An exploration of kindergarten teachers’ perceptions of infant class management: A comparative analysis with childcare teachers

This study explored kindergarten teachers’ perceptions of infant class management and clarified the difficulties they perceived through a comparison with childcare teachers. Participants were 130 kindergarten teachers and 123 childcare teachers in G Metropolitan City, and survey data were analyzed using descriptive statistics, independent samples t-tests, and chi—square tests. The results showed that kindergarten teachers reported generally low perceptions of the necessity, appropriateness, and feasibility of infant class management, while showing relatively positive agreement with the importance of learning in infants’ daily routines and the integration of care and education. The major difficulties identified were daily routine guidance and insufficient understanding of infant development. Priority support needs included improvements in classroom facilities, assistant staff placement, and field-based teacher training. Both teacher groups recognized the importance of learning in infants’ daily routines, the integration of care and education, and preparatory training. However, childcare teachers showed significantly higher perceptions of the necessity, feasibility, expectations for competency improvement, and job-related expectations regarding infant class management. Kindergarten teachers emphasized insufficient preparation, whereas childcare teachers highlighted the need for improved operational conditions. These findings suggest the need for differentiated support policies, including preparatory practicum-based training for kindergarten teachers and structural support for childcare teachers.