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Objectives The purpose of this study is, first, to investigate the relationship between childcare teachers' empathy, respect for infants' rights, and childcare teachers' sensitivity, and secondly, to verify the mediating effect of sensitivity in the relationship between empathy and respect for infants' rights. Methods Empathy, respect for infants' rights, and sensitivity tests were conducted on 337 infant and toddler teachers at daycare centers located in South Chungcheong Province, Daejeon City, and Sejong City. Correlation analysis of each variable was conducted, and SPSS Process Macro Model 4 was used to verify the mediating effect of sensitivity in the impact of childcare teachers' empathy on respect for infants' rights. Results As a result of this study, first, it was found that childcare teachers' empathy, respect for infants' rights, and sensitivity were all significantly correlated. Second, the sensitivity of the childcare teacher completely mediated the relationship between respect for infants and children's rights. Sensitive interaction, a subfactor of sensitivity, fully mediated the relationship between the two variables, and insensitive interaction partially mediated the relationship between the two variables. Conclusions The results of this study showed the importance of enhancing childcare teachers' empathy and sensitivity in order to improve the quality of respect for infants' rights, and suggest the need to find intervention methods to help childcare teachers improve their sensitive interactions.
Cho et al. (Tue,) studied this question.