보육교사의 휴게시간 운영 실태 및 정책요구

Abstract

The purpose of this study is to identify operational status and policy requirements for sound operation on whether the use of nursery teachers' rest time is working well after 3 years of the implementation of the mandatory policy of children's home rest hours. It is to analyze in depth according to the background variables of the children's home, such as the type of nursery, the size, and the teacher's experience, and to provide the basic data reflecting after that the operation of the nursery teacher rest time can be supplemented by effective policies in the future. To this end, a questionnaire, the final research tool, was developed by re-verifying the literature analysis, the understanding of questions from 3 childcare-related professors and 5 childcare teachers, and content relevance. The final developed questionnaire consisted of 15 questions, consisting of 6 questions on general background, 7 questions on the actual status of the break time operation, and 2 questions on the policy request for improvement of break time operation. Data were collected from 303 nursery school teachers in Seoul and Gyeonggi regions, and the differences were analyzed through the χ2 test. The research results of this study are presented as follows. First, Number of times for breaks was 39.6%, which was higher than that of 17.5%, who used it every day. Second, the use of recess time was found in the order of nap time, special activity time, childcare routine, and other activities. Third, the method of using the break time was shown in the order of replacement of the partner of the second homeroom class, the support of the assistant teacher of the first homeroom class, the change of the partner of the third homeroom class, and the support of the class leader of the first homeroom. Fourth, the places used for break time at daycare centers were in the order of classroom, teacher's room, game room, and going out. Fifth, the methods of recording childcare teachers’ break time were shown in the following order: writing checklist documents, recording in diaries, and reporting to the director. Sixth, the works done during the break time were found in the order of paperwork, rest, daycare center joint work, and personal life work. Seventh, the reasons why a break time was planned but not implemented periodically were due to many tasks, safety of infants and children, and non-support from the director. Eighth, the guaranteed break time was shown in the order of no break time, 1 hour guarantee, and 2 hour guarantee. Ninth, the policy demands for substantiating break time operation were found in the following order: preparation of systematic detailed guidelines related to break time, practical work reduction, and guarantee of leaving work from 9 to 5 o'clock without break time. In order to stabilize the policy of obliging childcare teachers to take breaks, which can be directly related to the development and health and safety of infants and young children, it is necessary to understand the current situation in the field, write a detailed support policy for each type of daycare center, and comprehensively reflect this policy. suggest that it needs to be improved.