Daycare Center Teachers Research Articles

The Influence of Everyday Stress on the Mental State and Levelof Life Satisfaction of Childcare Teachers-Centered Around Day Care Center Teachers-

본 연구의 목적은 어린이집 보육교사의 일상생활 스트레스가 심리상태에 미치는 영향과 삶의 만족 도에 관한 주제를 분석하고자 한다. 연구대상은 서울시 소재 어린이집 보육교사 215명을 대상으로 2014년 6월3일부터 12월15일까지 설문조사를 실시하였다. 분석방법은 SPSS 프로그램을 활용하여 상관 분석, 요인분석, 빈도분석 등을 실시하였다. 분석결과 첫째, 보육교사의 일상생활 스트레스는 심리상 태에 유의한 영향을 미치는 것으로 나타났다. 둘째, 보육교사의 심리상태는 삶의 만족도에 유의한 영 향을 미치는 것으로 나타났다. 이러한 결과는 일상적 스트레스가 낮을수록 심리상태가 양호하다는 것 을 의미하며 심리상태가 양호할수록 삶의 만족도가 높다는 것을 의미한다. 본 연구의 시사점은 보육 교사의 일상적인 스트레스를 통하여 안정된 심리상태와 삶의 만족도 제고를 위한 효율적 프로그램 개발 및 처우개선의 기초자료가 될 것으로 사료된다.

영아교사의 민감성, 효능감, 영아와의 상호작용이 영아의 사회·정서발달에 미치는 영향

This study examined the effect of infant teacher's sensitivity, efficacy and interaction on the social and emotional development of infants. The participants of this study were 169 infants and their teachers in daycare centers located in Seoul and Gyeonggi-do. The instruments were collected through teachers' responses. Data were analyzed through the variance analysis using PASW 18.0 to verify the infant teachers' susceptibility, efficacy, and infant-teacher interaction based on infant teachers' background variables; to find out the relationship between the variables, Pearson correlation analysis was performed, and to find out the relative influence of variables on the infants' social and emotional development, stepwise multiple regression analysis was performed. Results were as follows. Firstly, Among the background variables of the teachers, their career as infant teachers displayed differences in the infants' social and emotional development, and the susceptibility, efficacy, and infant-teacher interactions displayed partial differences based on the teaching career, career as infant teachers, age, daycare center type, and the academic background of the teachers. Secondly, there were positive relationships between infant teacher's sensitivity, efficacy and interaction and infants' social and emotional development. Thirdly, infant teachers' sensitivity, efficacy and infant-teacher interaction had an influence on infants' social and emotional development at the same time. Especially, sensitivity and interaction were powerful and influential variables and their explained variance was 53%. These results suggested that teachers' efforts must be made to interact positively with infants and to increase their sensitivity level to respond to infants in order to increase infants' social and emotional development.

An Analysis of Daycare Center Teachers' Concept Map of Children's Health Education

An Analysis of Daycare Center Teachers' Concept Map of Children's Health Education

어린이집 조직특성이 교사효능감에 미치는 영향 - 교사경력 5년을 기준으로 -

This study examined the effects of day-care center organizational characteristics on teacher efficacy. The participants of this study were 319 day-care center teachers who work in the Seoul-Gyeonggi area. The results of this study are as follows: First, day-care center teacher efficacy shows the difference depending on the teachers' career. Second, teachers' efficacy was influenced by day-care center organizational characteristics. In particular, it appeared that 'challenge' and 'distinction of role' affect teacher efficacy when the career of the teacher is less than 5 years. And it appeared that 'challenge', 'distinction of role' and 'retraining' affect teacher efficacy when the career of the teacher is more than 5 years. We discussed organizational characteristics for improving teacher efficacy and suggested the implication for retraining teachers and supervision to promote teacher efficacy based on the results.

보육교사의 경력 및 소진과 놀이교수효능감이 직무만족에 미치는 영향

본 연구는 보육교사의 경력, 소진, 놀이교수효능감이 직무만족에 미치는 상대적 영향력을 알아보고자 서울 및 경기도에 위치한 직장어린이집에 재직 중인 교사 201명을 대상으로 실시하였다. 연구 결과, 첫째 1년차 보육교사들이 5~7년차와 8년차 이상의 보육교사들보다 놀이교수효능감은 유의하게 더 낮고 5~7년차 교사들에 비해 직무만족도는 유의하게 더 높았다. 둘째, 보육교사의 경력과 놀이교수효능감, 놀이교수효능감과 직무만족 간에는 유의한 정적 상관이 나타났으며, 교사 경력과 성취감 상실로 인한 소진, 소진과 놀이교수효능감, 소진과 직무만족 간에는 유의한 부적 상관이 나타났다. 셋째, 직무만족의 하위영역별로 차이는 있었으나 대체로 소진, 놀이교수효능감, 교사 경력이 보육교사의 직무만족을 예측하여, 소진 경험이 적고 교사 경력이 낮을수록 그리고 놀이교수효능감이 높을수록 보육교사의 직무만족이 높았다. 이러한 결과는 보육교사의 직무만족을 높이기 위해 교사 경력에 따른 차별화된 접근과, 교사의 소진 경험을 줄여주는 것 외에도 보육일과의 특성상 놀이교수효능감을 높이는 방안을 고려해야 함을 시사한다. The purpose of this study was to investigate the influence of career, burnout, and play-teaching efficacy on the job satisfaction of childcare teachers. Participants of this study were 201 childcare teachers in work-site daycare centers from the Seoul and Kyonggi areas. Collected data were analyzed by one-way ANOVA, Pearson's product moment correlation, and multiple regression with SPSS ver. 13.0. Major results of this study were as follows. First, there were significant differences in total play-teaching efficacy and total job satisfaction according to childcare teacher's career. Second, there were significant positive correlations between childcare teachers' career and their play-teaching efficacy, and between childcare teachers' play-teaching efficacy and their job satisfaction. Also, there were significant negative correlations between childcare teachers' career and their burnout, between childcare teachers' burnout and their play-teaching efficacy, and between childcare teachers' burnout and their job satisfaction. Finally, the most powerful predictor on job satisfaction was burnout. Further, childcare teachers' burnout, play-teaching efficacy, and career explained their job satisfaction. This study primarily suggests that efforts heightening childcare teachers' play-teaching efficacy as well as reducing their burnout according to their career is important in enhancing their job satisfaction.

End-to-End Safety Solution for Children Enabled by a Wearable Sensor Vest

Mobile and wearable sensors are increasingly becoming an important part of our lives in securing everyday actions, monitoring and controlling our health and well-being. This paper presents an end-to-end safety service for parents and teachers in day-care centers and schools, including a prototype wearable vest with various sensors monitoring the environment and presence of children. Teachers and parents are able to receive alerts and notifications, e.g., when a child moves across certain restricted outdoor or indoor area, through gateways that have connectivity to server or cloud. All the information gathered by the vest is made available utilizing Sensor Web Enablement (SWE) services to guarantee a standardized way to manage the data coming from multiple sources. The vest is part of a larger framework to provide digital safety applications and services through various sensor devices.

보육교사의 의사소통능력과 가족-교사 간 의사소통의 관계

본 연구의 목적은 보육교사들의 의사소통능력과 가족-교사 간 의사소통에 대해 살펴보고, 두 변인 간 상관관계를 살펴봄으로써 가족-교사 간 의사소통 기회 증진을 위한 효율적인 방안 마련에 기초적인 정보를 제공하는 것이었다. 이를 위해 수원시 소재 어린이집에 근무하는 교사 175명을 대상으로 설문조사를 통해 자료를 수집하였고, 수집된 자료를 분석하기 위해 기술통계, 확인적 요인분석, Oneway-ANOVA, 상관관계분석을 실시하였다. 연구결과, 첫째, 보육교사의 의사소통능력은 비교적 높은 것으로 나타났고, 보육교사의 연령, 경력, 학력 및 근무기관 유형에 따른 유의미한 차이가 나타났다. 연령은 36세 이상 나이 많은 교사의 의사소통능력이 높았고, 경력과 학력이 높은 집단일수록 의사소통능력이 높았으며, 국공립 어린이집 교사의 의사소통능력이 민간 어린이집 교사 보다 높게 나타났다. 둘째, 보육교사의 가족-교사 간 의사소통은 비교적 높은 수준이었고, 보육교사의 학력과 근무기관 유형에 따른 유의미한 차이가 있었다. 4년제 대졸 이상 교사의 가정-교사 간 의사소통 수준이 2, 3년제 대졸 교사 보다 높았고, 국공립 어린이집 교사의 가족-교사 간 의사소통 수준이 민간 어린이집 교사보다 높았다. 셋째, 보육교사의 의사소통능력이 높을수록 가족-교사 간 의사소통 수준이 유의미하게 높은 것으로 나타나, 의사소통능력과 가족-교사 간 의사소통은 유의미한 정적 상관이 있는 것으로 나타났다. The purpose of this study was to examine the relation of day-care teachers' communicative competence and family-teacher communication. One hundred and fifty five teachers in day-care centers in Gyeonggi-do Suwon-si participated in the study and descriptive, correlation, multiple regression analysis were conducted. The results are as follows: First, the communicative competence of day-care teachers differed according to their age, education and career level and their type of institute. Second, the family-teacher communication level of day-care teachers differed according to their education level and their type of institute. Thirds, the communicative competence of day-care teachers had a statistically significant positive correlation to family-teacher communication.

유아교사의 행복 교육에 대한 개념도 분석

본 연구는 유아교사들을 대상으로 행복 교육에 대한 개념도 분석을 실시하여 행복 교육에 대한 가능성과 지침을 제안하는 데 목적이 있다. 본 연구의 연구대상은 유치원과 어린이집에 근무 중인 유아교사 각 50명씩 100명을 대상으로 선정하였다. 유아교사가 작성한 개념도는 상위개념의 수, 내용요소에 따른 수, 특성, 위계, 밀도 등의 측면에서 분석하였다. 첫째, 유아교사의 행복 교육에 대한 내용에서 유치원 교사들이 사용한 상위개념의 개수는 총 364회로 나타났으며, 총 21개의 상위개념 범주로 도출하였다. 둘째, 유아교사의 행복 교육에 대한 내용에서 어린이집 교사들이 사용한 상위개념의 개수는 총 296회로 나타났으며, 총 18개의 상위개념 범주로 도출하였다. 본 연구의 결과를 통해 유아교사의 행복 교육의 개념에 대한 지식을 체계화하고 전문화된 지식체계로 발전하기 위한 지원이 필요함을 시사한다. The purpose of this study was to make an analysis of the conceptual diagrams of early childhood teachers about education for happiness in an effort to suggest the possibility and guidelines of this education. The subjects in this study were 100 teachers at kindergartens and daycare centers located in the city of Busan and South Gyeongsang Province. Out of them, 50 teachers each were selected from the kindergartens and the daycare centers. The conceptual diagrams drawn up by the early childhood teachers were analyzed to find out the numbers of superordinate concept, the number of content element, characteristics, hierarchy and density. The findings of the study were as follows: First, as for the content of education for happiness, superordinate concepts appeared 364 times in the conceptual diagrams of the kindergarten teachers, and there were 21 superordinate concepts overall in their diagrams. Second, concerning the content of education for happiness, superordinate concepts appeared 296 times in the conceptual diagrams of the daycare center teachers, and there were 18 superordinate concepts in total. The findings of the study showed that the kindergarten teachers had a better knowledge on the concept of education for happiness than the daycare center teachers, and that there was a difference between the two groups in what they considered valuable in relation to the content of education for happiness.

보육교사의 정서지능이 경력몰입 및 조직몰입에 미치는 영향

본 연구의 목적은 보육교사의 정서지능이 경력몰입 및 조직몰입에 미치는 영향력을 살펴봄으로써 정서지능의 중요성 및 보육교사의 정서지능 향상 프로그램 개발을 위한 기초 자료를 제공하는 것이다. 이를 위해 수원시 소재 어린이집에 근무하는 교사 203명을 대상으로 설문조사를 통해 자료를 수집하였고, 수집된 자료를 분석하기 위해 기술통계, 상관관계분석, 다중회귀분석을 실시하였다. 연구결과, 첫째, 유아교사의 정서지능과 경력몰입, 조직몰입은 모두 중간 점수 이상으로 비교적 높은 편이었다. 둘째, 보육교사의 정서지능은 경력몰입 및 조직몰입과 통계적으로 유의미한 정적 상관관계를 보이는 것으로 나타나, 정서지능이 높을수록 경력몰입과 조직몰입이 높은 것으로 나타났다. 셋째, 보육교사의 정서지능이 경력몰입에 대해 약 20.1%의 설명력을 지니는 것으로 나타났고, 정서지능의 하위 변인 중 자신을 동기화하기, 자신의 정서 인식하기 순으로 경력몰입에 통계적으로 유의미한 영향을 주는 것으로 나타났다. 또한 보육교사의 정서지능이 조직몰입에 대해 14.2%의 설명력을 지니는 것으로 나타났고, 정서지능의 하위 변인 중 자신을 동기화하기가 조직몰입에 통계적으로 유의미한 영향을 주는 것으로 나타났다. The purpose of this study was to examine the impact of the emotional intelligence of day-care teachers on their career commitment and organizational commitment in an attempt to provide some information on the development of the emotional intelligence of day-care teachers. Two hundred and three teachers in day-care centers in Gyeonggi-do Suwon-si participated in the study and descriptive, correlation, multiple regression analysis were conducted. The results are as follows: First, the emotional intelligence of day-care teachers had a statistically significant positive correlation to career commitment. In addition, among the sub-factors of emotional intelligence, motivating oneself and knowing one's emotion exerted a statistically significant positive influence on career commitment. Second, the emotional intelligence of day-care teachers had a statistically significant positive correlation to organizational commitment. In addition, among the sub-factors of emotional intelligence, motivating oneself exerted a statistically significant positive influence on career commitment.

교사의 전문성 인식, 유아의 성별 및 보육기간과 유아의 사회적 상호작용 행동

The purpose of this study was to investigate and analyze how teachers' recognition of professionalism and the child's gender and term care affect child's social interaction behavior. Participants were three-year-old 61 children and their 20 teachers. Each child was observed by the time sampling method of 20 sec-observation followed by 10 sec-recording for a total of 14 minutes. The teachers completed the rating scales to measure the teachers' recognition of professionalism. The study results show that, children engaged more frequently in individual behavior than in interactions with peers or with teachers in day care centers. And those children had more interaction behavior with their teachers than with their peers. Correlation between teachers' recognition of professionalism and children's social interaction behavior were as following: the more the teachers recognized professionalism, the more the children showed positive interaction behavior toward their teachers. Also, the more the teachers recognized the professionalism related to the job satisfaction, the more the children showed positive interaction behavior toward their peers. Boys interacted more negatively with peers and teachers than girls did. Children who attended the day care center more than two years showed less individual behaviors than others.

What Do Child Daycare Center Teachers Know About Atopic Dermatitis?

Atopic dermatitis (AD) is the most common childhood inflammatory skin disorder. The purpose of this study was to elucidate the knowledge level of daycare center teachers about AD and related factors. Study subjects were 297 teachers (287 female, 10 male) from 20 randomly selected daycare centers in Istanbul. The knowledge level of teachers was assessed using a questionnaire with 21 questions about AD. The teachers were asked nine additional questions about demographic and other characteristics of the child care centers and about themselves. The mean age of the teachers was 26.4 ± 8.1 years (range 20-53 yrs). The mean score for the 21 questions was 71.4 ± 12.1 (68%) from a maximum of 105 points. The response rate of teachers rate for each question ranged from 54% to 90%. The completely true response rate for each question ranged from 3.0% to 66.7%. The knowledge level of the teachers was related to the number of children in the daycare center, but not to sex, age, education level, family history of atopy, teacher's monthly salary, location, or whether the daycare center was public or private. Although teachers in daycare centers have some knowledge about AD, widespread educational programs for teachers about AD may help to improve the understanding of the disease and the quality of life of affected children in daycare centers.

보육시설 아동에 대한 교사의 안전교육 요구도

Purpose: The purpose of this study was to identify the degree of safety education requirement in child daycare center teachers. Method: The data using questionnaire were collected from eight child daycare centers located in Seoul, Gyounggi-Do, and Kwangwon-Do. Final participants were 133 child daycare center teachers. Results: The degree of safety education requirement were as follows: education need of safety knowledge (), safety education need of daycare center (), recognition about safety education training (), and confidence of safety care practice (). There is significant correlation between education need of safety knowledge and safety education need of daycare center (r

Percepções de educadores de creches acerca de práticas cotidianas na alimentação de lactentes: impacto de um treinamento

This article stresses the importance of the qualification of professionals involved in the feeding of children in daycare centers, such that they offer adequate food and programs are developed in order to foster healthy food habits in infants from birth. Thus, the scope of this paper was to evaluate the impact of a training program for these daycare teachers in their perceptions and practices in infant feeding. A qualitative approach was used to evaluate the impact of training, with the application of the focus group technique. Sixteen groups were created, eight of which were daycare centers with training and eight without training, the average number of participants being 6 to 11 per institution aged between 19 and 66. The discourse of the teachers who took part in the training program is replete with signs of small changes, or at least with the recognition that it is indeed necessary and possible to promote change. The importance of organizing and conducting training programs for the nutritional education of teachers in day care centers is emphasized, with the continuous supervision of the effects of the qualification as a strategy for infant health.

Asthma Knowledge Level of Teachers in Child Daycare Center

Teachers are primarily responsible for supervising schoolchildren with asthma during school hours. The purpose of this study was to elucidate the level of knowledge of child daycare center teachers about asthma and factors affecting their knowledge.

Effects of Case-based Small Group Learning on Daycare Center Teachers' Coping Ability in Emergency Situations: Focus on Daily Life and Cardiopulmonary Resuscitation.

PURPOSE: This study was conducted to examine the effects of case-based learning on the coping ability of daycare center teachers in emergency situations. In the study knowledge of emergency treatment methods, attitude, intention and ability to perform CPR between were examined in an experimental group (daycare center teachers who participated in the small groups discussing case studies and comparing them with their own experience) and a control group.METHODS: The study was designed using a nonequivalent control group pretest-posttest design. Sixty-four teachers were recruited from 40 child daycare centers in S city located in J province. Thirty-three teachers were assigned to experimental group and participated in the case-based small group learning. The data were analyzed using the SPSS 18.0 program to perform chi2-test, Pearson correlation coefficients and t-test.RESULTS: The experimental group showed significantly higher posttest scores in knowledge, attitude, intention, and performance ability than those of the control group.CONCLUSION: The study results indicate that case-based small group learning on coping ability in emergency situation is effective in increasing knowledge, attitude, intention, and performance ability for daycare center teachers.

Stress Patterns of Nursery Teachers in Daycare Centers for Children with Disabilities

Stress Patterns of Nursery Teachers in Daycare Centers for Children with Disabilities

Effects of Case-based Small Group Learning about Care of Infected Children for Daycare Center Teachers

This study was conducted to develop and implement a case-based small group learning program on the care of children with infectious disease, and to examine its effects on knowledge, attitude and preventive practice behaviors of daycare center teachers compared to a control group. Based on the need assessment, the case-based learning program for the management of infectious children was developed. For this quasi-experimental study, 69 teachers were recruited from 14 child daycare centers in a city located in J province. Thirty four teachers were assigned to experimental group and participated in the case-based small group learning once a week for 5 weeks. Data were analyzed using the SPSS 18.0 program to perform χ²-test and t-tests. Analysis of covariance was used to treat the covariate of the number of assigned children between experimental and control groups. The experimental group showed significantly higher posttest scores in knowledge, attitude and preventive practice behaviors than those of control group (p<.001). These findings indicate that case-based small group learning is an effective educational strategy for daycare center teachers to learn infection management through the emphasis of self-reflection and discussion.

보육교사의 조직몰입 및 조직충성행동과 업무만족과의 관계

The purpose of this study was to analyze the relationship between organizational commitment, organizational loyalty, and working satisfaction of 162 teachers in daycare centers in Gyung-gi province. Three questionnaires about the organizational commitment which Allen and Mayer(1990) developed and Son Sobin(2002) revised, organizational loyalty behavior which Jo Bumsang(2004) revised, and working satisfaction which Kim Sunja(2005) developed, and the researcher revised were used for this study. For this study, the data was analyzed using descriptive statistics, independent t-test, and Pearson correlation. The results were as follows: first, the early childhood teacher's organizational commitment was average, and there was a significant difference according to the teacher's academic background. Second, the early childhood teacher's organizational loyalty was also average, and there were significant differences according to the teacher's age and academic background. Third, the early childhood teacher's working satisfaction was below average level, and there was a significant difference according to the teacher's working hours. Last, the early childhood teacher's organizational commitment, organizational loyalty behavior, and working satisfaction showed the positive relationship. In conclusion, the government and the director of daycare centers should support for the teacher's psychological satisfaction because the early childhood teacher's psychological state is highly related to successful organization of daycare centers.

Perception of Child Day Care Center Teachers on Issues and Needs in Child Health Management

Purpose: The purpose of this study was to investigate issues and needs related to child health management as recognized by teachers in day care centers. Methods: Data were collected from 130 teachers from 20 day care centers. Each teacher was interviewed in depth and the data were examined through content analysis. Results: For issues on child health management, the analysis scheme consisted of 10 categories and 36 subcategories. For needs on child health management, the analysis scheme consisted of 10 categories and 37 subcategories. Teachers indicated that tools for physical examination and playgrounds were insufficient and they had difficulty in controlling attendance of infectious children. They also indicated the lack of a linkage between day care centers and hospitals, lack of knowledge of health management, high teacher versus child ratio, and lack of help and budget needed for health care. Conclusion: The results of this study suggest the need to develop a linkage between day care centers and medical institutions. Also there is a need to provide support from health care personnel, health education for teacher, health management manuals for teachers, and financial aid to satisfy the needs for health management in day care center for children.

Development and Evaluation of a Child Health Care Protocol for Child Day Care Center Teachers

Purpose: The purpose of this study was to develop a child health care protocol for teachers in child day care centers. Methods: The ADDIE model with 10 Kid Keys was applied to develop this child health care protocol. All contents were developed through content validity test by 7 professionals and need assessment and evaluation by child day care center teachers. Results: This protocol consisted of 10 keys, as follows:「Health Examination/Growth & Development」,「Practice of Health Life」, 「Management of Communicable Disease」, 「Negligent Accident」,「Coping with Emergency and Transference」,「Child Abuse」,「Nutrition/Obesity」,「Quality Assurance of Staff」,「Parent Education」,「Guidance & Supervision of Child Day Care Centers」. The contents contained goals, objectives, teaching content, suggested activities for children, writing forms related to each subject, and self-evaluation sheet. Conclusion: This protocol can be practical and effective for child health care in child day care centers and it is hoped that it will be utilized in more child day care centers.