Child Care Teachers Research Articles

보육교사의 직무환경과 직무스트레스가 소진에 미치는 영향

Objectives The purpose of this study is to examine ow the job environment, job stress, and resilience level of childcare teachers affect the burnout of childcare teachers in direct or indirect routes.
 Methods To this end, data were collected by 227 childcare teachers working at daycare centers located across the country and a survey. SPSS 22.0 program were used to find out the relationship among the variables. The cor-relation analysis, multiple regression analysis and verification of mediating effect were used.
 Results The burnout of childcare teachers showed a significant negative correlation with job environment, resil-ience, and a significant positive correlation with job stress. Job stress had a effect on burnout. The job environ-ment and job stress of childcare teachers had a indirect effect on burnout through resilience.
 Conclusions It was found that as childcare teachers positively perceived the job environment and received less job stress, resilience increased and burnout decreased. The results of this study can be utilized as a theoretical basis for teacher education, confirming the significance of multifaceted approaches to prevent burnout and pro-mote resilience among childcare teachers.

Effect of universal child care subsidy on child-rearing costs by mothers’ working status in South Korea

This study aims to investigate the effects of universal child care and early education subsidy on child-rearing cost burdens, and examine the extent to which this association differs depending on mothers’ working status in South Korea. Using the Korea Welfare Panel Study (KOWEPS) and a fixed effects panel model, we found that child care and early education subsidy usage is associated with a reduction of total child-rearing costs, but not much out-of-pocket child care expenses. Furthermore, the introduction of universal child care and early education subsidy is likely to benefit households with part-time working mothers in terms of reducing total child-rearing cost burden, but it increased out-of-pocket child care cost in households where mothers were not working. The child care and early education subsidy achieved the aim of reducing household financial burden associated with parenthood, and enabling parents to combine their paid work with parenthood—in particular for mothers with part-time jobs. However, full-time working mothers are limited in enjoying the benefits of the subsidy. Our findings regarding South Korea’s child care and early education system provide important insights for emerging and developing economies that are increasingly showing an interest in instituting new child care and early education systems.

보육교사의 인권 감수성과 권리존중 보육실행과의 관계

The purpose of this study is to examine the relationship between childcare teachers' human rights sensitivity and rights-respecting childcare practices. To this end, data were collected and analyzed for 322 teachers who participated in education for childcare teachers in Chungbuk in 2023. First, the level of human rights sensitivity of childcare teachers was not high, and the perception of results was the highest by sub-factors. In terms of human rights-related items by episode, the right to freedom and safety of the body was the highest, and the right to education of the disabled was the lowest. Second, the overall level of childcare teachers' respect for infant rights was relatively high. By sub-area, toilet visits (basic needs) were the highest in daily work and respect, and special activities were the lowest. Among the best interests of children, respect for intention was the highest and information provision was the lowest. Third, the higher the human rights sensitivity of childcare teachers, the higher the level of child care that respects rights. By sub-area, going to the bathroom (basic desire) showed the highest correlation. Through these research results, it is necessary to prepare and practice measures to improve the human rights sensitivity of childcare teachers in order to have a high level of respect for rights and continuously implement them in the childcare field. This study is meaningful in providing implications for preparing various support measures to improve human rights sensitivity in order to implement childcare with respect for rights.

장애통합보육을 실천하는 교사의 어려움과 제도적 방안연구

Objectives The purpose of this study is to identify the challenges of implementing integrated childcare in public childcare centers for infants and toddlers with disabilities and to identify institutional measures to implement integrated childcare.
 Methods Face-to-face interviews were conducted with three disability childcare teachers working in state-run integrated childcare centers in Seoul and Gyeonggi-do, and non-face-to-face interviews were conducted with three early childhood specialists to collect and analyze the data.
 Results The difficulties of teachers practicing disability integrated childcare are, first, the diversification of qualifications for teaching infants and toddlers with disabilities, and second, the lack of education and training opportunities for disability integrated childcare teachers. Third, they are faced with admission criteria that is inconsiderate of the childcare facility, and fourth, the therapeutic importance for children with disabilities is overlooked. The institutional measures to improve the quality of disability integrated childcare are: first, reforming childcare programs to strengthen professionalism; second, establishing an integrated childcare advisory system linked to cooperative institutions, industries and government; and third, establishing customized integrated childcare operation standards.
 Conclusions This study is meaningful in that it suggests institutional measures to improve the quality of integrated childcare for infants and toddlers with disabilities through the voices of childcare teachers and early childhood specialists. It recommends further research that combines a qualitative study that conveys various voices of integrated childcare and a survey on the operational and physical environment to improve the quality of integrated childcare.

Awareness and Implementation of Nature-Friendly Play by Early Childhood Teachers: Centered on childcare teachers in Sejong City

Awareness and Implementation of Nature-Friendly Play by Early Childhood Teachers: Centered on childcare teachers in Sejong City

소규모 어린이집의 학습공동체 운영 경험에 관한 질적연구

Objectives The purpose of this study is to explore in-depth the experience of operating a learning community of small-scale daycare center childcare teachers and what kind of meaning the experiences have.
 Methods For the purpose, four childcare teachers who are members of a learning community were selected as research participants and the learning community was conducted 19 session in total. As data for this research, collected participation observations, interviews, and records of teachers and analyzed.
 Results The essence of the experience revealed through this study is as follows. First, in the series of preparations for the operation of the learning community of ‘flare fired amid emotional ambivalence’, the teachers had the experiences of ‘starting with a vague expectation’, ‘worries behind expectations’, and ‘preparedness to become a community’. Second, in the process of operating the learning community of ‘journey without milestones’, the teachers had the experience of ‘an attempt to share, empathize, and be together’, ‘our own indicators created in chaos’, and ‘a new direction in incompleteness’. Third, iin the process of establishing a learning community of ‘our own organizational culture’, the teachers experienced ‘each person becoming a community’ and ‘a perennial problem: time burden’. In addition, the meaning of the experience of operating a learning community was found to be ‘confirming the value of communication even with a small number of people’, ‘transitioning to open thinking’, ‘awakening self-realization within me’ and ‘growing together with colleague teachers’.
 Conclusions Through the experience of operating a learning community, this study discovered the essential meaning of teacher growth potential. It suggests the need to operate a learning community as an alternative to improving the professionalism of small-scale daycare center teachers and improving the quality of childcare. It also suggests that the growth demand of teachers enables the operation of a learning community even under limited circumstances.

조직문화와 직무만족도가 보육교사의 직무몰입에 미치는 영향

조직문화와 직무만족도가 보육교사의 직무몰입에 미치는 영향

보육교사가 지각하는 교육적 책무성과어린이집 조직효과성 간의 관계 및 영향

This study analyzed to specifically understand the relationship between educational accountability and organizational effectiveness of child-care teachers, which have a significant impact on child development and growth in a social environment where the public nature of child-care is growing. To this end, 305 child-care teachers working at national, public, corporate, private, and home daycare centers in Gyeonggi Province were surveyed on their perceptions of educational accountability and organizational effectiveness and analyzed their relevance. As a result, there was a difference in educational accountability and organizational effectiveness perceived by child-care teachers according to the background variables of child-care teachers, and a significant positive correlation between educational accountability and organizational effectiveness as a whole and all sub-areas. In addition, as a result of conducting multiple regression analysis on the effect of educational accountability perceived by child-care teachers on organizational effectiveness, it was found that educational accountability affects organizational effectiveness. Through these results, the relationship between the accountability and organizational effectiveness of child-care teachers was empirically revealed, and the importance of child-care teachers' awareness of accountability and the implications necessary to prepare measures to improve the organizational effectiveness of daycare centers.

보육교직원(보육교사)의 권익보호 관련 문제점 및 개선방안 - 관련법과 자치단체조례 분석을 중심으로 -

This study aimed at 27 local governments that have relevant laws(Infant Child Care Act, Early Childhood Education Act, Educational Public Officials Act, Special Act on the Promotion of Teachers' Status and Protection of Educational Activities) and related ordinances to date, 'protection and promotion of rights and interests of childcare teachers'. By analyzing the Ordinance for (Support)', the legal status of childcare staff (childcare teachers) and the problems of the regulations related to the protection of rights and interests will be examined, and based on this, improvement plans will be suggested. Based on this, the main purpose of the study is to provide basic data for future related laws(Infant Care Act) and local government ordinance enactment/revision and retention integration law(tentative name, Infant Education and Child Care Act).
 Based on the problems found in the research results, we would like to suggest improvements as follows.
 First, the main problems and improvement measures related to the Infant Care Act are: 1) the legal status of childcare teachers; It should be improved so that the status of teachers under the Education Act is secured on an equal basis with kindergarten teachers, and the protection of teaching rights according to the position of teachers is guaranteed. 2) definition of childcare staff(childcare teacher); As in the Early Childhood Education Act, it is desirable to define teachers(directors and nursery teachers) and staff other than teachers. Next, childcare staff duties; As in the Early Childhood Education Act, it should be improved so that it is divided into director, supervisor, head teacher, teacher, and administrative staff to be more specifically defined. 3) Responsibility to protect the rights and interests of childcare teachers; In order to apply the law more effectively, it is necessary to improve the current voluntary regulations into mandatory regulations such as 'The state and local governments must actively promote necessary policies and prepare measures for training childcare teachers, improve working conditions, and protect their rights and interests.' I think it's possible.
 Second, the main problems and improvement measures related to local government ordinances for improving treatment and rights of childcare staff are: 1) Responsibilities of local government heads; It seems desirable to stipulate the two contents together as ‘relevant systems and conditions and necessary policies must be actively pursued’ and ‘efforts must be made to create a social atmosphere’. 2) establishment of a basic (comprehensive) plan; It seems desirable to stipulate that it should be done every five years, and it is desirable that voluntary regulations should be improved to mandatory regulations such as ‘must be established and implemented’. 3) fact-finding; It should be improved with mandatory regulations such as ‘a fact-finding survey should be conducted every three years’. 4) rights protection support project; Since almost all local governments stipulate that 'the head of a local government may promote(implement) a project to improve the treatment of childcare teachers and improve their rights and interests.' 5) Establishment and operation of the Rights Protection Committee; Since the establishment of the most important committee must be established and operated to improve the treatment and rights of childcare staff, it would be desirable to have a mandatory rule rather than an arbitrary rule. 6) establishment of cooperation system; There were only three local governments that stipulated a mandatory regulation. If possible, it would be desirable to establish a cooperative system through mandatory regulations rather than voluntary regulations. 7) Others

The effects of Team-based Learning Activities on the Creative Talent Competency and Personality of Pre-Service Child Care Teachers

The effects of Team-based Learning Activities on the Creative Talent Competency and Personality of Pre-Service Child Care Teachers

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A Narrative Study on Turnover Experiences of Childcare Teachers: From Workplace Daycare Centers to National and Public Daycare Centers

A Narrative Study on Turnover Experiences of Childcare Teachers: From Workplace Daycare Centers to National and Public Daycare Centers

Exploration of childcare teachers' experiences in implementing play-centered childcare curriculum for infants

Exploration of childcare teachers' experiences in implementing play-centered childcare curriculum for infants

보육교사의 직무스트레스가 직무만족도에 미치는 영향: 행복감의 매개효과

보육교사의 직무스트레스가 직무만족도에 미치는 영향: 행복감의 매개효과

Inclusion in Quebec childcare centers: financial support, adaptation, and training

BackgroundInclusion in childcare centers involves a support system that includes funding policies, inclusive practices and access to ongoing training. The province of Quebec (Canada) benefits from a network of subsidized childcare services for children from birth to 5 years old. Although two financial measures support educational childcare centers welcoming children with disabilities, there is a lack of knowledge about how these measures are used.Research questionsThe research questions are: (1) How do childcare centers use financial measures to support inclusion? (2) What adaptations are made in childcare centers? and (3) What is the ongoing training of educators to support inclusion?MethodThis research presents the results of an online survey completed by 94 childcare management staff and 154 childcare educators. The survey was developed using a two-way process involving the researchers along with representatives from government ministries and agencies and childcare management staff.ResultsResults reveal that just over half of management staff request financial measures for all children with special needs and does so mainly to hire additional and specialized human resources and replace staff in meetings with specialized services. The financial measures are perceived to meet material adaptation needs better than those for human resources. Adaptations made by educators relate to instructions, individual interventions, equipment, group activities, physical environment, and schedule and routines. Over half the educators report that adaptations involving group activities and schedules and routines are the most difficult to implement. Less than half the managers and educators had received ongoing training on inclusive practices. Issues addressed during such training include commonly recognized interventions based on diagnoses, collaboration with parents, collaboration with partner agencies or institutions, instructions, individual interventions, group activities, equipment, physical environment, and schedules and routines.DiscussionResults are discussed in terms of (1) needs met and funding model, and (2) dimensions of quality inclusive practices such as leadership of childcare management staff, training and professional development, collaboration with health and specialized social services, learning environments and partnership with families.

영아 참여권 실현을 위한 보육교사의 지원 경험 탐색

Objectives This study aimed to investigate how daycare teachers support toddlers' participation rights and to identify challenges and needs in the process. Methods Qualitative research method was applied to select 12 childcare teachers from S and C cities as research participants. The study involved conducting a first group interview and a second individual interview in a semi-structured format, as well as conducting phone interviews when additional information was needed. Results Childcare teachers who work with toddlers provided opportunities for them to express themselves and make decisions, and tried to understand their intentions. They also acted as representatives of the toddlers wishes to others and provided basic information on issues that affect the children. However, they faced difficulties in guaranteeing children's participation rights due to a lack of specific knowledge and experience, developmental limitations of young children, and challenging circumstances. They discussed specific improvement needs for the realization of children's participation rights, such as creating an environment that better reflects individual needs and improving teacher education opportunities for continued reflection and better understanding. Conclusions The study confirms that childcare teachers support toddlers’ participation rights in a child-centered way. However, they experience difficulties due to internal and external factors and have clear demands for improvement. It is crucial to continuously improve the childcare environment based on practical information related to supporting toddlers’participation rights ,to ensure a supportive environment for toddlers’ participation rights.

The Moderated Mediation Effect of Grit in the Influence of Psychological Burnout on Subjective Happiness through Gratitude in Child-Care Teachers

The Moderated Mediation Effect of Grit in the Influence of Psychological Burnout on Subjective Happiness through Gratitude in Child-Care Teachers

보육교사 일-삶 균형(WLB)이 주관적 경력 성공 및 경력몰입에 미치는 영향

Objectives The purposes of this study were to analyze the impact of childcare teachers’ WLB (Work- Life Balance) upon subjective career success and career commitment.
 Methods The research subjects included 271 childcare teachers who are working now at child care centers in D Metropolitan City. The data collection was conducted the questionnaire survey for about 4 weeks from January 9, 2023 to January 30. For the collected data, a correlation analysis was conducted to find out the relationship between work-life balance, subjective career success, and career commitment of childcare teachers according to the research question, and the effect of work-life balance on childcare teachers' subjective career success and career commitment. To find out, multiple regression analysis was performed.
 Results As a result of the research, first, childcare teachers’ WLB appeared to have a correlation between subjective career success and career commitment. Second, in consequence of having figured out the effect of childcare teachers’ WLB on subjective career success, the career satisfaction among sub- variables of the subjective career success was indicated to be influenced by all in the work- family balance, the work- leisure balance, the work- growth balance, and the overall evaluation out of sub- variables in WLB (Work- Life Balance). Among sub- variables of WLB, the work- family balance and the work- growth balance were shown to have an influence upon employability that is a sub- variable of subjective career success. Third, as a result of having looked into the impact of childcare teachers’ WLB on career commitment, it was seen to be affected by all in the work- family balance, the work- leisure balance, the work- growth balance, and the overall evaluation out of sub- variables.
 Conclusions The research result is suggested what the childcare teachers’ WLB (Work- Life Balance) is a crucial factor of having an effect on the subjective career success and the career commitment.

보육교사의 그릿이 가정 및 직장생활 만족도에 미치는 영향에서 사회적지지의 매개효과

Objectives The purpose of this study was to analyze the effects of the perceived grit and social support on the satisfaction of home and work life, and to empirically verify the mediating effects of the social support of family, colleagues, and directors in the effect of grit on the satisfaction of home and work life.
 Methods For this purpose, a survey was conducted by selecting 443 child care teachers working at national, public, corporation, workplace, private, and home daycare centers in C and G cities in Gyeongsangnam-do as a mediator variable for social support of independent variables, family, colleagues, and directors, and satisfaction with family and work life as dependent variables. The collected data were analyzed by using SPSS program.
 Results The social support of the family, colleagues, and directors had a significant positive effect on the satisfaction of family and work life, and the social support of family, colleagues, and directors had a significant effect as a partial mediating variable in the effect of the interest persistence, persistence, passion perceived by the child care teachers, and the social support of family, colleagues and directors had a significant effect as a partial mediating variable in the effect of the effect of the grit on the satisfaction of work life.
 Conclusions In order to improve the quality of child care, child care teachers should improve their satisfaction with home and work life. In order to improve the satisfaction of home and work life of child care teachers, it is necessary to actively review ways to strengthen the social support of the grit of interest, persistence, and passion, family, colleagues, and directors.

보육교사의 성인애착과 직무소진의 관계에서 정서지능의 병렬다중매개효과

The purpose of this study was to analyze the multiple parallel mediating effect of emotional intelligence(emotional recognition, empathy, thinking promotion, emotional utilization, and emotional regulation) on the relationship between adult attachment and burnout in childcare teachers. The subjects of this study were 214 childcare teachers working in a daycare center in Seoul, Gyeonggi-do, aged 0-5, and data were collected through a self-report questionnaire. The subjects of this study were 214 childcare teachers working in a daycare center in Seoul, Gyeonggi-do, aged 0-5, and data were collected through a self-report questionnaire. The results of this study are as follows. In the relationship between adult attachment and burnout, among the five sub-factors of emotional intelligence, only emotional recognition, thinking promotion, and emotional regulation had partial mediating effects. The results of this study suggest developing psychological resources such as emotional intelligence and are expected to be used as basic data to reduce job burnout of childcare teachers.