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REFERENCE LINKING PLATFORM OF KOREA S&T JOURNALS
> Journal Vol & Issue
Korean Journal of Childcare and Education
Journal Basic Information
Journal DOI :
The Korean Association of Child Care & Education
Editor in Chief :
Volume & Issues
Volume 11, Issue 6 - Dec 2015
Volume 11, Issue 5 - Oct 2015
Volume 11, Issue 4 - Aug 2015
Volume 11, Issue 3 - Jun 2015
Volume 11, Issue 2 - Apr 2015
Volume 11, Issue 1 - Feb 2015
Selecting the target year
The Effects of Stress Reduction Programs for Young Children: A Systematic Review and Meta-analysis
Goh, Eun Kyoung ; Kyun, Ju Youn ; Ha, Ji Min ;
Korean Journal of Childcare and Education, volume 11, issue 5, 2015, Pages 1~18
DOI : 10.14698/jkcce.2015.11.5.001
Following the protocols for meta-analysis process, this study aims to determine the current state and effectiveness of stress reduction programs for young children. A population, intervention, comparisons, outcomes, study design strategy was established, and 2,322 pieces of literature from 3 electronic databases of RISS, KISS and DBpia using the key words such as"young children stress"were reviewed. Twenty-seven of these references met inclusion and exclusion criteria for systematic review and 19 references were selected for meta-analysis. Analysis results are as follows. (1) Most of the literature was published around 2010. Many types of stress reduction programs were related to physical activity for 5-year-old children. (2) Stress reduction programs were found to have positive effects on young children's stress reduction and especially, psychological therapy activity programs are more effective than others. The implications of the systematic review findings are discussed in the article.
Emotional Display Rules and Emotional Labor Strategy of Childcare Teachers
Lee, Yeon Jun ; Suh, Young Sook ;
Korean Journal of Childcare and Education, volume 11, issue 5, 2015, Pages 19~37
DOI : 10.14698/jkcce.2015.11.5.019
The purpose of this study was to find out the linkage between emotional display rules and emotional labor strategy and the affects of the display rule factors on the emotional labor strategy. The participants of this study were 268 childcare teachers in Seoul, and the collected data were analyzed using correlation analysis and multiple regression analysis. The results were as follows: First, display rule perception was positively related to deep acting and surface acting. And the deep acting was positively related to display rule education, commitment, fairness of display rule, and explicit display rule. Second, display rule perception has a positive effect on deep acting and surface acting. And the commitment to display rule has a positive effect on deep acting. This study provided practical implications to help childcare teachers' emotional labor, and suggested directions for the education program for the emotional competence of childcare teachers.
The Longitudinal Relationships between Infant's Negative Emotionality, Mother's Reactive Parenting, and Infant's Problem-solving Ability
Jeon, Ran Yeung ; Kim, Hee Hwa ;
Korean Journal of Childcare and Education, volume 11, issue 5, 2015, Pages 39~54
DOI : 10.14698/jkcce.2015.11.039
The purpose of this research is to examine the causal relationships between an infant's negative emotionality, the mother's reactive parenting, and the infant's problem-solving ability. This research used a Panel Study with Korean Children's 1st-3rd year data, and the subjects were 1789 infants and their mothers. To process the results, descriptive statistics, reliability verification, Pearson's product moment correlation analysis, and path analysis were conducted. The results of this research are as follows: First, the infant's negative emotionality had significant negative effects on the mother's reactive parenting. Second, the mother's reactive parenting had significant positive effects on the infant's problem-solving ability. Third, the infant's negative emotionality had indirect effects on the problem-solving ability. Through the results of this research, it could be interpreted that the path, the infant's negative emotionality, which is a personal factor, and the mother's reactive parenting, which is an environmental factor, had effects on the infant's problem solving ability. Furthermore, basic data to explore the ways of promoting the infant's problem solving ability could be introduced.
A Study on the Relationship between the Ecological Literacy and the Sense of Happiness of Child Day Care Teachers
Ahn, Hyo Jin ; Kim, Sanglim ;
Korean Journal of Childcare and Education, volume 11, issue 5, 2015, Pages 55~72
DOI : 10.14698/jkcce.2015.11.055
This study investigated the relationship between the ecological literacy and the sense of happiness of child day care teachers. One hundred twenty -five child care teachers in the Incheon and Kyunggi areas were participated in this study. Data responses from day care teachers were analyzed sing SPSS 17. The results were as follows. First, generally, there was a significant difference in ecological literacy depending on child day care teachers' carre, experiences in early childhood, and in-service teacher program. However, there was no difference in ecological literacy except in ecological literacy attitude depending on child day care teachers' academic area. Second, there was a correlations between the ecological literacy and the sense of happiness of child day care teachers. This study will provide basic information to better understand the relationship between the ecological literacy and the sense of happiness of child day care teachers.
The Effects of Parenting Behavior Perceived by Children and Ego-resilience on School Adjustment according to Child Gender
Min, Mi Hee ;
Korean Journal of Childcare and Education, volume 11, issue 5, 2015, Pages 73~89
DOI : 10.14698/jkcce.2015.11.073
This study examined the effects of parenting behavior perceived by children and ego-resilience on school adjustment according to child gender. The participants were 2,119 first grade students(1,093 boys, 1,026 girls) in the fourth Korea Youth Panel Survey. The results of this study were as follows : First, boys perceived parenting behavior more positively than girls. Girls perceived more difficulty in ego-resilience and school adjustment than boys. Second, school adjustment of the boys and girls showed a positive correlation with parenting behavior perceived by children and ego-resilience. Third, the more perceived positive parenting behavior and the better perceived ego-resilience, the better the boys and girls could make adjustment in school. The results of this study offers a fundamental data about parenting behavior and ego-resilience which can improve the school adjustment of a first grade student.
The Effect of Fieldwork of Growing Rice on Promoting Children's Scientific Skills
Kim, Youn A ; Kim, Kyoung Eun ;
Korean Journal of Childcare and Education, volume 11, issue 5, 2015, Pages 91~111
DOI : 10.14698/jkcce.2015.11.091
The purpose of this study was to examine the effects of the field-work of growing rice on young children's scientific process skills. The participants were 10 three-year-old children in Y preschool in Osan. Teacher's participant observations, interviews with children, and children's observation journals were analyzed according to scientific process skills. This study showed that the experience of growing rice was effective in increasing children's scientific process skills. Children showed higher prediction, observation, classification, measurement, and communication ability as the activity session passed. This study can be used for the teaching methods of promoting children's scientific thinking and attitude.
The Relationship between Maternal Post-natal Depression and Children's Communication Competence
Park, Chan Hwa ; Lee, Yun Seon ;
Korean Journal of Childcare and Education, volume 11, issue 5, 2015, Pages 113~134
DOI : 10.14698/jkcce.2015.11.113
The purpose of this study was to investigate the influence of maternal post-natal depression on children's communication competence, maternal self-efficacy and parenting style. The data on 1,438 pairs of children and their mothers were provided by The Korean Children Panel Study (KCPS). Mothers were assessed by K6(Kessler et al., 2002), The Pearlin Self Efficacy Scale(Pearlin et al., 1981), and The Parental Style Questionnaire(Bornstein, et al., 1996). Children's communication competence was assessed by K-ASQ. The collected data were analyzed with t-test and path analysis. The major results of this study were as follows : (1) Post-natal maternal depression was not directly associated with the children's communication competence. (2) Post-natal maternal depression indirectly influenced the children's communication competence via maternal self-efficacy and the parenting style. The results of this study suggest that post-natal depression within 1 year will not have an effect on the children's communication competence directly, but will indirectly influence it through maternal self-efficacy and the parenting style when the children are 2 years old.
The Relationship between Motor Proficiency and Executive Function in Preschoolers
Lee, Yun Ah ; Lee, Wan Jeong ;
Korean Journal of Childcare and Education, volume 11, issue 5, 2015, Pages 135~151
DOI : 10.14698/jkcce.2015.11.135
The purpose of this study was to investigate the relationship between preschoolers' motor proficiency and their executive function. Participants were 72 children who participated in individual tests. Motor proficiency was measured by a shortened form of the Bruininks-Oseretsky Test of Motor Proficiency Second Edition(BOT-2). Executive functions were assessed by utilizing the revised version of the four tasks: 'Day-Night Task', 'Dimensional Change Card Sort Task', 'Lift Flag Task' and 'Digit Span Task'. The major findings were as follows. First, the 5-year-olds motor proficiency was found to be better than the 4-year-olds. Second, the 5-year-olds executive function was found to be better than the 4-yeat-olds. Last, the 4-year-olds' and 5-year-olds' motor proficiency was related to their executive function. Concretely, fine manual control of motor proficiency was executive function and there was a high correlation. And behavior response inhibition and working memory of executive function was motor proficiency and there was a high correlation. Data analysis showed that preschoolers' motor proficiency and their executive function were different by their age level and that preschoolers' motor proficiency was correlated with their executive function.
The Analysis Level of Implementation by Perception and Satisfaction on Nuri Curriculum of Age 3~4 Child Care Teachers
You, Hee Jung ;
Korean Journal of Childcare and Education, volume 11, issue 5, 2015, Pages 153~171
DOI : 10.14698/jkcce.2015.11.5.153
This study was to examine the analysis level of implementation of the Nuri Curriculum of age 3 ~ 4 child-care teachers. It recognized general tendencies about the perception and satisfaction and the relation among level of implementation and perception, satisfaction of the Nuri Curriculum of age 3~4 Child-care teachers. And it also recognized the effect of level of implementation on perception and satisfaction. A survey was therefore administered to 264 child care teachers in Seoul and Gyoung-gi do. The collected data were by mean, standard deviation for recognize general tendency about perception and satisfaction, other data were by pearson relation, multiple regression analysis. Results were as follows: Firstly, general perception on Nuri Curriculum of age 3~4 Child-care teachers were a little above average, and there were positive relationships between perception and teachers' the level of implementation. Specially perception of practice and support had a significant positive correlation with theoretical basis and character. Secondly, general tendency of satisfaction were above average, and there were positive relationships between Satisfaction and teachers' the level of implementation. Specially satisfaction of curriculum had a significant positive correlation with assessment and practice and support had a significant positive correlation with teaching material. Thirdly, the practice and support perception exerted the largest influence on the teachers' the level of implementation, and satisfaction of curriculum exerted influence on the teachers' evaluation of the level of implementation.
A Relationship between Teacher Commitment and Teacher Efficacy in Workplace Child-Care Center
Moon, Yeou Sim ; Kang, Kyung Min ;
Korean Journal of Childcare and Education, volume 11, issue 5, 2015, Pages 173~190
DOI : 10.14698/jkcce.2015.11.173
This study aims to identify the difference in teacher commitment at workplace child-care centers and understand the relationship between teacher commitment and teacher efficacy. To achieve this, the data were collected from 176 teachers who were working at workplace child-care centers in Gyeonggi province, One-way analysis of variance (ANOVA), Scheff
test, and Pearson's correlation analysis were performed. According to the results, it was found that there is a high positive correlation between teacher commitment and teacher efficacy. The teacher commitment appears high and especially the teacher commitment to infants and toddlers appears the highest at the workplace child-care centers. It was also found that there is a significant difference in teacher efficacy depending on academic ability and work experience of teachers, age of infants and toddlers, and total number of teachers in the centers. This study is significant in that it provides the basic data for drawing up the measures to support the teacher commitment as one of the internal characteristics of the teachers working at the workplace child-care centers. Further studies need to explore the relationship between teacher commitment and teacher efficacy depending on the type of kindergarten or day care center.
The Effects of Young Children's Temperament, Parenting Styles and Teacher-Child Interactions on Peer Interactions
Lee, Mi Ran ;
Korean Journal of Childcare and Education, volume 11, issue 5, 2015, Pages 191~214
DOI : 10.14698/jkcce.2015.11.191
The purpose of this study was to investigate variables which have an influence on young children's peer interactions. The data of 966 4-year-old children and their parents and class teachers were extracted from the 5th Panel Study on Korean Children in 2012 by Korea Institute of Child Care and Education. The data were analyzed by means of ANOVA, Pearson's coefficient and multiple regression. The results were as follows: First, boys' play disruption and play disconnection were higher than girls', and girls' play interaction was higher than boys'. Second, sociability and activity of temperament, and teacher-child interaction were related to peer disruption. Third, teacher-child interaction and sociability of temperament significantly affected play interaction. Controlling parenting behavior of the mother was positively related to peer interaction in girls. Fourth, teacher-child interaction, sociability and emotionality of temperament significantly affected play disconnection. Social parenting behavior of the father was negatively related to play disconnection in boys. Lastly, teacher-child interaction was the clearest indicator for young children' peer interactions. These findings suggested a potential role of the teacher in young children's peer interactions.
Young Children's Reading Responsiveness to the Pop-up Books and Regular Picture Books
Lee, Ji Hye ; Choi, Na Ya ;
Korean Journal of Childcare and Education, volume 11, issue 5, 2015, Pages 215~235
DOI : 10.14698/jkcce.2015.11.215
This study examined the differences in young children's reading results to two types of picture books, focusing on the features of pop-up books. Children's reading time, interests, responsiveness, comprehension, and recall were compared for pop-up books and regular books with the same story. The results of this study were as follows. First, young children showed similarly high interests in both versions. Second, children from the pop-up books group read for a longer time, and showed a higher responsiveness level in focusing on the illustrations than their counterparts. Third, children who read regular books displayed better comprehension and recall than children who read pop-up books.
A Grounded Theory Approach to the Process of Conflict between Early Childhood Teacher and Parent on the Perspectives of Teachers
Kim, Young Ju ; Lee, Kyeong Hwa ;
Korean Journal of Childcare and Education, volume 11, issue 5, 2015, Pages 237~260
DOI : 10.14698/jkcce.2015.11.237
This study sought to explain the process of conflict between early childhood teacher and parent (T-P conflict) and was guided by the following three questions: (a) how does a T-P conflict begin? (b) how does a T-P conflict develop over time? and (c) how does a T-P conflict end? One hundred cases were provided by private kindergarten teachers with experiences of T-P conflict. A qualitative grounded theory design was used for analysis of the data. Open coding and axial coding resulted in six categories: (a) "causes of conflict" (b) "conditional context of conflict" (c) "state of conflict" (d) "amplification of conflict" (e) "problem solving strategies of conflict", and (f) "cease of conflict". The stage of selective coding drew out three core categories: (a) "prelude with tuneless instruments" (b) "duet for discords and concords, and (c) "splendid finale vs. unplanned intermission". Additionally the study raised the doubts about current early childhood education policies based on neo-liberalism and their impacts on relationships between teachers and parents.
The Process of Meaning Construction on Children's Happiness by Mothers with Young children
Choi, Eun A ; Chung, Kai Sook ;
Korean Journal of Childcare and Education, volume 11, issue 5, 2015, Pages 261~292
DOI : 10.14698/jkcce.2015.11.261
The purpose of this study was to explain the process of meaning construction on children's happiness by mothers with young children. The study participants were 16 mothers with young children. The data were collected through the interviews which were conducted during 10 months from March, 2013 to December, 2013. The Data were analyzed according to a grounded theory methodology. The process of meaning construction on children's happiness by mothers included 4 stages, which are as follows. 'Following inseparated social desire and demands', 'Looking around my desire and children's happiness', 'Rearranging interlacing desire' and 'Going to find my children's happiness and my happiness'. And the stages were interacting mothers'time perspectives and diverse ecosystems. Based on the results, the study discussed the characters of interaction on time perspectives and parenting, and discussed influences of meaning construction on happiness.
Children's Understanding of Emotional Display Rules by Episodes: Interaction Effects of Intention Reasoning and Gender
Bae, Seong Hee ; Han, Sae-Young ;
Korean Journal of Childcare and Education, volume 11, issue 5, 2015, Pages 293~310
DOI : 10.14698/jkcce.2015.11.293
The purpose of this study is to investigate the differences that appeared in the episodes in understandings of the emotional display rules according to the types of emotions and subjects for expressing emotions. In addition, the interaction effects of intention reasoning types and gender on children's understandings of the real emotions and emotional display rules are explored. 144 4-5 year old children in Chungbuk province participated in the experimental interviews. The results are as follows. First, children comprehended the emotional display rules more clearly in a relationship with peers than adults. In terms of a type of emotion, it was the negative emotions rather than positives ones that those children understood better for real emotions and emotional display rules. Second, the main effect of the intention reasoning types on children's understanding of the emotional display rules appeared significant in all episodes. Especially, in negative emotion-peer episode, children with different types of intention reasoning showed a different level of understanding emotional display rules depending on gender of the children.
The Effectiveness of a Program for Enhancing Parent Education and Counseling Competence for Child Care Teachers
Kim, Min Jung ;
Korean Journal of Childcare and Education, volume 11, issue 5, 2015, Pages 311~332
DOI : 10.14698/jkcce.2015.11.311
The present study employed a pretest-posttest quasi-experimental design to evaluate the effectiveness of a teacher education program for child care teachers. Twenty-seven teachers were randomly assigned to intervention and control groups with 12 and 17 teachers in each group. Teachers in the intervention group participated in the program. After termination of the program, differences between pre- and post-tests were examined in regards to teachers' emotional regulation, efficacy, parent-teacher communication and job satisfaction. There were four major findings. First, self-reported teachers'emotional regulation, teachers'efficacy and job satisfaction were significantly improved in the intervention group, but not in the control group. Second, parent-teacher communication difficulty was significantly reduced in the intervention group, but not in the control group. These findings emphasize the importance of the teachers' positive characteristics in improving the outcome of preschoolers.
The Effects of Variables on Expectation of Reality Shock of Pre-service Childcare Teacher: Focusing on Individual Characteristics, Resilience, Self-efficacy and Perfectionism
Ha, Ji Young ; Kim, Yang Eun ;
Korean Journal of Childcare and Education, volume 11, issue 5, 2015, Pages 333~353
DOI : 10.14698/jkcce.2015.11.333
The purpose of this study is to find out if individual variables, ego resilience, self-efficacy, and perfectionism of pre-service daycare teachers can predict anxiety about reality shock after being daycare teachers. Subjects were 176 college students in their 1st~4th year who wanted to become daycare teachers. The data were verified by using t-test, ANOVA, Pearson correlation analysis, and hierarchical regression analysis. The study results are as follows: First, the higher the year of school they were in, the higher the anxiety about reality shock was. Second, there was a significant correlation among ego resilience, self-efficacy, perfectionism, and anxiety about reality shock. Specifically, as ego resilience and self-efficacy are lower and perfectionism is stronger, anxiety about reality shock was found to be higher. Finally, the year of school, self-efficacy, and perfectionism of pre-service teacher turned to be variables predicting anxiety about reality shock. Based on the results of this study, we searched for a solution to reduce anxiety about reality shock of pre-service daycare teachers and provide basic information that can do properly prepare future teachers.