• Korean Journal of Childcare and Education
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• v.14 no.1
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• pp.63-85
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• 2018

Objective: The goal of this study is to examine child care center teachers'awareness of parents through a metaphor analysis. Methods: Metaphorical expressions and reason-statements were collected from 276 teachers. Metaphor analysis was used through categorizing and assorting by meanings. Results: The teachers' metaphorical image expressions of parents were analyzed by using 13 metaphorical expression words and 3 categories which included, influence on teacher's attitudes, parent-teacher relationships, and parents' attitudes. Metaphorical image expressions that had a high ratio were 'a companion' and 'a client.' First, child care center teachers had images of parents that parents provide courageous energy to them, and images of clients who demand service instead of being parents. Second, child care center teachers had images of parents that parents cooperate with teachers for the sake of their children. Third, child care teachers had images of parents that parents need help with their children. Conclusion/Implications: This study suggests that teachers will be able to positively correct their awareness of cooperative parent-teacher relationships by reviewing their metaphorical expressions of parental images.

• Korean Journal of Child Education & Care
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• v.19 no.2
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• pp.71-84
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• 2019

Objective: This study examined the how childcare teachers' happiness and self-leadership influences on respect for young children's rights. Methods: For this purpose, 350 childcare teachers in G city were surveyed. Data of 291 copies as final research subjects were analyzed through one-way ANOVA and hierarchical regression analysis. Results: First, external and self-regulating happiness sub-factors of happiness, differed according to the academic background. Behavioral and cognitive strategies, the sub-factors of self-leadership, differed according to the academic background and career. The right to life, right to protection, development rights, and participation rights, which are sub-factors of respect for young children's rights, differed according to the academic background and career, and the development rights differed depending on the type of childcare center. Second, there was a significant positive correlation among the happiness, self-leadership and respect for young children's rights. Third, the happiness and self-leadership of childcare teachers have a significant effect on the respect of young children's rights. Conclusion/Implications: This study is to confirm the necessity of efforts for institutional and educational measures to promote the happiness and self-leadership of childcare teachers as part of efforts to raise childcare teachers who are highly aware of the need to respect young children's rights.

• The Korean Journal of Community Living Science
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• v.28 no.3
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• pp.447-460
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• 2017

The purpose of this study was to investigate the relationships of early childhood teachers' communication ability, teacher efficacy, and organizational effectiveness of child care centers. The subjects of this study were 397 teachers working at child care centers. The results of this study were as follows. First, differences in the organization effectiveness of child care centers were detected according to teachers' age, career, type of child care center where they were affiliated, and marriage status. Second, the relative effects of the teachers' communication ability and teacher efficacy on the organizational effectiveness of early-childhood educational institutions differed significantly according to each sub-factor; teachers' communication ability's sub-factors - response, analysis, and evaluation - and teacher efficacy's sub-factors - general efficacy and personal efficacy - had partial effects on the organizational effectiveness of child care centers. Of these, personal efficacy had the greatest effects on all sub-factors of organizational effectiveness. This study is significant since it identifies the variables that could affect the organizational effectiveness of child care centers.

• Korean Journal of Human Ecology
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• v.21 no.5
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• pp.837-848
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• 2012

This study evaluated the types of daily routines that occurred in child care centers based on four general categorizations: time spent on indoor free choice activities, outdoor activities, group activities and special activities. In addition, resulting child care teacher behaviors were examined based on daily routine types. A total 23 classes' activity times and teacher behaviors were observed. The collected data were analyzed using descriptive statistics, hierarchical cluster, and Mann-Whitney U. Results indicated that there were 2 principle daily routine, 'indoor/outdoor activity time oriented' and 'group activity time oriented'. Analysis showed that teachers who belonged to the 'indoor/outdoor activity time oriented' type showed more positive affect, positive guidance, neural guidance, and less non-involved behavior. Results suggest the importance of time spent on free choice activities in the context of daily routine for quality childcare.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.10
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• pp.222-230
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• 2020

This study verified the effect size of related factors through meta-analysis based on master's theses and doctoral dissertations and academic journal papers studied in Korea for the past 10years in relation to the resilience of childcare teachers. The verification results are as follows. First, the overall effect size of the protection factors was large. In addition, the personality factor group was the largest among the protection factor groups, followed by the job characteristic factor group and the organizational attribute factor group. Second, among the protection factors, all the sub-factors except the organizational characteristic factor group-ledger leadership and job characteristic factor group-emotional labor, which showed the medium effect size, showed a large effect size. Third, the overall effect size of the risk factor showed a large effect size. The organizational characteristic factor group-burnout showed a larger effect size than the job characteristic factor group-job stress. In conclusion, this study is meaningful in that it attempted a quantitative integration to examine objective results by integrating the previous studies in relation to the resilience of childcare teachers over the past 20 years. In addition, it is significant that it provided basic data for the development of policies and policy developments to improve the resilience of childcare teachers.

• Korean Journal of Childcare and Education
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• v.11 no.6
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• pp.97-114
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• 2015

This study is aimed to determine whether there is any meaningful correlation between predictors and is intended to examine the relative influences that the pedagogical content knowledge of science teaching, scientific attitudes, science teaching intentions have on their science teaching efficacy. The results, showed that the childcare center teachers' pedagogical content knowledge of science teaching, scientific attitudes, science teaching intentions, and science teaching efficacy are all correlated with each other. The teachers' science teaching efficacy are predicted by their scientific attitudes, science teaching intentions, and pedagogical content knowledge of science teaching-learning methods. Specifically, for teachers of 0 to 2-year-olds, their science teaching efficacy is predicted by their science teaching intentions and scientific attitudes. For teachers of 3 to 5-year-olds, their science teaching is affected by their scientific attitudes and their pedagogical content knowledge.

• Korean Journal of Childcare and Education
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• v.15 no.3
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• pp.21-38
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• 2019

Objective: The goal of this study was to investigate the effects of early childhood teachers' current working conditions such as welfare and wages, working hours, ECEC center's environmental characteristics, and parental involvement and community engagement on the professionalism of teachers. Method: A total of 988 respondents participated in the nationwide online survey. The data were analyzed by correlation analysis and structual equation modeling. Results: First, there were no statistically significant direct effects of ECEC teachers' working conditions on teacher professionalism. Second, there were significant direct effects of teacher efficacy and well-being on teacher professionalism. Third, there were significant indirect effects of teachers' working conditions on their professionalism, via efficacy and well-being, linking the impact of working conditions and the professionalism of teachers. Conclusion/Implication: The results of this structural model imply that policy input for teacher welfare, wage increases, and the enhancement of teachers' well-being and efficacy are valid and significant for the professional development of ECEC teachers. These results provide the data-driven evidence for the importance of welfare and socio-cognitive approaches for teachers.

• Korean Journal of Childcare and Education
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• v.14 no.6
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• pp.35-51
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• 2018

Objective: The purpose of this study was to examine the effect of early childhood teacher-led child-centered group play therapy on young children's sociability. The changes of sociability in the therapeutic process were also examined. Methods: The subjects of this study were 12 young children who were five years old and attended a child care center in Gangwon-do. Subjects were divided into an experimental group and a control group. The experimental group received 15 early childhood teacher-led child-centered group play therapy sessions twice a week. The sociability scale was used for pre-post tests and the data were analyzed using SPSS 23.0. Every session was video-taped and recorded verbatim. Qualitative data were analyzed to examine changes in sociability. Results: Children who participated in the early childhood teacher-led child-centered group play therapy demonstrated significant improvement in sociability. During the therapy sessions, children's expressions and behaviors associated with sociability gradually increased. Conclusion/Implications: This study supports the use of early childhood teacher-led child-centered group play therapy as an effective intervention strategy for young children to improve their sociability.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.6
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• pp.642-649
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• 2016

This study examined the meaning of instructional materials by observing the daily work of an infant class in a daycare center to make some suggestions on the accreditation and evaluation of instructional materials for early childhood education and educare. Ethnography was chosen to determine in detail what the instructional materials meant for the selected preschoolers. The activities that belonged to each area of free optional activities and made use of instructional materials were observed, and the eating time, nap time, and outdoor play were all observed. The data were gathered by visiting the selected daycare center. A participant observation and teacher interviews were conducted, and notes were taken on the spot. When their verbal expressions and nonverbal expressions needed to be observed owing to their unique characteristics, a camcorder was used to record their words to have a more profound understanding of them. All the collected data that included this researcher's observation note, the teacher interview data, the standard childcare curriculum manual, the daycare center's yearly, and the daily childcare plans and curriculum evaluation data were classified and categorized by performing an inductive analysis. As a result, the instructional materials had three meanings for the infants. The first was "friends who welcomed them and whom they could play with.' The second was "a cozy nest," and the third was "another teacher." Given the findings of the study, the preparation of standards for instructional materials for infants in childcare facilities is required, and even equipment that is used as instructional materials should be taken into consideration when instructional materials for infants are accredited.

• Korean Journal of Childcare and Education
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• v.16 no.4
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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.