Differences in Classroom Environment, Teaching Efficacy, and Teacher-Child Interaction according to Childcare Center Accreditation: Based on data from the Korean Children’s Panel 3 Years(2012-2014)

Objectives The purpose of this study was to investigate whether the Accreditation of childcare centers had an effect on the classroom environment, teaching efficacy, and teacher-child interaction. The 5th year (2012) ~ 7th year (2014) corresponds to the infancy of a child, and since daycare information is included only in this period, only the relevant data were analyzed. Methods This study analyzed the differences in classroom environment, teaching efficacy, and teacher-child interaction according to the Accreditation of childcare centers using data from the 5th year(2012) to 7th year(2014) of children participating in the Korean Children's Panel. Results As a result of this study, first, it was confirmed that in 2012, 2013, and 2014, there was a difference in the quality of the classroom environment depending on whether or not childcare center were accreditated. Second, when comparing the difference in teaching efficacy of childcare teachers, there was no significant difference depending on whether the childcare center was accreditated in 2012 and 2013, but there was a significant difference in 2014. Third, when comparing the difference in teacher-child interaction, there was no significant difference depending on whether the childcare center was accreditated in 2012 and 2013, but there was a significant difference in 2014. Conclusions Although this study confirmed the effect of Accreditation on the quality of childcare centers through longitudinal data analysis, follow-up studies are needed for the development of the evaluation system in the future since it is based on data that has already passed more than ten years.