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The Story on Infant-Teacher's Emotional Difficulties
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영아교사의 정서적 어려움에 관한 이야기

논문 기본 정보

Type
Academic journal
Author
Yeo in-woo (배재대학교) Kim sook-ryong (배재대학교)
Journal
The Korea Society for Children's Media Journal of Children's Media & Education Vol.14 No.4 KCI Accredited Journals
Published
2015.12
Pages
131 - 171 (41page)

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The Story on Infant-Teacher's Emotional Difficulties
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Research history (2)

2015

The Story on Infant-Teacher’s Emotional Difficulties
Yeo in-woo ,  Kim sook- ,  yong Journal of Children’s Media & Education 2015.12 Academic journal

2014

The Story on Infant-Teacher's Emotional Difficulties and Support Request
여인우 유아교육과 2014.01 Thesis
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Abstract· Keywords

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This study aimed to understand difficulties that infant teachers have in the process of accomplishing the teacher role and to examine what support they required. The research questions were set up as follows: what kinds of emotional difficulties do infant teachers have? Regarding emotional difficulties of infant teachers, first, teachers felt a fear and insecurity. Infants move relentlessly to explore environments and to resolve their curiosity. No one can guarantee infants’ safety considering the various risk factors around. Therefore, teachers consistently felt fear and were anxious for infants’ safety. Second, infant teachers reported that they had a sense of depression, negative emotion in the process of carrying out their role. Third, they had a feeling of doubt and shame because of low treatment, overloaded physical labor, suspected social recognition, and the comparison between major and non-major teachers. Fourth, they felt confused because each daycare center director had different philosophy and every time situation was changing according to the differences of individual infant. They also were confused because of the differences between evaluation-accreditation criteria and the reality far from the criteria. Fifth, they felt a sense of limitation of their ability and feeling of being ignored because their job might be considered that anyone could do without education and training. They also felt frustrated because of chores including cleaning. Sixth, there was a sense of give-up, negative feeling, because of dropping out, transferring, and resignation for older experienced teachers. Findings suggest that policy makers’ thoughtful support and aid are desperately needed as well as social support for quality infant care.
#어린이집 교사(daycare center teacher) #영아 교사(infant teacher) #영아교사의 정서(infant teachers emotion) #영아교사의 어려움(infant teachers difficulties)

Contents

국문초록
Ⅰ. 서론
Ⅱ. 연구방법
Ⅲ. 영아교사의 정서적 어려움
Ⅵ. 논의 및 결론
참고문헌
Abstract

References (41)

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[단행본] - 강경미 / 2005 / 아동발달 / 정민사 google schola [학위논문] - 강곡달 / 2012 / 영아반 팀티칭이 경력교사에게 주는 어려움과 보람 / 석사 / 신라대학교 교육대학원 google schola [학위논문] - 금미숙 / 2007 / 평가인증을 받은 보육시설에서 시설장과 보육교사의 평가인증에 대한 인식 : 강원도지역 중심으로 / 석사 / 이화여자대학교 교육대학원 google schola [학위논문] - 金暻姬 / 1996 / 어린이집과 유치원에 대한 어머니들의 인식 비교 / 석사 / 가톨릭大學校 大學院 google schola [학위논문] - 김나리 / 2008 / 반복된 스트레스 환경 노출에 의한 스트레스 대응계의 신경과학적 변화 연구 / 석사 / 원광대학교 대학원 google schola

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UCI(KEPA) : I410-ECN-0101-2016-374-002289734