幼兒敎育·保育福祉硏究 Pub Date : 2023-09-30 DOI: 10.22590/ecee.2023.27.3.31

Ha-Young Min, Ki-Nam Kwon

{"title":"The Study of the Mediating Effect of the Childcare Center Teacher’s Ego-Resiliency on the Relationship between Director’s Transformational Leadership and Teacher Self-Efficacy for Teacher-Young children Relationships","authors":"Ha-Young Min, Ki-Nam Kwon","doi":"10.22590/ecee.2023.27.3.31","DOIUrl":"https://doi.org/10.22590/ecee.2023.27.3.31","url":null,"abstract":"This article explored the mediation the effect of childcare center teacher’s ego-resiliency on the relationship between director’s transformational leadership and teacher self-efficacy for teacher-young child relationships. The subjects were 255 childcare centers teachers. Questionnaires, which required self-report by the childcare centers teachers, were used to investigate director’s transformational leadership, childcare center teacher’s ego-resiliency and teacher self-efficacy for teacher-young child relationships. Analyses were conducted by Pearson Correlation, SEM(Structural Equation Modeling), Bootstrapping, Sobel Test, using of AMOS 10.0, and SPSS 21.0. There are three main findings. First, Structural Equation Modeling(SEM) revealed that the director's transformational leadership influenced on the childcare center teacher’s ego-resiliency. Second, the childcare center teacher’s ego-resiliency influenced on the teacher self-efficacy for teacher-young child relationships. Third, the director's transformational leadership influenced indirectly on the teacher self-efficacy for teacher-young child relationships by the teacher’s ego-resiliency, but not directly. This study is important in that it identified the relationships between director’s transformational leadership, teacher’s ego-resiliency, and teacher self-efficacy for teacher-young child relationships. The findings can be utilized to enhance teachers' self-efficacy in building relationships with young children via improving their ego-resiliency.","PeriodicalId":481516,"journal":{"name":"幼兒敎育·保育福祉硏究","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135082327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Mediated Effect of Teacher-child Interaction on the Effects of Early Childhood Teachers’ Job Stress on Young Children’s Social Development 幼儿教师工作压力对幼儿社会发展的中介作用

幼兒敎育·保育福祉硏究 Pub Date : 2023-09-30 DOI: 10.22590/ecee.2023.27.3.209

Yoon-Keong Kim, Seung-Hee Kim

{"title":"The Mediated Effect of Teacher-child Interaction on the Effects of Early Childhood Teachers’ Job Stress on Young Children’s Social Development","authors":"Yoon-Keong Kim, Seung-Hee Kim","doi":"10.22590/ecee.2023.27.3.209","DOIUrl":"https://doi.org/10.22590/ecee.2023.27.3.209","url":null,"abstract":"The purpose of this study was to investigate the mediated effect of teacher-child interaction on the effects of early childhood teachers’ job stress on young children’s social development. The subjects of this study were 297 early childhood teachers who were teaching 5-year-old children in Gwangju metropolitan city and Jeollanamdo. This study conducted survey research, and the survey data were analyzed using frequency analysis, descriptive statistic analysis, t test, F test, Pearson correlation analysis, and multiple regression analysis. The results of this study were as follows: First, early childhood teachers’ job stress, young children’s social development, and teacher-child interaction were meaningfully different according to teachers’ background variables such as teachers’ work experience, academic ability, marital status, and the number of overtime work. Second, there was negative correlation between early childhood teachers’ job stress and young children’s social development, between early childhood teachers’ job stress and teacher-child interaction. Third, early childhood teachers’ job stress had a significant negative effect on young children’s social development. Fourth, teacher-child interaction had a mediated effect on the effects of early childhood teachers’ job stress on young children’s social development. This indicates that the negative effects of early childhood teachers’ job stress on young children’s social development can be relieved through teacher-child interaction. It is important before everything for teachers to interact with young children effectively for young children’s social development. As a result, it is significant that this study suggests the method to minimize the negative effects of early childhood teachers’ job stress on young children’s social development by verifying the mediated effect of teacher-child interaction.","PeriodicalId":481516,"journal":{"name":"幼兒敎育·保育福祉硏究","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135082491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Stories of Child Care Teachers’ Rights 幼儿教师权利的故事

幼兒敎育·保育福祉硏究 Pub Date : 2023-09-30 DOI: 10.22590/ecee.2023.27.3.87

Ji-Eun Park, Youn Ah Jung

{"title":"Stories of Child Care Teachers’ Rights","authors":"Ji-Eun Park, Youn Ah Jung","doi":"10.22590/ecee.2023.27.3.87","DOIUrl":"https://doi.org/10.22590/ecee.2023.27.3.87","url":null,"abstract":"The purpose of this study is to find ways for childcare center teachers rights and to promote them as per their stories. Data were collected by conducting 2-4 interviews whih 17 teachers who are wokking at their field and conduct qualitative analysis. As a result of the analysis, First, it was difficult for childcare teachers to distinguish whether thiers were originally their role or infringement of rights. Second, teachers said they needed the ‘right to education’. Although they had pride as an expert, they were experiencing identity confusion in the process of performing their role as a teacher the right to education was not clearly specified. Third, teachers said they wanted that the “right to rest” would be guaranteed even during work, and that the right to “logoff” from work after work was needed. Fourth, in order for teachers' rights to be practically guaranteed, a practical system such as legislation to protect teachers' rights had to be established. It was stated that a monitoring system should be introduced to monitor how much teachers' rights are being followed by preparing a monitoring system for day care centers. Based on the results of this study, it is expected that it will be a basic data for finding ways to protect and promote the rights of daycare center teachers.","PeriodicalId":481516,"journal":{"name":"幼兒敎育·保育福祉硏究","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135082497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Mediating Effect of Children’s Media Use on the Relationship Between Mothers' Parenting Stress and Child’s Difficulty in Executing: Focusing on the Moderating Effect of Social Support Perceived by Mothers. 儿童媒体使用对母亲养育压力与子女执行困难关系的中介作用:以母亲感知的社会支持为例

幼兒敎育·保育福祉硏究 Pub Date : 2023-09-30 DOI: 10.22590/ecee.2023.27.3.7

Mi-Young Lee, Ju-Ill Kim

{"title":"The Mediating Effect of Children’s Media Use on the Relationship Between Mothers' Parenting Stress and Child’s Difficulty in Executing: Focusing on the Moderating Effect of Social Support Perceived by Mothers.","authors":"Mi-Young Lee, Ju-Ill Kim","doi":"10.22590/ecee.2023.27.3.7","DOIUrl":"https://doi.org/10.22590/ecee.2023.27.3.7","url":null,"abstract":"The purpose of this study is to verify the controlled mediating effect of social support perceived by mothers on the relationship between mothers' parenting stress and their children's executive functions, mediated through media use. To accomplish this, data were collected from 1,087 mothers and 6th-grade elementary school children (12 years old) as part of the 13th wave of the Korean Children's Panel. SPSS 27.0 and PROCESS Macro for SPSS 4.3, models 1, 4, and 7 were employed for data analysis. The results of the analysis are as follows: First, children's media use was found to mediate the impact of mothers' parenting stress on their children's difficulties in execution. Second, it was confirmed that the social support perceived by mothers controlled the effect of mothers' parenting stress on their children's media use. Third, it was observed that the social support perceived by the mother had a controlled mediating effect on the relationship between the mother's parenting stress and the child's difficulty in executing, by controlling for the child's media use. Based on these results, implications and suggestions are presented.","PeriodicalId":481516,"journal":{"name":"幼兒敎育·保育福祉硏究","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135082495","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The effects of storytelling-based Science education for young children : Focusing on A Systematic Review and Meta-analysis 以故事为基础的幼儿科学教育的效果:基于系统回顾和元分析

幼兒敎育·保育福祉硏究 Pub Date : 2023-09-30 DOI: 10.22590/ecee.2023.27.3.155

Min-Jung Kim

{"title":"The effects of storytelling-based Science education for young children : Focusing on A Systematic Review and Meta-analysis","authors":"Min-Jung Kim","doi":"10.22590/ecee.2023.27.3.155","DOIUrl":"https://doi.org/10.22590/ecee.2023.27.3.155","url":null,"abstract":"This study was conducted to analyze the overall effect size of storytelling-based science education for young children using systematic review and meta-analysis to provide fundamental information and Implications for enhancing early childhood science education. For the study, 109 storytelling-based Science education for young children that were published in South Korea were surveyed through systematic consideration according to PRISMA. In the end, 18 studies were selected and 21 effect sizes were calculated. The overall effect size and the effect size of the dependent variable were analyzed using the SPSS and R programs, and the control variables were analyzed through meta-ANOVA. As a result of the study, the overall effect size of storytelling-based Science education for young children was 1.345, confirming that early childhood science education using stories is a very effective approach. In addition, dependent variables had a statistically significant effect in the following order of scientific process skill, scientific attitude, problem-solving ability, and environmental-related attitude. The moderating variables - young children age, experimental treatment period and number, and average number of storytelling episodes per week - showed no statistically significant effect in the effect size. Through these results, it was confirmed that storytelling-based Science education for young children functions positively in improving children's scientific process skills and scientific attitudes. In addition, various possibilities and implications to revitalize early childhood science education could be derived.","PeriodicalId":481516,"journal":{"name":"幼兒敎育·保育福祉硏究","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135082322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Relationship and Impact between Educational Accountability and Organizational Effectiveness Perceived by Child-Care Teachers of Daycare Centers 日托中心幼儿教师教育问责与组织效能的关系及影响

幼兒敎育·保育福祉硏究 Pub Date : 2023-09-30 DOI: 10.22590/ecee.2023.27.3.123

Mun-Young Shin, Seung-Ju Kwak

{"title":"The Relationship and Impact between Educational Accountability and Organizational Effectiveness Perceived by Child-Care Teachers of Daycare Centers","authors":"Mun-Young Shin, Seung-Ju Kwak","doi":"10.22590/ecee.2023.27.3.123","DOIUrl":"https://doi.org/10.22590/ecee.2023.27.3.123","url":null,"abstract":"This study analyzed to specifically understand the relationship between educational accountability and organizational effectiveness of child-care teachers, which have a significant impact on child development and growth in a social environment where the public nature of child-care is growing. To this end, 305 child-care teachers working at national, public, corporate, private, and home daycare centers in Gyeonggi Province were surveyed on their perceptions of educational accountability and organizational effectiveness and analyzed their relevance. As a result, there was a difference in educational accountability and organizational effectiveness perceived by child-care teachers according to the background variables of child-care teachers, and a significant positive correlation between educational accountability and organizational effectiveness as a whole and all sub-areas. In addition, as a result of conducting multiple regression analysis on the effect of educational accountability perceived by child-care teachers on organizational effectiveness, it was found that educational accountability affects organizational effectiveness. Through these results, the relationship between the accountability and organizational effectiveness of child-care teachers was empirically revealed, and the importance of child-care teachers' awareness of accountability and the implications necessary to prepare measures to improve the organizational effectiveness of daycare centers.","PeriodicalId":481516,"journal":{"name":"幼兒敎育·保育福祉硏究","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135082326","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Early Childhood Curriculum Management Decision Making Structure for Sustainable Early Childhood Education 可持续幼儿教育的幼儿课程管理决策结构

幼兒敎育·保育福祉硏究 Pub Date : 2023-09-30 DOI: 10.22590/ecee.2023.27.3.57

So-Hyang Kim

{"title":"Early Childhood Curriculum Management Decision Making Structure for Sustainable Early Childhood Education","authors":"So-Hyang Kim","doi":"10.22590/ecee.2023.27.3.57","DOIUrl":"https://doi.org/10.22590/ecee.2023.27.3.57","url":null,"abstract":"The purpose of this study is to provide a basis for sustainable development education in early childhood education by examining the decision-making structure of early childhood curriculum management as the governance structure of ESG related to sustainable development. The results of examining the five factors in the decision-making structure of early childhood curriculum management, such as children, parents, national level curriculum, directors of early childhood education institutions, and teachers are as follows. Children are divided into maturationism, behaviorism, and constructivism according to the perspective of viewing the development of children, and their influence on the decision-making structure is determined. Based on the stewardship code, parents' demands are reflected in the national level curriculum and directors of early childhood education institutions to affect the decision-making structure. The national level curriculum affects the decision-making structure through a re-understanding of the play-centered curriculum that reflects the educational backgrounds and constructivist educational beliefs of early childhood teachers. Directors of early childhood education institutions affect the decision-making structure according to the type of institution. Finally, teachers affect the decision-making structure according to the process of reforming the national level curriculum and educational beliefs. Therefore, it was discussed that children, parents, national level curriculum, directors of early childhood education institutions, and teachers can affect the decision-making structure of early childhood curriculum according to their perspectives.","PeriodicalId":481516,"journal":{"name":"幼兒敎育·保育福祉硏究","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135082150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Effects of Nanta Activities on Socio-emotional Competenceof Preschool Children at Child Care Centers 玩大活动对托儿中心学龄前儿童社会情绪能力的影响

幼兒敎育·保育福祉硏究 Pub Date : 2023-09-30 DOI: 10.22590/ecee.2023.27.3.183

Ji-Eun Lee, In-Hwa Choi

{"title":"Effects of Nanta Activities on Socio-emotional Competenceof Preschool Children at Child Care Centers","authors":"Ji-Eun Lee, In-Hwa Choi","doi":"10.22590/ecee.2023.27.3.183","DOIUrl":"https://doi.org/10.22590/ecee.2023.27.3.183","url":null,"abstract":"This study aimed to investigate the effects of Nanta activities based on an integrated approach involving music and movement on the socio-emotional competence of preschool children and whether these effects vary according to the children's ages. To achieve this, a total of 65 children aged 3 and 4 years were selected as the research participants, and they were randomly assigned to either an experimental group or a control group on a classroom basis. The experimental group engaged in Nanta activities twice a week for a total of 16 sessions, with each session lasting 30 minutes. The control group, during the same period, participated in the regular program of the preschool. Before and after the Nanta activity sessions, a Social Competence and Behavior Evaluation (SCBE) assessment was conducted for both groups. The collected data were analyzed using SPSS for Windows, including frequency analysis, independent samples t-test, paired samples t-test. and covariate analysis. The results of the study indicated that Nanta activities had a significant effect on overall socio-emotional competence enhancement in preschool children. Furthermore, significant effects on enhancing overall socio-emotional competence, as well as sub-domains including prosocial behavior enhancement and reduction in internal and external behavior problems, were more pronounced in the 3-year-old group compared to the 4-year-old group. By demonstrating the effectiveness of Nanta activities that integrate music and movement in enhancing the socio-emotional competence of 3- and 4-year-old preschool children, this study provides foundational data that can be utilized for the development of programs aimed at promoting socio-emotional development in young children.","PeriodicalId":481516,"journal":{"name":"幼兒敎育·保育福祉硏究","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135082315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

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