Infant Teachers Research Articles

영아교사의 부모교육역량 제고를 위한 교사교육 프로그램 개발 및 효과

The purpose of this study is to develop an educational program to enhance the parental education competency of infant teachers so that infant teachers can recognize their role as parental educators and implement parental education in the child care field. To this end, prior research analysis and a demand survey were conducted in the analysis and design stage and 288 teachers in charge of the 2-year-old infant class and 239 parents with 2-year-old children. In the implementation stage, a program (draft) was executed for 10 infant teachers, and in the evaluation stage, the final program was developed by revising and supplementing based on the data collected in the implementation stage. The educational program to enhance the parental education competency of infant teachers aims to enhance the knowledge, skills, and attitudes of teachers, which are the categories of parental education competency of infant teachers, and the educational content was organized by selecting eight topics in connection with the educational goal. Teaching and learning methods are conducted through lectures, field case-oriented discussions, temperament tests, field visits, and role-play activities through cases, and are operated offline for the 8th session (16th session). The results of this study suggest that programs to enhance parental education competency of infant teachers should be actively implemented, and programs that can comprehensively enhance parental education competency are needed.

The structural relationship between infant teachers’ playfulness, sensitivity, play support competence, and teacher-infant interactions through the medium of sensitivity

The structural relationship between infant teachers’ playfulness, sensitivity, play support competence, and teacher-infant interactions through the medium of sensitivity

The reality and difficulties of actual musical activities of infant teachers

The reality and difficulties of actual musical activities of infant teachers

영유아 교사의 놀이신념 관련 연구동향 분석

Objectives This study analyzes the trends of domestic research related to play beliefs of infants and toddler teachers to provide basic data for the study of play beliefs, and suggests the direction and implications of subsequent studies. Methods 107 collected papers were systematically analyzed using the method of calculating frequency and percentage according to the research period, research subject, research method, research tool, and research topic. Results First, research related to play beliefs of infants and toddler teachers has been conducted continuously since 1998, and has increased sharply since 2020, when the 2019 revised Nuri course was applied to the field. Second, the most research has been conducted on incumbent teachers, and among them, research on early childhood teachers has been conducted with a higher proportion than infant teachers. Third, most of the research was conducted with quantitative research methods, and in particular, the most research examining the correlation between various variables related to play beliefs was conducted, showing a somewhat biased tendency. Fourth, the type that was adapted and modified from the PPBS of Fogle (2003) was the most used among all studies. Fifth, the most research has been conducted on ‘seeking variables related to play beliefs’. Conclusions Through the results of this study, it is significant in that it identifies the research trend of teachers' play beliefs that support infants' play, examines the limitations, and provides basic data on teachers' practices supporting play-oriented education in early childhood education sites to suggest the direction for future follow-up research related to play beliefs.

유아교사의 대인관계 스트레스와 심리적 안녕감과의 관계

Objectives This study investigated the relation between interpersonal stress and psychological well-being of infant teachers in Korea, focusing on moderating effects of stress coping style.
 Methods The participants were 232 infant teachers who agreed to participate in this study. The measures included interpersonal stress questionnaires, psychological well-being questionnaires, and stress coping style questionnaires. The moderating effects were examined through hierarchical regression, after controlling the control variables.
 Results Interpersonal stress was negatively related to psychological well-being. Among stress coping styles, problem-focused coping and avoidance-focused coping were positively related to on psychological well-being, while emotion-focused coping was negatively related to psychological well-being. It was found that avoidance- focused coping style had a moderating effect on the relation between interpersonal stress and psychological well-being.
 Conclusions The results will serve as basic data for developing interventions to improve the psychological well-being of early childhood teachers in Korea, helping us understand the relation between these variables and the moderating effect of stress coping styles.

영아교사의 놀이중심 보육과정 실천에 대한 인식탐색

Objectives This study aims to explore the awareness of infant teachers regarding play-centered curriculum practices, based on the emphasis on ‘a play-centered curriculum’ in the 4th Standard Childcare Curriculum.
 Methods To achieve this, the Photovoice research method was implemented with 10 lead teachers in infant classes from childcare centers in the G region of Gyeongsangbuk-do. The participants utilized photos they captured themselves to collect research data, engaging in discussions and expressing their voices. The collected data underwent analysis procedures of selection, contextualization, and categorization.
 Results Subcategories of infant teachers' awareness of play-centered curriculum practices emerged through this study, including play as a way of life, positive emotions from play, characteristics of play, new possibilities and opportunities, change for growth, teacher interactions, and collaboration with parents. These were categorized as play-centered curricula shaping the child's past and present, vibrant play-centered curricula fostering the child's uniqueness, and resonant communication-driven play-centered curricula.
 Conclusions Based on these findings, it is significant to highlight that play-centered curriculum practices contribute to supporting the growth and development of infants, emphasizing the importance of collaboration between teachers and parents in enhancing their effectiveness.

영유아 교사의 미디어 영향과 미디어 교육에 대한 인식

Purpose: The purpose of this study was to discover the media influence and perception of media education for infants and toddlers. Research questions for this were set as infant teachers' perception of media and infant teachers' perception of media education.
 Methods: For this study, a preliminary survey was conducted after composing a questionnaire through related prior research and literature analysis. This survey was conducted by wireless sampling infant teachers working in educational fields in Seoul and Gyeonggi Province and distributing data face-to-face and non-face-to-face from September 28, 2022, to October 31, 2022. A total of 290 copies of data were collected, but 268 copies of data were finally selected excluding twenty-two copies of unfaithful responses. For the collected data, frequency analysis, mean, standard deviation, skewness, and kurtosis were calculated according to the research questions using SPSS 29.0.
 Results: When the research results were presented according to the research questions, first, the media was recognized as affecting infants and toddlers. The biggest positive influence was the convenient acquisition of information and knowledge to solve questions in infancy when curiosity was high, and the biggest negative influence was to imitate the wrong actions and words of characters appearing in the media. In addition, among various media, digital media had an enormous influence and print media such as newspapers and magazines were recognized as having little influence. Second, there was a need for media education for infants and toddlers, and the leader of media education was recognized as a teacher. In addition, it was recognized that the most important goal of media education is to cultivate the habit of responsible and safe use of media.
 Conclusion: In conclusion, infant and toddler teachers should be able to use media in terms of education in consideration of its positive and negative influences. In addition, it is required that media education programs for infants and toddlers in development should reflect changes in the digital media environment, and it is necessary to cultivate teachers' capacity for media education through educational training for teachers.

영유아교사의 전문성 인식, 놀이신념, 놀이교수효능감이 놀이지원역량에 미치는 영향

Objectives In this study, the relationship between early childhood teachers' professional perception, play belief, play teaching efficacy, and play support capabilities was identified, and the effect of early childhood teachers' professional perception, play belief, and play teaching efficacy on play support capabilities was analyzed.
 Methods Data on the scale of professionalism perception, play belief, play teaching efficacy, and play support capability were collected from 166 infant teachers working at daycare centers located in A and S cities in Chungcheongnam-do. The collected data were subjected to frequency analysis, descriptive statistics, reliability tests, correlation analysis, and hierarchical regression analysis using the SPSS ver. 22.0 program.
 Results First, there was a significant positive correlation between early childhood teachers' professional perception, play belief, play teaching efficacy, and play support competency. Second, when examining the influence of early childhood teachers' professional perception, play belief, and play teaching efficacy on play support competency, it was found that play belief and play teaching efficacy had a significant effect on play support competency, but professional awareness did not significantly affect play support competency.
 Conclusions The results of this study suggest the necessity of developing a systematic educational program to develop professionalism awareness, play beliefs, and play teaching efficacy in order to develop the play support capabilities of early childhood teachers.

영아교사의 놀이성과 놀이신념이 놀이실행역량에 미치는 영향

This study was conducted to investigate the effects of infant teachers playfulness and play beliefs on play execution competency and to provide basic data for strengthening infant teachers play execution competency. To this end, a questionnaires was distributed to 231 infant teachers working at daycare centers in Seoul and Gyeonggi Province and analyzed the collected data using SPSS 21.0. The statistical analysis method was analyzed according to Pearson correlation analysis, step-by-step multiple regression analysis, and Baron and Kenny's (1986) mediation effect verification procedure. The results of the study are as follows. First, as a result of analyzing the correlation between infant teachers playfulness, play belief, and play execution competency, it was found that there was a statistically significant positive correlation between the three variables. The higher the playfulness and play belief infant teachers, the higher the play execution competency. Second, as a result of examining the effects of infant teachers playfulness and play belief on play execution competency, it was found that infant teachers playfulness and play belief were the main variables predicting play execution competency. Play belief is a variable that has a greater influence on play execution competency than playfulness, and among the sub-variables of playfulness, pleasure has a greater influence on play execution competency of infant teachers. Third, it was confirmed that playfulness plays a partial mediating role in the relationship between play beliefs and play execution competency.

‘과보호 양육행동 학부모’와 함께 살아가는 영아교사의 삶 이야기

The purpose of this study is to investigate the conflicts and difficulties experienced by infant teachers when interacting with parents who engage in overprotective parenting behaviors, and to explore their efforts to overcome these challenges. To achieve this objective, the paper employs a purposive sampling method focusing on nine infant class teachers who experienced conflicts and difficulties in their relationships with 'overprotective parenting behavior parents’ during their employment at a daycare center. In this research, a total of nine semi-structured in-depth interviews were conducted with participants, and the collected data was analyzed using qualitative research methods. First, the research findings revealed that infant teachers experience a range of emotions and perceptions when interacting with overprotective parenting behavior parents. These include a foreboding premonition, two faces of overprotective parenting behavior parents, deliberately overprotective parenting behavior and relationship of doubt and mistrust.
 Second, infant teachers in their encounters with overprotective parenting behavior parents have been found to employ various strategies to overcome conflict situations. These strategies include reluctantly compromising with reality and forcefully enduring, active listening, showing empathy, aspiring towards perfectionism, and talking to oneself silently. The results of this study are anticipated to assist in improving the relationship between infant teachers and overprotective parenting behavior parents, enhancing communication, and fostering a childcare culture of mutual respect and support.

영아반 팀티칭 학급 교사의 어려움과 극복 노력에 대한 현상학적 연구

The aim of this study is to understand the difficulties of operating team-teaching childcare and the efforts of teachers to overcome them through the voices of infant teachers at daycare centers operating team-teaching childcare. Data for the study was collected over a period of six months from March 1 to August 31, 2023. For the study, data such as interviews with research participants, research participant journals, researcher journals, teacher communication logs, and SNS (Kids Note) were collected. The collected data were analyzed according to phenomenological analysis methods. The research results are as follows. First, the difficulties encountered while operating team teaching include unequal division of work, conflicts arising from differences in team-teaching class operation, problems or differing opinions in communication with parents, and difficulties in supporting infants' play. This appeared to be due to differences in perception. Second, efforts to overcome difficulties led to active communication with each other by listening to the opinions of team-teaching teachers through informal communication between teachers, and at the same time, unnecessary conflicts were resolved to solidify the cooperative system among teachers. This study expects to conduct in-depth follow-up studies such as developing a team-teaching teacher program and improving the system for team-teaching teachers in order to find solutions to difficulties among team-teaching teachers.

만 1세 영아반 보육교사의 행복감 경험에 대한 탐구

Objectives The purpose of this study is to provide the necessary educational environment for infant teacher by exploring the experience of happiness felt by childcare teachers while performing role in a 1-year-old infant class.
 Methods The participant in this study is teacher H, who is in charge of team teaching in the 1-year-old class at a daycare center located in K-si, Gyeonggi-do. The research data was collected from transcripts of a total of three in-depth interviews conducted from April 3 to June 2, 2023, and analyzed qualitatively by coding and categorizing key words.
 Results The happiness that a 1-year-old childcare teacher feels while performing role is as follows. First, it was found that daycare teachers in one-year-old infant classes felt happy due to the realization of their expertise, so-cial recognition, and opportunities for self-development. Second, it was found that daycare teachers in the 1-year-old infant class felt happy while seeing the infant adapt, understanding the infant's temperament and characteristics, and experiencing the infant's change and growth. Third, the one-year-old child care teacher felt happy due to the sense of homogeneity and solidarity with her fellow teachers, such as cooperation in work and similar experience and age. Fourth, it was found that daycare teachers in the 1-year-old infant class felt happy as she cooperated with parents as childcare partners, receiving support and encouragement through smooth communication with parents and seeing bright facial expressions.
 Conclusions The 1-year-old child care teacher became the driving force in performing his role due to the happi-ness she felt for herself, the infant, fellow teachers, and parents while running the child care program. Therefore, it is necessary to create a childcare environment so that communication and support among members can con-tinue to occur at the institutional and policy level so that childcare teachers in infant classes can perform their roles with a sense of happiness.

영유아 교사의 가족건강성과 교사⋅영유아의 상호작용 간의 관계

Objectives This study aim to explore the mediating effect of infant teacher’s emotional expression on the relationship between family health and teacher-infant interaction.
 Methods The data were analyzed from 322 infant teachers in Daejeon, Sejong City, and South Chungcheong Province. Reliability analysis, technical statistics, frequency analysis, correlation analysis, and mediating effect analysis of each scale were conducted using the SPSS 21.0 and PROCESS Macro Model 4.
 Results Research results were as follows. First, the correlations between infant teacher's family health, teacher-infant interaction, and emotional expression were significant. Second, the mediating effect of emotional expression was significant in the relationship between family health and teacher-infant interaction.
 Conclusions The results of this study suggest that it is important to promote teacher's family health and emotional expression In order to improve the quality of interaction between teachers and young children. Also, It suggests the necessity of finding an intervention method that helps improve positive emotional expression.

영아반 교사의 놀이중심 보육과정 실행의 어려움 극복과 지원 탐구

Objectives The purpose of this study is to examine the difficulties faced by infant class teachers in implementing play-centered childcare curriculum and to devise measures to solve the problems in response to requests for support. Methods The study participants were 4 teachers and 21 infants from a workplace daycare center located in I-si, Gyeonggi-do, and the study was conducted from May 2, 2022 to October 31, 2022. Data were collected through two participant observations, three in-depth interviews, one consultation, and documents. Data analysis was conducted by qualitatively classifying the transcribed content into lower-level, and upper-level categories through thematic coding and meaning creation process. Results The research results are as follows. First, It was found that infant class teachers were experiencing difficulties due to the individuality of infants, difficulties in play support, ambiguity in intervention, internal interference factors, interaction, difficulties in practice, and excessive workload in implementing the play-centered child care curriculum. Second, ways for infant teachers to overcome the difficulties they face in implementing play-centered childcare curriculum and receive support include changing their perception of play, reflective thinking through self-study, sharing concerns about play, recognition of teachers' autonomy, and training to improve professionalism, and managing job stress. Conclusions Based on the results of this study, In conclusion, infant teachers are able to overcome the difficulties they encounter in the process of implementing a play-centered childcare curriculum on their own through 1:1 customized support with the director. on the one hand, overcome through consultation between fellow teachers through community activities.

영유아 교사의 정신건강 관련 연구동향 분석

Objectives This study aims to improve the quality of child care and education and reduce social problems by rec-ognizing the importance of mental health of early childhood teachers by examining research trends related to mental health of early childhood teachers and preventing and managing problems of mental health of early child-hood teachers. Methods We looked at domestic academic journals and dissertations published from 2004 to June 2003 by re-search on mental health of infants and toddlers, and analyzed a total of 39 papers from seven degree papers and 32 academic journals through search for “infant teachers” and “mental health” as keywords. Results First, as a result of examining the research flow by age, studies have been steadily appearing since 2004, and especially since 2018, they have increased rapidly. The subjects of the study were more childcare teachers than kindergarten teachers, and the type of research was quantitative research and correlational research. Second, as a result of examining the variables, it was found that there were many internal variables, especially job stress and psychological burnout, as variables affecting the mental health of early childhood teachers, and social support was found to be high as external social variables. As a mediating effect variable, it was found to help men-tal health by controlling individual variables. Third, there were 4 intervention programs, 1 development research thesis and 3 effect verification thesis, and a simple mental health measurement tool was used as a measurement tool, and effectiveness was shown after program development and implementation. Conclusions It will be an important foundation for teachers to live social lives with positive mental health, and it is expected to help prevent and manage mental health for infant teachers and carry out practical tasks to prepare effective coping skills.

유아교사의 셀프리더십과 행복감의 관계에서 공감능력의 매개효과

Objectives The purpose of this study is to investigate the effect of self-leadership and empathic ability required of early childhood teachers on happiness and what mediating role empathic ability plays in the relationship be-tween self-leadership and happiness of early childhood teachers. Methods A questionnaire survey of 175 early childhood teachers in G city on self-leadership, happiness, and em-pathy of early childhood teachers was conducted and data were subjected to frequency, percentage, correlation analysis and mediated regression analysis. Results It was found that there was a correlation between early childhood teachers' self-leadership, empathy, and happiness, and early childhood teachers' self-leadership had a positive effect on empathy, happiness, and static impact. It was found that early childhood teachers' empathy partially mediated the relationship between self-leadership and happiness. Conclusions For the efficient operation of the currently implemented child and play-oriented nuri-curriculum, it is required to develop and implement various teacher training programs that can enhance infant teachers' self-leadership, empathy, and happiness.

한국 영아교사 소진척도(Korean Infant Teacher Burnout Inventory: K-ITBI) 개발 및 타당화

This study was conducted to develop and validate the burnout inventory of Korean infant teachers. First, through the exploratory factor analysis (EFA) on the final 80 preliminary questions, 25 items of the Korean infant teacher Burnout inventory (K-ITBI) were finally derived. In addition, as a result of conducting a confirmatory factor analysis (CFA) on the final item, it was found that the fit was good even for a new sample, so the K-ITBI consisting of 4 factors and 25 items was Validated. Second, the reliability verification (Cronbach's α) of this inventory was found to be good. Finally, convergent validity, discriminant validity, and concurrent validity were secured through the correlation analysis of early childhood teacher burnout, job enthusiasm, job satisfaction, and job stress. The K-ITBI developed and validated in this study is an economical and practical scale that can easily measure the burnout of infant teachers in a short time based on stable reliability and validity.

영유아교사의 교육신념과 직무만족의 관계에서 의사결정참여의 매개와 조절효과

Objectives In this study, the mediating and moderating effects of teachers' participation in decision-making were investigated in the relationship between early childhood teachers' educational beliefs and job satisfaction.
 Methods To this end, a regression analysis was conducted on 275 infant teachers in Gyeonggi-do on educational beliefs, job satisfaction, and decision-making participation. Regression analysis was performed using the SPSS 25.0 program and verified using MACRO Model 4.
 Results Among the educational beliefs, decision-making participation showed a mediating effect in the relation-ship between child-centered educational beliefs and job satisfaction. In contrast, decision-making participation showed a moderating effect in the relationship between teacher-centered educational beliefs and job satisfaction. Depending on the degree of participation of teachers in decision-making, the effect on the relationship between educational beliefs and job satisfaction was different. In the group with a low degree of participation in deci-sion-making, job satisfaction decreased, but in the group with a high degree of participation, the effect of job sat-isfaction increased.
 Conclusions In the relationship between early childhood teachers' educational beliefs and job satisfaction, deci-sion-making participation plays a role as a mediator and control. In order to increase the job satisfaction of early childhood teachers, it is important to actively participate in decision-making at institutions.

뇌 기반 학습의 국내 연구 동향 분석

Objectives The study aims to analyze the trends of research in brain-based learning in the domestic context and to provide implications for future research tasks and direction.
 Methods 97 papers with the keywords “brain education” and “brain learning” published in education journals listed in the Korean Citation Index (KCI) journals from 2003 to April 2023 were collected. Among them, 66 papers that were appropriate for the research purpose were selected as the final analysis target. The analysis criteria were research year, research purpose and content, research method and data collection method, and research subject. Content analysis was conducted.
 Results First, the results of the study showed that research on brain-based learning has been actively studied since the mid-2010s. Second, the results of the study showed that the highest proportion of research on brain- based learning (43.9%) was related to understanding. Third, the trends in research methods showed that qual-itative research methods (47.0%) and quantitative research methods (43.9%) were used in similar proportions, and mixed research methods were used in the lowest proportion of 6 (9.1%). The most common data collection method was documents with 28 (42.4%). Finally, in terms of research trends by research subject, there were many studies on infants and young children, and adult teachers also had a lot of research on infant teachers.
 Conclusions This study suggests that detailed policy support and educational discussions are needed to promote the activation of brain-based learning research. Furthermore, future research should involve the active use of ad-vanced devices such as EEG or fMRI to directly validate the brain's learning processes, moving beyond the evalua-tion of program effectiveness.

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.
 Methods A total of 310 infants teacher who work in busan area responded to the questionnaire.
 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.
 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.