조부모양육자를 대하는 보육교사의 경험과 이해

초록

This study investigated the experiences and understanding of childcare teachers in dealing with grandparents who care for their grandchildren attending daycare centers. For the study, qualitative data were collected through individual interviews, phone calls, SNS, etc. using semi-structured questions targeting 7 childcare teachers who meet grandparents who support their grandchildren's check-in and-out of daycare centers. The grounded theory analysis method was adopted. As result, two major components emerged, the experiences and understanding of childcare teachers dealing with grandparent caregivers. The experiences could also be merged into four categories: 'facing,' 'getting to know,' 'accompanying,' and 'growing,' which are synchronicity and directionality. We could see it continuing and expanding organically. In the childcare teacher's understanding, it was seen that the range of understanding between generations broadened and that they went through the process of understanding the meaning of ‘well aging.' This study is intended to be used as a resource to help childcare teachers understand grandparent caregivers and to provide useful information to the early childhood education institutions’ responses and to child-rearing environmental changes in modern society where primary caregivers are becoming more diverse including grandparents, and their collaborative efforts with diverse families with young children. In turn, it is expected to help and support the healthy growth and development of infants and young children.

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