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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 9, Issue 6 - Dec 2013
Volume 9, Issue 5 - Oct 2013
Volume 9, Issue 4 - Aug 2013
Volume 9, Issue 3 - Jun 2013
Volume 9, Issue 2 - Apr 2013
Volume 9, Issue 1 - Feb 2013
Selecting the target year
Parenting Stress, Job Stress, and Parenting Behaviors in Nurses
Yu, Kwang Za ;
Korean Journal of Childcare and Education, volume 9, issue 2, 2013, Pages 5~21
The purpose of this study was to identify the relationship of job stress, parenting stress and parenting behaviors in nurses. This research was carried out targeting 201 nurses in total who have preschool children and work at two university hospitals and three general hospitals in D Metropolitan. For the analysis of the research SPSS 17.0 was used for the data analysis. Regression analysis was the statistical method used for data analysis. There were significant negative correlations for parenting behavior and parenting stress in the mothers. Among daily lived stress, parental role stress and job stress significantly influenced parenting behavior. Therefore, daily life stress, job stress and parental role stress had an influence on the parenting behavior. The results of this study show that parenting stress, job stress are powerful factors for understanding parenting behavior. An important implication of this study is that nurses in future should be considered with the parenting stress and job stress.
The Experiences of Novice Teachers in Daycare Centers and the Grounded Theory of their Adjustment Process
Won, Kye Son ;
Korean Journal of Childcare and Education, volume 9, issue 2, 2013, Pages 23~46
The purpose of this study was to obtain basic information for novice teachers' adjustment. The data from five novice teachers were collected by in-depth interviews of each subject, as well as reviewing a memo diary, journal and class diary. The results indicated that the novice teachers' experiences were categorized into difficulties in social relationships, heavy workload, stress related to making mistakes, obtaining support and assistance, adequate understanding of their field of work and so on. The model theory for their process of adjustment was found by grounded theory approach. The causal conditions include mistakes in performance of work and immaturity of managing social relationships. The contexts include age of the children, work conditions(i.e. time and space), amount of workload, unfamiliarity of new work assignments, personalities of colleagues, and high frequency of meeting parents of children. The intervening conditions are composed of a guidance program for novice teachers, support from colleagues, work rewards, and the personalities of novice teachers. The novice teacher use three strategies: trying to ignore, sharing difficulties and accessing support from friends or family, as well as willful efforts to transfer negative emotions into positive ones. The consequences of the strategies include: successful career progression, survival, and desire for leaving the field of work.
A Popular Three-Year-Old Child's Relationships with Other Children and Teacher
So, Ra ; Choi, Youn Chul ;
Korean Journal of Childcare and Education, volume 9, issue 2, 2013, Pages 47~73
The purpose of this study is to explore the relationships that a popular three year old child has with other children and teacher. One popular child was selected among thirteen children using peer-nomination method and participated in this study. During free choice play time, the popular child's various activities and interaction patterns were observed and analyzed. The popular child in this study had a steady intimate friendship with his best friend most of the time. However, he showed a tendency to behave as he pleased and give orders to other children who he was not in a close relationship with. He did some deliberate and premeditated acts to get praise and love from his teacher. The teacher's compensations also reinforced his intentional actions.
A Qualitative Study about the Function and Relationships of Social Community Welfare Centers and Health Family Support Centers for Family Welfare Practice
Lim, Hyoyeon ; Lee, Sara ;
Korean Journal of Childcare and Education, volume 9, issue 2, 2013, Pages 75~95
This study searched for the common and different aspects of social community welfare centers and health family support centers for family welfare practice of the community. We also tried to find out the awareness of workers and the performance function for each institution. Through the interviews and review of literature, and comparative analysis of operating status, we looked for the common and different aspects, and the direction of development, which evolved family welfare into the community by way of function and relationships of both institutions. As a result, the participants of this study pursued common purposes. They however made aware of the issues of discrimination about social values and each institution's functions. We suggest that the social community welfare center focuses on individuals and families, in order to integrate the community. A health family support center should play the role to fulfill needs for family welfare according to family life cycle, and have good accessibility for individuals and families in the community.
The Effects of Role Conflicts on the Work-related Flow of Childcare Teachers
Lee, Kyeong Hwa ;
Korean Journal of Childcare and Education, volume 9, issue 2, 2013, Pages 97~115
The present study examined the relationships between work related flow (i.e., absorption, work enjoyment, and intrinsic work motivation) and role conflict causes (i.e., teacher's belief, teaching and interaction with young children, comradeship, relationships with parents, workload, supervision, and social awareness of the job). A canonical correlation analysis was performed on the data from a sample of 154 childcare teachers. The results are as follows (1) there was a reciprocal-causal relationship between teachers' role conflict causes and their work-related flow; (2) canonical function 1 showed that absorption and work enjoyment are strongly associated to a teacher's belief and supervision of conflict causes; and (3) canonical function 2 showed that intrinsic motivation has a relatively strong relationship with workload and supervision of conflict causes. It can be concluded that it is important for childcare teachers to have sufficient job resources to promote their flow at work. Further research is needed for investigation of teacher's flow at various conditions of work.
Young Children's 'More Means More' Bias and Knowledge Change Process Regarding a Lever Phenomenon
Kim, He Ra ;
Korean Journal of Childcare and Education, volume 9, issue 2, 2013, Pages 117~141
The purpose of this study is to investigate the young children's 'more means more' bias and knowledge change process regarding a lever phenomenon, especially the relationship between the weight of an object and the strength of force and between the length of a lever and the strength of force. Subjects, who were presented with the tasks, were eight young children 5 years of age. Major findings were as followings. First, most of the subjects have a 'more means more' bias about the relationship between the weight of an object and the strength of force and between the length of a lever and the strength of force regarding a lever phenomenon. This meant that young children have similar concepts about a lever phenomenon regardless of whether it is right or wrong physically. Second, young children tried to make sure of their knowledge during experiments. They chose the evidence which confirmed their knowledge. But they tried to change their knowledge, when the evidence presented did not correspond to their knowledge. These findings contribute to understanding young children's 'more means more' bias and knowledge change process about a lever phenomenon and can be used in preschool science education programs and curriculums.
A Study on the Development of Art Programs for Supporting Young Children's Prosocial Behavior : Focusing on young children from Multicultural and Typical Korean Families
Park, Hyun Sun ; Kim, Ji Eun ;
Korean Journal of Childcare and Education, volume 9, issue 2, 2013, Pages 143~171
This paper aims to develop the art programs supporting prosocial behaviors of young children from multicultural and typical Korean families. On the basis of the survey results and literature review, art activities were planned. And the program was executed amongst young children from multicultural and typical Korean families to test the applicability of the program. The young children in the program showed either positive attitudes or conflicts with their peer group at the beginning. As the program continued, young children were gradually harmonized, yielding to each other and were negotiating. During the last stage of the program, young children from multicultural and typical Korean families demonstrated prosocial behaviors of sharing, helping, and cooperating with each other. These kinds of results prove that the art programs are helpful in promoting prosocial behavior among young children from multicultural and typical Korean families. Therefore, it appears that an educational institute in which young children from multicultural families are taught would be able to support prosocial behavior for young children from multicultural and typical Korean families using this program.
The Relationship between Children's Information Processing and Basic Learning Abilities
Kim, Nam Hee ;
Korean Journal of Childcare and Education, volume 9, issue 2, 2013, Pages 173~189
The purpose of this study was to examine the relationship between children's information processing ability and basic learning abilities. To collect the data, two tests were given to 99 children. The Korean K-ABC(Moon & Byun, 1997) and Pictorial Basic Learning Abilities for Children(Kim, 2011) were used to examine the relationship between children's information processing and basic learning abilities. The collected data were analyzed by correlation analysis and multiple regression analysis. According to the results of this study, there was a significant positive correlation between information processing(sequential processing, simultaneous processing) and basic learning abilities including reading, writing, and basic mathematics. And information processing significantly affected basic learning abilities. Namely, simultaneous processing explained 22% of basic learning abilities and by adding sequential processing, the explanation was increased to 25%. In conclusion, the results of this study suggest various implications about children's basic learning abilities. These implications will help teachers and parents to understand their children's learning.
A Study on Variables Related to Paternal Parenting Behavior : Father Involvement, Parenting Stress, and Parenting Self-efficacy
Kim, Ga Yun ; Shin, Hae Young ;
Korean Journal of Childcare and Education, volume 9, issue 2, 2013, Pages 191~213
The purpose of this study was to examine the relationship pattern among paternal parenting behaviors, father involvement, parenting stress, and parenting self- efficacy. The subjects were 299 fathers of 3 to 4 year-old children at 2 child care centers and 11 kindergartens in Seoul and the Gyunggi-do area. Fathers responded to a modified version of Parenting Daily Hassles(Crinc & Greeberg, 1990), a re vised version of Parenting Sense of Competence(Gibaud-Wallston & Wandersman, 1978), and questionnaires including questions about parenting behaviors(Park, 2000) and father involvement developed by authors. Stepwise regression analyses showed that fathers' cognitive efficacy of parenting and the frequency of play involvement on weekdays significantly explained paternal 'warmth encouragement'. Also, cognitive efficacy and the frequency and time amount of play involvement on weekdays significantly explained paternal 'setting up the limitations'. Meanwhile, fathers' emotional efficacy and the amount of play time involvement on weekdays significantly explained paternal 'over-protection permission'. Finally, the cognitive and emotional efficacy of rearing and parenting stress significantly explained paternal 'rejection non-intervention'.
The Effects of Mothers' Rejective Parenting, Emotional Expressivity and Children's Emotional Regulation Strategy on their Social Withdrawal
Kwon, Yeon Hee ;
Korean Journal of Childcare and Education, volume 9, issue 2, 2013, Pages 215~238
This study examined the effects of mothers' rejective parenting, emotional expressivity, children's emotional regulation strategy on their social withdrawal. Participants were 223 children(121 boys, 102 girls; recruited from classes with 4-5 year olds), their mothers and 20 child care teachers. The teachers completed rating scales to measure the children's social withdrawal and emotional regulation strategies. Mothers reported their rejective parenting along with emotional expressivity. The collected data were analyzed using descriptive statistics, Pearson's productive correlation coefficient, and hierarchical multiple regressions. Results showed that mothers' rejective parenting, children's venting/support seeking strategy and avoidance/non-responsive strategy had positive relation to, whereas mother's positive expressivity were negatively related to their social withdrawal. Hierarchical regression analysis indicated that the interaction of mother's rejective parenting and positive expressivity predicted children's social withdrawal. Mother's rejective parenting was associated with children's social withdrawal, especially for children with the lowest level of mother's positive expressivity. In addition, the association between mother's rejective parenting and children's social withdrawal were partially mediated by their venting/support seeking strategy.
Analysis of the Types of Images Early Childhood Teachers have about Kindergarten Teachers : Employing Q-methodological Approach
Kim, Byung Man ; Kim, Mi Jin ;
Korean Journal of Childcare and Education, volume 9, issue 2, 2013, Pages 239~262
The purpose of this study was to examine the types of image that early childhood teachers have about nursery teachers in detail in an effort to provide some information on how to build an ideal image of a nursery teacher. Another goal was to determine the right directions for teacher education based on the subjective opinions of early childhood teachers, which has not been covered in earlier studies. The Q-methodology was utilized to determine the awareness of early childhood teachers about the types of the images of nursery teachers and each type's characteristics. A Q-population was constituted by 310 types of images based on the results of earlier studies about the images of nursery teachers, and 48 Q-samples were selected according to frequency. And then 20 nursery teachers and 20 kindergarten teachers were asked to classify the images of nursery teachers in nine stages by using the Q-sort, and the data were analyzed by the statistical package PASW 18.0. As a result, four different types of images appeared that the early childhood teachers had about nursery teachers, and the images were respectively named 'a practical-teaching-oriented type of teacher', 'a negative-system critical type of teacher', 'a positive-humanistic type of teacher' and 'a neutral-emotionally type of teacher'.
A Semiotic In-depth Analysis of the Children's Picture Book : "Who Pooped on My Head?"
Chang, Sung Dan ; Lee, Ju Lie ;
Korean Journal of Childcare and Education, volume 9, issue 2, 2013, Pages 263~283
This study analyzed picture book "Who Pooped on my Head?" by using semiotic theories and considered involved meaning of the text. Because characteristics of children's development and picture book should be in harmony, it is necessary to understand the text in-depth. As a result of analysis, the text helps psychological stability and contains the meaning and value that guides children into social value or norm. Analyzing the text by using Greimas' Semiotic square, the meaning that following bowel movement standard is socially established behavior was involved. It seems that giving up instinct and accepting standard are process to extend thought. In conclusion, this study confirmed that the meaning and value that support cognitive and emotional development was contained in the picture book, "Who Pooped on my Head?".
A Qualitative Study on the Courage of Infant & Toddler Teachers
Hwang, Hae-Ik ; Kang, Hyun-Mi ; Tak, Jeong-Hwa ;
Korean Journal of Childcare and Education, volume 9, issue 2, 2013, Pages 285~309
The purpose of this study was to examine the courage of infant & toddler teachers during their care for infants and toddlers in an effort to shed light on the courage of teachers, which has been overlooked so far. It's specifically meant to raise awareness of the necessity of courage as one of virtues that teachers should have to provide quality care. The subjects in this study were four selected infant & toddler teachers at a childcare center. Data were gathered during a 12-week period of time from June to August, 2012, by having in-depth interviews with the teachers. After the collected data were analyzed, the courage that teachers had was categorized into three: being unsparing of oneself, acting according to conscience and sticking to principles, and raising and caring. As for the first, they didn't spare themselves even though there was a danger of physical harm or death. Regarding the second, they held fast to their principles even when it's against the will of the principal and parents, and continued to modify the principles by looking back on themselves. Concerning the third, they did their utmost while they provided toilet training. In the future, the characteristics of courage that infant & toddler teachers should have to take good care of infants and toddlers should be investigated, and courage should be taken seriously as one of virtues. Besides, how to help teachers keep their courage up should carefully be considered.
An Analysis of Structural Relationships on the Stimulated Home Environment, Mother-child Interaction, and Interactive Peer Play of Preschool Children
Han, Myung Sook ;
Korean Journal of Childcare and Education, volume 9, issue 2, 2013, Pages 311~330
This study investigated the relationships of preschool children's interactive peer play, stimulated home environment, and mother-child interaction. A total of 255 children were selected in this study. Data were analyzed with Pearson correlations and covariance structural analysis by using SPSS and AMOS, a statistical program for structural equation modeling. The major findings of this study were as follows: First, interactive peer play was associated with stimulated home environment and mother-child interaction. Second, the results confirmed the pathway from stimulated home environment via mother-child interaction to interactive peer play showing a significantly good model fit. The paths from stimulated home environment to children's interactive peer play were mediated by mother-child interaction.
Awareness of Parents with Preschoolers on Multiple-intelligence Education Programs, the State of Multiple-intelligences Education and their Needs
Ha, Soon Ryun ; Seo, Hyun Ah ;
Korean Journal of Childcare and Education, volume 9, issue 2, 2013, Pages 331~355
The purpose of this study was to examine the awareness of parents with preschoolers about multiple-intelligence education programs, the state of their multiple-intelligence education and their needs. This was done in an effort to provide information on the successful utilization of early childhood multiple-intelligence programs, as parents exercise a great influence on the development of early childhood multiple intelligences. The subjects in this study were 350 parents of preschoolers in six different kindergartens located in the city of Busan, on whom a survey was conducted. The findings of the study were as follows: first, as for the awareness of the parents of the preschoolers on multiple-intelligence education, they placed an importance on that education in general. Second, concerning the state of their multiple-intelligence education, there was a strong tendency for them to rely on early childhood education institutions and study aids produced by relevant companies to foster the strength of their children. Third, regarding a time for early childhood multiple- intelligence education, they considered it advisable for preschoolers to start to receive that education at the Western age of 2 to 7, and they preferred teachers who had a good understanding of the psychology and needs of preschoolers. The parents wanted their children to receive that education, and hoped to receive parent education about it.
The Effect of Hours in Child Care Centers on Children's Daily Stress and the Moderating Effects of Child Care Quality
Kim, Jeong Wha ; Lee, Jae Yeon ;
Korean Journal of Childcare and Education, volume 9, issue 2, 2013, Pages 357~377
This study aims to look for care quality factors reduce the daily stress of young children placed in care centers for long hours. Therefore, the research questions look into how the hours and care quality factors in child care centers affect young children's daily stress, and whether the care quality factor moderates the impact of the hours children spent in centers. The subjects in this study were 380 children from 3 to 5 years old from 10 child care centers. The Korean Preschool Daily Stress Scale(KPDSS) for children's daily stress and Early Childhood Environmental Rating Scale-Revised(ECERS-R) for quality of each classroom of centers were implemented. The main findings were summarized as following: (1) The more hours he/she spent in the center, the more stress he/she had. Children who spent 9 hours or more had more stress than children with 7 hours or less. (2) Among the 7 quality factors including space and furnishings, personal care routines, language reasoning, activities, interaction, program structure, parents staff, the interaction level between a teacher and a child and the level of parents and staff had the most impact on children's daily stress. (3) The qualitative factors of child care, language reasoning level, interaction level, parental support, and level of teachers reduced children's daily stress which was affected by the hours they spent in centers. Thus in order to reduce the daily stress of children who attend more than 9 hours a day, it is crucial to promote language reasoning activities and interaction between teachers and children and to improve parental support and teachers' professionalism.