• The Korean Journal of Community Living Science
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• v.19 no.1
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• pp.45-54
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• 2008

The purpose of this study was to identify the relationships between early childhood socioemotional development and day care experience and daycare quality. The subjects were 116 children, age 5 years old, from 17 daycare centers. The teachers at the 17 daycare centers rated the quality of their facility while the mothers of the 116 children assessed their children's socioemotional development. Daycare experience was composed of: the time period, hours per day, and the child's starting age at enrollment in daycare. Daycare quality was measured by questionnaire developed by Park(1995). Children's socioemotional development was rated by K-CBCL (Oh et al. 1997). The results were as follows. First, starting daycare experience less than 2 years of age, attending more than 6 days per week, and attending more than 8 hours per day of daycare experience were negatively related with children's development. Second, quality of daycare such as child-centered curriculum, abundant interaction between teachers and parents, opportunity for continuing education of teachers, higher levels of rewards and incentives for teachers, and the provision of nutritious food were positively related to the children's development.

• Korean Journal of Human Ecology
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• v.15 no.6
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• pp.905-917
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• 2006

The purpose of this study was to examine what parents really want to daycare center and how much they are satisfied with the daycare service they use. This study also explored how exactly daycare teachers recognize the parental needs and satisfaction on daycare service. One hundred and seventy one parents who send their child to a daycare center in Seoul, and one hundred and thirty five teachers from the same daycare centers participated in this study. Parents were asked about their needs and expectation on daycare service and the degree of satisfaction on the daycare center (including educational facilities, teacher's role, specific programs, etc.). Teachers provided answers about their understanding on what the parents want and how much parents are satisfied with their daycare center. Results revealed that parents are generally satisfied with the daycare service such as educational programs and educational facilities and teachers' role conducting. However, some parent-teacher differences were found in their perception on the levels and domains of parental expectation and satisfaction with daycare service. The parent-teacher differences would give very practical tips for teachers, who plan and conduct everyday daycare programs and actually interact with children in the setting for better daycare service.

• Korean Journal of Childcare and Education
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• v.13 no.3
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• pp.19-38
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• 2017

Objective: The purpose of this study is to examine the practical experiences of childcare experts, parents, and daycare center directors who participated in the 'Daycare Centers Monitoring Program' carried out in K city. Methods: Participants were three childcare experts who belong to the monitoring group in K city, three mothers with infants and children, and three daycare center directors who were selected for the 'Daycare Centers Monitoring Program'. Results: As a result of the research, the childcare experts experienced the following; 1) sharing interesting experiences with parents, 2) a perception of the monitoring program for taking advantage of mutual strengths, 3) the opportunity of maintaining a sense of presence in early childhood education institutions, et al. The mothers' experiences were shown to include, 1) resolving small questions about the operation and management of a daycare center, 2) feelings of relief through observing the life style of infants and children, 3) the joy and reward of being a member of the monitoring group, et al. The directors' experiences were indicated to include 1) a psychological discomfort recognized as a target of the daycare monitoring and as 'another evaluation', 2) the confusion caused by different reviews, 3) an ambiguity on the unfamiliar indexes and contents electronically documented, et al. Conclusion/Implications: Based on these results, there was a discussion about actual suggestions and educational implications on the daycare monitoring program in order to improve the quality of daycare services in childcare centers.

• Korean Journal of Childcare and Education
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• v.18 no.2
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• pp.125-144
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• 2022

Objective: The purpose of this study was to suggest institutional improvements and support measures for the opening process of new entrusted public daycare centers by exploring the experiences of the directors of daycare centers. Methods: In-depth interviews were held with nine directors of daycare centers in Sejong City. The recordings of the interviews were databased, and then the data were analyzed by categorizing the content. Results: First, the participants of this study were interested in the national/public daycare service consignment program and were eager to be selected for the program. They also had high expectations for operating daycare centers. Second, while preparing for the opening of the daycare center, the participants encountered problems after being selected for the program in terms of finance, facilities, equipment, and personnel management. Third, after opening the center, the participants went through the "survival period" as they had to overcome many issues while operating the center on their own. Conclusion/Implications: This study suggested financial and administrative improvements and support measures required for the consignment program so that daycare center directors can successfully and sustainably open and operate daycare centers.

• Journal of the Korean Society of School Health
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• v.23 no.1
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• pp.29-40
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• 2010

Purpose: The purposes of this study were: (a) to assess indoor air quality such as $PM_{10}$, $CO_2$ concentrations in child daycare centers, (b) to compare the levels with each standard, and (c) to identify teachers' awareness of indoor air quality in child care centers. Methods: Data were obtained from seventeen child daycare centers and ninety-eight teachers in a district of Seoul, from April 3 to May 12, 2009. Collected data were analyzed by SAS 8.2, and descriptive statistics, $x^2$ test, student t-test, Pearson correlation analysis, and Spearman rank correlation were used. Results: The mean of $PM_{10}$ and $CO_2$ level were $50.3{\mu}g/m^3$ and 792.1ppm. Sixteen child daycare centers (94.2%) met the guidelines of the $PM_{10}$ level, so did thirteen child daycare centers (76.5%) in the $CO_2$ level. $CO_2$ levels were significantly low in child daycare centers using air cleaners than those do not using them (t=-6.03, p<.001). Types of child daycare centers were significantly correlated to the levels of $CO_2$, which public child daycare centers were low in $CO_2$ levels than those of private child daycare centers (t=-2.54, p=.013). There was no significant correlation between teachers' awareness and management attitude of indoor air quality while teachers' awareness of indoor air quality significantly raised the frequency of carpet cleaning. Methods of cleaning routines were significantly correlated with $PM_{10}$, and $CO_2$ levels. Conclusion: The $PM_{10}$ and $CO_2$ concentrations in child daycare centers were satisfactory. Those conditions are affected by general characteristics of child daycare centers and teachers' attitude regarding management of indoor air quality.

• Korean Journal of Child Education & Care
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• v.17 no.4
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• pp.1-30
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• 2017

The purpose of this study is to investigate the awareness of daycare teachers by the nursery school operation performance of the National Competency Standards(NCS). For this purpose, 35 public and private daycare center, home daycare centers and corporation daycare center teachers were randomly sampled in Busan Metropolitan City. We conducted a questionnaire consisting of 230 sub-elements based on 45 sub-competency unit elements extracted from 12 areas of job ability of the national competence standards. Final questionnaires were collected from 117 questionnaires of 28 national daycare teachers, 30 private daycare teachers, 30 home daycare teachers, and 29 corporation daycare teachers. As a result, there was a difference in the awareness of importance among the four groups in all 12 performance capability units. For the 12 job performance units, the importance was recognized in the order of corporate daycare center, national daycare center, home daycare center, and private daycare center. Among them, "Establishment of Child Care Center Management Policy", "Construction of Child Care Service", "Child Care Activity Management", "Infant and Child Playing Guide", "Body and Art Activity Guidance", "Language, Nutritional guidance" there were no differences in the awareness of the importance of corporate daycare teachers and national daycare teachers, and there was no difference between national daycare teachers and home daycare teachers. However, there was a difference between corporate daycare teachers and home daycare teachers.. There is also a difference in the awareness of importance between home daycare teachers and private daycare teachers. In the remaining five job competence units, "Child Care Assessment", "Support for Infant and Toddler Development", "Cooperation with the Home and Community", "Child Care Management", and "Child Care Research", corporation daycare centers, national daycare centers. There was no statistically significant difference in the awareness of importance, but there was a significant difference from the private daycare teachers. Also this tendency was consistently observed in 45 sub-capacity unit elements.

• Journal of Korean Society for Quality Management
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• v.47 no.4
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• pp.767-781
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• 2019

Purpose: The purpose of this study is to derive key evaluation indicators to improve the quality of daycare centers by identifying the relationships among the 18 evaluation indicators of the daycare evaluation system using the DEMATEL technique. Methods: In this study, the questionnaires are completed by 17 daycare center directors who have received accreditation of daycare center. They are requested to consider the level of direct influence between two evaluation indicators. A DEMATEL analysis was conducted based on the survey results. Results: The result of the study shows that the most important indicators of daycare center quality are directors leadership, institutional operations and professionalism of staff. Among evaluation areas, educational childcare curriculum & interactions is affected by all areas, and staff area affect all areas. Conclusion: The evaluation areas and indicators of the daycare center are judged to be well-balanced. It is expected that the findings of the key evaluation indicators that should be prioritized among the evaluation indicators will be helpful to those preparing for the evaluation of the daycare center.

• Journal of The Korea Institute of Healthcare Architecture
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• v.12 no.2
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• pp.41-50
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• 2006

Introduction of new longterm care policy for elderly in Korea would change many aspects of elderly care service facilities. Especially elderly home care services like adult daycare centers will expand drastically after beginning of longterm care insurance. The purpose of this study is to estimate demand of adult daycare centers by comparing with the U.S and Japanese cases. Korean government is expecting that adult daycare centers will expand ten times within 4 years. This estimate is exceeding the facility demand estimate of the U.S. and Japan. The results of population study and expecting growth rate of adult daycare centers in Seoul indicate that more than 300 centers, 4 times of the number of existing centers, are in need based on Seoul elderly population in 2004. To supply these numbers of facilities in short period, more in depth study should be followed. Existing adult daycare facilities' in Seoul were analyzed by their building and management types. Interior spaces of adult daycare centers in Korea are similar to the U.S. and Japan in space arrangements but much smaller in size. In depth study of space programming as well as overall demand survey of adult daycare centers is urgently in need for more realistic expansion of adult daycare centers.

• Journal of Industrial Convergence
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• v.2 no.1
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• pp.217-235
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• 2004

This study was aimed at analyzing the effects of daycare teachers' job stress on their job satisfaction depending on their Demographic variables (age, education level, career, salary, marital status), order to determine the correlation between daycare teachers' job stress and jog satisfaction or determine the factors of job stress affecting their job satisfaction. It was believed that the results of this study would be used as some basic data to improve daycare teachers' treatment and daycare services. To this end, 250 daycare teachers working for the daycare facilities in Seoul were sample to be subject to a questionnaire survey. The collected data were processed for means, SD, T-test, F-test, Tukey posterior test.

• Korean Journal of Child Studies
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• v.38 no.1
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• pp.169-183
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• 2017

Objective: The present study examined how childcare teachers at home daycare centers perceive their rights as teachers and what kind of rights situations pertain to them at their respective daycare centers. Methods: Adopting a qualitative research method approach, this study conducted focus group interviews to collect empirical data. The participants were childcare teachers and directors at home daycare centers, which were shown to have relatively poor work environments compared to other types of daycare centers Results: The findings revealed that the participants at home daycare centers perceived their rights as childcare teachers to be extremely vulnerable. It was shown that their rights could not be protected in various frameworks involving mutual relations between teachers and directors, the Infant Care Act and childcare policy, and social perceptions that fail to recognize them as professionals. Conclusion: The fingdings from the present study contribute to our understanding of the rights situation faced by childcare teachers at home daycare centers and to the social discourse on finding ways to realize the teachers' full rights as childcare professionals.