• Child Health Nursing Research
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• v.21 no.2
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• pp.141-150
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• 2015

Purpose: The purpose of this study was to develop and evaluate a school adaptation program (SAP) for school-age children with emotional and behavioral problems who attended public elementary schools. Methods: SAP, developed by the authors, addresses school adaptation and academic efficacy and consists of 10 sessions based on five categories (i.e., school life, classroom activity, relationship with friends, relationship with teacher, and school environment). Sixteen children with emotional and behavior problems answered questionnaires before and after participation in the program. Results: The results showed that there was a significant difference between pre and post-test on school adaptation (t=-2.78, p=.015) and academic efficacy (t=-4.62, p<.001) after the 10 sessions of SAP. Conclusion: The results indicate that SAP can could serve as a practical program for school nurses and teachers. Further studies based on SAP in various school settings are recommended.

• Journal of Families and Better Life
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• v.31 no.3
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• pp.93-112
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• 2013

This study was intended to investigate wether a multiculturalism education program which is integrated with age the 5 Nuri curriculum has a significant influence on promoting children's multiculturalism acceptance. The effect of the integrated multiculturalism program was studied depending on married female immigrant assistant teacher and multicultural children within a group. Three experimental groups and one comparative group were formed from 80 children whose kindergarten centers are located in southern cities of Gyeong-gi province and the convenient sampling method was used. A measurement tool for multiculturalism acceptance was used in this study, and this measurement is an amended and supplemented version of criteria aimed at children (elementary school students) developed by Kim and Chung(2010). The measurement tool was modified to make it suitable for children and consists of 33 questionnaires. All the data collected for this study was analyzed by the SPSS 20 program, the average, standard deviation, frequency, percentage. Cronbach's alpha coefficient was calculated and one-way ANOVA and ANCOVA were implemented. As for the result of the study regarding perception and relationship-building capability, the group which conducted an integrated multiculturalism education program and consisted of including a female married-immigrant assistant teacher and multicultural children (Experimental group1) showed a higher figure compared to the groups which conducted an integrated multiculturalism education program under the instruction of a female married-immigrant assistant teacher (Experimental group2), the group which conducted only the integrated multiculturalism education program (Experimental group3), and the last group which conducted only the age 5 Nuri curriculum (comparative group). As for sympathy and openness toward multiculturalism, the group which conducted integrated multiculturalism education program under the instruction of a female married-immigrant assistant teacher (Experimental group2) showed a higher figure compared to the groups which conducted an integrated multiculturalism education program including a female married-immigrant assistant teacher and multicultural children (Experimental group1), the group which conducted only an integrated multiculturalism education program (Experimental group3), and the last group which conducted only the age 5 Nuri curriculum (comparative group). As a result, the study showed that the instructor's multicultural guidance capability played a major role in the children's multiculturalism education program.

• The Journal of the Korea Contents Association
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• v.17 no.7
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• pp.253-264
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• 2017

The purpose of this study was to investigate role perception, knowledge, self-confidence of practice, and educational needs of child daycare teachers' infectious disease management and to identify their relationship. A correlation study was conducted. Participants were 180 child daycare teachers. Almost eighty percent(78.9%) of participants did not received infectious disease management education. The mean percent of correct answers for infectious disease management knowledge of participants was 52.3% and their self-confidence of practice of infectious disease management was low. However, their role perception of infectious disease management and educational needs were high. Educational needs on 'hand washing and hygiene to prevent infectious diseases', 'blocking transmission of infectious diseases', 'infectious disease specific management and care', and 'infectious disease specific symptoms' were high. Child daycare teachers' role perception of infectious disease was positively correlated with their knowledge and educational needs. Development and evaluation of educational interventions to improve child daycare teachers' infectious disease prevention and management are recommended. Particularly, efforts are needed to improve child daycare teachers role perceptions as infectious disease manager.

• Child Health Nursing Research
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• v.26 no.4
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• pp.411-421
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• 2020

Purpose: The aim of this study was to develop a self-control competency scale for school-aged children and to confirm its reliability and validity. Methods: This study involved methodological research to verify the reliability and validity of a self-control competency scale for school-aged children. Data were collected from 438 students in the fifth and sixth grades of elementary school. Results: The self-control competency scale was composed of 13 items and six subscales (control of relationship with one's teacher, problem-solving, peer empathy, control of relationships with one's peers, impulse control, and emotional control). The internal consistency reliability of the scale was evaluated using Cronbach's α, which was .83 for the entire scale and ranged from .65 to .76 for the subscales. The model of six subscales was validated by CFA (CMIN/df=1.977; p<.001, GFI=.94, SRMR=.050, RMSEA=.065, IFI=.95, TLI=.93, CFI=.95). Concurrent validity was evaluated by comparing this scale to the scale developed by Nam and Ok (2000), and a significant correlation was found (r=.82, p<.001). On this scale, higher scores indicate higher levels of self-control among late-school-aged children. Conclusion: This scale can be used as a valid and reliable instrument for examining self-control competency among late-school-aged children.

• Korean Journal of Childcare and Education
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• v.10 no.5
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• pp.175-190
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• 2014

The purpose of this study was to examine the relationship among child care teachers' role performance and burnout, and supervisors' support. The subjects in this study were 171 child care teachers working in Gyeonggi province. Role performance questionnaire, the perceived supervisor's support scale, and the perceived burnout scale were used for this study. For the research analysis, frequency, Cronbach's ${\alpha}$ coefficient, and Pearson's correlation were calculated and regression analysis were conducted. The results are as follows. Firstly, it was revealed that both child care teachers' role performance and the perceived supervisors' support had statistically negative significant correlations with child care teachers' burnout. Secondly, role performance had statistically meaningful negative influences on child care teachers' overall burnout. Training and teaching activities as a sub-variable of child care teachers' role performance had statistically meaningful negative influences on emotional exhaustion, a lack of feeling of personal accomplishment, and overall job burnout. Thirdly, supervisors' support also had statistically meaningful negative influences on burnout. Material support as the sub-variable had statistically meaningful negative influences on emotional exhaustion, dehumanization, a lack of feeling of personal accomplishment, and overall job burnout. Evaluative support had statistically meaningful and negative influences on dehumanization and a lack of feeling of personal accomplishment. Through the results of this study, it must be indicated that it needs to promote the support of the supervisor in the various aspects and to provide a way which child care teachers efficiently perform the role in order to reduce their burnout.

• Korean Journal of Childcare and Education
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• v.9 no.6
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• pp.223-241
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• 2013

The purpose of this study was to examine the influence of teacher efficacy and stress coping strategies on job satisfaction of teachers in early childhood education and care. 189 teachers were recruited from 8 day care centers and 10 kindergartens in Seoul, Kyunggi, Kyungbuk, and Chonbuk provinces in Korea. Data were analyzed through frequencies, Pearson's correlations, and the stepwise regression analyses using PASW 18.0. The findings are as follows. First, the result showed that teachers in ECEC were most likely to be satisfied with their job characteristics most among the 4 subcategories in job satisfaction. They also perceived their the ability of discipline high for teacher efficacy, and used the direct coping strategy most as a stress coping strategy. Second, the teachers' ability to create a positive learning atmosphere affected job characteristics, the ability to participate in decision-making affected the relationship with director and colleagues, working environment, welfare and salary the most. Third, the direct coping strategy had the most impacts on all subcategories of job satisfaction. The results of this study may provide basic data for finding effective way to increase job satisfaction of teachers in ECEC.

• Korean Journal of Child Education & Care
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• v.18 no.1
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• pp.1-25
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• 2018

The purpose of this study is to examine if ego resilience has regulating effects in correlation between child care teachers' job stress and work environment and their performance of roles with child care teachers working in Seoul and Incheon. PASW 20.0 was employed to conduct frequency, percentage, and reliability analysis. For each of the study questions, correlation analysis, multiple regression analysis, and stepwise regression analysis were done. The findings of this study are as follows; First, job stress perceived by child care teachers is found to have negative effects on their performance of roles. Second, work environment perceived by child care teachers such as relationship with the director, relationship with fellow teachers, welfare environment, support for teacher expertise, and factors related to operation or decision making are found to influence their performance of roles. Lastly, in correlation between work environment perceived by child care teachers and their performance of roles, ego resilience has regulating effects, and so does it in correlation between job stress and their performance of roles.

• Korean Journal of Childcare and Education
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• v.8 no.2
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• pp.63-80
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• 2012

This study examined the relationship among temperament, social support and hope of institutionalized children. A total of 198 children, aged 10 to 13, recruited from 20 institutions in Seoul participated. Demographics, temperament, social support from friends, institution-family and school teacher, and hope were assessed by self-report. Results showed that in bivariate level, temperament and social support were significantly associated with level of hope. However, hierarchical multiple regressions indicated that children's hope was predicted only by age and social support from friends, institution-family and school teacher. That is, temperament was not contributed to predict hope, whilst social support contributed unique variance to the prediction of hope, controlling for age. The more social support the children felt they had, the higher levels of hope they reported. Further analyses revealed that support from friends, institution-family and school teacher were influential factors in explaining hope agency, while support from institution-family and school teacher were influential factors in explaining hope pathway of institutionalized children, controlling for age.

• Korean Journal of Childcare and Education
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• v.9 no.3
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• pp.171-188
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• 2013

We investigated whether divergent thinking attitudes mediate the relationship between self-esteem and creative teaching beliefs among teachers. We examined differences in the mediating model we proposed in the groups of pre-service and in-service child care teachers. We found differences in the pre-service and in-service child care teachers in the proposed mediating model. Especially in the pre-service child care teachers, the mediating effect of divergent thinking attitudes was confirmed. There was a significant effect from self esteem to creative teaching beliefs and also a significant effect from divergent thinking attitudes to creative teaching beliefs. But in-service child care teachers, there was neither direct nor indirect effect of self-esteem to creative teaching beliefs. Suggestions for more studies and for better in-service education for the pre-service and in-service child care teachers are recommended for the future.

• Korean Journal of Childcare and Education
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• v.8 no.6
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• pp.301-322
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• 2012

The purpose of this study is to provide the basic data which can effectively improve young children's peer interaction behavior. For this purpose, this study examined the differences in the peer interactions of 4-year-old or 5-year-old children according to gender and age, and relationship among young children's temperament and emotion regulation, mother's emotional expressiveness, and teacher-child relationships, and then analyzed the relative influence of these variables on peer interaction behavior. The results are as follows. It appeared that boys' positive peer interaction is higher than girls'. Boys' negative peer interaction also is higher than girls'. In addition, the positive peer interaction of 5-year-old children is higher than that of 4-year-old children. As a result of examining the relative influence on peer interactions, children's emotion regulation ability is the most influential variable.