Child Care Teachers Research Articles

보육교사 권리 존중 및 직무번영감과 재직 의도와의 관계

Objectives The purpose of this study was to investigate the relationships between childcare teachers' respect for rights, thriving at work, and intent to remain employed. Methods A random sample of 201 childcare teachers working at daycare centers located in the metropolitan area, including Seoul and Gyeonggi-do, was selected and analyzed. To interpret the relationships between childcare teachers' respect for rights, thriving at work, and intention to stay at work, Pearson's correlation and hierarchical regression analysis were conducted to see the effects on respect for rights, thriving at work, and job intent to remain employed. Results First, the teachers who participated in this study were generally found to have a relatively positive perception, with the level of intent to remain in office being average, and the level of respect for rights and thriving at work being higher than average. Second, there were positive correlations between respect for rights, thriving at work, and intention to keep working at the daycare center. Third, respect for rights and a sense of thriving at work were found to have an effect on intention to work at the daycare center. It was thriving at work had more influence on intent to remain employed than respect for rights. Conclusions Teachers who felt that their rights as teachers were respected and who had a high sense of thriving at work wanted to continue working at the child daycare center. Accordingly, education and training at various levels to thriving at work will be needed depending on teachers' experience and position.

보육교사의 교직인성, 직무만족도가 영유아 권리존중에 미치는 영향에 대한 연구

This study investigated how childcare teachers' teaching personality and job satisfaction influence respect for the rights of infants and young children. Conducted through an online survey over three weeks beginning in January 2024, the research gathered 312 valid responses from 330 participants, excluding incomplete submissions. The findings revealed that childcare teachers exhibited high levels of teaching personality, respect for children’s rights, and job satisfaction, in that order, with a significant correlation among these factors. Additionally, factors related to the childcare environment and welfare were identified as having the greatest impact on teachers' respect for infants' rights. Both teaching personality and job satisfaction were found to significantly influence various child rights, including the rights to life, protection, development, and participation. Based on these results, the study emphasizes the importance of prioritizing these factors to enhance childcare teachers' respect for the rights of infants and young children.

직무스트레스가 이직의도에 미치는 영향 : 보육교사가 인식한 조직문화의 조절효과를 중심으로

This study aimed to verify the moderating effect of organizational culture in the effect of job stress of childcare teachers on turnover intention. The subjects of the study were 431 childcare teachers working at childcare centers in Seoul, Gyeonggi, and Incheon. The data collected through an online questionnaire were used to verify the moderating effect using SPSS Process Macro Model 1. As a result of examining the influence of sub-factors of childcare teachers’ job stress and organizational culture on turnover intention, job stress had a significant positive effect on turnover intention, and among organizational cultures, relationship culture, development culture, and rational culture had a significant negative effect on turnover intention, and hierarchical culture had a positive effect. In addition, as a result of examining the moderating effects of relationship culture, development culture, hierarchical culture, and rational culture on the effect of childcare teachers’ job stress on turnover intention, relationship culture, development culture, and hierarchical culture had a moderating effect. In conclusion, the effect of job stress on the turnover intention of childcare teachers was relatively smaller for teachers who perceived the relational culture and developmental culture as highly among the organizational culture characteristics of daycare centers, or for teachers who perceived the hierarchical culture as low. This suggests that the relational culture and developmental culture of daycare centers can play a role in alleviating the effect of job stress on the turnover intention of childcare teachers, while the hierarchical culture can play a role in aggravating it.

A Study on the Implementation of Field-linked Early Childhood Assessment by Prospective Childcare Teachers based on Capstone Design

A Study on the Implementation of Field-linked Early Childhood Assessment by Prospective Childcare Teachers based on Capstone Design

The Impact of Early Childcare Teachers’ Resilience on Psychological Exhaustion: The Mediating Effect of Childcare Teachers’ Job Satisfaction

The Impact of Early Childcare Teachers’ Resilience on Psychological Exhaustion: The Mediating Effect of Childcare Teachers’ Job Satisfaction

Differences in Perception of Integrated Early Childhood Education and Care Between Prospective Child Care Teachers and Pre-service Early Childhood Teachers

Differences in Perception of Integrated Early Childhood Education and Care Between Prospective Child Care Teachers and Pre-service Early Childhood Teachers

The Effect of Childcare Teacher’s Perception of the Causes of Child Problem Behavior and Resilience on Problem Behavior Guidance Strategies

The Effect of Childcare Teacher’s Perception of the Causes of Child Problem Behavior and Resilience on Problem Behavior Guidance Strategies

영유아 교사 교권 관련 연구동향 분석: 최근 20년간(2004-2023)간 국내 학술지 및 학위논문을 중심으로

Objectives As interest in the teaching rights of early childhood teachers has increased, related studies have been conducted continuously. However, systematic analyses of research trends in the field of teaching rights remain insufficient. This study aims to analyze the research trends on the teaching rights of early childhood teachers to explore strategies for establishing their teaching rights and to provide fundamental data and implications for designing future educational policies and systems. Methods Over the past 20 years (2004–2023), a total of 66 studies related to ‘early childhood teachers/ kindergarten teachers/ childcare teachers’ were analyzed. These studies, published in major domestic journals and dissertations, were identified using keywords such as ‘teaching rights/ educational rights/ authority/ status/ violation of teaching rights/ protection of teaching rights’. The analysis was conducted in five-year intervals, focusing on research types, subjects, themes, and the content and outcomes of major topics. Results Among the studies on early childhood teachers' authority published between 2004 and 2023, there were 36 journal articles and 30 theses, totaling 66 papers. An analysis of the research output in five-year increments showed an increasing trend in the number of studies. Of the 66 papers analyzed, quantitative research was the most common, with 47 studies, and 45.5% of the research focused on childcare teachers. Regarding research topics, studies on teachers' perceptions of authority accounted for the highest proportion at 68.2%. When further subdividing the topics into subcategories, the perception of authority remained the most frequently studied. Conclusions Research on the authority of early childhood teachers has been steadily increasing, highlighting its importance for providing high-quality education and care. Continuous analysis of research trends in this area is necessary. In addition to quantitative research, future studies should employ qualitative methods such as observations and interviews to allow for more interpretive and contextual analysis of emerging phenomena. Furthermore, expanding the scope of research subjects to include parents, education and care professionals, and the general public will ensure that diverse perspectives are considered. Various research topics related to teacher authority should also be explored to provide a comprehensive understanding of this critical issue.

보육교사의 감정노동, 교사-영유아 상호작용 간의 구조적 관계: 보육교사의 행복감 매개효과를 중심으로

Objectives The purpose of this study is to investigate the structural relationship between childcare teachers’ emotional labor and happiness and teacher-child interaction, and to verify the mediating effect of happiness. Methods The subject of the study was 702 teachers working at childcare centers in Seoul, Gyeonggi, and Incheon. The data collected through the survey were analyzed using SPSS 23.0 and AMOS 23.0 programs to analyze the structural relationship between variables, and the significance of the mediating effect was verified using the bootstrap method. Results As a result of the analysis, it was found that there is a positive correlation between the teachers’ emotional labor, the feeling of happiness, and the teacher-child interaction and that the teachers’ emotional labor affects the teacher-child interaction and the sense of happiness. Happiness was also shown to influence teacher-child interaction. In addition, it was confirmed that happiness positively mediates the teachers' emotional labor and teacher-child interaction. Conclusions These results demonstrate the structural relationship and the mediating effect between the teachers’ emotional labor and teacher-child interaction provide basic data for the preparation of measures to prevent and control the teachers’ emotional labor in order to enhance teacher-child interaction, and suggest the need to improve their happiness and promote positive interaction between teachers and children.

초임 보육교사의 영유아 권리존중보육 실행 및 어려움과 요구

Objectives In this study, the experience of the beginning childcare teacher's implementation of respecting infant rights in daycare centers was examined, and difficulties and demands in the implementation process were explored. Methods For this study, 10 beginning childcare teachers with less than three years of experience who worked at daycare centers in Daegu/Gyeongbuk were interviewed, and journals of researcher and research participants and documents related to respecting infant rights were collected and analyzed. Results The implementation of respecting the rights of infant by beginning childcare teachers was divided into providing initiative in daily routine, activities to recognize the rights of infant, and implementation respecting infant rights in connection with families. Also, Difficulties in the process of implementation respect for the rights of infant by beginning childcare teachers were divided into a set daily operations and work burdens, excessive demands and distrust from parents, and difficulties as low-experience teachers. In addition, The demand for the improvement of childcare for respecting infant rights was divided into laying the foundation for the practice of childcare for respecting infant rights, revitalizing education for respecting infant rights, and supporting considering the characteristics of beginning childcare teachers. Conclusions This study is meaningful in that by exploring the experiences of beginning childcare teachers on children rights-respecting childcare, it understands how beginning childcare teachers practice children rights-respecting childcare and the difficulties and demands they experience in the process of implementation. Based on this, it is expected that the beginning childcare teachers, who will start their childcare positions in the childcare field, will be provided as basic data to come up with support measures to practice higher-quality infant rights-respecting childcare.

Journeying Towards Decolonial Child and Youth Care

Indigenous Child and Youth Care: Weaving Two Heart Stories Together by Cherylanne James is discussed in this review as a critical contribution to child and youth care education in Canada. James’s Indigenous feminist orientation invites child and youth care students to unlearn colonial narratives, to instead center Indigenous approaches to care. The reviewer highlights the effectiveness of James’s approach in engaging in “difficult knowledge” with learners to foster relational accountability, and shares how this approach models “journeying,” moving from deficit-centered orientations toward Indigenous-led, desire-based approaches for decolonial care. The text guides child and youth care students to reflect critically on their role in supporting Indigenous futurities.

Differential roles of problematic media use by mothers and toddlers in the relation between parenting stress and toddlers’ socioemotional development

The increasing prevalence of digital media devices in families with young children has raised concerns over problematic media use. However, the link between toddlers’ problematic media use, their socioemotional development, and the influence of parental factors remains unclear. The current study examined the roles of problematic media use by both mothers and toddlers in the association between maternal parenting stress and toddlers’ socioemotional development. Participants comprised 215 mothers and 73 lead child care classroom teachers of toddlers aged 24–36 months enrolled in child care centers in South Korea. Mothers reported parenting stress and problematic media use by themselves and their toddlers, and child care teachers reported toddlers’ socioemotional development. The results from structural equation modeling analysis revealed that maternal parenting stress was related to toddlers’ socioemotional development both directly and indirectly through toddlers’ problematic media use, both alone and in conjunction with mothers’ problematic media use. Although maternal parenting stress was related to mothers’ problematic media use, mothers’ problematic media use was not directly related to toddlers’ socioemotional development. These findings underscore the importance of toddlers’ problematic media use in their socioemotional development and highlight the need for comprehensive approaches that address family dynamics, such as maternal parenting stress and problematic media use.

Exploration of the Experience of Child Care Teachers in the Play-Oriented Nuri Curriculum with Maladjusted Young Children

Exploration of the Experience of Child Care Teachers in the Play-Oriented Nuri Curriculum with Maladjusted Young Children

Factors affecting enrollment of children with disabilities in child care and early education programs: A mixed methods study of Arkansas center-based programs

Children with disabilities experience various barriers to accessing child care and early education despite federal legislation that supports their inclusion in early care programs. This secondary analysis of mixed methods data explores factors that influence enrollment of children with disabilities from the perspective of licensed, center-based early childhood providers in Arkansas. Using survey data from 463 providers, we examined features of centers and their communities associated with child care and early education access for children with disabilities in Arkansas, finding that various features were related to serving and not serving children with disabilities. Additionally, we conducted a thematic analysis of interviews with 35 providers, finding that disability diagnosis, state and program policies, demand, confidence in staff and access to training, and referrals were important to providers’ decision-making process of enrolling children with disabilities. Integrated quantitative and qualitative results have implications for state policies that could increase enrollment of children with disabilities into early childhood programs.

A study on environmental elements of residential open spaces for grandparent-child rearing based on a field survey in Tianjin, China

With the advent of an aging society, grandparents' involvement in childcare is becoming increasingly common, saving families and society huge nursing costs. Residential open space (ROS) is a common place for grandparents' outdoor childcare activities, influencing the health of grandparents and children. However, existing research on the ROS environmental needs of intergenerational users is still insufficient. This study regards grandparents and children as a cohesive entity, based on environment behavior theory, and constructs a research framework for the ROS environmental elements needs for grandparent-child rearing. Taking a residential area in Tianjin as an example, four types of grandparent-child rearing are identified based on the age of the children. Through interviews with grandparents and observation of outdoor activities involving grandparent-child rearing, significant differences in the needs of ROS environmental elements such as enclosure feeling, pet control, and adult fitness equipment among different types of grandparent-child rearing were found, stemming from different caregiving patterns. This study provides important implications for constructing supportive childcare environments and promoting physical activities and childcare education among intergenerational populations.

놀이기록 다시보기를 통한 유아교사의 유아놀이 변화 탐색

Objectives The research objectives of this study is to find out the reflection that the researcher as kindergarten early- child care teacher has, in the course of reviewing the individual play records, and changes in the viewpoints of teachers in early-child care on kid plays. Methods In order to achieve this goal, self-study among qualitative research methods is conducted in that one can re-see and reflect on one's beliefs, values, and play records through self-reflection. To achieve such ob-jectives, the researcher collected and analyzed the play records that were prepared through author's own ob-servation in class, the author's self-reflection journal, and any other materials. Results This research has classified changes in the viewpoints of teachers in early-child care on kid plays into six sub-factors, say, understanding kids from a new perspective, expanding and supporting kid plays, participating in plays from a spectator to a player, reestablishing the educational belief system of teachers in early-child care as a supporter, connecting the curriculum in plays, and learning outside. For the final factors as to it, this study has classified into three top factors, namely, understanding plays from the perspective of kids, reestablishing the edu-cational belief system teachers in early-child care, and the operation of play-centered curriculum. Conclusions By reviewing the play records, it was found that changes in the viewpoints of teachers in early-child care on kid plays brought about the significant change in actual kid plays. Given the research results, the play records that are being prepared in the current educational field would be instrumental. It is anticipated that this would con-tribute to implementing the kid play-centered curriculum which requires reinforcing plays, with the focus on kids.

The effects of the intrapersonal intelligence of childcare teachers on respect for children’s rights: mediating effects of positive psychological capital and psychological burnout

The purpose of this study is to examine the mediating effects of positive psychological capital and psychological burnout in the relationship between intrapersonal intelligence and respect for children’s rights among childcare teachers. This study explores the psychological mechanisms of childcare teachers that help to strengthen children’s rights in childcare centers. A survey of childcare teachers was conducted in Gyeonggi-do Province in Korea. Out of 560 copies of the questionnaire that were distributed, 502 were returned, and 465 were used for the analysis after questionnaires with incomplete responses were excluded. The collected data were analyzed using PROCESS macro version 4.0 to examine whether positive psychological capital and psychological burnout mediated the relationship between intrapersonal intelligence and respect for children’s rights. The results of this study showed close relationships among all variables. The mediation analysis showed that positive psychological capital and psychological burnout had sequential mediating effects in the relationship between intrapersonal intelligence and respect for children’s rights. Childcare teachers first must increase their positive psychological capital to protect and respect children’s rights. Also, educational programs tailored for childcare teachers must be developed for better psychological well-being to promote respect for children’s rights in the classroom.

The effects of the intrapersonal intelligence of childcare teachers on respect for children’s rights: Mediating effects of positive psychological capital and psychological burnout

The purpose of this study is to examine the mediating effects of positive psychological capital and psychological burnout in the relationship between intrapersonal intelligence and respect for children’s rights among childcare teachers. This study explores the psychological mechanisms of childcare teachers that help to strengthen children’s rights in childcare centers. A survey of childcare teachers was conducted in Gyeonggi-do Province in Korea. Out of 560 copies of the questionnaire that were distributed, 502 were returned, and 465 were used for the analysis after questionnaires with incomplete responses were excluded. The collected data were analyzed using PROCESS macro version 4.0 to examine whether positive psychological capital and psychological burnout mediated the relationship between intrapersonal intelligence and respect for children’s rights. The results of this study showed close relationships among all variables. The mediation analysis showed that positive psychological capital and psychological burnout had sequential mediating effects in the relationship between intrapersonal intelligence and respect for children’s rights. Childcare teachers first must increase their positive psychological capital to protect and respect children’s rights. Also, educational programs tailored for childcare teachers must be developed for better psychological well-being to promote respect for children’s rights in the classroom.

팀티칭 보육교사의 교육과정운영 자율성과 동료교사의 사회적지지가 놀이지원역량에 미치는 영향

Objectives The purpose of this study is to examine the effect of team teaching childcare teachers' curriculum operation autonomy and fellow teachers' social support on play support competency. Methods To this end, a survey was conducted among 307 childcare teachers currently operating team-teaching classes at childcare centers in the Busan and Gyeongnam regions. The collected data were analyzed using SPSS 24.0, employing descriptive statistics, correlation analysis, and multiple regression analysis. Results First, team teaching childcare teachers' curriculum management autonomy averaged 4.09 on a 5-point scale, the social support from fellow teachers averaged 4.02, and the ability to support play averaged 4.16. Second, it was found that there are significant correlations between team teaching childcare teachers' curriculum operation autonomy, fellow teachers' social support, overall play support competency, and all its sub-factors. Third, the curriculum operation autonomy of team teaching childcare teachers and fellow teachers' social support explained 49.1% of cognitive competency, 44.1% of affective competency, and 57.7% of practical competency, which are sub-factors of play support competency. Common factors affecting these sub-factors included a child-centered play environment and interactions, collaboration and participation with families and the community, flexible daily routines, and evaluative support, with evaluative support being the most explanatory. Conclusions The meaningful play environment and interactions, along with reflective self-assessment by educators and recognition and praise from peers, indicate the potential for enhancing the play support capabilities of childcare teachers. Therefore, efforts to analyze and support the team-teaching environment of childcare teachers implementing revised educational curricula are necessary to enhance their play support capabilities.

어린이집 교사가 인식한 디지털 역량의 중요도-실행도 분석

This study aimed to explore the contents for the education and training to enhance the digital competencies of childcare teachers through Importance Performance Analysis (IPA), which compares the importance of digital competencies perceived by childcare teachers with their own evaluation of their competencies, i.e., the level of performance. As a result of analyzing the survey data of 397 childcare teachers, it was confirmed that the respondents perceived their own competencies (performance) as relatively low compared to the importance of digital competencies. In addition, it was found that in order to foster the digital competencies of childcare teachers, it is an urgent task to include in education and training the production of digital content for teaching and learning of young children, the creation of a digital environment suitable for young children, the management of SNS information, and the collection and analysis of digital data. Tasks that require gradual improvement include a positive attitude toward the production of digital content, the utilization and reconstruction of digital content, the evaluation of virtual/augmented reality content suitable for young children, the use of online communication platforms, the ethical awareness of digital works and communication, the understanding of changes in the digital society, and efforts to foster digital competencies. Finally, it was suggested that the current status and needs of digital competencies of childcare teachers should be specifically reflected when organizing and operating digital education and training programs for the teachers.