• Korean Journal of Child Studies
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• v.29 no.1
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• pp.1-14
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• 2008

This study reviewed communication between mothers and teachers of early childhood educational institutions and the effect of communication on mothers' satisfaction with the institution and on parenting stress. Results showed that (1) the most discussed topic pertained to children's friendships at the educational institutions. (2) Attitudes during communication were comparatively favorable. (3) Increased communication of mothers with the teachers showed increased satisfaction with the early childhood educational institution. (4) Mothers with positive understanding of communication and understanding of teachers showed higher satisfaction rate towards the early childhood educational institution. (5) Mothers showing higher satisfaction towards early childhood educational institution and positive attitudes during communication with teachers exhibited less parenting stress.

• Korean Journal of Child Studies
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• v.32 no.3
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• pp.121-142
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• 2011

This study explores the structural relationships between personal factors (young children's self-esteem and language ability) and environmental factors (mother's acculturation, parenting, and teacher's multi-cultural education attitude) on young children's adjustment to early childhood educational institution in multi-cultural families. 150 young children in multi-cultural families of aged 3, 4, and 5, their mothers, and 108 classroom teachers participated in this study. The results of this investigation reveal the following : (1) Mother's integrative acculturation significantly affected mother's parenting. (2) The relationship between mother's acculturation and young children's adjustment to early childhood educational institution in multi-cultural families are significantly mediated by mother's parenting and the young children's self-esteem. (3) Young children's language ability in multi-cultural families significantly affected their degree of adjustment to early childhood educational institution.

• Korean Journal of Child Studies
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• v.27 no.1
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• pp.67-79
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• 2006

Participants were 272 teachers from kindergartens and child care centers who responded to 2 survey questionnaires: translated and revised versions of Laub's (1999) Servant Organizational Leadership Assessment(SOLA) and Jorde-Bloom's(1989) Early Childhood Job Satisfaction Survey(ECJSS). Components of SOLA were values people, develops people, displays authenticity, builds community, provides leadership, and shares leadership; components of ECJSS were co-worker relationships, administrator relationship, job itself, working environment, possibility of rewards/promotions, feelings about the organization. Data were analyzed by SPSS WIN computer program, Pearson's correlation and multiple regression analyses. Relationships were found between servant leadership of the early childhood educational institution and job satisfaction. Components of perceived servant leadership that predicted job satisfaction were 'develops people', 'displays authenticity', 'values people' and 'provides leadership.'

• The Journal of Korea Institute of Information, Electronics, and Communication Technology
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• v.8 no.3
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• pp.203-213
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• 2015

This study aims to figure out job stress and stress coping strategies for administrative personnel working in early childhood educational institution. The survey was conducted targeting 119 administrative personnel working in early childhood educational institution in Gyeonsangnam-do from September 10th, 2014 to December 20th, 2014. SPSS/WIN 18.0 Program for statistical processing, followed by frequency analysis, t-test, correlation analysis and multiple regression analysis. The result of socio-demographic characteristics had differences by factors ages, marriage status, religion and position. correlation. There was negative(-) correlation between lower variables of advices of experienced, change of problem recognition and lower variables of workload, job performance. Third, frequency of drinking and position at work were confirmed statistically as significant factors in regression model. This study is to be basic data to improve administrative personnel's task working in early childhood educational institution.

• Korean Journal of Child Studies
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• v.29 no.3
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• pp.23-40
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• 2008

This study investigated the beliefs in Developmentally Appropriate Practice (DAP) of 447 mothers of 4- and 5- year-old children by mother's childhood experience, parenting efficacy, and parenting behavior. Results showed that mother's beliefs in DAP were related to children's age, early childhood educational institution, monthly household income, mother's educational background, mother's childhood experience, parenting efficacy, and parenting behavior. Mothers with higher beliefs in DAP were mothers of kindergarten rather than mothers of daycare children; they had 4 years or more college education, and more than $3000 monthly household income.

• Korean Journal of Human Ecology
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• v.17 no.3
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• pp.377-387
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• 2008

The study is to research their parenting efficacy and parenting practices of a parent teacher as a volunteer(PTV) in the kindergarten. The subjects were mothers (N=127) in Choongbuk Province who had had volunteer education as a teacher assistant. The data were collected by their completing a questionnaire about Parenting efficacy and a Parent As A Teacher inventory (PAAT). The results include as follows: firstly, in PTV's parenting efficacy, 'the type of educational institution children are attending' is an important variable. Secondly, 'mother's educational background', 'father's educational background', and 'the type of educational institution children attending' are important variables in volunteer parents' parenting practices. Besides, 'mother's educational background' and 'participation motivation in volunteer activity' are important variables in parenting practices of 'control/permission' and of 'teaching/learning', and in general parenting practices. Finally, 'parenting efficacy', 'mother's educational background', and 'the sex of children' are important variables in volunteer teachers' parenting practices.

• Korean Journal of Childcare and Education
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• v.9 no.3
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• pp.253-272
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• 2013

The purpose of this study was to supplement the NURI Curriculum by investigating the practicing level of the NURI Curriculum for 5-year olds according to the demographic backgrounds of early childhood teachers. The subjects of this study were 201 early childhood teachers who work at kindergartens and child care centers located in Gyeonggi Province and were in charge of 5-year olds. The instrument used was a questionnaire measuring the practicing level of the NURI Curriculum. The results of this study were as follows. First, the practicing level of the NURI Curriculum for 5-year olds generally showed high scores. A total average of 3.24 on a 4 scale was found. In each case, educational contents have the highest score, 3.40, and educational evaluation has the lowest score, 3.03. Secondly, teachers' age, teaching career and educational background had an affect on the practicing level of the NURI Curriculum for 5-year olds, but their certificate and institution type did not. That is, the higher the teachers' age, teaching career and educational background, the higher the practicing level of the NURI Curriculum for 5-year olds.

• Journal of Korea Entertainment Industry Association
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• v.13 no.8
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• pp.469-478
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• 2019

This study is an empirical survey of the job status and job satisfaction of early childhood teachers. The subjects of this study were teachers of early childhood education in (the province of) Chungcheongnam-do. The Early Childhood Education Institution was conducted with 255 teachers for teachers working in public day care centers, private day care centers, public kindergartens and private kindergartens. o carry out this study, we analyzed the collected questionnaires by using the SPSS statistical package program. T-test, χ²-validation and ANOVA analysis were used for this study, and Scheffé analysis was applied as a post hoc analysis. As a result of this study, job status was examined by type, age, educational attainment, and educational experience. The satisfaction level of educational institutions was highest in the national public day care centers, and the age was 50 years or older, and the education level was high in graduate school. In addition, the job satisfaction of early childhood teachers was significantly analyzed in relation to fellow teacher, relationship with the director, self-identity and teaching environment. Through this study, understanding the current job status and satisfaction of early childhood education teachers can be used as an important data in preparing a plan to raise their job performance and work efficiency.

• The Journal of the Korea Contents Association
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• v.20 no.5
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• pp.140-152
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• 2020

This study analyzed the satisfaction and utilization of the institutional applications used by child-education institutions from a parent's perspective. The research target is a parent who enlisted their children in private kindergarten institution located in Gyeong-gi province and final research outcomes are 443 in total. The difference in satisfaction and utilization have been identified with demographic descriptive statistics, students t-test, and F-test statistics analysis method. First, the result of T-test on the difference in satisfaction and utilization based on parents' employment status shows that statistically significant difference was found in convenience from overall satisfaction, communication from overall utilization and child-parent relationship. Second, the F-test of differences in satisfaction and utilization showed a statistically significant difference in education utilization variables, with all variables in educational background and motivation. In terms of utilization, parents' educational background and overall utilization, and children's age were confirmed to have significant differences in communication, children's relationship, and motivation in basic life. Third, the result of multiple regression analysis shows that all predictors, including ease of use, communication, and satisfaction with educational activities, have a statistically significant impact on utilization standard variables, relative contributions showed the highest level of communication satisfaction. Therefore this paper implicates that institutional applications can maximize educational effectiveness by checking the applicability of active communication and educational activities with parents and actively communicating with parents in early childhood through various educational content applications.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.5
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• pp.417-426
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• 2019

This study examined to offer practical implications for the bullying for the prevention and response in early childhood education at the scene of the bullying that occur by to confirm the perception of the bullying to pre-service early childhood teachers. The survey questionnaire was completed by 313 pre-service early childhood teachers. SPSS Win program was used to perform frequency analysis, ANOVA. (1)The perception of bullying were significantly different according to grade and experience of child care practice, classroom observation, education program for taking preventive measure. (2)Teachers' perception about the action that can be seen as bullying followed by 'apply the violence, such as kicking, or were frequent', 'shared in things that often prevents','often to another carrier or shame in front of a friend'. (3)Perception about characteristics of bullying Perpetrators was 'aggressive behavior and talk much' and perception about characteristics of bullying victims was 'shy and not much'. (4)The reason of bullying perpetrators was 'Just for fun without a special reason' and the cause of bullying victims was 'problem of parents' child-rearing attitudes and home environment'. (5)Important institutions to combat bullying prevention followed by teacher, parents and family, community and the nation, preschool educational institution. Teachers guidance content of combat and prevent bullying was 'to be isolated from the class to infants continue to monitor'. Parents guidance content of combat and prevent bullying was 'communicate a lot and attention to children'. Early childhood education institutions guidance content of combat and prevent bullying was 'operations to come up with the bullying prevention education in educational time'. This study indicated that it is necessary to make efforts for increasing perception of bullying in pre-service early childhood teachers.