랫트에서의 Gentamicin신장독성(腎臟毒性)에 관한 연구(硏究)

조인수,김태종,윤화중,Cho, In-soo,Kim, Tae-jong,Yoon, Hwa-joong 대한수의학회 1986 大韓獸醫學會誌 Vol.26 No.1

Sprague-Dawley rats received subcutaneous injections of gentamicin sulfate, 50 and 100mg/kg for 3, 7 and 10 days. The hematological and blood chemical values were determined. Kidneys were examined histologically and ultrastructurally. The results obtained were summarized as follows; 1. The serum values of aspartate transaminase, blood urea nitrogen and creatinine in the rats administered gentamicin, 50 and 100mg/kg/day were significantly increased than those in the control. 2. The ratio of kidney weight to body weight was significantly increased in the rats injected gentamicin, 100mg/kg for 10 days than those in the control. 3. The brush borders of proximal convoluted tubules in the kindneys received gentamicin, 50 and 100mg/kg/day were decreased or absent in periodic acid-Schiff staining. 4. The necrosis of proximal convoluted tubules was shown in the rats given gentamicin, 50 and 100mg/kg for 7 and 10 days. 5. The regeneration of the proximal tubular epithelia was observed in the rats treated gentamicin, 100mg/kg for 10 days. 6. The number and size of lysosomes were increased in the proximal convoluted tubules of the rats injected gentamicin, 50mg/kg for 7 days, many of which contained myeloid bodies.

특집 : 조선 초기 태조 어진(御眞)의 제작과 태조 진전(眞殿)의 운영 -태조, 태종 대를 중심으로-

조인수 ( In Soo Cho ) 미술사와 시각문화학회 2004 미술사와 시각문화 Vol.3 No.-

During the Choson period, ojin or portraits of kings were regarded as the most impor?tant of all figural images. From the beginning of the Choson dynasty, many ojin were produced and housed in chinjon or portrait halls. KingTaejo (r. 1392-1398), the founder of the Choson dynasty, enshrined one of his ojin at the Chunwon Hall in Yonghung, where he was born, and another in a chinjon in Kyongju, the capital of the ancient kingdom of Silla. The third king Taejong (r. 1400-1418), who was the fifth son of King Taejo, established two more chinjon: Munso Hall in the capital city Hanyang and Kyemyong Hall in Kaesong, the capita] of the previous Koryo dynasty. He also enshrined two additional portraits of King Taejo in Pyongyang, the old capital of Kokuryo, and in Chonju, the royal family`s ancestral home. As a result, there were a1wgether six chinjon in the early Choson period. In contrast to the Koryo dynasty when chinjon were often established at Buddhist temples, most Choson royal chinjon had no relation to Buddhism. Instead, they were built in a Confucian architectural style and were used for the observance of ancestor worship ceremonies based on Confucian rites. Choson ojin and chinjon often manifested the king``s authority and power. Due to his usurpation of the throne by killing his brother, King Taejong struggled to maintain his legitimacy throughout his reign. He used ojin and chinjon to consolidate his kingship and to suppress challenges posed by high officials. Therefore, ojin in the early Chason dynasty was a very political an form, and most recorded discussions on ojin were based on political context with little or no regard for artistic agendas.

정신지체아의 사회적응기술과 부모의 양육태도와의 관계

조인수 ( In Soo Cho ),한옥희 ( Ok Hee Han ) 한국특수교육문제연구소 2006 특수교육저널 : 이론과 실천 Vol.7 No.4

본 연구는 정신지체아 부모의 양육태도에 따라 정신지체아의 사회적 능력이 어느 정도 차이를 나타내고 있는가를 밝혀 보다 바람직한 부모와 자녀간의 관계 형성으로 정신지체아의 사회적 능력 향상에 도움이 될 양육태도를 시사하는데 있으며, 구체적인 연구 목적은 첫째, 정신지체아 부모의 양육태도를 밝히고, 둘째, 정신지체아의 사회적 능력을 밝히며, 마지막으로, 정신지체아의 사회적 능력과 부모의 양육태도와의 상관관계를 밝히는 것이다. 정신지체아 부모의 양육태도는 애정적 양육태도에서 가장 높고, 자율적, 거부적, 통제적 양육 순이다. 변인에 따른 양육태도는 고연령, 고학력, 고수입, 종교를 가졌을 경우, 첫째 자녀, 초등부자녀, 남자일 경우 더 애정적ㆍ자율적이다. 정신지체아의 사회적 능력은 평균 이하로, 놀이활동이 가장 높고 다음으로 사회성 일반, 규칙과 법, 대인관계, 자기존중, 자기보호, 책임감 순이다. 정신지체아 부모의 양육태도와 사회적 능력간에는 상관이 있다. 자율적 양육태도에서는 사회적 능력 하위영역 전반에 유의미한 상관이 있다. The study is to find out relationship between social adaptive skills and rearing attitude of parents of children with mental retardation, and then is investigate factors of rearing attitude of parents of children with mental retardation influencing to their social competencies. The conclusions of this study are as follows; First, rearing attitude of parents of children with mental retardation is high in order of affective attitude, and autonomous, refusal, control attitude. Rearing attitude according to variables is more affective and autonomous in order of age, schooling, income, religion, first child, child attending elementary school, and schoolboy. Second, social competencies in children with mental retardation appear to level of subaverage. Social competencies according to sub-domains is high in order of play activities in children with mental retardation, social, rule and law, interpersonal skills, self-esteem, self care, and responsibility. Social competencies according to school year is high in order of middle school 3 grade group, middle school 1 grade, middle school 2 grade, elementary school 1, 2 grade group, and 3, 4 grade. In gender, schoolboy is high than schoolgirl, as well is high social, play activities, rule and law, interpersonal skills, responsibility and self care, while schoolgirl is high than schoolboy in self-esteem. Third, there are significant correlation between rearing attitude of parents of children with mental retardation and social competencies. Especially, there are significant correlation at sub-domains of social competencies in autonomous rearing attitude. Therefore, the findings showed that the more rearing attitude of parents of children with mental retardation is autonomous, the more social competencies in children with mental retardation is improve.

정신지체학교 재량활동 교육과정운영에 대한 교사의 요구

조인수 ( In-soo Cho ),김은자 ( Eun-ja Kim ) 한국특수교육문제연구소 2005 특수교육저널 : 이론과 실천 Vol.6 No.1

이 연구의 목적은 제7차 특수학교 교육과정에서 추구하는 재량활동의 취지에 맞게 재량활동 교육과정이 합리적으로 편성.운영되기 위하여 재량활동에 대한 교사들의 요구가 무엇인지를 밝히고자 했다. 연구대상은 각 시도에 소재한 정신지체 특수학교 교사 250명을 선정했으며, 설문지 배부 후 회수된 설문지 159부를 통계 처리한 결과는 다음과 같다. 첫째, 재량활동 교육과정 편성.운영에 대한 교사들의 요구는 재량활동 편성.운영 시 학생의 요구와 능력.특성이 고려되어야 하고, 현행 국가수준에서 제시한 시간보다 시수 증배가 필요함을 보여주었다. 또한 보충.심화학습으로 현장학습, 체험학습 등의 사회적응능력을향상시킬 수 있는 내용을 원하는 것으로 나타났다. 그리고 재량활동을 창의적 재량활동과 교과재량활동으로 구분 운영하는 것이 바람직하다고 응답하여 교과에 대한 심화보충학습과 범교과 학습이 균형을 이뤄야 한다는 의견을 보이고 있다. 둘째, 재량활동 평가방법과 활성화되고 고려되어야 할 조건으로 평가방법에선 지필평가,포트폴리오를 지적했다. 활성화조건으로 교사의 연수, 행.재정적 지원대책 마련, 학급당 인원축소, 재량활동 계획 및 내용에 대한 교사들의 자율적 결정권 확보, 학교장의 관심과 지원,재량활동을 담당할 강사확보, 도우미 및 자원봉사활동 시스템 확보 등을 중요하게 생각하고 있었다. The purpose of this study is to find out direction of present curriculum in the field of schools by grasping the teachers`` demand for discretionary activities curriculum management which is being pursued by the seventh curriculum for the special schools. The conclusions of this study are as follows; First, in the teachers`` demand for the management of discretionary activities, as for the factors should be considered in the curriculum of discretionary activities, they were importantly regarding demand of students, ability, and character of students, and as for the problems to be repaired when manage the discretionary activities curriculum, they answered as preparing programs for the discretionary activities. According to the question about the relation with national level of time of discretionary activities and practical time of discretionary activities, the most frequent answer was it should be more than the time suggested by national level, so it shows we need to increase the time of discretionary activities. But, as for the teachers`` opinion for the running method of discretionary activities, most of them preferred to run according to the time table by making time table every week. The frequency of this opinion was higher than the opinion that it should be done mainly for field experience study by adjusting to every week + every second week plan, so it shows that the understanding for the meaning of discretionary activities is different even between the teachers. And, as for the contents which should be included in the discretionary activities, teachers point out the contents to increase their study ability by compensating and deepening study of basic subjects as important contents. They thought that organizing as activities group is good for effective study group organizing method when they run discretionary activities, and according to their opinion, effective teaching method for the discretionary activities is small group, individual teaching, class group, and large group activities, in turn. Most major of the teachers replied that it was desirable to run discretionary activities in the special schools for the mentally retarded to run dividing into subject discretionary activities and creative discretionary activities, thus they suggested their opinions that the whole subject study and the deepening compensating study for the subject should be balanced. Second, as for evaluation methods and facilitating conditions for the discretionary activities, the teachers point out that writing assessment and portfolio are effective for evaluating method for the discretionary activities, and that the curriculum organizing host of the discretionary activities should reflect mostly the opinion of the school curriculum management committee and teachers in charge of the discretionary activities. Teachers were eagerly feeling that the discretionary activities training was in need for the teachers in order to develop and activate the discretionary activities.

논고 : 20세기 구미 학계의 중국회화사 연구

조인수 ( In Soo Cho ) 미술사와 시각문화학회 2002 미술사와 시각문화 Vol.1 No.-

This paper outlines the Western studies of Chinese painting in the twentieth century and discusses the social background and the ideological impetus of their development. We need to be acquainted with Western scholarship in order to understand the current state of the study of Chinese painting because “Chinese art history” as an academic discipline has been formulated under remarkable influences from the "art history" established and developed in the West. The Western study of Chinese painting began in the first decade of the twentieth century while the study of China, or sinology, had developed as early as the sixteenth century in Europe. Western scholars of Chinese painting emerged in tandem with the increasing popularity of Chinese art among Western museums and private collectors during this period. Judging from the several books on Chinese painting published in the first half of the twentieth century, pioneering scholars tried to establish the study of Chinese art a5 a new discipline. After the end of the Second World War and the foundation of the People`s Republic of China in 1949. the United States emerged as a new center for the study of Chinese painting. The study of Chinese art history in the West became more closely related to that of Western art history because of the transformation of sinology into so-called "Chinese studies," which resulted in the dissolution of sinology into the disciplines of linguistics. literature, history, philosophy and art history according to the system of categorization in the Western academy. In terms of subject matter and methodology. the formalist approach to the study of landscape painting, which strongly emphasized stylistic analysis, was dominant in the field. In addition, several significant journals of Chinese art appeared, and important exhibitions` were held during this period. Since China began carrying out liberalizing political reforms from the late 1970s, Western studies of Chinese painting have changed significantly, and many museums have intensively collected Chinese art works including paintings. This change has resulted in the appearance of many special exhibitions, numerous publications, and new trends in scholarship. In particular, the so-called "new arthistory" has had a significant effect on the study of Chinese painting. The contextual approach. which emphasizes iconography, artist and patron relations, reception theory, and the function and social meaning of art objects. has gradually displaced the traditional formalist approach. Interdisciplinary studies have also become popular as cultural studies of visual culture often rely on art history. Furthermore, early pictorial art, the devotional paintings of Buddhism and Daoism, and paintings by women artists have became important subjects in the study of Chinese paining. Not only new methodologies bur also abundant new materials from China, only available in recent years, have made the above changes possible.

전환교육 실행과정에 따른 실천적 과제분석

조인수 ( In Soo Cho ) 한국지적장애교육학회(구 한국정신지체아교육학회) 2011 지적장애연구 Vol.13 No.2

이 연구는 특별한 교육적 요구를 지닌 학생들의 실질적인 지역사회 통합을 위한 결과중심 전환교육 실행과정에 따른 실천과제를 분석 제시함으로써 전환교육을 실천하는 관련 인사들에게 실질적인 도움을 주고자 하는데 있다. 연구 목적은 결과중심 전환교육의 효율적 실행을 위한 실행과정 분석에 따른, 전환 과정별 실천적 과제를 탐색·제시하였다. 전환교육의 보편적 실행과정은 전환사정, 전환교육계획수립, 훈련, 배치, 사후지도의 순으로 이루어진다. 이 연구에서 분석된 실행과정 영역별 구체적 실천 과제는 현장 교사들과 전환관련 전문가들에게 실천적인 지침을 제시 할 수 있을 것이다. This is a literature study whose aim is to give kinds of help those persons working in the areas related with transitional education fields who are going to practice transitional education in order to really include the students into their communities having some particular problems in intellectual problems after analysing and suggesting its practicing tasks according to transitional education curriculum. The purpose of this study is to suggest its each stages` important tasks to be carried out according to its effective practice tasks in order to achieve result-oriented transitional education. The results of this study are as follows; In order to achieve real social inclusion, transitional education must be practiced systematically in the viewpoint of result-oriented transitional education. Especially, for students with intellectual disabilities, social skill education must be practised effectively. Transitional services must be achieved in the light of assessment, ITP, practice, placement, after services respectively according to personal needs. First there must be five stages in transitional education such as assessment according to personal needs, individualized transitional education plan, practice, placement, after service. The tasks in each stages are decided among the personnels related with each transitional stage. The first transitional assessment task must be done in the way that it must be collected much information comprehensively among students, parents, teachers and then be done in the viewpoint of students` future plan, communication skill, social skill, occupational assessment, the style of learning and studying patterns, career and interest, self-determination and so on. Also transitional assessment can be divided into initial assessment and assessment according to transitional procedure and transitional results. The urgent problem would be developed proper instrumental tools adapt to our reality so as to assess good assessment according to transitional experts, the systematic assessment and to the assessment models. In the second stage to achieve proper transitional education plan, we must emphasize the enhancement of social skills to achieve result-oriented procedure to harmonize a series of activities and then through a systematic stage and finally the total team cooperation. Next stage of individualized transitional education plan, it must be finished through ①composing transitional education team ②individualized transition education meeting ③composing individualized transitional education plan ④practising individualized transitional education plan ⑤adjustment, feedback, appreciation of transitional education plan ⑥closing meeting in turn. The third stage is in the stage of practice composed of functional life-centered curriculum, providing supported employment program, attainment of professional personnels. Because handicapped students have some tendency of stopping their studies in the process of studying in school, students with intellectual disabilities must be included in life-centered career education. The fourth stage is placement, which are composed of occupational and residential placement. To solve occupational placement, we must consider it longer terms with viewpoint of support of transitional services having the help of national policy and systematic support. The process of occupational procedure is composed of 8 stages such as ①initial assessment ②developmental plan ③communication between employers and employees ④vocational placement ⑤training ⑥continuous support ⑦supervision ⑧access stage in a designated time and it sometimes is composed of both placement and train and train and placement. The placement of housing must be controlled by the governmental policy. After placement of housing, if a person has some kind of difficulty to live alone then government must consider thinking about the placement of assistant personnel to help that person more effectively. The fifth stage is in the after services to attain the professional personnels needed to help those students with special needs to experience their occupational career and to live independently. To solve this kind of problems, we must attain and prepare enough professional personnels to provide those students with after services.

놀이 프로그램이 발달지체 유아의 사회성 발달에 미치는 효과

조인수(Cho In-Soo),조병균(Cho Byung Kyun) 한국재활심리학회 2006 재활심리연구 Vol.13 No.1

발달 지체 유아는 인지, 사회, 정서, 언어, 운동 영역에서 지체되어 있다. 특히 사회성 영역에서 많이 지체된 것으로 알려져 있다. 그리고 놀이는 발달 지체 유아 및 발달 지체가 없는 유아의 학습과 발달 및 사회성 발달에 많은 영향을 미치므로 발달지체 유아의 중재 방법으로 놀이가 중심적 교육과정이 되는 것은 당연하다. 놀이 프로그램은 발달지체 유아의 사회성 발달에 많은 영향을 미쳤다. 특히 사회화 능력과 의사소통 영역에 많은 효과가 있는 것이 밝혀졌다. 따라서 사회성 발달에 지체된 발달지체 유아의 중재 접근으로 놀이 프로그램이 효과적이다. The purpose of this study was to examine whether developmental delayed infant were influenced by the play program. The subjects of this study were three children in the clinic located in the city of Masan. The program of play was bassed on the list of Lee, sook jae s playing house, and the contents that were easily applicable to surroundings were chosen by the researcher of this study. Test instrument was social development test developed by the Kim, seung kook and Kim, ok kee in 1987. Social quotients and means were compaired among the three children. The results of this study were as follows; 1. In the difference of social development, the children s social quotient was considerably changed after the execution of play program. It was showed that play program was positively effect on the social development of developmental delayed infant. 2. Compared to the means of the six subordinate field of the sociality for three children, social skill was changed the most. Then came communication skill, self-helf skill, locomotion skill, work skill, self-control skill in that order. Especially, Self-control skill was not much changed and the reason seemed that the parents took too much care of developmental delayed infant. 3. In the change of social field for every child, Chesu, Kim was changed the most in communication skill, and then social skill. Ngaengsu, Kim and Chelngaeng, Kim were changed the most in social skill, and then communication skill.

결과중심전환교육 최상의 실천사항에 대한 지적장애특수학교 교사의 인식수준

조인수 ( In Soo Cho ),박은희 ( Eun Hee Park ) 한국지적장애교육학회(구-한국정신지체아교육학회) 2011 지적장애연구 Vol.13 No.4

본 연구는 결과중심전환교육에 긍정적 영향을 미치는 최상의 실천사항에 대한 지적장애특수학교 교사의 인식수준을 밝히고 결과중심전환교육 최상의 실천사항에 따른 실행과제를 구조화하여 제시하는데 연구의 주안점을 두고 있다. 이를 위하여 지적장애특수학교 교사 325명을 대상으로 전환교육 최상의 실천사항에 대한 중요도와 수행도 인식수준을 밝히기 위한 설문 조사를 실시하여 그 결과를 분석한 후 이를 토대로 전문가조사를 통해 결과중심전환교육을 위한 실행과제를 구조화하여 제시하고자 하였다. 최상의 실천사항은 결과중심전환교육을 성공으로 이끄는 매우 중요한 요인들로, 전환교육을 실행하는 현장에서 계속적으로 시도되고 발전해 나가야 할 부분이다. 본 연구에서 제시된 최상의 실천사항에 따른 실행과제가 앞으로 우리 교육현장에서 전환교육 실행의 기초자료로 유용하게 활용되어 전환교육이 한 단계 더 도약하는 계기가 되기를 기대한다. The present study purposed to survey teachers` perception of best practice in transition, and to suggest practice task for best practice in transition. For this purpose, we reviewed previous research on teachers` ability to perform best practice in transition based on theories related to transition education, and made a list of transition practice items and suggested task for best practice in transition. For this study, we surveyed 325 teachers at 91 special schools for intellectual disabilities children throughout the country concerning their perception of best practice in transition, and suggested practice task for best practice in transition through expert survey. Collected data were analyzed through basic statistics, t-test, F-test, Scheffe`s test, and content validity analysis. The conclusions of this study are as follows. First, the importance of best practice in transition was perceived high by the teachers at special school for intellectual disabilities children, but the performance of best practice in transition was perceived relatively low. Perception on importance was high for social and personal skills development and training, functional, life-skills curriculum, and community-based instruction, business and industry linkages with schools and perception on performance was high for social and personal skills development and training, functional, life-skills curriculum, and community-based instruction, career and vocational assessment and education. In addition, Perception on importance was very low for career and vocational assessment and education , and perception on performance was very low for competitive paid work experience. Second, the suggested practice task for best practice in transition were composed of 3 areas, 8 sub areas and 42 items (transition collaboration best practice - 11 items; transition education programming best practice - 21 items; and transition planning best practice - 10 items). These items are specific things to be practiced in transition in relation to collaboration, programming and planning. Practice task for best practice in transition suggested in this study are items for executing transition education in school. In addition, they can be utilized as materials for developing transition education and tools applicable in the field of school education. Furthermore, it is want to promote practice in transition and propose the direction of transition education in school.

정신지체 특수학교 직업지도 교사의 전환교육 수행능력인식수준

조인수 ( In-soo Cho ),최학섭 ( Hak-seop Choi ) 한국특수교육문제연구소 2005 특수교육저널 : 이론과 실천 Vol.6 No.3

이 연구는 정신지체 특수학교 직업지도 교사들의 전환교육 수행능력 중요도와 성취도 인식수준을 알아보는 조사연구이다. 조사대상은 경상남.북도와 대구광역시에 재직하는 직업교육교사 100명을 대상으로 변인별(성별, 학력별, 학급별, 경력별, 자격별)로 CEC 전환교육교사수행능력 진술표를 기준으로 8개 영역 55개 문항을 조사하였다. 그 결과 전환교육교사의 수행능력에 대한 중요도 인식수준은 대체로 높다. 반면 중요도 인식에 비해 자기 성취 수준에대한 인식은 대체적으로 낮다. 이는 교육현장에서 전환교육이 잘 수행되고 있지 못함을 의미한다고 볼 수 있다. 전환교육 수행능력에 대한 기준은 직업교육교사들에게 유용한 지침이 될수 있다. The purpose of this study was to examine how teachers at special schools for thementally retarded perceived the importance of teacher performance for transition education and to what extent they could actually provide it in a bid to identify what problems transition education was confronted with. The subjects of this study selected 130 teachers who are in charge of middle school students, high school students and posthigh class at special schools for the mentally retarded in Gyeongsang province and Daegu. The questionnaires used in earlier studies to find out what qualifications teachers in charge of transition education should have were rearranged through the advice of this researcher``s main professor to suit the purpose of the study, and Likert scale was employed. After a survey was conducted, statistical data on frequency and mean were obtained to see how they looked at the importance of teacher performance for transition education and to what extent they actually offered it. In addition, t-test and F-test were implemented. The findings of the study were as follows; First, the teachers investigated were well cognizant of the importance of teacher performance for transition education, and this fact suggested that transition education should be conducted in a systematic way. Second, in spite of their perception of the importance of teacher performance for transition education, their actual performance of it lagged behind in large part. To make transition education successful, it``s urgently required to improve their competency for transition education.

학급유형에 따른 어린이집교사의 직무스트레스 대처방식

조인수 ( In Soo Cho ),도명애 ( Myung Ae Do ) 한국지적장애교육학회(구-한국정신지체아교육학회) 2010 지적장애연구 Vol.12 No.4

이 연구는 학급유형에 따른 어린이집교사의 직무스트레스 및 대처방식을 구체적으로 탐색하는데 목적이 있다. 이를 위해 부산시, 대구시, 울산시, 경북, 경남지역의 210개 기관의 어린이집교사 400명을 대상으로 실시하였다. 연구의 결론은 다음과 같다. 첫째, 학급유형에 따른 어린이집 교사의 직무스트레스 정도는 교사 모두에게 평균이상으로 높다. 직무스트레스를 비교 분석하면 학부모와의 관계에서 가장 높은 스트레스 수준을 보이고, 교사 자신의 내적 갈등, 영·유아 행동, 스트레스의 신체적 증상, 시간 관리상의 어려움, 행정적 관리자와의 관계, 스트레스의 심리/정서적 증상, 교사 상호간의 관계 순으로 나타났다. 둘째, 학급유형에 따른 어린이집 교사의 직무스트레스 대처방식 수준이 교사 모두에게 높다. 어린이집 교사의 직무스트레스 대처방식은 소망적사고 추구, 정서 완화적 지지 추구, 문제 중심적 대처, 사회적 추구 순으로 나타났다. 셋째, 학급유형에 따른 어린이집 교사의 직무스트레스와 대처방식간의 상관관계가 높게 나타났다. 직무스트레스 및 대처방식 하위 영역에서 학부모와의 관계에서 부적 상관관계를 나타냈고, 정적 상관관계는 교사 상호관계, 행정 관리자와의 관계, 시간 관리상의 어려움, 영·유아 행동에서 소망적사고 추구가 가장 높게 나타났다. The purpose of this study is to make a concrete investigation into the job stress and the coping strategies of the teachers in early childhood education. The subjects of the study were 400 teachers from 210 early childhood educational facilities in the Cities of Busan, Daegu, Ulsan and the Provinces of Kyungbuk and Kyungnam. The conclusions of the study are as follows. First, the job stress level is high above the average to all the teachers in early childhood education. The analysis shows the highest level of job stress in the relationship with the parents, following the teachers` inner self-conflicts, child`s behavior, physical symptoms from the stress, constraints of time management, relationship with managerial administrator, symptoms of physical/emotional stress out and mutual relationship with teachers. Secondly, the level of coping strategies with the job stress is high to all the teachers in early childhood education, of which the strategies appeared to be wishful thinking, emotional relievable seeking, problem-centered coping strategy, and social support seeking strategy. Thirdly, there is high correlations between the job stress of the teachers in early childhood education and their coping strategies. The study indicates the highest positive correlations between the mutual teachers` relationships and problem-centered coping strategy, the relationships with managerial administrators and emotional strategy, the child`s behavior and wishful thinking strategy. There appears negative correlation between the relationships with the parents and social support seeking strategies.