• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.1
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• pp.234-243
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• 2016

The aim of this study was to identify the self-confidence in performance and education demand of first aid in kindergarten and daycare center teachers. The data from a questionnaire were collected from teachers in kindergarten and daycare centers from March 5 to 31, 2015. The responses from 149 teachers were analyzed using SPSS 21.0. The results showed that self-confidence in the performance of first aid was mostly low (mean score 2.70), but was significantly high in cases of having a willingness to perform first aid (p=.002). The education demand for first aid was mostly high (mean score 4.04), and significantly high in the case of having experience of emergency situations (4.21, p=.006), and being educated in first aid while working in a childcare facility (4.14, p=.001). Therefore, it is important to educate teachers in first aid regularly after developing an optimized program considering the frequency of emergency situations, and level of self-confidence in the performance and education demand of first aid.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.7
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• pp.316-324
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• 2017

The purpose of this study is to identify the relationship between the self-concept of nursing teachers and teacher efficacy and to determine differences in the level of self-concept of nursing teachers. The research results were as follows. Firstly, the relationship between the self-concept of nursing teachers and teachers efficacy showed that there was a positive correlation between self-concept and general/individual teacher efficacy. Secondly, the observation results on the variations of the teacher efficacy depending on the level of the self-concept of nursing teachers noted the positive correlations and general-, individual teacher efficacy. Self-concept showed a higher correlation with individual teacher efficacy than general teacher efficacy. In summary, the research confirmed the definite correlation between the self-concept of teachers and teacher efficacy.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.6
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• pp.642-649
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• 2016

This study examined the meaning of instructional materials by observing the daily work of an infant class in a daycare center to make some suggestions on the accreditation and evaluation of instructional materials for early childhood education and educare. Ethnography was chosen to determine in detail what the instructional materials meant for the selected preschoolers. The activities that belonged to each area of free optional activities and made use of instructional materials were observed, and the eating time, nap time, and outdoor play were all observed. The data were gathered by visiting the selected daycare center. A participant observation and teacher interviews were conducted, and notes were taken on the spot. When their verbal expressions and nonverbal expressions needed to be observed owing to their unique characteristics, a camcorder was used to record their words to have a more profound understanding of them. All the collected data that included this researcher's observation note, the teacher interview data, the standard childcare curriculum manual, the daycare center's yearly, and the daily childcare plans and curriculum evaluation data were classified and categorized by performing an inductive analysis. As a result, the instructional materials had three meanings for the infants. The first was "friends who welcomed them and whom they could play with.' The second was "a cozy nest," and the third was "another teacher." Given the findings of the study, the preparation of standards for instructional materials for infants in childcare facilities is required, and even equipment that is used as instructional materials should be taken into consideration when instructional materials for infants are accredited.

• Korean Journal of Child Education & Care
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• v.18 no.2
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• pp.65-83
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• 2018

This study examines the relationship among vocation awareness, ethical practice and happiness of daycare center director and teacher of christian, and how the vocation awareness effects the ethical practice and happiness. After a survey from 303 director and teacher of christian daycare center, correlation analysis and multiple regression analysis were done. The results are as follows. Firstly, vocation awareness, ethical practice and happiness were highly correlated. Second of all, the higher the vocation awareness, especially in purpose/meaning-presence and prosocial-motivation-presence of vocation awareness, the higher the ethical practice. Lastly, the higher the vocation awareness, the higher the happiness. The purpose/meaning-presence and prosocial-motivation-presence of vocation awareness had great influence on happiness.

• Korean Journal of Childcare and Education
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• v.13 no.6
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• pp.143-161
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• 2017

Objective: The purpose is to verify that whether there are significant correlation between parent-teacher cooperation, quality of home environment, and mathematical interaction of parents and cognitive development of 3-year-olds, and the quality of home environment and mathematical interaction mediate the relationship between the parent-teacher cooperation and the cognitive development. Methods: A test was performed on 110 3-year-olds enrolledin a daycare center located in city S, and a questionnaire survey was conducted on their parents. We analyzed our data using SPSS WIN 21.0 and pearson's correlation, tested the mediating effect using regression, and used the Sobel test to check significance of the mediating effect. Results: Cognitive development of 3-year-olds was correlated with the parent- teacher cooperation, the quality of home environment, and mathematical interaction of parents. The quality of home environment showed complete mediating effect on the relationship between the parent-teacher cooperation and the cognitive development, and the mathematical interaction showed complete mediating effect on the relationship between the parent-teacher cooperation and the cognitive development. Conclusion/Implications: The parent-teacher cooperation indirectly predicts the cognitive development through the quality of home environment and the mathematical interaction. This research can contribute to the development of the family- institution connection program to facilitate the parent-teacher cooperation.

• Korean Journal of Childcare and Education
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• v.16 no.4
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• pp.93-110
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• 2020

Objective: The purpose of this study was to explore the early childhood education teacher's ability to implement play-centered curriculum that is recognized by an early childhood education expert based on an analysis of focus group interviews. Methods: Two professors of early childhood education, two directors of daycare centers, and two early childhood education teachers participated in the focus group interview. The interview was conducted three times. The interviewed data were categorized and compared. Results: The action competence of the play-centered curriculum required for early childhood teachers were categorized into the following categories; comprehending play, recognizing play, and practicing child-centered play. Detailed factor competencies were required for understanding play, reflective thinking, reading play, recording play, playing like a child, and supporting play. Conclusion/Implications: For actualizing play-centered curriculum, early childhood education teachers needed to comprehend, recognize, and practice for child's play. Furthermore, we discussed the necessity and direction of teacher education to improve the teacher's action competence for play-centered curriculum.

• 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.

• The Korean Journal of Emergency Medical Services
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• v.14 no.3
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• pp.57-69
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• 2010

Purpose: This study aims to examine perceived safety management in teachers working for young children with disabilities, to grasp the state and problems of safety management and first-aid education at daycare center for young children with disabilities, and to provide basic materials to develop programs for safety management and first-aid education. Results: 1. For the perception items of accident possibility in daycare centers, career with more than 10 years had higher response in 'very high' and 'moderately high' than 'moderately or very low' and statistically significant difference was found(p < .05). 2. For the perception items of accident prevention in daycare centers, no teaches with at least college education thought that 'it was not possible to prevent' and most of them thought that 'it was totally possible to prevent' and statistically significant difference was found(p < .05). 3. For the performance level of safety management and first-aid items, forty and over(4.73) showed higher than age of 20-29(4.32) and 30-39 of age(4.26) and statistically significant difference was found(p < .05). 4. For the knowledge level of safety management and first aid items, the highest religion was found as Christian(16.96), followed by Catholic(15.33), Buddhism(14.91), and no religion(15.81) and statistically significant difference was found(p < .05). 5. For the items of confidence in safety management and first aid, performance level, and knowledge level, teachers who competed safety management and first-aid education( 4,48) had higher performance score than those who did not (4.17) and statistically significant difference was found(p < .05). 6. For the items of confidence in safety management and first aid, performance level, and knowledge level, teachers who competed first-aid education(2.77) had higher confidence than those who did not(2.35) and statistically significant difference was found(p < .05). Conclusion: The results suggest that safety management and first-aid education in teachers working for daycare center for young children with disabilities was closely correlated with knowledge and performance levels. Thus, it is necessary to provide continuous safety management and first-aid education for teachers working for day care center for young children with disabilities through regular in-service training. Also further research should be conducted with all subjects and various regions who contact with young children with disabilities.

• International Journal of Human Ecology
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• v.11 no.1
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• pp.85-96
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• 2010

This study examined how the quality of teacher-child interactions and the teachers' beliefs about their influence on children's social behaviors were related to children's social behaviors. The subjects were 206 children at the age of five and 52 of their teachers in 49 daycare centers. Children's social behaviors were recorded using observational categories. The quality of teacher-child interactions was measured by a rating scale that originated from the OSDCP (Rhee et al., 2003). The results were as follows: 1) Children who experienced high-quality interactions with their teachers showed fewer purposeless solitary behaviors and negative behaviors toward their peers and interacted toward their teachers more frequently than did those who experienced low-quality interactions with their teachers. 2) Children whose teachers believed that they had a great deal of influence on children's social behaviors displayed fewer purposeless solitary behaviors and more positive behaviors toward peers than did children whose teachers considered their influence less important. 3) After controlling the contributions of children's gender and teacher's training experience, the quality of teacher-child interactions and teachers' beliefs explained about 14% of the total variance of children's purposeless solitary behaviors. In addition, the quality of teacher-child interactions and teachers' beliefs accounted for 6% of the total variance of children's positive behaviors toward peers. Also, the amount of explanation of the predictive variables accounts for 9% of the total variance of children's behaviors toward their teachers.

• Korean Journal of Childcare and Education
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• v.11 no.3
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• pp.1-23
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• 2015

This study examined the effect of infant teacher's sensitivity, efficacy and interaction on the social and emotional development of infants. The participants of this study were 169 infants and their teachers in daycare centers located in Seoul and Gyeonggi-do. The instruments were collected through teachers' responses. Data were analyzed through the variance analysis using PASW 18.0 to verify the infant teachers' susceptibility, efficacy, and infant-teacher interaction based on infant teachers' background variables; to find out the relationship between the variables, Pearson correlation analysis was performed, and to find out the relative influence of variables on the infants' social and emotional development, stepwise multiple regression analysis was performed. Results were as follows. Firstly, Among the background variables of the teachers, their career as infant teachers displayed differences in the infants' social and emotional development, and the susceptibility, efficacy, and infant-teacher interactions displayed partial differences based on the teaching career, career as infant teachers, age, daycare center type, and the academic background of the teachers. Secondly, there were positive relationships between infant teacher's sensitivity, efficacy and interaction and infants' social and emotional development. Thirdly, infant teachers' sensitivity, efficacy and infant-teacher interaction had an influence on infants' social and emotional development at the same time. Especially, sensitivity and interaction were powerful and influential variables and their explained variance was 53%. These results suggested that teachers' efforts must be made to interact positively with infants and to increase their sensitivity level to respond to infants in order to increase infants' social and emotional development.