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1 Journal of the Korean Home Economics Association J. Korean Home Econ. Assoc. Vol. 51 No. 1, 45-57, February eissn pissn Analysis on Daily Routine Types Based on Daily Care Plans of Child Care Centers and the Characteristics of Child Care Programs According to Daily Routine Types 1Kids-Sure Puruni Child Care Center 2Department of Child Development & Guidance, Hannam University 3Department fo Early Childhood Education, Pukyong National University Abstract This study explores the types of daily routines in child care centers based on the time planned for indoor free choice activities, outdoor activities, group activities and nap/rest. The daily routine plans of 63 classes of 0 to 2-yearolds and 51 classes of 3 to 5-year-olds were cluster analyzed. Also, openness and closeness of child care programs as well as the most participated indoor/outdoor activities were examined using questionnaires developed for teachers. The results were as follows: First, teachers planned the most time for free play choice and comparatively less time for outdoor play during the day. Time for rest and naps were planned more for 0-2 year-olds whereas group activities were planned more for the 3-5 year-olds. Second, 3 daily routine types were found in the daily plans of child care centers, such as Low-Activity Oriented, Free Choice Activity Oriented and Group Activity Oriented in 0 to 2-year-old classes and 3 to 5-year-old classes. Also, Group Activity Oriented type in 0 to 2-year-old classes showed more closed child care programs than the Free Choice Activity Oriented type. However, no difference was shown among the 3 types of daily routines in the openness and closeness of 3 to 5-year-old child care programs. Finally, all children, regardless of the types of daily routine, participated most in block and role play indoors and fixed-play equipment, sand play and free play outdoors. (low- oriented), (free choice oriented), (group oriented), (daily routine types) Corresponding Author : Jong Hay Rha, Department of Child Development & Guidance, Hannam University, 133 Ojeong-dong, Daedeok-gu, Daejeon, , Korea Tel: , Fax: , jhrha@hnu.ac.kr 2011 ( ) (No ) Copyright 2013, The Korean Home Economics Association. All rights reserved

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4 Table 1. Characteristics of classes 0 to 2 years old and classes of 3 to 5 years old Class of 0 to 2 years old (n = 63) Class of 3 to 5 years old (n = 51) Frequency (%) Frequency (%) Under 1 year 9( 14.3) 3 years 20( 39.2) Age of class 1 year 24( 38.1) 4 years 12( 23.5) 2 years 30( 47.6) 5 years 19( 37.3) Sum 63(100.00) Sum 51(100.0) Type of childcare center District National Public 15( 23.8) National Public 10( 19.6) Foundation 9( 14.3) Foundation 3( 5.9) Private 25( 39.7) Private 27( 52.9) Employer supported 14( 22.2) Employer supported 11( 21.6) Sum 63(100.0) Sum 51(100.0) Seoul, Kyunggi-do 14( 22.2) Seoul, Kyunggi-do 8( 15.7) Busan, Kyungsang-do 19( 30.1) Busan, Kyungsang-do 19( 37.2) Dajeon, Chungcheong-do 25( 39.7) Dajeon, Chungcheong-do 20( 39.2) Jeolla-do 2( 3.3) Jeolla-do 3( 5.9) Gangwon-do 3( 4.7) Gangwon-do 1( 2.0) Sum 63(100.0) Sum 51(100.0) Table 2. Characteristics of childcare teachers Class of 0 to 2 years old Variables (n = 91) Frequency (%) Age Education Work experience Class of 3 to 5 years old (n = 57) Frequency (%) 25 years or under 30(33.0) 11(19.3) years 32(35.2) 30(52.6) years 18(19.8) 7(12.3) 46 years and over 19(1.1) 1(1.8) No-response 10(11.0) 8(14.0) Sum 91(100.0) 57(100.0) High school or childcare teacher 9(9.9) 3(5.3) training center Junior college 42(46.1) 24(42.1) College 38(41.8) 28(49.1) Graduate school 2(2.2) 1(1.8) No-response 0(.0) 1(1.8) Sum 91(100.0) 57(100.0) 1 year under 6(6.6) 0(0.0) 1-5 years 55(60.4) 37(64.9) 6-10 years 18(19.8) 18(31.6) 10 years or over 7(7.7) 1(1.8) No-response 5(5.5) 1(1.8) Sum 91(100.0) 57(100.0)

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6 Table 3. Score ranges, means, and standard deviations of time in daily routine Contents Class of 0 to 2 years old (n = 63) Class of 3 to 5 years old (n = 51) Score ranges (ratio*) SD Score ranges (ratio)* SD Operation time Actual time (1.00) (1.00) Free choice (.23) (.25) Outdoor (.08) (.11) Group (.07) (.17) Nap and rest (.26) (.10) * The ratio refers to the time of each free choice, outdoore, group, nap and rest over the actual time. Table 4. eans and standard deviations of main time according to clusters in 0 to 2-year-old classes (N = 63) Frequency (%) Cluster 1 18(28.6) Cluster 2 38(60.3) Cluster 3 7(11.1) Free choice (26.42) (38.14) 5.71 (11.34) Outdoor (15.05) (26.36) 0.00 (.00) Group (16.29) (32.49) (40.81) Nap & rest (31.15) (37.32) (30.00) Table 5. Standard scores of main time ratio according to clusters in 0 to 2-year-old classes (N = 63) Frequency (%) Free choice Outdoor Group Nap & rest Cluster 1 18(28.6) Cluster 2 38(60.3) Cluster 3 7(11.1)

7 Table 7. Standard scores of main time ratio according to clusters in 3 to 5-year-old classes (N = 51) Frequency (%) Free choice Outdoor Group Nap & rest Cluster 1 16(31.4) Cluster 2 14(27.4) Cluster 3 21(41.2) Figure 1. Clusters of daily routine in 0 to 2-year-old classes. Table 6. eans and standard deviations of main time according to clusters in 3 to 5-year-old classes (N = 51) Frequency (%) Cluster 1 16(31.4) Cluster 2 14(27.4) Cluster 3 21(41.2) Free choice (39.58) (49.01) (36.65) Outdoor (13.60) (30.09) (33.54) Group (11.38) (30.09) (42.24) Nap & rest (22.95) 7.85 (20.7) (41.18) Figure 2. Clusters of daily routine in 3 to 5-year-old classes

8 Table 8. Characteristics of childcare program according to type of daily routine in 0 to 2-year-old classes Variables Low- oriented Free choice oriented Group oriented Total (n = 32) (n = 47) (n = 12) (N = 91) F Openness 3.89 (.44) 3.76 (.54) 3.92 (.56) 3.83 (.51).78 Closure 3.08 (.33) ab 2.94 (.52) a 3.33 (.56) b 3.02 (.47) 3.40* *p <.05. Scheffé Table 9. Characteristics of childcare program according to type of daily routine in 3 to 5-year-old classes Variables Low- oriented Free choice oriented Group oriented Total (n = 19) (n = 14) (n = 24) (N = 57) F Openness 3.81(.47) 4.01(.55) 3.76(.59) 3.84(.54) 1.08 Closure 3.19(.41) 3.04(.45) 3.28(.61) 3.19(.52)

9 Table 10. Frequency (percentage) of the most participation in indoor areas according to type of daily routine in 0 to 2-year-old classes Variables N Block Role play Art Number & manipulation Language Cooking Science usic Frequency (%)* Low- oriented 32 28(87.5) 28(87.5) 10(31.3) 9(28.1) 4(12.5) 5(15.6) 2(6.3) 1(3.1) Free choice oriented 47 42(89.4) 41(87.2) 13(27.7) 13(27.7) 14(29.8) 3( 6.4) 1(2.1) 2(4.3) Group oriented 12 11(91.7) 11(91.7) 6(50.0) 2(16.7) 5(41.7) 0(.0).0(.0) 0(.0) Sum 91 81(89.0) 82(87.9) 29(31.9) 24(26.4) 23(25.3) 8(8.8) 3(3.3) 3(3.3) * % refers to the ratio within cluster. Table 11. Frequency (percentage) of the most participation in outdoor areas according to type of daily routine in 0 to 2-year-old classes Variables N Fixed-play equipment Free play Sand obile-play equipment Quiet Observation Dramatic Physical & exploration play movement for nature Frequency (%)* Low- oriented 32 27(84.4) 21(65.6) 10(31.3) 15(46.9) 17(21.9) 13(40.6) 1( 3.1) 0(.0) Free choice oriented 47 34(72.3) 29(61.7) 24(51.1) 15(31.9) 14(29.8) 10(21.3) 8(17.0) 4( 8.5) Group oriented 12 11(91.7) 16(50.0) 12(16.7) 16(50.0) 13(25.0) 11( 8.3) 2(16.7) 3(25.0) Sum 91 72(79.1) 56(61.5) 36(39.6) 36(39.6) 24(26.4) 24(26.4) 11(12.1) 7( 7.7) * % refers to the ratio within cluster. Table 12. Frequency (percentage) of the most participation in indoor areas according to type of daily routine in 3 to 5-year-old classes Variables N Block Role play Art Number & Language Sand Cooking usic manipulation Frequency (%)* Low- oriented 19 19(100) 18(94.7) 16(84.2) 0(.0) 2(10.5) 0(.0) 0(.0) 0(.0) Free choice oriented 14 11(78.6) 12(85.7) 10(71.4) 3(21.4) 3(21.4) 1(7.1) 0(.0) 0(.0) Group oriented 24 20(83.3) 21( (79.2) 4(16.7) 3(12.5) 1(4.2) 1(4.2) 1(4.2) Sum 57 50(87.7) 51(89.5) 45(78.9) 7(12.3) 8(14.0) 2(3.5) 1(1.8) 1(1.8) * % refers to the ratio within cluster

10 Table 13. Frequency (percentage) of the most participation in outdoor areas according to type of daily routine in 3 to 5-year-old classes Variables N Fixedplay equipment Free play Sand obileplay equipment Quiet Observation & exploration of nature Game Physical movement Frequency (%)* Low- oriented 19 14(73.7) 9(47.4) 9(47.4) 6(31.6) 6(31.6) 2(10.5) 3(15.8) 4(21.1) 3(15.8) Free choice oriented 14 10(71.4) 9(64.3) 7(50.0) 2(14.3) 3(21.4) 6(42.9) 2(14.3) 1( 7.1) 2(14.3) Group oriented 24 22(91.7) 17(70.8) 11(45.8) 7(29.2) 5(20.8) 3(12.5) 5(20.8) 2( 8.3) 0(.0) Sum 57 46(80.7) 35(61.4) 27(47.4) 15(26.3) 14(24.6) 11(19.3) 10(17.5) 7(12.3) 5(8.8) * % refers to the ratio within cluster

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12 1. Bang, S., & Pu, S. (2010). Research on accreditation index of area of curriculum of facilities : Kindergarten, child care centers, NAEYC, QIAS. Theory and practice of Education, 15(3), Choi,. W., & Byun, H. R. (2006). A case study on the relationship between children s play behaviors and outdoor play environments of child care center in daejeon. Korean Journal of Human Ecology, 15(6), Choi,. W., Lee,. Y., & Rha, J. H. (2011). The type of infant care curricula based on analysis of infant care plans. Korean Journal of Human Ecology, 20(5), Cullen, J. (1994). Preschool children s use and perceptions of outdoor play areas. Early Child Development and Care, 89, Davies,. (1997). The teacher s role in outdoor play: Preschool teacher s beliefs and practices. Journal of Australian Research in Childhood Education, 1, Dewey, J. (1988). Experience and education. In J. A. Boydston (Ed.), John Dewey: The later work, (Vol. 13, Chap. 7). Carbondale, IL: Southern Illinois University Press. 7. Gestwicki, C. (2008). Developmentally appropriate practice: Curriculum and development in early education. (B. Y. Lim, Y. S. Jang,. S. Choi, Y. J. Choi, Y. S. Choi, & Y. S. Hwang, Trans.). Seoul: Jungmin Publishers. (Original work published 2007) 8. Horwitz, R. A. (1979). Psychological effects of the Open Classroom. Review of Educational Research, 49, Kim, H. J. (2007). Study on accepting plans for developmental and individual differences of young children in learning-teaching. Papers presented at 2007 Research Presentation of Korea Association for Childhood Education International. Seoul. Korea. 10. Kim, H., & Kim, Y. (2010). Contents and meaning of transition within daily management of early childhood education centers. Journal of Early Childhood Education, 30(6), Kwak, H. (2009). Children s socio-moral abilities for conflict resolution in the constructivist community. Early Childhood Education Research and Review, 13(6), Kwon, Y. H., Choi,. W., & Rha, J. H. (2011)

13 Child care curricula according to teacher s teaching method types. Korean Journal of Human Ecology, 20(2), Lee, E., Kim, O., Lee,., & Lee, J. (1996). Operating practices of child care center infant classes. Seoul: Kyoyookbook. 14. Lee, K.. (2009). A study on the daily routine experienced by young children at child care and education institutions. Unpublished doctorial dissertation, Ewha Womans University, Seoul, Korea. 15. Lee,. (1998). Study of different types of children s interaction according to age and gender. Unpublished master s thesis, Chungnam National University, Taejon, Korea. 16. Lee, S. J. (2009). Theory and practice of early childhood play. Seoul: Changji Co., Publishers. 17. inistry of Health and Welfare. (2008). Standard child care curriculum: Child care program for two years old children. Seoul: inistry of Health and Welfare. 18. inistry of Health and Welfare. (2008). Standard child care curriculum: Child care program for three years old children. Seoul: inistry of Health and Welfare. 19. inistry of Health and Welfare. (2011). Accreditation guidebook for child care centers. Seoul: inistry of Health and Welfare. 20. oon. (2002). A Study on children s play preference in their interest center. Unpublished master s thesis, Chung-Ang University, Seoul, Korea. 21. oore, G. T. (1994). Early childhood physical environment observation schedules and rating scales. Center for Architecture and Urban Planning Research, University of Wisconsin-ilwaukee. 22. Na, E. & Yang, O. (2007). The interest of young children in free choice activities. Journal of Early Childhood Education, 27(1), Naver. (2012). Korean dictionary. Retrieved arch 29, 2012 from naver.com/ 24. Prescott, E. (1994). The Physical environment-a powerful regulator of experience. Child Information Exchange, 100, Rentoul, A. J., & Fraser, B. J. (1979). Conceptualization of enquiry-based or open classroom learning environments. Journal of Curriculum Studies, 11(3), Song, J. (2009). SPSS/AOS statistics analysis. Paju: 21 Century Book. 27. Yu, H., Kim, H., Kim,., & Cho, H. (2007). Analysis of educational and child care activities of child support centers. Seoul: Korea Institute of Child Care and Education

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