Child Care Teachers Research Articles

Preschoolers’ parent and teacher/director perceptions of returning to early childcare education during the COVID-19 pandemic

BackgroundEarly Care and Education (ECE) sites are critical hubs for social, emotional, and physical learning development of preschool children (ages 3–5). The COVID-19 pandemic has impacted ECE enrollment and participation; until June 2022, preschool children in the US were ineligible for COVID-19 vaccines. It is critical to identify perceptions of teachers/directors and parents to enhance safe return-to-school efforts.MethodsFocus groups (n = 7; 22 participants) were conducted with ECE teachers/directors throughout Arizona to examine perceptions of COVID-19 testing for families and staff at ECE sites, and current and possible COVID-19 mitigation strategies during Summer 2021. Preschool parents from underserved families in Phoenix (n = 41) completed a brief survey on their perceptions of benefits of ECE for themselves and their children, thoughts on COVID-19 mitigation strategies, and timing for safe return to school during Spring 2021. Focus groups were transcribed and analyzed for themes using constant comparison.ResultsThere were 4 focus group themes: 1) perceptions of saliva-based COVID-19 testing, 2) logistical strategies for COVID-19 testing at ECE sites; 3) successes and challenges with current COVID-19 mitigation strategies; 4) ideas to support improved COVID-19 mitigation, including outdoor gardening. Parents rated peace of mind about the child’s education as the most important benefit for themselves of in-person ECE (74.6%), and social development for children as the most important benefit for their children (54.4%). Over 40% of parents reported it would not be safe to send children back until 2022.ConclusionsCOVID-19 continues to impact attendance at ECE sites, despite parents reporting key benefits to attending ECE sites. Teachers/directors supported COVID-19 mitigation strategies including saliva-based testing and gardening education to improve safe return to schools.

Analysis of importance performance levels for the Code of Ethics for Childcare Staff : Focusing on childcare center directors and childcare teachers

연구목적: 본 연구는 개정된 보육교직원 윤리강령에 대한 어린이집 원장과 보육교사의 중요도와실행도에 대한 인식을 알아보고자 하는 것이다. 방법: 연구대상은 어린이집 원장 100명과 보육교사 150명으로 총 250명이며 구글 웹을 이용한설문조사를 실시하였고, IPA분석방법을 사용하였다. 결과: 어린이집 원장과 보육교사가 인식한 윤리강령의 중요도-실행도의 IPA 분석 결과 보육교직원 윤리강령 개정안에 대한 어린이집 원장과 보육교사의 인식은 윤리강령 항목의 실행도 보다는중요도를 높게 인식하는 것으로 나타났고. 특히 영유아의 윤리영역에 대한 중요도와 실행도가높았다. 지속유지 영역, 집중노력 영역, 점진 개선 영역, 과잉노력 영역으로 나뉘었으며 지속유지영역의 항목이 가장 많았다. 결론: 윤리강령의 중요성을 높이고 현장에서 잘 실천될 수 있도록 교육을 지원해야하며. 실행이잘되지 못하는 부분에 대한 지속적인 연구와 대안을 마련하여 보육교직원으로서의 윤리강령준수가 잘 이루어질 수 있도록 해야 한다.Objectives: This study aims to examine the level of awareness of importance performance levels in the Code of Ethics for Childcare Staff. Methods: The subjects of this study were 100 heads and 150 teachers of the childcare centers(total 250. A survey was conducted using Google Web, and the IPA analysis method was used. Results: The analysis of importance and performance by the head and teachers of childcare centers perceived more strongly importance compared to performance with regard to the code of ethics. In particular, the importance and performance of the ethical domain of children were high. The Code of Ethics for Childcare Staff is divided into the areas of continuous maintenance, intensive effort, progressive improvement, and over effort. Conclusions: The importance of the Code of Ethics should be enhanced and related practice should be suitably done in the field. In particular, continuous research and alternatives on areas where implementation is not acceptable should be prepared so that compliance with the Code of Ethics by childcare staff can be achieved well.

The Mediating Effect of Self Direction in the Relationship Between Parental Autonomy Support and Career Adaptability of Pre-Service Childcare Teachers

Objectives: The purpose of this study was to explore whether the self-direction mediates the structural relationships between parental autonomy support and the career adaptation of pre-service childcare teachers.Methods: The participants in this study were 272 2nd, 3rd, 4th grade the departments related to child studies and childcare in the region of Gangwon and Gyeongbuk, Pusan, Seoul, Daegu. The study assessed the topics of career adaptability, self-direction and parental autonomy support among pre-service childcare teachers using a questionnaire. The SPSS 22.0 and AMOS 22.0 programs were used for the data analysis. The maximun likelihood estimation (MLE) method was used to examine the model fit. Goodness of fit was evaluated using absolute fit indices SRMR, RMSEA and well as relative fit indices CFI and TLI.Results: Results revealed th following four major findings. First, parental autonomy support was found to affects the career adaptability of pre-service childcare teachers. Second, self-direction was found to affect the career adaptability of pre-service childcare teachers. Third, parental autonomy support was found to affect the self-direction of pre-service childcare teachers. Finally, parental autonomy support was found to indirectly affects career adaptability of pre-service childcare teachers through self-direction.Conclusion: This study makes a meaningful contribution by determining relationship between the factor of patental autonomy support, self-direction, and career adaptability among pre-service childcare teachers. Given that self-direction was found to mediate the relationship between parental autonomy support and career adaptability of pre-service childcare teachers, it is suggested that parental autonomy support is a important environmental factor involved in developing self-direction.

Effect of childcare teachers' emotional labor, self-comfort ability, and social support on burnout

Effect of childcare teachers' emotional labor, self-comfort ability, and social support on burnout

Teacher Turnover in Early Childhood Education: Longitudinal Evidence From the Universe of Publicly Funded Programs in Louisiana

This study uses longitudinal data to follow a cohort ( N = 4,465) of all early childhood education teachers working in publicly funded, center-based settings in Louisiana over a 3-year period. We present the proportion of teachers still at their sites across six time points between 2016 and 2019, providing the first statewide, longitudinal estimates of within-year and multiyear retention. We find that less than 40% teachers in the fall of 2016 are still at their site by the fall of 2019. Turnover is particularly high among childcare teachers (compared to teachers at Head Start or school-based pre-kindergarten), teachers of toddlers, and teachers new to their sites. Policy implications are discussed.

A director like me: Teacher-leader racial/ethnic match and job outcomes in child care centers

The leaders of child care centers shape the everyday experiences of child care teachers, who play a critical role in supporting young children. While research has linked leadership to policy-relevant outcomes such as teacher job satisfaction and turnover, little is known about specific leader characteristics linked to teacher job outcomes. In K-12, one key factor associated with increased job satisfaction and lower turnover is teacher-principal racial/ethnic match, however there is no evidence to date on how teacher-leader racial/ethnic match relates to teacher job outcomes in child care settings. Using data from a sample of 1,011 teachers at child care centers in Virginia, this study documents the prevalence of teacher-leader racial/ethnic match. We estimate associations between racial/ethnic match and teachers’ views of leadership, job satisfaction, turnover intentions, and turnover after six months. Although two-thirds of child care teachers experienced racial/ethnic match with their child care center leader, Black and Hispanic teachers were far less likely to experience racial/ethnic match than White teachers. We did not find significant associations between racial/ethnic match and teacher job outcomes after adjusting for covariates. We discuss potential explanations, directions for future research, and implications for policy.

Perceived factors that influence adoption, implementation and sustainability of an evidence-based intervention promoting healthful eating and physical activity in childcare centers in an urban area in the United States serving children from low-income, racially/ethnically diverse families.

Early childcare centers offer optimal settings to provide healthy built environments where preschool age children spend a majority of their week. Many evidence-based interventions (EBIs) promoting healthful eating and physical activity for early childcare settings exist, but there is a limited understanding of how best to support adoption, implementation and sustainability in community settings. This study examined how early childcare teachers and administrators from Chicago-area childcare centers serving children from low-income, racially/ethnically diverse communities viewed an EBI called Hip to Health (H3), and the factors they perceived as relevant for EBI adoption, implementation, and sustainability. A multiple methods study including key informant interviews and a brief survey was conducted. Key informant interviews with teachers and administrators from childcare centers located in Chicago, IL were completed between December 2020 and May 2021. An interview guide and coding guide based on the Consolidated Framework for Implementation Research (CFIR) was developed. Interview transcripts were team coded in MAXQDA Qualitative Data Analysis software. Thematic analysis was used to identify findings specific to adoption, implementation, and sustainability. Participants were also asked to respond to survey measures about the acceptability, feasibility, and appropriateness of H3. Overall, teachers (n = 20) and administrators (n = 16) agreed that H3 was acceptable, appropriate, and feasible. Low start-up costs, ease-of-use, adaptability, trialability, compatibility, and leadership engagement were important to EBI adoption. Timely and flexible training was critical to implementation. Participants noted sustainability was tied to low ongoing costs, access to ongoing support, and positive observable benefits for children and positive feedback from parents. These findings suggest that EBIs suitable for adoption, implementation, and sustainment in childcare centers serving racially/ethnically diverse, low-income families should be adaptable, easy to use, and low-cost (initial and ongoing). There is also some evidence from these findings of the heterogeneity that exists among childcare centers serving low-income families in that smaller, less resourced centers are often less aware of EBIs, and the preparation needed to implement EBIs. Future research should examine how to better support EBI dissemination and implementation to these settings.

보육교사의 잡크래프팅이 조직유효성에 미치는 영향

Objectives The purpose of this study were to find out how childcare teachers perceive job crafting and organizational effectiveness, and to find out the effect of job crafting on organizational effectiveness. Methods To this end, the survey was conducted to measure job crafting and organizational effectiveness of 300 childcare teachers in Busan and Gyeongnam. The collected data were subjected to frequency analysis and descriptive statistics, one-way variance analysis and Scheffé post-verification, Pearson's correlation coefficient, and regression analysis according to research problems. Results First, the perception of job crafting and organizational effectiveness of childcare teachers was above the normal level, and there was a difference in perception according to background variables. Second, job crafting and organizational effectiveness were found to have a high positive correlation, and among each sub-factor, relationship crafting was found to have a high correlation between organizational commitment and task crafting to job satisfaction. Third, job crafting of childcare teachers affects organizational effectiveness. In particular, relationship crafting and task crafting, which are sub-factors of job crafting, were found to have a significant effect on organizational effectiveness. Conclusions These findings suggest that task crafting and relationship crafting are particularly important factors in order to increase organizational effectiveness in daycare centers, and various efforts and support of daycare center are needed, such as training and education programs to promote job crafting for childcare teachers.

Implications of CCTV cameras on child-care centres’ routines, peer relationships, and parent–teacher relationships: child care educators’ opinions

In recent years, surveillance cameras have become common in the education system, in early childhood child-care centres as well as in preschools and schools. Public opinion regarding the usage of security cameras in early childhood institutions is constantly increasing due to a growing number of incidents exhibiting child abuse by caregivers. However, meagre attention is given to the use of security cameras in early childhood child-care centres and preschools in the literature. We examined the opinions of child care teachers and caregivers about the implications of implementing cameras in child-care centres routines and how they reshape the relationships with parents and caregivers in Israeli child-care centres. Seven semi-structured interviews were conducted with seven child care teachers and caregivers. Results show that practitioners perceive cameras as generating a disruptive effect on child care centres’ routines. CCTV cameras may create stressful situations between parents and staff, as well as among staff, raising issues of mistrust and privacy violation. However, cameras also serve as a means of establishing mutual trust and maintaining good relationships with parents. This dual impact should be addressed by policy makers and stakeholders involved, who should be aware of the overall consequences of CCTV cameras in child care centres prior to installing such systems.

부산시 일부 보육교사의 주도적인 구강보건교육 효과

Objectives: This study aims to provide basic data that can contribute to the promotion of awareness of the importance of the role of childcare teachers and the promotion of oral health of infants as managers for the prevention of tooth decay in infants.
 Methods: One-on-one in-depth interviews was were conducted before and after conducting expert oral health education to manage the oral health of four childcare teachers was delivered to the childcare teachers from August 2020 to April 2021.
 Results: The difficulty of individual guidance on oral health education led by childcare teachers was mentioned, but the role of childcare teachers was important in oral health of infants.
 Conclusions: Child care teachers should cultivate accurate oral expertise, and it is believed that the role of dental hygienists, who are experts in oral health education, should be emphasized for childcare teachers.

잠재프로파일 분석(LPA)을 활용한 어린이집 교사의 놀이지원역량 유형 탐색

Objectives The purposes of this study are to explore latent profiles of childcare teachers with play support competence (PSC) and to describe each latent profile characteristic. Methods The present study conducted a survey to a total of 338 childcare teachers who were working childcare center in metropolitan. We composed PSC of childcare teacher into cognitive, affective and practical competence, and analyzed latent profiles according to their PSC level. We analyzed latent profile, which is a person-centered approach, and based on the results, we categorized the PSC profile of childcare teachers and defined their characteristics. Results The results revealed that we classified five PSC profiles: the ‘lowest PSC profile’, which had very low levels of cognitive, affective, and practical competence related to play support, was 4.14% of all childcare teachers, the ‘low PSC profile’, which had relatively low cognitive, affective, and practical competence levels, was 19.23% of all, the ‘medium PSC profile’, which had average level of each competence, was 37.28% of all, the ‘high PSC profile’, which had relatively high level of each competence, was 22.78% of all, and the ‘highest PSC profile, which had very high level of each competence, was 16.57% of all. Conclusions Based on the results, this study suggests that there are various groups according to the level of PSC within the childcare teacher group, rather than considering the childcare teacher as the ‘cohort group’ in relation to PSC. We also suggest that customized approach considering the profile characteristics related to PSC is required.

보육교사의 자기돌봄과 소진의 관계에서 교사효능감의 병렬다중매개효과

The purpose of this study was to analyze the parallel multiple mediating effect of child care teacher’s teacher efficacy in the relationship between self-care and burnout. The survey was conducted on 276 teachers of 3 to 5 year classroom from daycare centers in Seoul and Gyeonggi-do. Participants responded to questionnaires that measured burnout, self-care, and teacher efficacy. The collected data was analyzed by descriptive statistics, correlation analysis using SPSS 26.0. Furthermore, the parallel multiple mediating effect was analyzed using the PROCESS Macro for SPSS version 3.5 (Model 4) and the statistical significance of the meditating effect was examined by bootstrapping. The results were as follow. First, self-care, burnout, and teacher efficacy of child care teacher were found to be correlated. Second, only classroom management in the subfactors of teacher efficacy was found to have the partial mediating role in the relationship between self-care and burnout. The results of this study emphasize the importance of self-care and teacher efficacy for child care teacher’s burnout. These findings can serve resources to develop programs for child care teacher’s burnout.

코로나19로 변화된 어린이집 일상경험에 관한 연구

Objectives The purpose of this study is to propose a changed educational experience and support direction while examining the daily experiences of daycare centers that have been changed due to COVID-19. Methods A daycare center located in Incheon selected 7 childcare teachers who had educational experience during the COVID-19 period. Data collection was conducted through focus group interviews from November 3, 2021 to November 17, 2021, and was transcribed after data collection for interpretation, coding, and classification according to the qualitative data analysis procedure to prevent omission of content. The researcher read the transcript of the interview repeatedly, marked the content related to the subject of this study, and then coded the content by type to categorize it. The analysis of the process for extracting theoretical samples of the transcribed contents was analyzed in the order of open coding, axis coding, and selective coding. Results As a result of the study, the daily experiences of daycare centers that have been changed by COVID-19 are ‘heavy work due to quarantine’, ‘operation of educational sites according to heightened distancing’, ‘practicing precautions against infectious diseases’, ‘increase and restriction of personal work in Corona 19 situation’, ‘Changed difficulties and stress felt at daycare’, ‘Invasion of privacy of teachers’, ‘Corona prolonged’, ‘Parent-teacher difficulties’, ‘Stress relief activities by minimizing outside activities’ ‘Educational direction before and after Corona’, ‘Changes in the classroom’, ‘Educational direction of language development delay due to wearing a mask’ ‘Realistic support due to restrictions on outdoor activities’, ‘Realistic support at the level of the Ministry of Health and Welfare’, ‘Improvement of educational methods’, ‘Educational support necessary for daycare centers’, and ‘Education essential for with Corona’. Conclusions Through this study, it is expected that it will be helpful in providing effective support to the educational field by examining the daily experiences of daycare centers that have been changed by COVID-19, the changed educational experience, and the demands for realistic support and educational support.

예비보육교사가 보육실습에서 만난 영유아와의 경험에 대한 의미

Objectives This study aims to examine the characteristics of experience with infants and toddlers that pre-service teachers met during the course of childcare practice and to examine the meaning of the experience. Based on this, we will provide basic data for pre-service teachers to be more efficient and valuable practice time. Methods For this purpose, 13 pre-service teachers attending the early childhood education department wrote reflective journals based on their experiences after the early childhood education and analyzed them. Results As a result, the experience with infants and young children that the pre-service teachers met in the nursery training showed characteristics such as difficulty to approach, confused me, and notice. The meaning of the experience with infants and young children, which can be seen in the process of forming the relationship with infants and young children, was revealed to reflect, feel close, and learn themselves in the process of forming a new relationship. Conclusions The results of this study are expected to be used to understand the experience of pre-service teachers with infants and to find a more desirable ‘teacher’ method in the course of practice. Therefore, this study will give implications for childcare teacher education for pre-service teachers.

보육교사의 근무환경, 부모-교사 협력, 원장의 감성리더십이 영유아 권리존중 보육실행에 미치는 영향

Objectives The purpose of this study was to investigate the effects of working environment, parent-teacher cooperation, and emotional leadership of directors on the practice of childcare respecting rights for young children. Methods The questionnaires were distributed to 234 childcare teachers in the cities of Seoul and the metropolitan area In order to examine the influence of working environment, parent-teacher cooperation, and director's emotional leadership on the practice of childcare respecting rights for young children, hierarchical regression analysis was conducted. Results The working environment, parent-teacher cooperation, and the director's emotional leadership were found to have an effect on the practice of childcare respecting rights for young children. The parent-teacher cooperation showed the most significant influence, and the work environment, physical environment, and emotional leadership of the director were similar among the work environments. Conclusions Therefore, it is important to cooperate with parents and teachers to raise the level of the practice of childcare respecting rights for young children. In addition, it is important to recognize the positive working environment and the importance of emotional leadership of the director. The results of this study are significant in that they provide basic data for the practice of childcare respecting rights for young children.

보육교사의 성인애착불안이 놀이성을 매개로 교사-유아 관계 효능감에 미치는 영향

This study explored the relationship between adult attachment anxiety and playfulness on teacher self-efficacy for teacher-child relationships of childcare teachers through Structural Equation Modeling(SEM)BR Participants were 204 teachers working at childcare centers. Data were collected through questionnaire on teacher’s adult attachment anxiety, playfulness, and teacher self-efficacy. Teacher-child relationships were analyzed with %, mean and Pearson’s correlation, , TLI, NFI, CFI, RMSEA, and Bootstrapping using SPSS 21.0 and AMOS 20.0.BR Results were as follows. First, teachers’ adult attachment anxiety had no influence on teacher self-efficacy for teacher-child relationships. Second, teachers’ playfulness had an influence on teacher self-efficacy for teacher-child relationships. Third, teachers’ adult attachment anxiety had an influence on teachers’ playfulness. Fourth, the influence of teachers’ adult attachment anxiety on teacher self-efficacy for teacher-child relationships was completely mediated by playfulness. Teachers’ adult attachment anxiety had an indirect effect on teacher self-efficacy for teacher-child relationships through playfulness.

보육교사의 마음챙김과 직무만족도의 관계에서 심리적 안녕감과 자기분화의 이중매개효과

This study aimed to investigate whether psychological wellbeing and self-differentiation have a double mediating effect on the relationship between childcare teachers’ mindfulness and job satisfaction. Accordingly, a random sampling method was employed to distribute questionnaires to 530 childcare teachers who worked in daycare centers in Seoul and Gyeonggi-do. After removing insincere responses, 489 questionnaires were analyzed. The results revealed that the higher the childcare teachers’ mindfulness, psychological wellbeing, and self-differentiation, the higher their job satisfaction. Furthermore, mindfulness leads to job satisfaction through self-differentiation and indirectly through psychological wellbeing. The mediating effect was confirmed as all indirect paths appeared to be significant. Moreover, it was demonstrated that the indirect path to job satisfaction through mindfulness sequentially through psychological wellbeing and self-differentiation was significant, thereby indicating that there was a double mediating effect. It is expected that this study’s results will be employed as basic data for the application of various individual and group counseling programs that may enhance childcare teachers’ psychological wellbeing and self-differentiation.

Global child and family-centered care fellowship, education and mentorship for pediatric healthcare professionals: A literature review

Child- and family-centered care (FCC) is increasingly accepted and implemented to optimize the healthcare experience for patients, their families, and healthcare professionals. Standish Foundation for Children, a 501(c)(3) non-profit, has designed and piloted a fellowship to educate pediatric healthcare professionals in FCC & psychosocial care via an inquiry and mentorship model in Tbilisis, Georgia. This review aimed to evaluate and synthesize existing literature on psychosocial and FCC mentorship for pediatric healthcare professionals in four parts: ongoing need, effects on healthcare professionals, effects on children and their families and/or caregivers, and in cross-country healthcare settings. Reviewers searched open-source databases for articles in English published between 2010 and 2021. Opportunities for psychosocial and FCC skills development is both desired and needed by pediatric healthcare professionals, a viewpoint shared by families of pediatric patients. Existing mentorship models varied in design but overall improved provider confidence and ability to provide FCC in clinical settings. Some support for these interventions improving patient and family clinical outcomes is documented, although further research is necessary. In cross-country healthcare settings with varying resource levels, clinical mentorship in general can improve quality and delivery of care without requiring entirely new approaches. This review supports psychosocial mentorship models as an effective tool for child- and family-centered care delivery. Future research into long-term professional and patient outcomes, FCC impact on pediatric patients with non-traditional family units, and in cross-country settings is recommended to gain a more comprehensive understanding of how FCC can improve quality of healthcare.

보육교사 인성 관련 연구의 메타분석

Objectives The purpose of this study is to investigate the research tends of papers related to the childcare teachers’ character and to analyze the effect sizes of character-related variables through meta-analysis. Methods Meta-analysis was conducted to confirm the effect size of 48 variables after extracting 31 dissertations and journals related to the character of childcare teachers published in Korea. After extracting analyzing papers through a systematic literature review, meta-analysis was conducted using the CMA program. Results First, the publishing type of research related to the character of childcare teachers had a similar ratio to academic journals and degree papers and showed a tendency to increase starting in 2013. Variables related to the character of childcare teachers were classified into positive teaching work, negative teaching work, and psychological factors. Second, the effect size of the character-related variables of childcare teachers was large in terms of a psychological factor, a positive teaching work factor, and a negative teaching work factor. There was no difference in effect size between the sub-factors of positive teaching work, but there was a difference in effect size between the sub-factors of negative teaching work and psychological factors. The effect size of a positive teaching work factor was in the order of child rights, job satisfaction, teacher-child interaction, and teacher efficacy. The effect size of a negative teaching work factor was in the order of child abuse potential, exhaustion, stress, and coping. In addition, in terms of a psychological factor, the effect size of teacher psychology was large. Conclusions It was found that variables related to the character of childcare teachers conducted in Korea showed significant effects in psychological and positive teaching work factors. The direction of the research and teacher program for the character of childcare teachers was discussed based on the results.

빅데이터를 통해 살펴 본 유아교사 역량에 대한 사회적 인식 분석

Objectives The purpose of this study is to explore the direction of the competency of early childhood teachers by examining factors affecting the overall social perception and early childhood teacher competency of daycare center teacher competency, kindergarten teacher competency, and early childhood teacher competency through big data analysis. Methods The purposes of this study were to specify variables related to convergence competency, and to analyze the structural relationships among them. The purposes of this study were to specify variables related to convergence competency, and to analyze the structural relationships among them. To this end, using the search terms for daycare center teacher competency, kindergarten teacher competency, and early childhood teacher competency, Naver blog, cafe, news, intellectual, academic information, web information and Daum blog, cafe, news, web information, Google news, Facebook and web documents were collected and analyzed. The collected data went through the first and second refining processes, and 50 major words were selected based on word frequency and semantic network analysis was performed. Results First, as a result of frequency analysis of keywords related to childcare center teacher competency, education showed the highest frequency, followed by childcare teachers, teachers, daycare centers, and support. As a result of centrality was education, and keyword with the highest mediation centrality was teacher. Second, as a result of frequency analysis of keywords related to kindertarten teacher compotencey, teachers showed the highest frequency, folowed by training, kindergarten, and education. As a result of centrality analysis, the keyworld with the highest connection centrality, proximity centrality, and mediation centrality was teacher. Third, as a result of frequency analysis of keywords related to the competency of early childhood teachers, education showed the highest frequency, followed by research, trainging, kindergarten, and teachers. As a result of the centrality analysis, the keyword with the highest connection centrality was pre-kindergarten teacher, and the keywrod with the highest proximity centrality and mediation centrality was research. Conclusions Through big data analysis, there was no difference in the perception of daycare center teachers and kindergarten teacher’s competency. It can be seen that the expectations for the role as a researcher are high.