• Convergence Security Journal
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• v.13 no.2
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• pp.55-66
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• 2013

Child abuse is urgent and important issue that dominates child's life and influences lifetime. Especially, the children who use the daycare facilities are vulnerable to ill-treatment because of young age, resulting in being serious in after-affect of its abuse. In case of being serious, a child may lead to death. Also, the main agent is absent that will speak for the abused child's injustice and ask for help. Thus, the child abuse has many cases of coming to a close always as children's miserable sacrifice. Hence, the child care center employees will need to recognize a fact that the child abuse is not a private problem within home any more, but a serious crime, and to be confronted by early finding and reporting abuse as a responsible person for report. When the child care center employees fully perform a role as a responsible person for report of child abuse and when the cooperation between child protection service and day care center is properly made after report, the daycare facilities will be able to play a role of child safety network, which protects children of being put in the exclusion.

• Journal of Families and Better Life
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• v.31 no.3
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• pp.63-79
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• 2013

The aim of this study was to investigate the influence of family-friendly community policy and child care policy on parents with young children. Particularly, two specific questions were addressed: 1) Were there differences in the perception of community family-friendliness among parents with young children in Seoul provinces? 2) Were there differences in the perception of community family-friendliness among parents with young children, depending on child-care infrastructures in Seoul provinces? Data for this study were drawn from multiple sources. Individual-level indicators were drawn from the survey of 1,246 parents with children under age 6 in Seoul. Community-level indicators were drawn from the 2011 Seoul census data. Frequency, descriptive statistics, GIS mapping, and hierarchical linear model analysis were conducted to examine the perception of community family-friendliness by individual, child-care infrastructures, and the community at large. The major results of the present study are as follows: The perception of parents on community family-friendliness varied across the 25 provinces in Seoul. The perception of community family-friendliness was positively related with the total number of child day-care centers, and the number of infant-toddler child daycare centers. The number of accredited child daycare centers was negatively associated with the perception of community family-friendliness.

• Korean Journal of Childcare and Education
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• v.9 no.3
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• pp.229-252
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• 2013

In this study, WSS developmental checklist and nursery maladaptive test were conducted and applied to 203 multicultural children and non-multicultural children. The children were 3-5years old and were attending 34 kindergartens located in Gimpo-si and Ansan-si, Gyeonggi-do to investigate the developmental level and status of adaptation to the nursery in multicultural children. The result shows that there is no difference in the development of scientific thinking and mathematical thinking while developmental level is lower in personality, sociality, language, reading and writing area in multicultural children compared to non-multicultural children. According to age, there is no difference in the development between 4~5-year-old multicultural children and non-multicultural children while there is a difference in the development between 3-year-old multicultural and non-multicultural children. It also shows that there are no significant differences in nursery adaptation between multicultural children and non-multicultural children.

• Journal of Industrial Convergence
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• v.19 no.3
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• pp.41-49
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• 2021

The purpose of this study is to understand the impact of emotional labor of disabled infant teachers on job stress and to understand the mediated effect of resilience in these relationships. The subject of the study is a disabled infant teacher at a daycare center specialized in disabled children. The survey was conducted on a self-contained basis, and a total of 203 copies were recovered and 194 were analyzed except for 9 unfaithful responses. First, the higher the level of emotional labor, the higher the job stress. Second, the higher the level of emotional labor, the lower the resilience. Third, resilience had a partial mediated effect in the impact of emotional labor on job stress. Therefore, measures are needed to prevent job stress and improve resilience for disabled infant teachers.

• Journal of Environmental Health Sciences
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• v.48 no.1
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• pp.52-58
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• 2022

Background: Few studies have evaluated the exposure to phthalates via inhalation of floor dust in children's living areas. Objectives: This study evaluated the concentration and exposure level of phthalates emitted from indoor floor dust in children's living areas. Methods: This study utilized the results of a survey conducted by the Ministry of Environment in 2019. Indoor dust was collected from 150 households with children aged 3~7 and 67 daycare centers or local children's centers by using vacuum cleaners. It was analyzed by gas chromatography mass spectrometry. Six types of phthalates were analyzed: Bis (2-ethylhexyl) phthalate (DEHP), Dibutyl phthalate (DBP), Benzyl butyl phthalate (BBP), Di-N-octyl phthalate (DNOP), Diisononyl phthalate (DINP), Di -isodecyl phthalate (DIDP). Results: The medians of DEHP concentrations were 1,028 and 1,937 mg/kg in homes and daycare centers, respectively. The median and maximum values of daily intake were calculated by applying the median and 95th percentile values (the upper 5% of the total concentration) in dust measured in the homes. The DEHP median value was 1.6 ㎍/kg/bw/day, and a maximum A value of 7.8 ㎍/kg/bw/day was calculated. When the childcare center values were applied, the median daily intake of DEHP was 3.1 ㎍/kg/bw/day and the maximum value was 29.2 ㎍/kg/bw/day. As a result of calculating the daily intake by integrating the values of home and childcare facilities, the median and maximum values of daily intake were 1.9 and 10.9 ㎍/kg/bw/day, respectively. Conclusions: This study derives phthalate concentrations among the floor dust in homes and childcare facilities where children mainly spend time, and suggests their intake of phthalates through this. In particular, it was newly suggested that the phthalate concentrations in homes and childcare facilities are different, resulting in differences in intake.

• 한국노년학
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• v.30 no.4
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• pp.1117-1127
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• 2010

The aims of the study is to identify levels of burden, coping ability and health related quality of life and relationships among family caregivers who care dementia elderly using daycare center. Subjects were all major caregivers from conveniently selected 8 daycare center for dementia in a middle size city in Korea and final analyzed sample was 93. Data were collected through self-reported questionnaire from April to June, 2010. This study's results include the followings. First, the result indicated that mean score of health related quality of life among respondents was 69.34(SD 12.04). Secondly, there were significant differences in caregiver burden by age, education level, occupation and coping ability by education level and monthly income, health related quality of life by age, type of marriage, relation with dementia elderly. Finally, we can found significant negative relationships health related quality of life with caregiver burden and coping ability. Therefore, the findings of this study suggest that the program about development of intervention to reduce caregiver burden and to improve coping ability should consider for advanced health related quality of life of dementia elderly's caregiver.

• Journal of the Health Care and Life Science
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• v.11 no.1
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• pp.97-103
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• 2023

The purpose of this study was to find out view on the teaching profession of teachers working in early childhood education and to find ways to support teachers in the field. Data were collected through telephone interviews with 16 teachers at private kindergartens and daycare centers in Chungnam and Daejeon. As a result of the research, active support is needed to form a teaching profession based on an understanding of the profession. In addition, there is a need to create an atmosphere that can improve the perception of the teaching profession in society, as well as institutional mechanisms to ensure that the teaching authority can be adequately established. Various programmes related to the formation of the right teaching profession to develop an understanding of the profession of pre-school teachers should be provided as retraining to teachers in the field.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.6
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• pp.407-417
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• 2017

This study examined the extent to which childcare methods of infant classroom childcare teachers who respect infant rights in the everyday teaching curriculum at day-care centers occurs. To achieve these objectives, a questionnaire survey was conducted on 210 infant classroom childcare teachers who were in charge of the day-care center classrooms located in [G] city of [J] province. The results of the research confirmed that first there were no statistically significant differences when verifying the extent to which childcare methods of infant classroom childcare teachers who respect infant rights in the everyday teaching curriculum at day-care centers according to the final education level, professional experience, age, and education major of the infant classroom childcare teacher. On the other hand, the results confirmed that when analyzing for arrival time for infant classroom childcare instruction at the day-care center and for the time spent taking the infant to and from the bathroom, the infant classroom childcare teachers who had graduated from 2 year colleges showed more respect for infant rights compared to that of infant classroom childcare teachers who had graduated from 4 year universities, and for the arrival time for infant classroom childcare instruction at the day-care center and nap times, the infant classroom childcare teachers who were above 50 years of age showed more respect for infant rights compared to that of infant classroom childcare teachers who were in their 30s and 40s. The results of the research confirmed that there were statistically significant differences for both the age and education major of the infant classroom childcare teachers. When examining each of the sub-factor, the age of the infant classroom childcare teachers, respect for the infant's opinion, respect for individuality, and for information provision, infant classroom childcare teachers older than 50 years of age were shown to exercise a higher level of respect for the infant according to the rule of prioritizing the infant compared to infant classroom childcare teachers in their 30s and 40s, and infant classroom childcare teachers who majored in infant education-related majors exercised a higher level of respect for the infant for respecting freedom and autonomy compared to that of infant classroom childcare teachers who majored in welfare and childcare-related fields. The results of the research confirmed a statistically significant static correlation between the two related variables. Therefore, this suggests that the more childcare methods of infant classroom childcare teachers who respect infant rights in the everyday teaching curriculum at day-care centers, the more childcare methods of infant classroom childcare teachers who respect infant rights occurred according to the rule of prioritizing the infant. These results can be used to establish both quantitatively and qualitatively an excellent and balanced respect for infant rights.

• Korean Journal of Child Education & Care
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• v.18 no.4
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• pp.247-265
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• 2018

Objective: The purpose of this study was to investigate the effect of teacher support program for integration of handicapped children on teaching efficacy of daycare center teachers. Methods: In the study, 12 day care teachers in 4 day care centers in Seoul and Gyeonggi area were selected as experimental groups and 12 teachers in 5 day care centers were selected as control group. Teacher education is carried out through group education, such as understanding of developmental area, curriculum modification, activity-based embedded intervention, cooperative learning, direct teaching, disability understanding education, behavior support, family support. Individual teacher education provided counseling on the reality of child care for children with disabilities that reflects the needs of teachers for integrated child care for handicapped children. Teacher's Efficacy in Inclusive Practices (TEIP) was used as a pre post test to measure teacher's efficacy change. In order to analyze the results of the study, two independent sample t tests were conducted on the difference between pre-post test of teacher efficacy between the two groups. Results: As a result, There was a significant difference in the pre-post change of teacher efficacy between the two groups. Conclusion/Implications: The results of this study are as follows, teacher support program provided immediate feedback in integrated child daycare center for the handicapped children, child care teachers improved their integrated handicapped children care expertise, provided responsive teacher support program to the actual needs of the site, teacher support program reflected various variables related to integration, and emphasized the cooperative relationship between researcher and child daycare center teacher. The results of this study can be used as actual data of field where lack of support for the integration of handicapped children is lacking.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.2
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• pp.399-413
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• 2015

This study was to validate the WSSECT (Workplace Spirituality Scale for Early Childhood Teacher) using discriminant analysis on early childhood teachers' happiness and job satisfaction. The data from 504 teachers working at kindergartens and daycare centers were analyzed statistically through t-test and discriminant analysis. The results indicated that 1) the higher group in workplace spirituality significantly gets more scores of happiness and job satisfaction than the lower group, 2) 4 factors of the WSSECT have discriminant power on early childhood teachers' happiness, and 3) 2 factors ('meaning for life' and 'calling for ECE teacher job') of the WSSECT are effective to discriminate early childhood teachers' job satisfaction. Further statistical works are supplementary needed to validate the WSSECT and to increase its'feasibility.