• 가정과삶의질연구
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• 제31권5호
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• pp.143-157
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• 2013

This study used a qualitative research method to comprehensively deal with child care training in depth with the following content: the goals of child care teachers preparing for practical training; how they perform and feel about their roles throughout the training period as child care teachers; and their evaluation after the training period. A total of 10 people participated in the research and the training activities of child care teachers were qualitatively explored based on the results. The research findings are as follows. First, child care teachers have expectations for prospective teachers and take time for self-evaluation while preparing for teaching. Also, child care teachers set a goal of helping prospective teachers develop into outstanding teachers and have expectations for it. Second, child care teachers evaluate prospective teachers by treating them as colleagues while teaching them. Furthermore, child care teachers consider themselves as educators who train and produce child care professionals. Prospective teachers define their roles as assistants and learners in the actual educational scene. In addition, child care teachers feel a sense of pride by performing as hands-on training teachers. At the same time, they reflect on themselves by evaluating their duties as educators in their relationships with prospective teachers. Third, child care teachers suggested the need for changing the training system for themselves and prospective teachers after training. In addition, they argued that the gaps between school education and the actual educational scene should be reduced through solid training for acquiring new knowledge and information in both places in accordance with the rapidly-changing child care environment. Finally, the suggested the necessity of establishing a standard training curriculum and educational programs within their institution.

• 한국보육지원학회지
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• 제8권4호
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• pp.231-250
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• 2012

본 연구는 일본 보육지원 정책의 형성과 변화과정 및 지역사회 맞춤형 보육지원 정책을 고찰함으로써 우리나라의 저출산 및 보육문제 해결을 위한 보육지원 정책을 수립하는데 시사점을 모색하고자 하였다. 이를 위해 일본 보육지원 정책의 형성과 중요 시책의 변화과정, 일본의 지역사회 맞춤형 보육지원 정책의 개요와 내용을 고찰하여 우리나라 보육정책에 주는 시사점을 도출하였다. 연구결과, 2010년 보육지원 정책의 개혁으로 실시되고 있는 일본의 지역사회 맞춤형 보육지원 정책에 대한 현황 등에 대한 분석을 통해 나타난 시사점은 다음과 같다. 첫째, 국가의 거시적이고 적극적 보육정책의 지원과 지역사회의 재정과 상황을 고려한 보육지원 제도의 체계적인 확립이 필요하다. 둘째, 국가와 지역사회가 연계하여 보육정책에 대한 재정적 지원을 위한 현물과 현금지원 등 보육지원 재원의 확충이 필요하며 지역사회 네트워크 구축을 통한 보육지원서비스가 이루어져야 한다는 것이다.

• 한국보육지원학회지
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• 제16권4호
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• pp.73-92
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• 2020

Objective: The purpose of this study is to examine occupational safety accidents of child care teacher and to suggest preventive measure in occupational safety health and safety for child-care teacher. Methods: We investigated laws, policy, and previous studies related occupational safety and health for child care teacher. Especially, we reviewed the legal definition of child-care teacher to identify whether Occupational Safety and Health acts cover child-care teacher. Also cross tabulation and a qualitative analysis were conducted for occupational accidents in child care centers from 2013-2018. Results: Safety and health related policies to protect child care centers have been carried out by child care Center Safety and Insurance Association and the Child Care Support Center, but it has mainly been functioned to protect children excluding child care teacher. The most occupational accidents occur in worker aged 40s. The most type of occupational accident were falling down on the floor and surface. Also we could find that there is a high risk of falls, and musculoskeletal disorders through qualitative analysis on occupational accidents cases of child-care teacher. Conclusion/Implications: We suggest to improve the system for protecting child care workers including strengthening occupational safety and health education for child care workers, expanding coverage of national project to prevent occupational accidents.

• Child Health Nursing Research
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• 제17권2호
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• pp.74-83
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• 2011

Purpose: The purpose of this study was to develop a child health care protocol for teachers in child day care centers. Methods: The ADDIE model with 10 Kid Keys was applied to develop this child health care protocol. All contents were developed through content validity test by 7 professionals and need assessment and evaluation by child day care center teachers. Results: This protocol consisted of 10 keys, as follows: "Health Examination/Growth & Development", "Practice of Health Life", "Management of Communicable Disease", "Negligent Accident", "Coping with Emergency and Transference", "Child Abuse", "Nutrition/Obesity", "Quality Assurance of Staff", "Parent Education", "Guidance & Supervision of Child Day Care Centers". The contents contained goals, objectives, teaching content, suggested activities for children, writing forms related to each subject, and self-evaluation sheet. Conclusion: This protocol can be practical and effective for child health care in child day care centers and it is hoped that it will be utilized in more child day care centers.

• 대한가정학회지
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• 제44권5호
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• pp.9-19
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• 2006

The purpose of this research was to investigate factors related to the child care center director's transformational leadership and differences of the awareness about transformational leadership between child care center directors and teachers. A survey was conducted using the questionnaire developed by Lee suk-kyung (1997). Results of this research showed that type of child care center, number of children in the program, director's age, educational degree and years of career related to child care, affected the child care director's transformational leadership as recognized by themselves. From a teacher's point of view, director's transformational leadership was influenced by director's age, educational degree, and years of career related to child care. In addition, different level of awareness about director's transformational leadership between child care directors and teachers was found. Based on the result, a program to enhance director's leadership is strongly needed.

• 한국보육지원학회지
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• 제14권1호
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• pp.149-166
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• 2018

Objective: The purpose of this study was to examine child care center directors' personalities in different types of institutes and teaching experiences. Methods: A cluster random sampling of 236 child care center directors in Seoul and Gyeonggi-do was taken. The participants answered a set of questionnaires measuring child care center directors' personalities. The collected data were analyzed by using descriptive statistics, t-test, ANOVA analysis, and $Scheff\acute{e}$ test. Results: The results of this study were as follows. First, national and private child care center directors' personalities were rated higher than family child care center directors' personalities. Second, child care center directors with more than of 16 years of experience were rated higher than child care center directors with 6-10 years experience in regards to personality. Conclusion/Implications: Academic and educational systematic support is needed to cultivate the personality of the child care center director, who has to perform various roles for young children, infants, parents, staff, and the community.

• 아동학회지
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• 제26권1호
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• pp.137-154
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• 2005

The socio-emotional behaviors of 2-year-olds were examined by multiple attachments to mothers and child care providers in the context of home and child care centers. Participants were 100 children (mean age: 30.2 months), their mothers, and 27 child care providers. Attachment security was assessed with attachment Q-set. Children's social interaction with peers and teachers were rated every 10 seconds during 10 minute observation periods for 4 days, totaling40 minutes per child. Mothers and child care providers completed the Infant Toddler Socio-Emotional Assessment (ITSEA). Results showed that secure attachment relationships with child care providers partly compensated for insecure attachments with mothers at home. In the context of the child care center, secure attachments with child care providers were more important determinants of the development of socio-emotional behaviors than secure attachments with mothers.

• Child Health Nursing Research
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• 제19권1호
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• pp.59-68
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• 2013

목적 보육시설 내 아동건강관리 현황 및 생태학적 모형의 체계에 따른 아동건강관리 장애요인을 확인하고 보육시설 아동건강관리 향상을 위한 생태학적 모형을 개발하는 데 있다. 방법 포커스 그룹 연구방법을 적용하였으며, 서울특별시 S구 소재 보육시설 중 재원아동 70명 이상의 국공립, 법인 및 민간 어린이집의 원장, 보육교사, 보육아동 부모, 3개 집단 총 22명을 대상으로 3차에 걸친 포커스 그룹 면담을 실시한 후 잠재적 내용분석법을 활용하여 분석하였다. 결과 보육시설 내 아동건강관리 현황으로는 '발달상태확인', '건강행위훈련' 등 12개 범주가 확인되었다. 생태학적 체계에 따른 보육시설 내 아동건강관리 장애요인으로는 질병관리에 대한 지식부족, 갑작스런 사고에 대한 미숙한 대처, 아동건강관리 전문인력의 부재, 유용한 건강관리 매뉴얼의 부족, 발달 및 건강에 대한 보육시설-부모 간 의견차이, 자녀건강관리에 대한 부모의 과도한 위임, 건강관리와 관련된 보육시설평가인증 항목의 부족 등 총25개 범주가 확인되었다. 결론 본 연구에서 제시된 보육시설 아동건강관리 향상을 위한 생태학적 모형은 보육아동을 위한 건강관리에 직 간접적으로 영향을 미치는 생태학적 체계의 요인을 고려한 프로그램 및 정책 개발 시 유용한 자료로 활용될 수 있을 것으로 사료된다.

• Child Health Nursing Research
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• 제10권3호
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• pp.361-366
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• 2004

Purpose: This descriptive study was conducted to illuminate, from the nursing point of view, the infant care act, which was revised recently and to suggest a desirable direction of its enforcement decree and regulations. Method: This study was carried out through literature review and a collection of child care experts' opinions. Result: The most remarkable changes in infant care act and the suggestions for a desirable direction of its enforcement decree and regulations are as follows: It can be said that the law on 'health', 'nutrition' and 'safety' for a child care center was improved to the level of act from the level of enforcement regulation. In the enforcement regulation on the distribution of nurses in child care centers, it is desirable that nurse's aids are excluded. It is recommended that every child care center should have a nurse or a health care manager and/or an emergency caretaker. In the curriculum for child care, the subjects on child health care should be an essential subject, not elective. Conclusion: Child care act should be reformed under the discipline of first priority to child health. Every nurse and nursing professor should have interest and earnestness in child care and conduct related studies.

• 대한지역사회영양학회지
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• 제15권1호
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• pp.137-148
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• 2010

This study was conducted on 175 child-care teachers, who participated in in-service education, to research the methods to improve child-care teacher's nutrition management capability for infants and children. Investigated results of child-care teachers' nutrition knowledge, dietary attitude status, and needs on nutrition education in child-care centers are as follows: The score of child-care teachers' nutrition knowledge was 10.83 points out of 15, which is about 72%. Total score increased as teachers' age but not significantly different from their career duration, since teachers who have a child-care career less than 5 years acquired 10.91 points, which is higher than 10.64 points of teachers having more than 5 years of child-care career. Teachers' average recognition to the nutrition knowledge was 90.6%, increased significantly by the older they are, and decreased according to the accumulation of their career. The average accuracy of the nutrition knowledge was 79.7%, increased in proportion to the teachers' age. The marks of child-care teachers' dietary attitude were 41.3 points (possible score range 5-50) and 83%, older teachers tended to have more desirable dietary attitude. As indicated by the increment of child-care career, the score of emotional attitude tended to be increased but which of cognitive and behavioral attitude showed a declining tendency. Nutrition information which child-care teachers were mainly interested in were correct selection of food (58.1%), obesity and weight management (52.7%), and nutrient content of food (44.9%). Nutrition education contents which child-care teachers needed were 'nutritious food and menu for child' (72.2%), 'health management of child' (69.2%) and meal management of child (40.2%). Nutrition education methods, which child-care teachers considered as of desirable ones, were cooking class of small scale (31.8%), visiting class at child-care center (26.5%). In consequence, the nutrition knowledge and dietary attitude of child-care teachers were not good and showed different issues by age and career duration. Therefore, it is requisite to intensify nutrition management courses in child-care teachers' qualification and in-service education courses which has actual necessity and suitability based on teachers' age, career, and the type of child-care center, and to disseminate these through public health centers and child-care & education information centers to pursue the efficient balance of nutrition education programs.