Development of a Teacher Rating Scale of Childcare Adaptation for Infants and Toddlers

Abstract

This study aimed to develop and validate the Childcare Adaptation Scale for Infants and Toddlers (CASIT), which is rated by teachers of Korean children. Methods: The participants consisted of 326 childcare teachers working with infants (ages 0-2 years). Content validity, discriminant validity, convergent validity, concurrent validity, internal consistency, inter-rater reliability, and item discrimination were examined using PASW 18.0 and AMOS 19.0. Results: The results of an exploratory factor analysis identified the 29-item scale and six dimensions of the scale, including group life adaptation, negative behaviors, positive affect, regular routines, activity/interest, and peer interaction. Convergent validity was examined via confirmatory factor analysis, average variation extracted (AVE), and construct reliability, and acceptable evidences of convergent validity was established. The scales were shown to be highly consistent internally and among raters. Also, the mean between the upper group and lower group of each item regarding item discrimination showed a significant difference. Conclusion: It was concluded that the CASIT, which is a quick and convenient tool for teachers to use, is a valid and reliable instrument.

The Mediating Effects of Infant Teachers’ Sensitivity on the Relationship Between Play-Teaching Efficacy and Infants’ Childcare Center Adjustment

“…즉 영아의 경우, 유아 에 비해 높은 스트레스와 적응의 문제를 보일 수 있음을 예측 할 수 있다. 이와 같이 어린이집 적응하지 못하는 부적응의 문 제는 단순히 한 번의 경험으로 끝나지 않고 이후 적응에도 지 속적으로 영향을 미칠 수 있다 (Ladd & Troop-Gordon, 2003; N. Shin & Yun, 2016). 이러한 영아의 어린이집에 대한 부적응 경 험은 이후 다른 교육기관 및 학교생활에서도 영향을 미칠 수 있다 (Ladd & Price, 1987; J. S. Song, 2004;Yang & Moon, 2010).…”