• 한국보육지원학회지
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• 제14권1호
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• pp.227-248
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• 2018

Objective: The purpose of this study was to investigate the recognition and qualities of early childhood coding education in childcare center teachers. Methods: 158 childcare center teachers responded to 56 questions on a questionnaire extracted and revised from previous research. Frequency analysis and one-way ANOVA were applied for the data analysis. Results: Many teachers agreed that the software education policy was timely appropriate. Most of them needed the education in order to improve children's creativity and problem solving ability, and answered that it is appropriate to start the education at age 5. Most of them recognized that small group and free choice activities, play activities linked with daily life topics and coding programs by the childcare center teachers were desirable as educational methods. Provision of educational HW/SW environment was a relatively important element for effective implementation of the education. The coding educational qualities perceived by the teachers were not high, and were related to the age of the children they were in charge of and their computer literacy. Conclusion/Implications: The recognition of childcare center teachers was relatively positive, but it is necessary to educate the teachers to improve their recognition and qualities of the education in consideration of teachers' variables.

• 한국보육지원학회지
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• 제14권5호
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• pp.137-152
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• 2018

Objective: The purpose of this study is to examine the effect of the childcare environment on childcare efficacy of childcare teachers. Methods: The participants in the study were 274 childcare teachers working at childcare centers. The childcare environment was divided into physical environment and the work support environment. Results: The results of this study are as follows. First, there was a significant difference in childcare efficacy depending on the age and career of the childcare teacher. Second, the childcare environment of the childcare center showed a static correlation with the childcare efficacy of the childcare teacher in both the physical environment and the work support environment. Third, the physical environment of the day care center had an affect on child care efficacy. Among the subfactors, furniture for routine care, play and learning had a significant impact. Fourth, the work support environment of the childcare center had an affect on childcare efficacy of the childcare teacher. Among the subfactors, staff interaction and cooperation, and opportunities for professional growth had a significant impact. Conclusion/Implications: In order to enhance childcare efficacy of childcare teachers, a high quality childcare environment should be established.

• 한국보육지원학회지
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• 제15권6호
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• pp.207-226
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• 2019

Objective: The purpose of this study is to examine the relationship between caring thinking and communication skills of childcare center teachers, and the effect of caring thinking on communication skills. Methods: The subjects of this study were 152 teachers working at childcare centers in Gyeonggi-do, South Korea. The research tool used was a self-reporting questionnaire in order to examine caring thinking and the communication skills of those teachers. For the data analysis, one-way ANOVA, Pearson correlation analysis and multiple regression analysis were used. Results: First, there were significant differences in caring thinking and communication skills according to the age and academic background of the teachers. Second, there was a significant positive correlation between caring thinking and the communication skills of the teachers. Third, responsibility, respect, and a non-directive attitude among the sub-factors of the teachers had a significant impact on communication skills. Conclusion/Implications: In this study, it was found that caring thinking of the teachers was one of the variables that improved communication skills. These results suggest that there is a need to provide various programs and support for enhancing caring thinking as one of the ways to develop the communication skills of childcare center teachers.

• 대한가정학회지
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• 제48권6호
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• pp.57-70
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• 2010

This study aimed to investigate the current condition of student childcare training in Korea. Participants were 221 university professors, 467 childcare center directors, and 1,260 guidance teachers in Korea. They completed questionnaires the current condition of student childcare training centers, guidance teachers, student teachers, and student childcare training fees. The results showed 64.4% of these centers charged a student childcare training fee, and 35.6% of them did not charge a fee. The average student childcare training fee was 41,000 won. This study aims to offer a realistic understanding and effective information on student childcare training in Korea and to suggest practical standards for student childcare training.

• 한국보육지원학회지
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• 제7권1호
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• pp.149-166
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• 2011

본 연구는 보육교사의 건강상태, 건강행동, 보육의 질을 살펴보고 이들 변인간 관계를 알아보았다. 경기도와 서울시에 소재하는 보육시설에 근무하는 보육교사 281명을 대상으로 하였으며 자료 분석은 일원변량분석과 Pearson 적률상관계수를 사용하였다. 연구결과는 다음과 같다. 첫째, 보육교사의 건강상태는 낮은 편이었으며 경력 3-5년미만과 30-40세미만의 건강상태가 가장 높게 나타났다. 둘째, 보육교사의 건강행동도 저조한 것으로 나타났는데 5-10년미만의 경력을 지닌 보육교사와 30-40세미만의 보육교사의 정신건강행동이 가장 높게 나타났으며 3-5년미만의 경력을 지닌 보육교사의 신체건강행동이 가장 높게 나타났다. 셋째, 보육교사가 인식하는 보육의 질과 보육교사의 건강상태와 건강행동의 하위영역인 정신건강행동과 신체건강행동간 유의한 정적 상관관계가 나타났다.

• 한국산학기술학회논문지
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• 제18권6호
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• pp.407-417
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• 2017

본 연구의 목적은 영아반 보육교사가 어린이집의 하루일과 속에서 영아권리존중보육을 어느 정도 실행하고 있는지를 살펴보는데 있다. 이를 위하여, J도 G시에 소재한 어린이집 영아반을 담당하는 보육교사 210명을 대상으로 설문 조사를 실시하였다. 연구결과, 첫째, 어린이집 하루일과에 따른 영아권리존중보육의 실행 수준을 보육교사의 학력, 경력, 연령, 전공에 따라 차이를 검증한 결과, 전체적으로 유의미한 차이는 없었다. 그러나 등원시간과 화장실 다녀오는 시간에는 4년제졸업이상 학력교사보다 전문대졸 학력교사가, 등원시간과 낮잠 재우는 시간에는 50대 이상 연령교사보다 30~40대 연령교사가 영아의 권리를 보다 존중하는 보육을 실행하는 것으로 나타났다. 둘째, 보육교사의 연령과 전공에 따라서 전체적으로 유의미한 차이가 있었다. 하위영역별로 살펴보아도, 교사의 연령에 따라서는 의사 존중, 개별성 존중, 정보 제공에서 50대 이상 연령교사보다 30~40대 연령교사가, 교사의 전공에 따라서는 자율성 존중, 개별성 존중에서 유아교육 계열 전공교사보다 보육복지 계열 교사가 영아 최우선의 원칙에 따라 영아의 권리존중보육을 보다 우수하게 실행하는 것으로 나타났다. 셋째, 두 관련변인의 관계성을 살펴본 결과, 통계적으로 유의미한 정적인 관련성이 있는 것으로 나타났다. 즉, 보육교사가 어린이집의 하루일과에 따라 실행하는 영아권리존중보육을 많이 할수록 영아 최우선의 원칙에 따른 영아권리존중보육도 많이 한다는 것을 알 수 있다. 이러한 연구결과는 양적 질적으로 우수하고 균형 있는 영아의 권리존중 내실화를 다지는데 필요한 기초자료로 활용될 수 있을 것이다.

• 한국보육지원학회지
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• 제19권1호
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• pp.1-21
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• 2023

Objective: The purpose of this study was to examine the structural relationship among child care center innovativeness, the early childhood(EC) teacher's digital literacy(DL), technostress and teacher efficacy. Methods: The participants were 454 EC teachers and were selected only if they had worked for more than one year. The innovativeness of childcare centers, the teacher's DL, technostress, and teacher efficacy were assessed through online self-report questionaries. Data were analyzed through ANOVA, t-test, and SEM. Results: First, DL and technostress of EC teachers differed in some ways depending on the teacher's demographic background, the characteristics of their working institution, and their educational level of digital skills. Second, the childcare center innovativeness directly had a significant positive effect on DL, technostress, and efficacy of the teachers. In addition, the effect of the innovativeness on teacher efficacy was mediated by DL and technostress of the teachers. Conclusion/Implications: The more efforts made of childcare centers for recognizing the rapid development of DL and trying to change, the better the teacher's scores of DL and the appropriate technostress were, which increases teacher efficacy. So, continuous training and education for teachers with consideration of age and teaching experience, as well as public aid to improve teachers' DL skills are required.

• 한국보육지원학회지
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• 제20권3호
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• pp.19-42
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• 2024

Objective: This study examines the generational characteristics and job perceptions of early childhood teachers from Generations X, M, and Z. Methods: Seventeen teachers were selected based on their career and the types of childcare centers they worked in. Focus group interviews explored their job perceptions, teaching methods, career intentions, and strategies to attract future teachers. Results: The results revealed both positive and negative generational perceptions, with Generation X and M noted for diverse job experiences and Generation Z for digital skills. Individual differences were also observed. All generations reported low job satisfaction due to societal perceptions and environmental changes. Many teachers plan to change jobs. The study suggests utilizing generational strengths for peer support to enhance professional development. Conclusion/Implications: Furthermore, improvements in societal perception and treatment of childcare jobs are needed to attract future teachers. The findings suggest implications for enhanced intergenerational communication and collaboration in the childcare field.

• Human Ecology Research
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• 제55권1호
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• pp.93-103
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• 2017

This study investigated the difference of perception and needs among director, teacher, and parent for an open-childcare center focused on parent participation. The subjects of this study consisted of 56 directors, 231 teachers, and 299 parents in childcare centers in Seoul, Gyeonggi, Incheon, Chungcheong, and Gyeongsang province. They completed a questionnaire about the perception and needs of an open-childcare center, which was later analyzed by SPSS ver. 23.0. The findings were as follows. First, five areas of open-childcare center were 'participating activities as various roles,' 'willingness of parent participation,' 'reflection of parent needs,' 'concern about CCTV,' and 'sharing outdoor spaces.' Second, the perception of directors concerning open-childcare centers were higher than the ones for teachers or parents; however, there were differences in perception depending on their perspective position. The biggest perception of directors was 'participating activities as various roles,' and parents' one was 'concerned about CCTV.' However, the perceptions of teachers were a lower level than the other two groups'. Third, the directors showed a higher level of needs to promote an open-childcare center (except for one concerned about CCTV). Parents also showed their needs 'increasing awareness of open-childcare program,' 'promoting to parent's participation,' 'communication with on-line,' and 'concerning CCTV.' The implication of these results were discussed as action plans to promote an open-childcare center.

• Human Ecology Research
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• 제51권5호
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• pp.527-535
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• 2013

The objective of this study was to investigate whether childcare teachers' job satisfaction plays a mediating role between their intention to change jobs and directors' emotional leadership. The participants of this study were 282 childcare teachers in Seoul. The instruments for this study were Director's Emotional Leadership Scale (2 factors with 18 items), Childcare Teacher's Job Satisfaction Scale (K-CTJSS, 6 factors with 40 items), and Childcare Teacher's Intention to Change Jobs Scale (1 factor with 7 items). These instruments were verified by Cronbach's ${\alpha}$ as a reliability and factor analysis as a validity. The data were analysed by Pearson's productive correlation, stepwise multiple regression and path analysis by the SPSS ver. 20.0 and AMOS ver. 20.0. The results were as follows: First, there were significant negative correlations between directors' emotional leadership and childcare teachers' intention to change jobs, and between childcare teachers' job satisfaction and their intention to change jobs, whereas there were significant positive correlations between directors' emotional leadership and childcare teachers' job satisfaction. Second, the directors' emotional leadership was explained by 22% and the childcare teachers' job satisfaction was explained by 9% of their intention to change jobs. Last, the childcare teachers' job satisfaction mediated between the directors' emotional leadership and childcare teachers' intention to change jobs.