• Korean Journal of Child Education & Care
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• v.18 no.4
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• pp.145-158
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• 2018

Objective: The purpose of this study was to investigate the effects of distribution justice, procedural justice, and interactional justice which are the sub-factors of organizational justice on organizational commitment and turnover intention, so as to enhance the quality of childcare and identify the importance of organizational justice. Methods: For the study, the data were collected by measuring the organizational justice, organizational commitment, and turnover intention of 251 teachers working in home day care centers in Busan, Ulsan, and Gyeongnam, and then Pearson's product moment correlation coefficient and regression analysis (stepwise) were conducted. Results: The results are as follows. First, organizational commitment was significantly different in the age in terms of the general background of daily care teachers, as well as the period of service of their current organization, and the turnover intention showed a significant correlation with their salary. Second, the sub-factors of organizational justice and organizational commitment were positively correlated, but turnover intention was negatively correlated. Among them, in terms of organizational commitment, procedural justice and turnover intention were highly correlated with distribution justice. Third, the relative impact of the sub-factors of organizational justice on organizational commitment was high in procedural justice and distribution justice. The relative influence on turnover intention was high in distribution justice and interactional justice. Conclusion/Implications: Therefore, the results of this study indicate that organizational justice is a influential variable on organizational commitment and turnover intention, and suggest that it needs to make efforts to strengthen organizational justice for the operation of home daycare centers.

• Korean Journal of Child Education & Care
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• v.19 no.3
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• pp.85-97
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• 2019

Objective: The purpose of this study was to find out any differences in teacher efficacy according to the perception and practices of the peers' supervision in day care centers, and to improve the effectiveness of teachers and the quality educare. Methods: The subjects were 301 teachers at daycare centers in Gyeonggi Province who are working at public, private, workplace and home daycare centers. The instruments used were questionnaire concerning the perceptions and practices of peers' supervision in day care centers, and the teacher efficacy instrument. Results: The differences in teacher efficacy according to the perception of peers' supervision were significant, depending on the level of perception, willingness to participate, need and satisfaction, and sub-area of the main view. And, the differences in teacher efficacy according to the practices of peers' supervision were significant, depending on the numbers received, gave and implementated, the implementators, and the type of peers' supervision. Conclusion/Implications: This can be a clear benefit for stimulating peer's supervision. This study can greatly benefit the quality of day care service and improve teacher's professionalism.

• Korean Journal of Childcare and Education
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• v.10 no.3
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• pp.137-158
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• 2014

The present study aimed to develop an instrument to assess young children's understanding of science inquiry skills. For the purposes of the study, based on analysis of literature and evaluation tools related to young children's science inquiry skills, five categories of understanding science inquiry skills including observing, classifying, predicting, measuring, and discussing were selected. Then 30 test items were developed and verified three times through opinions from science education and early childhood education professionals and teachers. Finally, a total of 19 test items within five categories were developed. The 19 items' item difficulty, item discrimination, and item internal consistency were verified statistically. In addition, concurrent validity and test-retest reliability of the items were verified by the significant correlation coefficients. The instrument developed in this study was administered to 300 children who were 3, 4, and 5 years old. The results showed that 5 year old children had better competence to understand science inquiry skills than 4 and 3 year old children, while there were no differences in the competence between boys and girls.

• Korean Journal of Childcare and Education
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• v.10 no.5
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• pp.133-158
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• 2014

This study's aims at seeking ways to support educational activity in 'Green-Growth' for children, in order for children to practice green life from their infancy and studying effects of their educational activity in knowledge of environmental conservation and receptivity to the natural environment, attitudes in environment conservation. This study conducted a survey of fifty-four children of five years of age attending the kindergartens in the Metropolitan City of Incheon. Twenty-seven were classified in the experimental group and the remaining Twenty-seven were in the comparative group. For the statistical analysis of the data collected, the t-test and the analysis of covariance(ANCOVA) were conducted using the SPSS WIN 17.0 program. The findings of this research are as follows: the children of the experimental group who experienced educational activity in green growth, demonstrated higher score than those of the comparative group in knowledge of environmental conservation and receptivity to the natural environment, attitudes in environment conservation. The result of the research indicates that educational activity in green growth, for children, enhances their knowledge in environment conservation, the receptivity to natural environment and the positive changes of attitudes in environmental conservation. It is then advisable to integrate and apply educational activity in green growth to the curriculum of kindergartens from early childhood.

• Korean Journal of Childcare and Education
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• v.5 no.2
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• pp.1-20
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• 2009

This paper is intended as an investigation of relation between pre-service kindergarten teacher's creative personality and teacher's efficacy. Subjects of this study were 160 third grade students of S collage & Y collage. They were major in infant or early childhood education and have an field practice experience of nurture and education. Tool for measurement is Creative Personality Scale of Ha Juhyun and TEBI(Teaching Efficacy Belief Instrument) teacher's efficacy test which is modified by Kim Sunnam. The collected data were analyzed by one-way ANOVA, post hoc Scheffe' test, Pearson's correlation and stepwise regression. The following results were obtained. First, there is no difference in creative personality according to academic grade, age, experience of leadership in collage. Second, there is a static relation between age of pre-service kindergarten teacher and teacher's efficacy especially personal teacher's efficacy. Third, points of creative personality is relative to teacher's efficacy, especially relative to personal teacher's efficacy. Among the sub-factors of creative personality, factors estimates teacher's personal efficacy are 'self belief, imagination and open mind'. On these ground, I comment on curriculum which will educate creative personality of pre-service kindergarten teacher.

• Korean Journal of Childcare and Education
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• v.7 no.3
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• pp.143-164
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• 2011

The purpose of this study was to examine toddlers' experienced world, which was shown in a play of the nature-friendly outdoor environment. Through this, the aim was to offer an opportunity of trying to seek a plan for activation in the nature-friendly outdoor play as for toddlers. This study targeted 9 toddlers between 22 months and 33 months who are attending S child care center where is located in Busan Metropolitan City, and was progressed with qualitative research method available for examining the in-depth significance of the phenomenon. A method of data collection was carried out the participatory observation and the in-depth interview. As a result of the study, the toddlers play experience in nature friendly outdoor environment provided special and various experience that can be limited in indoor at daycare center. First, toddlers were experiencing 'exploratory world of making a sense awakened.' Second, toddlers were experiencing 'communicative world of making emotion awakened.' Finally, on the early childhood education and the child-care education, a plan of offering enough time will need to be pursued now that toddlers can experience a play by being deeply immersed in nature, which is the space of free communication and the living sensational space, with escaping from the existing frame.

• Korean Journal of Childcare and Education
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• v.10 no.5
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• pp.229-248
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• 2014

The purpose of this study is to draw guidelines on how to select traditional games that would efficiently help and develop multiple intelligences in children. Guidelines standard of section inquiries were prepared through a Delphi survey targeting twenty experts in early childhood education and traditional games. As a result, linguistic intelligence questions regarding writing, listening, speaking and vocabulary acquisition were selected. logical-mathematical intelligence questions regarding strategy, counting, patterns, hypothesis, verification, and comparing, contrasting, calculating ability were selected. Spatial intelligence questions regarding drawing, coloring, representation activities, operating and creating were selected, physical performance intelligence questions regarding global muscles, eye-hand coordination, flexibility, accommodation force, balance, agility and muscular strength were selected. Musical intelligence included questions about singing, and playing musical instruments. Interpersonal intelligence included perspective-taking, role-sharing, cooperation and discussion. For intrapersonal intelligence questions regarding personal significance-ties, planning-decision making, emotional expression and problem solving were selected. Finally, in relation to naturalist intelligence, questions regarding living organisms, inanimate objects and seasons were selected. In addition, traditional games were analyzed based on the finalized guidelines, and the results showed that each of the traditional games would not only work with one intelligence at a time but with other different intelligence as well. In the light of that, the study confirmed the validity of the guidelines on how to select traditional games that would develop multiple intelligences in children.

• Korean Journal of Childcare and Education
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• v.10 no.6
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• pp.25-42
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• 2014

The primary purpose of this study was to examine the variables as related to self-determination in preschoolers. In order to meet the purpose of this study preschoolers' self-determination, their playfulness, self-regulation, and self-esteem as well as goodness of fit between mother and child were taken into account as study variables of interest. Furthermore, the mediating effect of preschoolers' self-esteem in the effects of study variables on their self-esteem was examined. Three hundred thirty seven preschooler(aged 6-7 years old)-mother pairs who attended public subsidized child care facilities, located in Seoul and Gyeongi province were sampled. The data were obtained from mother-filled surveys, and on-site observations from both head teachers of the children as well as trained researchers. The obtained data were analyzed by using SPSS 21.0, and structural equation model (SEM) was tested with AMOS 21.0. The main results of this study were in the following. First, it was proven that self-determination of the preschoolers' influenced directly or indirectly on their self-esteem, their playfulness, and self-regulation, as well as goodness of mother-child fit. Also, the result pertaining to the mediational effects of child's self-esteem in the effects of study variables of interest on the child's self-determination were revealed. Along with results of this study, there is a strong need to empower the preschoolers' self-determination through improvement of their self-esteem in early childhood education and care as well as in family settings.

• Korean Journal of Childcare and Education
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• v.11 no.1
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• pp.305-327
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• 2015

The purpose of this study was to investigate the tendencies and general distributive features of creativity elements on activities in the Nuri curriculum teachers' guidebooks for the ages of 3-5. This was done by analysis of 1,883 activities related to creativity in the teachers' guidebooks. In order to analyze the data, the frequency and percentage of creativity elements were calculated. The results can be summarized as follows: First, the ratio of activities related to creativity was 95.1% for the age of three, 93.1% for the age of four, and 78.6% for the age of five. Second, the most common creativity element was cognitive element and the next was motivational element, and the least was dispositional element. Third, regarding themes, the frequency of creativity elements was highest in 'tools for living', and lowest in 'countries of the world'. Fourth, the creativity elements were more frequently found in group activities rather than free choice activities. Last, the frequency of creativity elements was highest in nature exploration, and was followed by social relations. The results of this study could be used as basic data for practicing activities related to creativity in the field of early childhood education.

• Korean Journal of Childcare and Education
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• v.9 no.6
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• pp.5-23
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• 2013

The purpose of this study was to examine the effect of young children's verbal expression on their prosocial behaviors. The subjects were 44 four-year-olds and 42 five-year- olds in nine kindergartens and daycare centers located in Gyeonggi-do. The instruments used were Verbal Expressiveness Inventory(Jang, 1981) and PBSYC for teachers(Kim, 2003). The major findings of the study were as follows: Concerning the correlations between their verbal expression and prosocial behavior, those who had better verbal expression showed more prosocial behavior. The relationships between the subfactors of verbal expression and those of prosocial behavior were inconsistent to some extent, but there was a positive correlation between the two overall. So it could be said that a better verbal expresson leads to better prosocial behavior. From the findings of the study on the effect of the verbal expression on prosocial behavior, it can be concluded that young children who have better verbal expression are more excellent at building a good peer relationship, helping their peers, being considerate, making themselves accessible, sharing their own belongings with peers and regulating their own emotions. This study is expected to assist early childhood education institutions to provide young children with a variety of educational activities geared toward improving verbal expression to improve their prosocial behaviors. Also, this study is expected to help teachers to improve the prosocial behavior of young children in diverse ways.