• Korean Journal of Child Education & Care
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• v.17 no.2
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• pp.137-158
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• 2017

The purpose of current study was to investigate if there is a difference in perception of professionalism depending on MBTI personality types of infant childcare teachers. The subjects of present study were 350 infant childcare teachers. The results for each research question were as follows: First, when the relationship between MBTI personality types and perception of professionalism of infant childcare teachers was investigated, it was found that higher professionalism was evident when preference for judging(J) type of infant childcare teachers among MBTI personality types was stronger, and lower professionalism was evident if preference for perceiving (P) type was stronger. Second, the result of examining differences in perception of professionalism according to MBTI personality types of infant childcare teachers was that extrovert teachers had higher perception of professional knowledge and skills than introvert teachers and there was no difference in perception of professionalism between sensing and intuition types. Teachers of thinking type had higher perception about fairness and professional organizations than those of emotional type, and teachers of judging had higher perception about socio-economic status, community service, and professional knowledge and skills than those of perception. Based on this study result, discussion was made on the fact that provision of more proper role among child and infant classes may result in efficiency and emotional and professional support is necessary so that professionalism of infant childcare teachers may be heightened.

• Korean Journal of Childcare and Education
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• v.17 no.5
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• pp.25-41
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• 2021

Objective: The purpose of this study was to analyze the effect of a director's support for coding education perceived by childcare teachers on the participation of teachers in the learning community and the intention to implement coding education. Methods: The participants of this study were 312 early childhood teachers working at daycare centers in Seoul, Gyeong-gi, and In-cheon area. The data were collected through the survey questionnaires and analyzed using a structural model to explore the relationship between variables. Results: Verifying the mediating effect of infant teacher participation in the learning community between a director's support and infant teacher's intention to implement coding education positively mediates the director's support and infant teacher's intention to implement coding education. In particular, it was discovered that the intention to participate in coding-related learning communities had the greatest impact on infant teachers' intentions to implement coding education based on total effectiveness. Conclusion/Implications: The above analysis results suggest that in order to enhance the intention of infant teachers to implement coding education, it is necessary to support the learning community related to coding education and encourage participation from infant teachers.

• Journal of Families and Better Life
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• v.29 no.3
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• pp.1-12
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• 2011

The study aimed to improve the injury belief, injury prevention behavior, and safety fulfillment confidence of teachers of infants and toddlers in childcare centers. The study subjects were 376 teachers who were assigned to either the intervention group or the control group. The intervention group participated in an Injury Prevention Program for infants and toddlers for 100 minutes once a week for a total of 5 sessions, while the control group did not. The collected data were statistically analyzed through the independent t-test and paired t-test. The injury belief and injury prevention behavior test scores of the teachers in the intervention group were significantly increased compared to those in the control group after the completion of the five-week program.

• The Korean Journal of Community Living Science
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• v.19 no.3
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• pp.387-397
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• 2008

Recently, many childcare centers have actively participated in assessment accreditation. 115 teachers who did participate or did not participate in the accreditation process completed a structured questionnaire, We examined differences between teachers in accredited centers and in non-accredited centers in terms of their individual characteristics, work environment, the utilization of activity materials and the interaction with children. In addition, using the regression model, we analyzed the effects of several characteristics of teachers and childcare center's accreditation on the utilization of activity materials as well as the interactions between teachers and children. The main results of this study are as follows. First, overall, the level of work environment of non-accredited centers was lower than that of accredited centers. Second, compared with teachers in non-accredited centers, teachers in accredited centers used more and higher levels of activity materials, and demonstrated a higher level of interactions with children. Third, including accreditation, use of helpers had a significant effect on the interactions between teacher and children. Forth, not only the accreditation system, but also work hours, work experience, children's age and use of helpers had a significant effect on using materials in childcare activities. Conclusively, understanding the experience of teachers in accredited centers is important hi terms of facilitating the quality of activities and the interactions with children.

• 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.19 no.5
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• pp.65-79
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• 2023

Objective: The purpose of this study was to identify the importance and performance of the evaluation indicators of the childcare center evaluation system among childcare center staff and to find ways to improve the evaluation indicators of the childcare center evaluation system. Methods: A survey was conducted among 296 directors and teachers of childcare centers located in Busan and Gyeongnam. The collected data were analyzed using a paired sample t-test and an IPA analysis with SPSS 23.0 and Excel 2010. Results: There was a difference between the perceived importance and performance of childcare staff for the overall evaluation indicators, and significant differences were found in all areas and nine evaluation indicators except for "childcare environment and operation management". According to the IPA analysis, Health and Safety fell into quadrant 1, Staff into quadrant 2, and Child Care Process, Interaction, Child Care Environment, and Operations into quadrant 3. This distribution resulted in 6 indicators in quadrant 1, 4 in quadrant 2, 7 in quadrant 3, and 1 in quadrant 4. Conclusion/Implications: This study provides essential data for exploring ways to enhance the evaluation indicators of the childcare center evaluation system, with the goal of improving the quality of childcare services. Additionally, it offers policy implications.

• Korean Journal of Childcare and Education
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• v.9 no.3
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• pp.209-228
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• 2013

The purpose of this study was to analyze the recognition of the substitute teacher system between public funds support and local province funds support and to search for a policy guideline. The participants were 49 substitute teachers supported by public funds and 53 substitute teachers supported by local province funds. Results were as follows: Firstly, substitute teachers supported by public funds participated through an internet site but substitute teachers supported by local province funds participated through printed materials from the Childcare Information Center and ambient solicitors. The participating motive for substitute teachers were to work together in different roles. Secondly, Substitute teachers thought the most important characteristics of substitute teachers was the flexibility to cope with various situations in childcare centers. Finally, substitute teachers by public funds support were satisfied with no overtime work but substitute teachers by local province funds were satisfied with experiences in various childcare centers.

• Korean Journal of Human Ecology
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• v.9 no.2
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• pp.5-20
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• 2006

This study was a preliminary investigation into improving the environmental and healthy quality of childcare centers. The purpose of this study was to determine the management condition on indoor environment and hygiene of childcare centers in Cheongju. Questionnaire survey was carried out from 11st to 26th of August 2004 by mail. Respondents were consisting of 55 teachers, an executive of each childcare center in Cheongju. From the survey results, there were some problems in 'empty period after remodeling work for preventing sick house syndrome', 'humidity controling', 'glare controling', 'indoor or outdoor noise controling', 'cleaning frequency of each room', 'washing method of toys', 'laundry frequency of rag doll and bedclothes'. So, we need to establish the regulations or give some educations and informations about indoor environment and hygiene to administrators of childcare centers.

• Korean Journal of Child Education & Care
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• v.18 no.4
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• pp.175-185
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• 2018

Objective: The purpose of this study is to investigate the influence of teachers' demographic and sociological characteristics and the emotional support of the director and co-worker on the childcare efficacy of infant teachers. Methods: In this study, 169 Infant teachers of childcare centers have participated, where are located in Seoul and Gyeonggi-do Areas. The data was analyzed by using t-test and one way ANOVA to confirm the differences among groups, and also correlations analysis and multiple regression analysis were performed to analyze the interrelationship between variables and their effects. Results: Study outcome according to study subjects is as follows. First, we found a statistically meaningful difference in marital status and career by the differences of childcare efficacy depending on demographic and sociological characteristics of infant teachers. Second, childcare efficacy of infant teachers showed the most evident correlationship with co-workers support followed by the director's support. Third, the data also revealed that childcare efficacy of infant teachers was influenced by co-workers' support, their careers, marital status and their directors' support in order. Conclusion/Implications: In conclusion, higher levels of childcare efficacy were shown by the experienced and married early childhood teachers and the emotional support of co-workers has the greatest influence on their childcare efficacy.

• The Korean Journal of Emergency Medical Services
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• v.13 no.2
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• pp.87-98
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• 2009

Purpose : This study set out to compare the educational effects of a video self-instruction program for child CPR education on childcare teachers by applying the 2006 KACPR Guideline. By adopting the nonequivalent control group posttest quasi-experimental design, the study examined the educational effects on a group that did not receive instructions from the instructor, another group that received his instructions, and the other group that received an extra three-minute practice training session in addition to instructions. Methods : Data were gathered from August 6 to 18, 2008. As for research tools, the Knowledge Instrument of CPR by Connolly (2006) was used along with the National Practice Test Protocol for C1ass 1 Emergency Medical Technicians (2007) and Common Protocol for CPR (2006) to examine the performance of child CPR. By shooting the guide screen of $Resusci^{(R)}$ Junior CPR Manikin of Leardal with a video camera and using the Skill Guide Checklist of the Common Protocol for CPR (2006), the subjects' technical accuracy of chi1d CPR was evaluated. There were three subject groups: 29 childcare teachers randomly assigned to received the video self-instruction program training for chi1d CPR and no instructions from the instructor made up the control group; 22 childcare teachers randomly assigned to received the program training and instructions from the instructor made up experiment group I; 23 childcare teachers randomly assigned to received an extra three-minute practice training session in addition to the program training and the instructions made up experiment group II. The gathered data were analyzed with SPSS/PC+ (Version 14.0) in frequency, percentage, $X^2$-test, ANOVA, Scheffe test. Results : 1) There were no statistically significant differences (F=1.030, p=.362) among the groups in terms of knowledge scores after the child CPR education. 2) There were statistically significant differences (F=13.625, p=.000) among the groups in terms of performance abilities after the child CPR education. 3) There were no statistically significant differences (F=1.610, p=.207) among the groups in terms of technical accuracy of mouth-to-mouth resuscitation after the child CPR education 4) There were no statistically significant differences (F=1.484, p=.234) among the groups in terms of technical accuracy of chest compression after the child CPR education. Conclusion : The results indicate that childcare teachers can improve their performance abilities in child CPR when the instructors are active with their instructions and extra practice hours are secured through a VSI program. It's also needed to provide education with increasing concentration ratio about the items of lower knowledge points in order to help the teachers learn the accurate theory of child CPR. And there should be VSI programs of diverse conditions to increase the effects of child CPR training among childcare teachers.