Teacher-caregivers' perceptions of toddlers' adaptation to a childcare center

Yoo-Seon Bang1
1Early Childhood Education Program, Konkuk University, Republic of Korea
Cite this article:  Bang, Y.-S. (2014). Teacher-caregivers' perceptions of toddlers' adaptation to a childcare center. Social Behavior and Personality: An international journal, 42(8), 1279-1292.

Volume 42 Issue 8 | e4109 | Published: September 2014 | DOI: https://doi.org/10.2224/sbp.2014.42.8.1279

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I examined teacher-caregivers’ perceptions of toddlers’ adaptation to a childcare center in Korea. I also examined their experiences of their current practices related to toddlers’ adaptation. Through in-depth interviews with 6 teacher-caregivers, the results showed that although the basic format of the implemented adaptation programs was the same, the teacher- caregivers’ actual practices differed depending on their perceptions. Some teacher-caregivers believed that their adaptation program allows toddlers to adapt easily to the center, and, thus, emphasized the teacher-caregivers’ role as providers of the program. In contrast, other teacher-caregivers focused on toddlers’ emotions and ease of transition, and, thus, emphasized the teacher-caregivers’ role as sensitive respondents to the toddlers’ individual needs for adaptation. Based on my findings, implications are discussed to facilitate toddlers’ comfort as they transition to childcare centers.

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