장애위험 영유아의 조기발견 및 조기개입에 대한 국공립 장애아통합어린이집 보육교사의 인식과 실태 및 지원 요구

본 연구는 교사와 부모의 유아 문제행동에 대한 인식을 비교해보고, 가정과 유아교육기관의 연계를 통해 유아의 문제행동을 올바르게 인식하고 부모와 교사의 협력적 접근의 토대를 마련하고자 진행되었다. 이를 위해 인천시와 경기도에 소재한 32개 국공립어린이집에 재원 중인 만 3, 4, 5세 유아의 부모와 담당교사 각 160명, 총 320명을 대상으로, 유아행동평가척도 부모용(K-CBCL. 1.5-5)과 한국판 유아행동 평가척도 교사용(C-TRF) 도구를 포함하는 설문조사를 실시하였다. 연구결과 첫째, 동일한 유아에 대한 전체 문제행동 인식에서 부모와 교사 집단은 유의미한 차이를 나타냈다. 내재화의 신체증상을 제외하고 전 하위 영역에서 부모집단에 비해 교사집단이 높게 평정하였다. 둘째, 동일한 유아에 대한 내재화된 문제행동 인식에서는 위축에서 부모와 교사 두 집단 간에 차이가 있는 것으로 나타났으며, 부모집단에 비해 교사집단이 높게 평정하였다. 셋째, 동일한 유아에 대한 외현화 문제행동 인식 차이에서 주의 집중 문제와 공격행동에서 부모와 교사 집단은 차이를 보였으며, 부모집단에 비해 교사집단이 높게 평정하였다. 이러한 결과에 의거하여 유아의 문제행동에 대한 적합한 조기 중재를 위해 유아 문제행동에 대한 부모와 교사 간 인식의 차이가 있음을 인지하고, 부모와 교사가 인식하는 문제행동의 차이를 줄여나가기 위한 프로그램 개발과 교육이 필요함을 논의되었다.This study is designed to find out the differences in recognition on the child s challenging behaviors between parents and teachers as first solution to challenging behaviors. The child s behavioral checklist for parents(K-CBCL, 1.5-5), the child s behavior evaluation scale for the teachers(C-TRF) were used to rate the behaviors. The questionnaires were distributed to 160 teachers and 160 parents of children of 3, 4, 5 years old at the public child care and education centers located in Incheon and Gyeonggi-do. The results of the study are as follows. First, the parents and teachers groups showed the significant differences in total challenging behaviors. The teachers group rated higher than the parents group at the challenging behaviors of the children except the physical symptom subcategory. Second, the parents and teachers groups showed the significant differences at withdrawal subcategory only in the internalized challenging behaviors. The teachers group rated higher than the parents group, too. Third, the parents and teachers groups showed the significant differences at attention problem and aggressive behavior subcategory in the externalized challenging behaviors. The teachers group also rated higher than the parent group. Based on these results, parents and teachers should acknowledge the differences between two groups on recognizing the challenging behaviors, for intervening appropriately on preschoolers challenging behaviors. And needs of program development and education for lessening the differences between two groups were discussed.

본 연구는 교사와 부모의 유아 문제행동에 대한 인식을 비교해보고, 가정과 유아교육기관의 연계를 통해 유아의 문제행동을 올바르게 인식하고 부모와 교사의 협력적 접근의 토대를 마련하고자 진행되었다. 이를 위해 인천시와 경기도에 소재한 32개 국공립어린이집에 재원 중인 만 3, 4, 5세 유아의 부모와 담당교사 각 160명, 총 320명을 대상으로, 유아행동평가척도 부모용(K-CBCL. 1.5-5)과 한국판 유아행동 평가척도 교사용(C-TRF) 도구를 포함하는 설문조사를 실시하였다. 연구결과 첫째, 동일한 유아에 대한 전체 문제행동 인식에서 부모와 교사 집단은 유의미한 차이를 나타냈다. 내재화의 신체증상을 제외하고 전 하위 영역에서 부모집단에 비해 교사집단이 높게 평정하였다. 둘째, 동일한 유아에 대한 내재화된 문제행동 인식에서는 위축에서 부모와 교사 두 집단 간에 차이가 있는 것으로 나타났으며, 부모집단에 비해 교사집단이 높게 평정하였다. 셋째, 동일한 유아에 대한 외현화 문제행동 인식 차이에서 주의 집중 문제와 공격행동에서 부모와 교사 집단은 차이를 보였으며, 부모집단에 비해 교사집단이 높게 평정하였다. 이러한 결과에 의거하여 유아의 문제행동에 대한 적합한 조기 중재를 위해 유아 문제행동에 대한 부모와 교사 간 인식의 차이가 있음을 인지하고, 부모와 교사가 인식하는 문제행동의 차이를 줄여나가기 위한 프로그램 개발과 교육이 필요함을 논의되었다.This study is designed to find out the differences in recognition on the child s challenging behaviors between parents and teachers as first solution to challenging behaviors. The child s behavioral checklist for parents(K-CBCL, 1.5-5), the child s behavior evaluation scale for the teachers(C-TRF) were used to rate the behaviors. The questionnaires were distributed to 160 teachers and 160 parents of children of 3, 4, 5 years old at the public child care and education centers located in Incheon and Gyeonggi-do. The results of the study are as follows. First, the parents and teachers groups showed the significant differences in total challenging behaviors. The teachers group rated higher than the parents group at the challenging behaviors of the children except the physical symptom subcategory. Second, the parents and teachers groups showed the significant differences at withdrawal subcategory only in the internalized challenging behaviors. The teachers group rated higher than the parents group, too. Third, the parents and teachers groups showed the significant differences at attention problem and aggressive behavior subcategory in the externalized challenging behaviors. The teachers group also rated higher than the parent group. Based on these results, parents and teachers should acknowledge the differences between two groups on recognizing the challenging behaviors, for intervening appropriately on preschoolers challenging behaviors. And needs of program development and education for lessening the differences between two groups were discussed.

Objectives The purpose of this study is to find out the motivation and background for consignment support of new entrusted public child care center to support consignment, and to exploration of disturbance factors of publicness in the new entrusteded directors’s public child care centers management. Methods The participants in this study were three directors who entrusted a new public child care center in H-si, Gyeonggi-do. Data were collected through a total of three sessions of in-depth interviews, data on the experi-ences of in the new entrusteded directors’s were transcribed, read repeatedly, extracted with meaningful key-words, and analyzed qualitatively to derive research results. Results The results of this study are as follows. First, the motivation and background of the director of the new entrusted public child care center for fostering support was found to be support for entrustment to a stable public child care center due to changes in child care policy and anxiety about operating private daycare centers. Second, the directors of a newly entrusted public child care center found that the factors disturbance the publicness of run-ning the child care center after being appointed include concerns about systematic management of the newly en-trusted public child care center, recruiting and managing teachers, difficulties for parents trying to resolve com-plaints, found that the factors disturbance the and difficulties responding to related organizations. Conclusions In order to ensure the publicness of the management of public child care centers, it is necessary to continuously investigate the factors disturbance that the director of a newly entrusted public child care centers finds difficult, establish a system and training course to provide systematic support from new entrustment. A edu-cation program for new directors should be developed to overcome the difficulties that new directors face when running a public child care center for the first time and to solve the problems that directors face.

Objectives The purpose of this study is to examine experiences in operating the Nuri Curriculum with maladjusted young children through in-depth interviews with child care teachers, and to explore ways to operate the Nuri Curriculum with maladjusted young children. Methods The participants in this study are five current child care teachers at public and national child care centers who have experience in teaching maladjusted children. Data collection was conducted through three individual in-depth interviews according to semi-structured questions, and data analysis was conducted qualitatively to produce research results. Results The results of this study are as follows. First, the childcare teacher's perception of the maladjusted child was that it was a temperament problem and a behavior that could be improved with support from teachers and institutions. Second, the experience of childcare teachers with maladjusted young children while operating a play-centered curriculum was that all young children were supported to play equally regardless of maladaptation, and It was found that systematic interventions inplemented such as maladjusted young children were actively seeking situational mediation and active supports. Third, changes in the application of play-centered curriculum with maladjusted young children showed both positives and negatives. Conclusions As the results of this study, when operating the Nuri course with maladjusted young children, childcare teachers should consider the characteristics of individual young children based on observation to help them adapt, and encourage maladjusted young children to actively interact between teachers and peers. It is necessary to support smooth growth through play-centered activities and to find guidance methods linked to the home.

The education of young African children in South Africa was ignored during apartheid. In response, groups of African women, many lacking formal education or knowledge of early childhood education (ECE) practices, established private preschools called Educare centers in urban areas, townships, and rural homelands. In 1995, nongovernment organizations with assistance from USAID began training Educare teachers. An evaluation of 32 Educare facilities was conducted to assess the relationship of this training to improved ECE practices. Overall, the training was found to improve Educare teachers' ability to provide a healthy, safe environment and appropriate learning experiences for children. This article reports on that study, describing the deprived conditions found at most centers but also highlighting the incredible dedication of Educare teachers and staff. In most industrialized nations, the care and welfare of young children is seen as a basic social right (Lubeck, 1991). Throughout the industrialized world, preschool services are provided in a variety of settings including home-based care, public and private child care centers, worksite centers, and public schools. In new or developing nations, however, early childhood education-indeed, education generally-typically is provided to only a privileged few, not the masses. According to Pollitt (1984), explicit literacy-nurturing activities are not part of the early childhood experience of most poor children in developing countries. As these nations move toward more widespread empowerment of their populations, they usually experience the need to become more inclusive in their educational policies. At that point, policymakers in these nations, and the nations that support them, require information on how best, given limited resources, to implement and sustain educational programs for citizens ranging from the youngest toddlers to the oldest adult learners. One major educational policy issue facing new and developing nations involves early childhood education (ECE). As these nations move to establish stable social and economic environments, their policymakers must consider the impact of ECE on national progress. In effect, they must determine the educational as well as societal and economic benefits for the nation when very young children are afforded meaningful learning experiences. Myers (1991) cautions that the schools, families, and social institutions in nonindustrialized, Third World countries differ from those in industrialized, Western nations in significant ways. The causal mechanisms that seem to work in the United States or Europe, he notes, may or may not work in nations where large classes, an inadequate number of school places, scanty instructional resources, and minimally trained teachers are the norm. Nonetheless, research indicates that the quality of early schooling has a significant effect on poor children's primary school progress and performance (Haddad, 1979; Heyneman & Loxey, 1983; Schiefelbein & Farrell, 1978). For example, McKey, Condelli, Ganson, McConkey, and Plantz (1985) and Schweinhart, Barnes, and Weikert (1993) report that children attending Head Start, an ECE program for poor children in the United States, showed both immediate and continual improvement in their intellectual and socioemotional performance and health. Zill, Collins, West, and Hausken's (1995) research links attending Head Start, prekindergarten, or other centerbased preschool programs to higher emerging literacy scores. They further contend that the benefit of preschool attendance accrues to children from both high-risk and low-risk family backgrounds. Reporting empirical evidence about the effects of the School Readiness Language Development Program (SRLDP) for four-year-old African American and Hispanic children, Champagne (1987, 1988, 1989, 1990) notes that these preschool students' performance improved significantly on all subtests of the Cooperative Primary Preschool Inventory. …

본 연구의 목적은 어린이집 유형별 공공성 수준 차이를 살펴보고, 공공성에 영향을 미치는 어린이집 특성을 알아보는 데 있다. 구체적으로, 어린이집 운영의 공공성 구성요소별 수준을 파악하기 위한 문항을 개발하고, 이를 통해 어린이집 유형별 차이를 살펴보았으며, 어린이집 운영의 공공성에 영향을 미치는 요인을 규명해 보고자 하였다. 연구대상은 어린이집 총 511개소로, 국공립어린이집 108개소, 법인어린이집 110개소, 민간어린이집 101개소, 가정어린이집 80개소, 공공형어린이집 121개소이다. 자료 분석을 위하여 빈도, 백분율, 평균, 표준편차, F검증, Duncan 사후검증, 중다회귀분석을 실시하였다. 연구결과는 첫째, 국공립어린이집이 보편성, 참여성, 투명성이 가장 높고, 공공형어린이집은 공개성이 가장 높았다. 반면에 민간과 가정 어린이집은 모든 공공성 구성요소에서 가장 낮은 수준을 나타내었다. 둘째, 어린이집 운영의 공공성 구성요소, 즉 보편성은 국공립어린이집과 대도시나 중소도시에 소재할수록 높았고, 공개성은 반대로 법인, 민간, 가정 어린이집일수록 낮았으며, 투명성과 참여성은 국공립과 법인 어린이이며, 정원충족률이 높을수록 높았다. 어린이집에 대한 지원 확대와 이에 대한 정부의 관리감독이 수반되며, 어린이집 운영의 공공성 확보를 이룰 수 있음을 시사하였다. The purpose of this study is to analyze publicness by the types of childcare centers, and factors related to publicness in the operation of childcare centers. The subjects of this study were 511 childcare centers. Data were analyzed by frequency, percentage, mean, standard deviation, F-test, Duncan's post hoc test, and regression. The findings of the study were: First, Among childcare centers, Public childcare centers were high in universality, transparency and participation. But family daycare homes and private centers were low in universality, transparency, participation, and openness. Second, public childcare centers, family daycare homes, private childcare centers, major city and medium-sized cities affected universality in the operation of childcare centers. Public childcare centers, social welfare foundation childcare centers, family daycare homes, private childcare centers and proportion of capacity affected transparency in the operation of childcare centers. Public childcare centers, family daycare homes, private childcare centers and proportion of capacity affected participation in the operation of childcare centers. Government able to accomplish publicness in the operation of childcare centers if it would strengthen management process and expanded financial for childcare centers.

This study was conducted to explore the meaning of novice teachers' experiences in implementing a play-based curriculum in infant classrooms. Five novice teachers from four institutions, including workplace, public, and corporate childcare centers in Seoul, and public childcare centers in Gyeonggi Province, participated in the study. The participants were interviewed 1 to 3 times, and the results are as follows. First, novice teachers in infant classrooms faced feelings of guilt due to their perceived inadequacies as homeroom teachers while implementing the play-based curriculum for the first time. Second, these novice teachers imitated and practiced the effective play support methods of experienced senior teachers, which helped them develop their own expertise and positively experience the play-based curriculum. Third, the novice teachers overcame the limitations of their inexperience with enthusiasm and effort, preparing lessons that supported authentic play and realizing the importance of observing infants, thereby developing their sensitivity as educators. The significance of this study lies in its focus on novice teachers in infant classrooms, a group that has not been extensively discussed in the existing literature on play-based curricula, and in revealing both the challenges and rewards these teachers experienced during curriculum implementation. This study provides direction for enhancing the implementation and professional development of play-based curricula for novice teachers in infant classrooms.

본 연구의 목적은 장애아전문 어린이집 평가인증의 효과와 인증 후 사후관리 및 개선방안에 대한 종사자들의 인식을 확인하는 것이다. 이를 위해 장애아전문 어린이집 21곳의 원장, 교사, 치료사 등 종사자 163명을 대상으로 설문조사를 실시하였고 그 중 37명과의 면담을 통해 추가적정보를 수집하였다. 연구 결과, 응답자들은 평가인증이 대체로 효과적이라고 인식하고 있었으나 교사의 복지향상에 있어서는 부정적이라는 인식을 가지고 있었다. 인증 후 사후유지관리를 위해 정기적으로 자체점검을 실시하고 있다고 답하였는데 교사의 업무부담, 인력 부족, 재정 부담으로 인해 어려움을 겪고 있는 것으로 확인되었다. 개선방안으로는 전문기관에 의한 장애아전문 어린이집을 위한 맞춤 교육의 필요성과 장애아전문 어린이집의 특성을 고려한 평가지표 마련을 언급하였다. 결론적으로 장애아전문 어린이집의 평가지표와 사후유지관리를 위한 지원책이 기관 유형별 차이를 반영하여 보다 현실적으로 조정되어야 함을 제안하였다.This study aimed to offer preliminary data on establishment of evaluation-based accrediting systems for day care centers of young children with special needs by figuring out the staffs’ perception on the effects of the evaluation-based accrediting system. For that purpose, a total of 163 copies of questionnaires was collected from directors, child care teachers, special education teachers, and therapists at 21 accredited day care centers for young children with special needs. In addition to the survey, personal interviews with 37 participants were conducted for additional suggestions and comments related to the questions. As a result, the participants reported that evaluation-based accrediting system has generally contributed to improve the quality of day care centers although it had negative aspects for teachers’ welfare. Also, the respondents answered that the accredited day care centers were generally maintained in a moderate or a higher level quality after the accreditation. However, it would be necessary for the government to provide manpower and financial supports since it was very difficult and demanding to educate and care young children with special needs. Therefore, it was suggested to provide opportunities of professional development for teachers about education for young children with special needs as well as to modify the accreditation criteria to substance and suited for day care service for young children with special needs. Further examinations and continuous modification works to improve the quality of evaluation-based accrediting system for day care centers for young children with special needs should be promised.

The purpose of the current study was to select vulnerable regions with insufficient child care services based on an in-depth investigation of diverse regional characteristics and to establish a practical goal for the expansion of public child care centers through identifying priority regions in foremost need of public child care centers out of the vulnerable regions. The vulnerable regions were selected from both urban and rural areas with particular criterions to determine their critical situation. First of all, the number of children aged zero to five, private and public child care centers, and capacity and enrolment of the regional child care center were selected from towns (Eup) and townships (Myeon) within rural areas and neighborhoods (Dong) within urban areas to calculate the capacity fulfillment. Specifically, a dense population of low-income families inhabited within urban areas defined the region's vulnerable status for the analysis, whereas poor accessibility of a child care center within rural areas correspond to the lack of child care services. The analytical result displayed that a total of 456 towns and townships did not acquire child care centers. Out of 456 towns and townships, 162 were selected as priority regions. On the other hand, 546 neighborhoods corresponding to upper 30 percentiles of urban area where children receive basic subsidy for low income families were selected as vulnerable regions. Out of 546 neighborhoods, 243 were selected as priority regions according to the analytical result.

In this study we use longitudinal data from Chile to estimate the effects on child cognitive and socioemotional development from participation in public child care centers targeting low-income populations. We implement empirical approaches, which allow for heterogeneous treatment effects and endogenous selection into child care. A major expansion of public child care provision enhances our identification strategy. We find significant positive incremental effects in the area of emotional regulation but potentially severe negative incremental effects on child-adult interactions. These findings confirm the benefits of early childhood education but raise awareness on the importance of securing quality when increasing coverage.

Since 2015, increased numbers of refugee families with pre-school-aged children have arrived in Greece. Inclusion preschool refugee children in quality early childhood education and care (ECEC) centers is about embracing diversity, including every child holistically and providing opportunities for all children to participate and benefit. The present study examined the general ECEC teachers’ attitudes towards the inclusion of refugee children into their classroom in public ECEC centers, their behavior and factors that might influence the attitudes towards inclusion based on Eagly & Chaiken’s three-component model of attitude and Bronfenbrenner’s theory. The research sample consists of 114 ECEC teachers working at public municipal child care centers in the area of Thessaloniki in Northern Greece. The results showed that the ECEC teachers have positive attitude towards inclusion of refugee children, however seemed doubtful in the implementation of inclusion.

본 연구에서는 유아교육과 보육의 질을 그동안 유아교사의 학력과 자격에 중점을 두어왔던 전통적인 패러다임을 비판적으로 분석하고, 유아교육과 보육의 질을 향상시키기 위한 조건들을 탐색하고자 하였다. 교사의 학력과 경력, 기관유형과 학급규모, 교육과정 편성유형을 독립변수로 하고, 유아교실의 질에 미치는 영향을 실증적으로 분석하고자 하였다. 유아교실의 질은 유아교육기관 운영의 질, 유아교육과정의 질, 상호작용의 질로 구성하였다. 연구방법으로는 설문조사를 통한 위계적 회귀분석을 실시하였다. 분석결과는 다음과 같다. 유아교실의 질에는 유아교사의 개인특성변수인 경력이나 학력보다는 기관유형이나 학급규모와 같은 기관특성변수의 영향력이 보다 중요한 것으로 보고되었다. 또한 사립보다 국공립으로 갈수록 유아교육기관의 질이 높았다. 유아교실의 질을 구성하는 유아교육기관 운영의 질, 유아교육과정의 질, 상호작용의 질의 변수에서 공통적으로 기관유형변수의 설명력이 보다 높은 것으로 일관되게 나타났다. 이상의 분석결과에 근거하여 정책적 시사점과 추후 연구방안을 제시하였다. The purpose of this study is to analyse the effects of teachers'personal background (academic, education career) and institutional characteristic factors(founded facility type, class size, and curriculum organization type) on the quality of the classroom in early childhood education and care(ECEC) fields. This study is to explore the conditions for improving the quality of ECEC, looking back on a traditional paradigm focused on teacher education and qualifications. The hierarchical regression analysis was conducted through a survey as a research method. The results indicated that the effects of institutional characteristics were more influential than teachers' education on classroom quality. Public kindergartens and child care centers were reported to have higher effects than the private ones on classroom quality. Based on these results, policy implications and future research plans were suggested in perspective of improving the publicness of ECEC services.

This study explores attitudes of infant care teachers towards child care centers for infants, and suggests improvements for free child care services for infants, with regard to teaching principles of said teachers. Individual in-depth interviews were conducted with 26 infant care teachers. Most of infant care teachers agreed that working mothers, but not stay-at-home mothers, should use child care centers. They also argued that, because child care for infants is free, (1) mothers have become more dependent on public child care, (2) mother`s perception of child care centers has changed, and (3) people have exploited child care services. According to teaching principles of these teachers, optimal childrearing for infants should involve following: First, mothers themselves should take care of infants aged 0 to 2 years at home, when possible. Second, mothers using child care centers should form a childrearing partnership with centers` teachers, and thus closely cooperate with them. Third, role of infant care teachers should be understood as that of the second mother. The highlight of this study is that it investigated changes child care teachers have experienced as main providers of child care services for infants since implementation of free, universal infant care, and suggested directions for improving child care services.

The purpose of this study was to find out various problem behaviors of children who were not diagnosed with any disability, but instead, engaged in problem behaviors. This study also intended to review the difficulties of children with problem behaviors, their teachers` difficulties and needs, to suggest support for child care and education teachers. This study conducted semi-structured qualitative interviews with eight child care and education teachers. The interviews were transcribed into text and analyzed by contents. The results of this study are as follows. Problem behaviors of children described by teachers were classified into external and internal types. In addition, children with problem behaviors had experienced difficulties in maintaining relationships with their teachers, peers and parents. Many teachers were not successful to provide appropriate support for preschoolers who demonstrated problem behaviors in classrooms or some teachers provided individualized support. Teachers adapted the behavioral and the psychological approaches to problem behaviors of preschoolers. However, teachers reported difficulties with children with problem behavior and brought up the following issues on teaching children with problem behaviors; managing troubled matters happening in the class, difficulty in controlling teacher`s emotions on problem behaviors, the lack of time, the integrated child care time without teacher in charge of child, the interruption in activity progress, the lack of a special way to deal with problem behaviors, and difficulty in cooperation with families through parents-teacher counseling sessions. Teachers counseled with parents who had a child with problem behaviors and revealed that parents reacted to problem behaviors in various ways such as embarrassment, acceptance, ignorance, or avoidance. Most teachers received assistance and support for teaching children with problem behaviors, from families, local communities and in-service training. Lastly, teachers with preschoolers with problem behaviors needed the support of experts on managing behavior problems, assistant teaching personnel, education for parents and teachers, respects for teachers, psychological counseling or play therapy from professional service agencies, diagnosis service at child care and education centers which children attended, and support networking with agencies. Teachers also required the family support of medical diagnosis and psychological counseling and financial support from the government.

The California Healthy Schools Act is a right-to-know law that provides parents and staff with information about pesticide use taking place at public schools and child care centers. The Department of Pesticide Regulation (DPR) is committed to encouraging the adoption of integrated pest management to protect children from the potential risks associated with pesticide use in schools. DPR currently offers a suite of training opportunities. New pesticide use reporting and training mandates have allowed DPR to explore new IPM training models that will help increase the adoption of IPM in California schools and childcare centers.