A Study on the Reconstruction Process of Childcare Teachers for Daily Routine Management - Focusing on 1 Private Daycare Center

This study explored the process of reconstructing to healthy and orderly routine for both infants and toddlers and teachers based on the routine management that teachers experience in daycare center. To this end, we conducted action research with five teachers at a daycare center from April to May 2024, conducting four group interviews at one-week intervals and conducting non-participant observation four times for each teacher. The collected data are transcription data, observation journals and other data and the results were derived after analyzing according to the inductive analysis procedure of Lee Dong Sung and Kim Young Chun(2014). The process of reconstruction of teachers' routine management was in the following order: perceive reality, attempt to change, and waking up. Teachers recognize the problems and need for change in routine management and daily life habits guidance strategies, and daily life habits guidance strategies and role division among teachers and so on were changed, and routine managements were reorganized. In the process, teachers realized the need for method of guidance for the voluntary participation of infants and toddlers and the formation of order in their lives and need for effective cooperation between teachers. In addition, teachers became able to raise a problem themselves and make a plan to reconstruction their routine management. Based on the results of the study, improve to the process-oriented daycare center evaluation system, strengthening teacher education on daily life habits guidance and transition time management, plan and evaluation of daily life operations for autonomous participation of infants and toddlers, daycare center' management system change for systematic cooperation among teachers were suggested.