• Human Ecology Research
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• v.58 no.1
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• pp.105-120
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• 2020

This study helps infant teachers practice a constructivism-based teacher education program that supports infant mathematical inquiry activities and examines improvements in mathematical teaching knowledge, mathematical teaching initiatives, mathematical interaction, constructivism belief and mathematical teaching efficacy. Twenty two experiment group infant teachers and twenty two comparison group infant teachers were chosen at two workforce educare centers. The experiment group infant teachers participated in 18 sessions of a constructivism teacher training program for 8 weeks, but the comparison group infant teachers did not take part in the program. Pretest and post-tests were implemented for the mathematical teaching knowledge, mathematical teaching initiatives, mathematical interactions, constructivism belief and mathematical teaching efficacy in the experiment group. Independent sample t-test and ANCOVA were tested using Windows SPSS statistics 21.0. The homogeneity test for the experiment and comparison group revealed significant differences. ANCOVA was carried out after the pretest score was controlled as a co-variance. Significant differences were indicated in mathematical teaching knowledge, mathematical teaching initiative, mathematical interaction, constructivism belief and mathematical teaching efficacy. The results indicated that a constructivism-based teacher education program to support infant mathematical inquiry activities influenced improvements in mathematical teaching knowledge, mathematical teaching initiative, mathematical interaction, constructivism belief and mathematical teaching efficacy. This study proved the effects of the program based on constructivism theory content for the knowledge, skills and attitude about infant teaching of mathematical initiatives and practiced a program of exploration, investigation, application and assessment for infant teachers. The results can help infant teachers teach mathematical exploration activities and help activate infant mathematical exploration activities.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.5
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• pp.1192-1204
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• 2013

This study aims to analyze the trend of study related to infant multicultural education, targeting the theses carried on Korean journals articles KCI journal and preliminary KCI journal from 2001 to 2012, and to provide analysis results as the basic data for execution of multicultural education. To achieve such goal of study, I analyzed the study trend of infant multicultural education studies carried in Korean journals per year, research subjects, research objects and research methods. As a result of this study, first, the number of studies related to infant multicultural education carried in Korean journals articles from 2001 to 2012 was a total of 190 pieces; for year, 27 pieces in 2008, 23 pieces in 2009, 40 pieces in 2010, 46 pieces in 2011 and 36 pieces in 2012, totaling 172 pieces corresponding to 90.5% of the entire thesis. This means that the number of study thesis began to increase substantially from 2008, meaning increased necessity of multicultural education in the field of child education. Second, as a result of analyzing the study trend per research subjects, research subjects was found in the order of 'beliefs recognition attitudes efficacy'(60 pieces), 'child development and adaptation'(48 pieces), 'programs and scale development'(28 pieces). Third, as a result of analyzing the study trend per objects of research, research objects was found in the order of 'teacher'(75 pieces), 'child'(67 pieces), 'literature'(43 pieces). And lastly, as a result of analyzing the study trend per research methods, research methods was found in the order of 'quantitative research'(112 pieces), 'literature research'(57 pieces), 'qualitative research'(31 pieces).

• Korean Parent-Child Health Journal
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• v.8 no.1
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• pp.23-36
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• 2005

Purpose: The purpose of this study was to determine the effect of an education program promoting attitude, knowledge, and practice of safety for teachers in child care centers. Method: This education was provided at one public health center in Kyunggi Province. One group pretest-post test design was used, and knowledge on safety and emergency care, practice of safety, health belief and self confidence on safety practice were assessed from 74 teachers. Theoretical framework for this program was Pender's health promotion model. Result: After two hours group education session on safety management, knowledge on safety and emergency care was significantly increased and perception on the main cause of injuries was significantly changed. Practice on safety was significantly related to the knowledge, health belief and confidence on safety, and social support. Conclusion: The education program for teachers in child care centers regarding the child safety and emergency care was effective in promoting knowledge and perception on the main cause of injuries of infants.

• Korean Journal of Childcare and Education
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• v.12 no.1
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• pp.123-142
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• 2016

This study explores the attitudes of infant care teachers towards child care centers for infants, and suggests improvements for free child care services for infants, with regard to the teaching principles of said teachers. Individual in-depth interviews were conducted with 26 infant care teachers. Most of the infant care teachers agreed that working mothers, but not stay-at-home mothers, should use child care centers. They also argued that, because child care for infants is free, (1) mothers have become more dependent on public child care, (2) mother's perception of child care centers has changed, and (3) people have exploited child care services. According to the teaching principles of these teachers, optimal childrearing for infants should involve the following: First, mothers themselves should take care of infants aged 0 to 2 years at home, when possible. Second, mothers using child care centers should form a childrearing partnership with the centers' teachers, and thus closely cooperate with them. Third, the role of infant care teachers should be understood as that of "the second mother." The highlight of this study is that it investigated the changes child care teachers have experienced as main providers of child care services for infants since the implementation of free, universal infant care, and suggested directions for improving child care services.

• Korean Journal of Child Studies
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• v.33 no.2
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• pp.91-109
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• 2012

The purpose of this study was to investigate the influences of various factors, the social support of friends and relatives, couple's characteristics, and the mother's parenting characteristics, and their impact upon infant development. For the purposes of this study, data was taken from 2078 infants who were born in 2008 and their mothers who participated in the 1st Korean Children Panel Survey of the Child-Care Policy Research Institute. The data collected were processed statistically by means of a structural model and the fit of the model was also found to be very good. The findings indicated that the social support of friends and relatives and couple's characteristics did indeed impact upon an infant's development, with the mother's parenting characteristics having a mediating effect. The direct effect of the social support of friends and relatives on infant development was positive and the results of the effect were the same even when taking into account the mediating effects of the mother's parenting characteristics. The direct effect of a couple's characteristics on the mother's parenting characteristics was negative but the result of it was also positive when taken in conjunction with the mediating effects of the mother's parenting characteristics.

• Korean Journal of Child Studies
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• v.30 no.3
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• pp.99-112
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• 2009

This study examined how infant-teacher relationships perceived by teachers related to observed toddler-teacher and toddler-peer interactions in play. Participants were 57 2-year-old toddlers and their 8 teachers. Toddler-teacher perceived relationships were examined by questionnaire toddler-teacher and toddler-toddler interactions were observed and recorded during play. Data were analyzed by correlation. Results were : (1) the perceived relationships of toddlers to multiple teachers in the classroom were very similar. (2) The pattern of interactions between toddlers and teachers was similar to that of interactions between toddlers and peers. (3) The more positive the toddler-teacher perceived relationship, the more positive the observed interactions between the children and teachers and between children and their peers.

• Korean Journal of Child Education & Care
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• v.17 no.4
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• pp.121-143
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• 2017

The objective of this study is to find out the relation between infant teacher attachment or infant gesture and infant language development. The study was conducted with infants aged between 18 and 24 months and their 84 teachers of 63 home day care centers and infant day care centers in J city, Jeollabukdo. The results of the study are as follows. First, there was positive correlation between infant teacher attachment and infant language development. Looking at the types of infant teacher attachment showed that positive emotion, contact-seeking, self-sacrifice genialities, approach-seeking, solidarity, and expectation had positive correlation with receptive and expressive language, protection had positive correlation with receptive language, and only indifference had negative correlation with receptive language. Second, of sub-factors of infant gesture, directive gesture had negative correlation with receptive language, and customary and representational gesture had positive correlation with expressive language. Third, according to the results of the study of the effects of infant teacher attachment and infant gesture on infant language development, contact-seeking had the largest effect. Looking at the types of infant language development showed that contact-seeking had the largest effect on receptive language, and solidarity had the largest effect on expressive language. The results of the study showed that infant teacher attachment had larger effects on infant language development than infant gesture. It is expected to be used as useful materials to improve communicative abilities of infant teachers interacting with infants for infant language development.

• International Journal of Advanced Culture Technology
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• v.4 no.3
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• pp.39-47
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• 2016

The state adopts the policies based on the goals pursued by the state and provides a basic policy for administrative activities related to early childhood education. Therefore, early childhood education policy should be established organically in consultant with the social consent in advance. In most countries will bear the costs of child care and early childhood education can reduce the financial burden of parents and early childhood education consumers are able to understand the will of the government to support the child care services, which they need in a variety of way. The conflict is deepening - among policy officials, front-line institutions participating in policy implementation, and parents - surrounding the infant and early childhood education. And the conflict has caused the difference between this policy and claims that cannot find hardly a solution. In this study, we argue how the policy differences between groups involved in the policy to analyze the influence, to find the policy conflict resolution strategies.

• Child Health Nursing Research
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• v.29 no.3
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• pp.182-194
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• 2023

Purpose: This study analyzed research trends in infant and toddler rearing behavior among family caregivers over a 10-year period (2010-2021). Methods: Text network analysis and topic modeling were employed on data collected from relevant papers, following the extraction and refinement of semantic morphemes. A semantic-centered network was constructed by extracting words from 2,613 English-language abstracts. Data analysis was performed using NetMiner 4.5.0. Results: Frequency analysis, degree centrality, and eigenvector centrality all revealed the terms ''scale," ''program," and ''education" among the top 10 keywords associated with infant and toddler rearing behaviors among family caregivers. The keywords extracted from the analysis were divided into two clusters through cohesion analysis. Additionally, they were classified into two topic groups using topic modeling: "program and evaluation" (64.37%) and "caregivers' role and competency in child development" (35.63%). Conclusion: The roles and competencies of family caregivers are essential for the development of infants and toddlers. Intervention programs and evaluations are necessary to improve rearing behaviors. Future research should determine the role of nurses in supporting family caregivers. Additionally, it should facilitate the development of nursing strategies and intervention programs to promote positive rearing practices.

• Human Ecology Research
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• v.53 no.4
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• pp.433-445
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• 2015

This study develops normative scores of the Infant/Toddler version of the Home Observation for Measurement of the Environment (IT-HOME) inventory for Korean infants and toddlers. We selected 482 0- to 36-month-old infants and families by a stratified sampling procedure that considered residency, age, and gender of children. The pass rate, discrimination rate, and internal consistency were analyzed for the item analysis. Statistical validity included intercorrelation among the IT-HOME subscales, correlation between IT-HOME scores and environmental status variables, and correlation between IT-HOME and Korean Bayley Scales of Infant Development second edition (K-BSID-II) scores. Normative scores were prepared by percentile ranks. The results of this study were as follows: First, 45 items were acceptable for Korean subjects with few exceptions. IT-HOME was developed to screen unfavorable environmental factors during infancy; therefore, items such as 12, 17, 23, 39, 44 need to be retained even though they had low discriminating power. Second, IT-HOME subscales were correlated, and IT-HOME was significantly related to parents' education level, household income level, and infant' developmental levels. Third, percentile scores and the median of each IT-HOME subscales were suggested as normative scores. We discussed the normative scores of the IT-HOME to screen the quality of home environments for children aged 0-36 months in Korea, and provide the intervention basis for the at-risk population.