Child Care Centers Research Articles

Care of Young Children With Diabetes in the Childcare and Community Setting: A Statement of the American Diabetes Association.

Diabetes management in children extends from the home to other settings where children spend a significant portion of their waking hours. For young children (generally, aged <5 years) with diabetes, this includes childcare centers. Given their age and developmental stage, young children require a carefully thought-out, proactive diabetes care plan for the childcare setting, developed jointly by the health care provider and parents/guardians, and implemented by childcare staff. In the U.S., federal laws and some state laws protect the rights of children with diabetes in childcare and other settings to ensure they receive appropriate assistance with the diabetes management and care. This American Diabetes Association (ADA) Statement addresses the legal rights of children in the childcare setting, outlines the current best practices for diabetes care, and provides resources and responsibilities for parents/guardians, childcare providers, and health care providers. The ADA intends for these tools and information to support the health and well-being of young children with diabetes and offer helpful guidance to those caring for them.

CLIENT SATISFACTION AND WAITING TIME IN MCH EMERGENCY

The emergency departments are often a source of complaints. Due to the COVID-19 pandemic, we are facing an increase in the number of patients in MCH ER. The patients are referred from all over the country, which increases the burden on the facility compared to the available resources. The department has to face the burden of non-booked patients secondary to the COVID-19 pandemic presenting to the MCH ER, leading to increased complaints about client dissatisfaction regarding the Emergency department. Hence, we decided to audit our current ER and plan interventions to improve our practices. We propose to formulate recommendations for other facilities facing similar challenges. This study aimed to determine the waiting time and total length of stay in the mother and child health care emergency of the Pakistan Institute of Medical Sciences to plan interventions to reduce client dissatisfaction. An audit study was conducted from 1st September 2021 to 30th September 2021, and then a re-audit with interventions was carried out from 1st April 2022 to 30th April 2022 at the Emergency of Mother and Child Health and Care Center of Pakistan Institute of Medical Sciences. The Study had the active participation of duty doctors, nurses, paramedics, statisticians, computer operators, personnel from HMIS, workers, and patients. This study was conducted to determine our practices in an emergency. The data was collected from maintained existing paper-based doctors' and staff nurses’ registers. The duty doctor manually enlisted patient’s data on worksheets, this data was then shared in the "MCH ER WhatsApp group" and compiled. The data was entered on SPSS 25 and analyzed. Primary Outcome measures were waiting time for assessment, primary (registration to triage time), secondary assessment (triage to decision time), and total length of stay in ER (Door to deposition time). Secondary outcome measures included client dissatisfaction rate. A total of 1447 patients were included, of which 46 % were from Islamabad and 38% were from Rawalpindi. The first assessment by a duty ER doctor within 5 minutes (registration to triage time) was 16.4%, which increased to 25.5%, and 59.2% at 30 minutes, which increased to 70.7% in the re-audit. The second assessment by senior (doctor to decision time) within 30 minutes was 59% and increased to 69% in re-audit. Admissions were offered to 33.6%, 1.1% left against medical advice (LAMA), and 38 % were lost to follow-up. The total length of stay in MCH ER (Door to deposition time) was 3 hours mean (195 min) in 60% of the patients (37.9% of patients were admitted, 22.1% were discharged). In the re-audit, 69.6% were admitted after interventions, 27.6% were discharged (97% door to deposition time within 3 hours with a (mean time of 180 min ), 1.8% LAMA and only 1% were lost to follow-up. Both study cycles had no significant change in CTGs, ultrasounds, or baseline investigation frequency. Complaints can be curtailed by taking measures such as adding another duty doctor in emergency for immediate triage, early second assessment by seniors to shorten the triage to decision time, and avoiding unnecessary ultrasounds and baseline investigations. The most significant determinant of client satisfaction in the ER is the short length of Stay in the ER that is, arrival to deposition time.

Institutional Barriers to Affording Managed Opportunities for Independence in Residential Care: Perceptions and Experiences of Child and Youth Care Workers

ABSTRACT The importance of preparing young people for independent adulthood is widely acknowledged in care-leaving literature. Within the residential care setting, child and youth care workers play a crucial role in preparing young people for life after care, by affording them managed opportunities for independence. However, preparation generally receives limited attention in residential care, due to institutional factors that hinder preparation. Research that focuses on the experiences of child and youth care workers who work with children in residential care is also limited, despite their contribution to preparing young people for independent functioning. This paper aims to describe institutional barriers experienced by child and youth care workers in their efforts to afford young people in care, managed opportunities for independence. A qualitative, grounded theory methodology was employed to collect and analyze data. Nine child and youth care workers were purposively sampled from several Child and Youth Care Centres in South Africa. Findings indicate that lack of professional credibility, inadequate mandate, possible negative consequences for child and youth care workers, and funding constraints are barriers to the practice of managed opportunities for independence in residential care. Implications for residential care program and child and youth care practice are set out.

&iexcl;Miranos! An 8-Month Comprehensive Preschool Obesity Prevention Program in Low-Income Latino Children: Effects on Children's Gross Motor Development.

Organized childcare is an ideal setting to promote gross motor development in young children from low-income minority families. A three-group clustered randomized controlled trial was conducted in Head Start centers serving low-income Latino children to evaluate the impact of an 8-month comprehensive obesity-prevention intervention on children's percentile scores for locomotive skills (LS pctl) and ball skills (BS pctl), and general motor quotient (GMQ). Trained Head Start staff delivered the center-based intervention (CBI) to modify center physical activity and nutrition policies, staff practices, and child behaviors, while the home-based intervention (HBI) offered training and support to parents for obesity prevention at home. Participants were 3-year-old children (n = 310; 87% Latino; 58% female) enrolled in Head Start centers in South Texas. Twelve centers were randomized (1:1:1 ratio) to receive CBI, CBI and HBI (CBI + HBI), or control treatment. Posttest data were collected from 79.1% of participants. All gross motor development measures improved significantly for children in CBI compared to the control, while children in CBI + HBI only showed improvement for GMQ (p = 0.09) and LS pctl (p < 0.001) compared to the control. A comprehensive and culturally competent intervention targeting childcare centers and children's homes was effective at improving children's gross motor development and reducing disparities in child development.

Incidence and Transmission of SARS-CoV-2 in US Child Care Centers After COVID-19 Vaccines

SARS-CoV-2 surveillance studies in US child care centers (CCCs) in the post-COVID-19 vaccine era are needed to provide information on incidence and transmission in this setting. To characterize SARS-CoV-2 incidence and transmission in children attending CCCs (students) and their child care providers (CCPs) and household contacts. This prospective surveillance cohort study was conducted from April 22, 2021, through March 31, 2022, and included 11 CCCs in 2 cities. A subset (surveillance group) of CCPs and students participated in active surveillance (weekly reverse transcription-polymerase chain reaction [RT-PCR] swabs, symptom diaries, and optional baseline and end-of-study SARS-CoV-2 serologic testing), as well as all household contacts of surveillance students. Child care center directors reported weekly deidentified self-reported COVID-19 cases from all CCPs and students (self-report group). SARS-CoV-2 infection in CCC students. SARS-CoV-2 incidence, secondary attack rates, and transmission patterns were determined from diary entries, self-reports to CCC directors, and case logs. Incidence rate ratios were measured using Poisson regression clustering on centers with a random intercept and unstructured matrix. From a total population of 1154 students and 402 CCPs who self-reported cases to center directors, 83 students (7.2%; mean [SD] age, 3.86 [1.64] years; 55 male [66%]), their 134 household contacts (118 adults [mean (SD) age, 38.39 (5.07) years; 62 female (53%)], 16 children [mean (SD) age, 4.73 (3.37) years; 8 female (50%)]), and 21 CCPs (5.2%; mean [SD] age, 38.5 [12.9] years; 18 female [86%]) participated in weekly active surveillance. There were 154 student cases (13%) and 87 CCP cases (22%), as defined by positive SARS-CoV-2 RT-PCR or home antigen results. Surveillance students had a higher incidence rate than self-report students (incidence rate ratio, 1.9; 95% CI, 1.1-3.3; P = .01). Students were more likely than CCPs to have asymptomatic infection (34% vs 8%, P < .001). The CCC secondary attack rate was 2.7% to 3.0%, with the upper range representing possible but not definite secondary cases. Whether the index case was a student or CCP, transmission within the CCC was not significantly different. Household cumulative incidence was 20.5%, with no significant difference in incidence rate ratio between adults and children. Household secondary attack rates were 50% for children and 67% for adults. Of 30 household cases, only 5 (17%) represented secondary infections caused by 3 students who acquired SARS-CoV-2 from their CCC. Pre- and poststudy seroprevalence rates were 3% and 22%, respectively, with 90% concordance with antigen or RT-PCR results. In this study of SARS-CoV-2 incidence and transmission in CCCs and students' households, transmission within CCCs and from children infected at CCCs into households was low. These findings suggest that current testing and exclusion recommendations for SARS-CoV-2 in CCCs should be aligned with those for other respiratory viruses with similar morbidity and greater transmission to households.

Infant Nutrition and Other Early Life Risk Factors for Childhood Obesity According to Disability Status.

One in five preschool-aged children in the United States is obese, and children with disabilities are significantly impacted. This study aimed to determine the association between age at solid food initiation and obesity prevalence in preschool-aged children while considering disability status, ethnicity, gestational age, and birth weight. Analysis was conducted on a sample of 145 children aged 2 to 5 years who were enrolled in ten childcare centers. Parents completed a survey assessing disability status, race and ethnicity, birth weight, gestational age, and age of solid food initiation. Height and weight were collected concurrently. Multivariable logistic regression models generated the odds of developing obesity based on age at solid food initiation, disability status, ethnicity, gestational age, and birth weight. There was no significant difference in the odds of being obese based on age at solid food introduction. Children with disabilities (OR = 0.17, 95% CI 0.04-0.6, p = 0.01) and children born preterm (OR = 0.28, 95% CI 0.08-0.79, p = 0.03) had significantly lower odds of being obese. Hispanic children (OR = 4.93, 95% CI 1.91-15.32, p = 0.002) and children with higher birth weights (OR = 1.47, 95% CI 1.17-1.92, p = 0.002) were more likely to be obese. With pediatric obesity rates continuing to rise, these findings can inform future intervention efforts.

Parents, Are You Getting Your Money’s Worth at Your Childcare Center?

Historically, mothers were the primary caregiver and were expected to stay at home to care for their child. In today’s society, there is an increasing trend of dual-earner families where both individuals contribute to the household income. This created a demand for childcare services such as preschools, childcare centers, and family daycare homes. Due to the high demand, a majority of parents had difficulty obtaining childcare services and it brought into question whether parents are still able to fully assess each available childcare centers’ quality and cost, or if they are forced to select any center with available space. Additionally, considering its high demand, it’s uncertain whether centers are still providing high quality care at their price points. This study investigated if the cost of childcare at licensed childcare facilities in cities and districts under the jurisdiction of Vancouver Coastal Health (VCH) align with their structural qualities of care.

Systematic child abuse incidents in a children’s residential home in Hong Kong: regulatory and criminal law reform proposals

PurposeThe paper aims to recommend legal and regulatory reforms to better prevent child abuse in childcare institutions in Hong Kong.Design/methodology/approachA summary of investigation report and news reports are referred to in describing the abuse incidents which occurred in a children’s residential home. Routine Activity Theory (RAT) is used as the framework for identifying the causes. Local and overseas legislation, regulations, case law, and policies are analysed to provide recommendations for reforms.FindingsThere are systematic failures such as workload issues, inadequate supervision, and the absence of continuing professional development (CPD) that contributed to the incidents. The regulations governing the operation of childcare centres and criminal laws against child abuse are long overdue for an update in Hong Kong. On the institutional side, this paper recommends enacting regulations that mandate CPD, lower the staff-to-child ratio, and strengthen the Social Welfare Department’s (SWD) supervisory powers over childcare centres. From the criminal law perspective, it is recommended that “reasonable chastisement” be abolished as a defence of corporal punishment, and that there be new offences for failure to report suspected child abuse incidents and causing or allowing the death/serious harm of a child.Originality/valueThe child abuse incidents, occurring in a childcare institution, have drawn wide public concern. Reform is required to protect vulnerable children and regain public confidence.

The Effectiveness of Physical Activity Policies in Center-Based Childcare: A Systematic Review and Meta-Analysis

ABSTRACT Purpose: Many young children spend a significant portion of time in center-based childcare settings; however, these children are often not sufficiently active during care. Promoting physical activity through policy implementation is one mechanism which has the potential to increase physical activity. The purpose of this systematic review and meta-analysis was to provide an overview of physical activity policies implemented in childcare centers and determine their effect on children’s physical activity. Methods: Electronic searches were conducted in CINAHL, Medline, PsycINFO, EMBASE, Scopus, SPORTDiscus, and Sports Medicine and Education Database. Two reviewers independently examined 3,286 articles to find peer-reviewed, original studies that assessed the impact of physical activity policies on children’s physical activity. Random effects meta-analyses were used to determine the impact of policies. Results: A total of 13 articles met the inclusion criteria; in which 12 unique policies were implemented. Results of the meta-analyses suggest that introducing new physical activity policies did not increase children’s moderate-to-vigorous physical activity (MVPA); however, compared to centers without a formalized physical activity policy, children in centers with a formalized policy engaged in significantly more MVPA and total physical activity. Conclusions: Introducing new physical activity policies alone may not be sufficient to increase children’s engagement in physical activity, and it may be important to combine with capacity-building initiatives for childcare staff and early childhood educators. Results reinforce the value of childcare centers implementing their own formalized physical activity policies to support children’s physical activity, which highlights the importance of regulating physical activity practices in childcare. Registration: CRD42022326037.

Child Care Feeding Programs Associated With Food Security and Health for Young Children From Families With Low Incomes.

The Child and Adult Care Food Program is the primary national program that enables child-care settings to provide healthy meals for children. Associations between Child and Adult Care Food Program participation and child health and development and health care utilization are understudied. To assess associations between children's health, development, health care utilization and food security by meal source (child-care-provided vs parent-provided) among children from low-income families with a child care subsidy attending child-care in settings likely eligible to participate in Child and Adult Care Food Programs. The study used repeat cross-sectional surveys (new sample at successive time points) conducted year-round. Primary caregivers of 3,084 young children accessing emergency departments or primary care in Baltimore, MD; Boston, MA; Little Rock, AR; Minneapolis, MN; and Philadelphia, PA, were interviewed between 2010 and 2020. The sample was limited to children aged 13 to 48 months, receiving a child care subsidy and attending child-care centers or family child-care homes ≥20 hours per week. Outcomes included household and child food security; child health, growth, and developmental risk; and admission to the hospital on the day of the emergency department visit. Meal source and participant characteristics were analyzed using χ2 tests; associations of outcomes with parent-provided meals were analyzed with adjusted logistic regression. The majority of children had child-care-provided meals (87.2% child-care-provided vs 12.8% parent-provided). Compared with children with parent-provided meals, children with child-care-provided meals had lower adjusted odds of living in a food-insecure household (adjusted odds ratio 0.70, 95% CI 0.55 to 0.88), being in fair or poor health (adjusted odds ratio 0.61, 95% CI 0.46 to 0.81), or hospital admission from the emergency department (adjusted odds ratio 0.59, 95% CI 0.41 to 0.83), with no differences in growth or developmental risk. Compared with meals provided from home, child-care-provided meals likely supported by the Child and Adult Care Food Program are related to food security, early childhood health, and reduced hospital admissions from an emergency department among low-income families with young children.

영아주도놀이를 지원하는 교사의 성장과정에 대한 질적연구

Objectives The purpose of this study is to qualitatively analyze the professional growth process of infant class teachers through a group of play research teachers based on the standard childcare process.&#x0D; Methods The participants consisted of three teachers and one researcher in A child care center. This program was conducted for 5 months from June 1, 2020 to October 31, 2020.&#x0D; Results As a result of collecting weekly childcare execution records, research group journals, teacher journals, and participation observation records during the teacher's meeting, teachers changed their perception of infant-led play and practiced infant-led play based on this.&#x0D; Conclusions The teachers through a group of play research teachers based on the standard childcare process have changed as follows. First, teachers changed their understanding of infant-led play by ‘promoting understanding of infants’ and ‘perceiving the value of infant-led play’. Second, teachers practiced infant led play focusing on ‘connecting infant's experience to play’, ‘reducing teacher leadership and observing play’, ‘recognizing infant's right to choose and decide’, ‘finding proper intervention by teachers’.

난타 활동이 어린이집 유아의 사회정서 능력에 미치는 효과

This study aimed to investigate the effects of Nanta activities based on an integrated approach involving music and movement on the socio-emotional competence of preschool children and whether these effects vary according to the children's ages. To achieve this, a total of 65 children aged 3 and 4 years were selected as the research participants, and they were randomly assigned to either an experimental group or a control group on a classroom basis. The experimental group engaged in Nanta activities twice a week for a total of 16 sessions, with each session lasting 30 minutes. The control group, during the same period, participated in the regular program of the preschool. Before and after the Nanta activity sessions, a Social Competence and Behavior Evaluation (SCBE) assessment was conducted for both groups. The collected data were analyzed using SPSS for Windows, including frequency analysis, independent samples t-test, paired samples t-test. and covariate analysis. The results of the study indicated that Nanta activities had a significant effect on overall socio-emotional competence enhancement in preschool children. Furthermore, significant effects on enhancing overall socio-emotional competence, as well as sub-domains including prosocial behavior enhancement and reduction in internal and external behavior problems, were more pronounced in the 3-year-old group compared to the 4-year-old group. By demonstrating the effectiveness of Nanta activities that integrate music and movement in enhancing the socio-emotional competence of 3- and 4-year-old preschool children, this study provides foundational data that can be utilized for the development of programs aimed at promoting socio-emotional development in young children.

경기도 0세아전용 어린이집확대 및 활성화 방안

The purpose of this study is to study the direction of the development of daycare centers as a way to expand and revitalize the 0 to 1-year-old childcare center project, which is a specialized childcare project in Gyeonggi-do. The 0-year-old childcare center in Gyeonggi-do is the first childcare facility for 0 to 1-year-olds in the country in 2008 so that dual-income families can trust and entrust their children. In-depth interviews were conducted to study ways to expand and revitalize the specialized childcare projects in Gyeonggi-do, and the study participants consisted of four directors and three teachers working at a daycare center for 0 to 1-year-olds in Gyeonggi-do. In the process of searching for data, the ratio of teachers to children, the demand for specialized infant curriculum, the concerns over the integration of kindergartens and daycare centers, the director's concurrent position as teachers, and the demand for improvement of the childcare environment were found. Based on the demand for improvement, the policy proposals for the future development direction of daycare centers are as follows. First, support for the mandatory infant professional curriculum and in-depth curriculum for the professional reinforcement education of 0 to 1-year-old teachers was derived as an alternative. Second, the need for a review since 2015 was mentioned as a discussion on the director's concurrent position as a teacher, and the need to seriously consider whether the clarification of guidelines and supervision are well followed and effective was proposed. Third, we proposed to improve the environment for professional infant care by improving the childcare environment, secure the expertise of cooks, and devise measures to resolve the difficulty of preparing infant textbooks and parish play. Fourth, we proposed to provide services for customized care at the birth registration stage through active promotion of daycare centers for children aged 0 years. Based on this, we hope that the daycare center for children aged 0 to 1in Gyeonggi-do will be expanded and revitalized to start discussions to develop.

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.&#x0D; 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.&#x0D; 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.&#x0D; 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.

직장어린이집 교실에서 일어나는 위험한 놀이에 관한 유아반 교사의 경험 연구

Objectives This study aimed to understand the experiences of early childhood teachers about risk play in the classroom, and in particular, paid attention to the complex effects of the physical and social characteristics of the workplace child care center.&#x0D; Methods The investigator selected six early childhood teachers that were concerned about risky play in the classroom at workplace child care centers. They were interviewed with visual methodology in 24 sessions about 22 weeks, analyzed through four stages: transcription, abbreviation by subject, semantic categorization, semantic conceptualization.&#x0D; Results First, teachers used the predicted degree of injury, the possibility of learning, the existence of prior consultation, existence of rules as criteria for acceptability, and divided the experience into risk-taking challenging play and risky behavior. Based on this, risk-taking challenging play is to use risky materials attributes or utilization of materials in this way, but challenging the limitations of the body or environment was considered risky behavior. Second, teachers expressed difficulties due to fear for injuries and external negative perception, violation of classroom management rules. They had experiences uncertainty where physical safety is not guaranteed, deviating from the purpose of education, freewheelingness against the static order, collisionality against manners for others. Third, despite, the teachers were having new moves such as encouraging challenges to risky play, change the meaning of infants' free bodies in the classroom, think about conflicts and boundaries in space, and cooperate with parents and faculty. In addition, Teachers demanded manpower, communicate and understand about risks and safety, time to think about classrooms and risky play, opportunities to share cases and educate.&#x0D; Conclusions Teachers had a movement to understand child-risk-space as an integral element, away from rigid boundaries inside and outside the classroom and the restrictive meaning of risk and education. Therefore, it suggests educational subjects become collaborators of risky play and create a self-sustaining meaning.

영아교사의 임파워먼트가 직무스트레스에 미치는 영향

Objectives The Purpose of this study is to examine the influence empowerment and culture of child care center on infants teacher’s job stress and to analyze the mediating effect of culture of child care center on the relationship between empowerment and job stress.&#x0D; Methods A total of 310 infants teacher who work in busan area responded to the questionnaire.&#x0D; Results First, the sub-variables of empowerment that explain the teacher’s job stress were professionalism improve, position. Second the sub-variables of the culture of child care centers that explain the teacher’s job stress were collaborative leadership, learning partners and co-worker’s support. Third, the culture of child care center was found to have mediating effect on the relationship between teacher’s empowerment and job stress.&#x0D; Conclusions The results of this study suggest program to improve the infant teacher’ empowerment and culture of child care center. These prograns will reduce infant teacher’ job stress.

빅데이터를 활용한 유보통합 관련 사회적 담론 의미 분석

빅데이터를 활용한 유보통합 관련 사회적 담론 의미 분석

원장의 변혁적 리더십이 교사의 자아탄력성을 매개로 교사-영유아 관계 효능감에 미치는 영향

This article explored the mediation the effect of childcare center teacher’s ego-resiliency on the relationship between director’s transformational leadership and teacher self-efficacy for teacher-young child relationships. The subjects were 255 childcare centers teachers. Questionnaires, which required self-report by the childcare centers teachers, were used to investigate director’s transformational leadership, childcare center teacher’s ego-resiliency and teacher self-efficacy for teacher-young child relationships. Analyses were conducted by Pearson Correlation, SEM(Structural Equation Modeling), Bootstrapping, Sobel Test, using of AMOS 10.0, and SPSS 21.0. There are three main findings. First, Structural Equation Modeling(SEM) revealed that the director's transformational leadership influenced on the childcare center teacher’s ego-resiliency. Second, the childcare center teacher’s ego-resiliency influenced on the teacher self-efficacy for teacher-young child relationships. Third, the director's transformational leadership influenced indirectly on the teacher self-efficacy for teacher-young child relationships by the teacher’s ego-resiliency, but not directly. This study is important in that it identified the relationships between director’s transformational leadership, teacher’s ego-resiliency, and teacher self-efficacy for teacher-young child relationships. The findings can be utilized to enhance teachers' self-efficacy in building relationships with young children via improving their ego-resiliency.

Teachers’ Experiences and Needs for Supporting International Kids’ Adaptation to the Childcare Center

Teachers’ Experiences and Needs for Supporting International Kids’ Adaptation to the Childcare Center

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.&#x0D; 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.&#x0D; 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’.&#x0D; 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.