• pp.321-332
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• 2016

This study clarified the maintenance of relationship between children and teachers based on longitudinal data and explored the latent classes. It clarified the latent classes connection with the children's peer play interaction. The subjects of this study were 194 children (aged 3) who attended 11 different kindergartens and daycare centers. We collected data three times (once every 6 months) until they reached age 4. The results of this study were: first, closeness, conflict, and dependence of child-teacher relationship that showed a continuous short-term connection. Second, we classified the child-teacher relationship into three groups according to longitudinal data. Those groups were, 'low level maintenance group' which had the lowest conflict and dependence compared to the highest closeness with teacher, 'middle level maintenance group' which had the teacher relationship in the middle level of the sub element area, and 'high level maintenance group' which showed high conflict and dependence compared to low closeness with the teacher. Third, the group which maintains a longitudinal high conflict.dependence showed more interruption and disruption behavior than the group which maintained a low conflict and dependence. In conclusion, the child-teacher relationship seemed to be the steady characteristic because it showed the early formation of a stable relationship. It was possible to predict the child's peer interaction through an early child-teacher relationship. Teachers need to be educated by the kindergarten and daily care center because the early formation of a child-teacher relationship can be the foundation of child's later peer and teacher relationships.