• Journal of Families and Better Life
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• v.34 no.5
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• pp.69-82
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• 2016

The purpose of this study was to explore mediating effects of interpersonal competence, gratitude disposition between childcare teachers positive psychological capital and happiness. The subjects of the study were a total 231 Childcare in Seoul. The statistics program used to achieve the purpose was SPSS/PC+18.0. The statistics methods applied were pearson correlation coefficient, simple linear regression, and multiple linear regression. The major results of this study were summarized as follows: First, Positive psychological capital and interpersonal competence, and gratitude disposition from happiness was found to be positively correlated. Second, interpersonal competence had an affect on childcare teachers happiness. These effects are mediated in part by the control interpersonal competence showed. Third, gratitude disposition affects childcare teachers happiness. These effects are mediated in part by the gratitude disposition showed. These results suggest that dispositional gratitude and cognitive flexibility play an important role in the development of happiness for childcare teachers.

• Journal of The Korea Institute of Healthcare Architecture
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• v.10 no.2
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• pp.91-98
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• 2004

Low birth rate problem in Korea has been mainly derived from the increasing number of female employment and the change of consciousness of female. According to the recent report, some other causes of low birth rate are from the difficulty of using childcare facilities with quality services and the relative lack of quantities of the facilities. The basic principle of childcare includes protection, education, nutrition, safety, service to parents, and correlation with community. Childcare has been deemed to be the social system even to guarantee the parents' right of work. Even though a lot of progress has been made in childcare facilities by changes for a long period of time, the research on the actual condition shows that there are relatively little changes of the space organization of the childcare facilities reflecting characteristics of community and developmental characteristics of infants and children. Now a days it has been appeared as a social problem that childcare has to be needed as a part of systematic education program for such an important infant era.

• Journal of Families and Better Life
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• v.28 no.4
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• pp.29-42
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• 2010

This study examined the effects of ego-resilience and directors' and fellow teachers' social support on childcare teachers' job stress. The participants were 323 childcare teachers in Chung nam Province and Daejeon Metropolitan City. The research instruments were Job Stress Scale by Cho(2004), Ego-resilience Scale by Park(1996) with CPI and CAQ correction, and Social Support Scale by Park(1985). Collected data were analysed by t-test, F test and Scheff$\acute{e}$ test for post hoc test, Pearson's productive correlation and stepwise multiple regression, and Cronbach's $\alpha$ for reliability by SPSS PC program (17.0 version). The results were as follows: First, the childcare teachers' job stress level was low (M=2.51, SD=.63), while ego-resilience level and social support level of directors and fellow teachers (M=3.68, SD=.58; M=3.62, SD=.94; M=3.83, SD=.69, respectively) were above the average. Second, there were significant differences between different levels of ego-resilience and of social support from directors and fellow teachers. Last, directors' social support and childcare teachers' optimistic attitude of ego-resilience were the most dominant variables that affected childcare teachers' job stress level(R2=38.3% for total score of childcare teachers' job stress).

• Korean Journal of Childcare and Education
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• v.20 no.4
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• pp.109-131
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• 2024

Objective: This study aims explore the experiences of consulting in childcare centers and identify policy implications through focus groups consisting of childcare personnel, including directors, teachers, consultants, and program staff. Methods: Focus group interviews were conducted with participants divided into three distinct groups. The interviews, held via Zoom, used an open-ended discussion format based on pre-announced topics. The collected data were then systematically categorized and classified into themes. Results: Since the primary purpose of consulting was to meet the requirements of the childcare evaluation system, expanding the scope of consulting is necessary to invigorate these programs. Additionally, the voluntary participation of childcare teachers and their positive relationships with consultants were identified as key success factors. Emphasizing the need to enhance consultants' expertise and address regional disparities was also highlighted. Conclusion/Implications: This study suggests that it is essential to systematize and diversify the consulting field, as well as enhance the expertise of consultants, to establish consulting as an effective method for improving the quality of childcare centers.

• Journal of Families and Better Life
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• v.32 no.5
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• pp.107-123
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• 2014

The purpose of this study is to investigate the opinions of teachers, directors, and parents about childcare teachers' facial expression language. We performed in-depth interviews based on literature and previous studies, which consisted of ten childcare teachers, ten directors, and ten parents. From the in-depth interviews, we are able to mainly conclude that all groups think that a childcare teacher's facial expression language is very important, and strongly influences interpersonal problems and work performance. Mostly, childcare teachers aim to have pleasant facial expressions. However they complain that in some situations it is difficult to do so, which causes severe stress. They argued that the facial expressions of both the director of the childcare center and the parents are also very important for children. However, the directors thought that teachers' facial expressions affect children and their parents' impressions of the teachers and quality of childcare. The parents are usually highly satisfied with the childcare when the teacher has a pleasant facial expression, which motivates the parents to have a positive impression of the teacher. Taken together, childcare teachers' facial expression language is critical for children and the childcare environment. Thus, developing an education program for facial expression language would be helpful for improving the quality of child care. Plus, childcare environments should be developed so that teachers do not experience difficulty in having pleasant facial expressions. This result might have the limitation of being collected from only female childcare teachers, directors, and parents.

• Journal of Internet of Things and Convergence
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• v.6 no.1
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• pp.55-63
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• 2020

The purpose of this study is to examine the effects of Psychomotor program on the child care teacher's ego resilience and childcare efficacy. The subjects of this study are childcare teachers of eight daycare centers in J-gu, Seoul. The final subjects were 18 in the experimental group and 19 in the control group. Psychomotor program was provided to the experimental group, which consisted of four hours per session, two sessions per week, and a total of ten sessions. Data collection took place between September 2 and November 12, 2017. Collected data were analyzed by independent sample Wilcoxon-Mann-Whitney test. In this study, the Psychomotor program had a significant effect on improving ego resilience and childcare efficiency of interpersonal relationships which is lower factor of the ego resilience. Through this study, we identified it was worth establishing a basic basis for managing and supporting ego resilience of child care teachers, and that it was meaningful to suggest ways to help them adapt and cope with their job duties.

• The Journal of the Korea Contents Association
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• v.16 no.1
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• pp.107-120
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• 2016

The purpose of this study was to analyze representations of fatherhood of childcare entertainment reality programs. For this purpose, two episodes of of MBC were analyzed by semiotic analytic methods, especially, signs, images, combined level of significations, etc. The results indicated that fathers of the programs reflected modern ideal images of feminist fatherhood in which fathers cooperated to care children with mothers, and played the role of intimate friend-daddies, daddies as friends. A post-modern male ideology was inherent in those fatherhood changes. Those fathers in this program intermittently exposed narratives of inexperienced fathers while dedicating themselves to cooperative childcare adequate to the purpose of the program, suggesting that it would reproduce the mother-childcare ideology as a result. Furthermore, although such reflected changes towards fatherhood enthusiastically involving in childcare represented the modern ideal fatherhood, it is still identified that gender stereotypes, gender-based discrimination and patriarchal male ideologies were inherent in the ways of their guiding children. In short, such trend of friend-daddies did not imply an revolutional change from male-centered patriarchal family structures to male-female cooperated family structures.

• Journal of Families and Better Life
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• v.23 no.6 s.78
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• pp.105-116
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• 2005

This study investigated various alternatives for childcare among dual-earner families and discussed implications for public policy development. Eight employed married women and two of their husbands were interviewed about work-family balance. All the interviewees complained that taking cue of the children in dual-earner families is a challenge. They resort to all available alternatives because public childcare support is insufficient and inadequate. There were five different types chilcare: extended family network, public and private institutions, paid help (nannies), rearranging work schedules, and training their children to take cue of themselves. However, all these alternatives entail various problems. More and better childcare facilities and programs should be built and after-school programs should be designed. On the other hand, parents should also make more effort to prioritize children's needs in finding a balance between work and family.

• Clinical Nutrition Research
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• v.13 no.1
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• pp.8-21
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• 2024

In this study, the effects of a 12-month multidisciplinary education program on the health status, dietary quality, and eating habits of children and adolescents attending community childcare centers were investigated. A total of 88 participants aged 7 to 17 years from 7 community childcare centers in Gyeonggi-do were enrolled. The intervention consisted of 12 multidisciplinary education sessions covering topics such as nutrition, exercise, and psychological education. All participants received the same education, and the effectiveness of the program was evaluated by categorizing them into a high participation group (HPG) and a low participation group (LPG) based on their participation rates. After intervention, in physical activities, moderate-intensity exercise was significantly reduced in the LPG, and there was no significant difference in psychological parameters. However, notable differences were observed in nutritional data. After intervention, intakes of calorie, carbohydrate, protein, and fat were significantly increased in both groups, and in particular, the change was found to be greater in HPG. Additionally, dietary fiber intake compared to the 2015 Korean Dietary Reference Intakes was increased in both groups. Daily food intake also increased dietary fiber intake in HPG, and meat and fruit intake was increased in LPG. In the nutrition quotient, there was a significant difference in HPG's pre- and post-scores in the diversity category, and in nutrient adequacy ratio (NAR), the NAR of phosphorus was increased in both groups. The findings of this study suggest that multidisciplinary education implemented at community childcare centers primarily enhanced nutrition-related factors rather than physical activity or psychological aspects.

• Korean Journal of Child Education & Care
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• v.18 no.1
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• pp.169-192
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• 2018

This study aims to investigate the changes of their recognition and childcare practices before and after the training for disability awareness targeting class teachers in inclusive childcare setting. Subjects of this study were 9 teachers and the data was collected from 3 focus group (3 persons per group) and personal interviews in case of study needs. The results of this study are as follows: childcare teachers appealed ignorance and fear of children with disabilities before learning to improve their disability awareness, and have learned from the non-prejudiced attitudes of non-disabled children. The need for understanding and knowledge of children with disabilities was high, and they voluntarily and actively participated in the education for the improvement of disability awareness. Since participating in education, teachers have shown changes in perceptions of children with disabilities and changes in the way they practice childcare for disabled children. As regards cognition, teachers have become more interested in and understanding of children with disabilities and have tried to treat them equally with non-disabled children. Regarding the practice of childcare, they practiced the integrated program together with the non-disabled child and the disabled child through cooperative partnership. They also provided the disability awareness education to the non-disabled children and provided the partial integrated childcare program flexibly in one class according to the situation. The results of this study were analyzed and discussed about the general childcare teachers' experience related to the education for improving disability recognition and caring at childcare setting.