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An Exploratory Study on the Preparation for Elementary School and the School Adjustment of Mothers of Disabled Children (장애아동어머니의 자녀 취학준비 및 학교적응에 관한 연구)

  • Park, Cheon-Hee;Yang, Sung-Eun
    • Korean Journal of Human Ecology
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    • v.20 no.1
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    • pp.119-132
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    • 2011
  • The purpose of this study was to explore the parenting experiences of mothers of disabled children. The study focused on how mothers of disabled children prepared for their children's transition to elementary school and how they experienced their children's adjustment to school. Twenty mothers of children with developmental or intellectual disabilities participated in the study. Each mother had experienced an inclusive education program at an elementary school for more than a year. Twelve mothers have children with intellectual disabilities and eight have children with developmental disabilities. Individual in-depth interviews were carried out to collect qualitative data. To analyze the data, the research followed the phenomenological analysis method of Giorgi. The results showed that mothers of disabled children were actively involved with inclusive day care centers and therapy programs to prepare for children elementary school. Most wished to send their children to a general elementary school with an inclusive program, although decision making was not easy. When their children entered elementary school, some mothers observed their children's struggle with school and their peer relationships. They sought support from teachers and other mothers. These mothers showed a desire for their children's social independence. This study highlighted the necessity to develop support programs for disabled children and their mothers.

A Study on the Definition of Minimum-sized Kindergarten and Elementary School (소규모 유치원.초등학교 건축의 개념 규정 연구 - 대도시 고밀도지역을 중심으로 -)

  • Yoon, Chun-Keun
    • Journal of the Korean Institute of Educational Facilities
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    • v.5 no.2
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    • pp.57-66
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    • 1998
  • The present, there are no evident standards about facilities of minimum-sized kindergarten and lower grades elementary school. So, there are many serious obstacles that related laws and regulations, planning for facilities and scales in this country. Accordingly, this study proposed the concept, type, and size of minimum-sized kindergarten and lower grades elementary school, in case big cities of high density. 1. The concept of minimum-sized kindergarten and lower grades elementary school is defined to the large scale school and class, that integration of children of kindergarten into lower grades elementary school. 2. The type of minimum-sized kindergarten and lower grades elementary school is classified into branch school type and detached school type. The former is located in the main elementary school, The latter is separated from the main elementary school. And each type is classified into singleness case and attached case. 3. The number of students per minimum-sized kindergarten and lower grades elementary school is hold from two hundred children to three hundred children in 12 classes, but suitability is from one hundred to two hundred children. And class sizes proposed $20{\sim}25$ children in minimum-sized kindergarten and $25{\sim}30$ children in lower grades elementary school.

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Prediction of Children's Social Acceptance Following Transition from Kindergarten to Elementary School (유치원 시기의 또래관계 및 사회적 경험과 국민학교 초기의 사회적 수용도와의 관계에 관한 연구)

  • Ma, Song Hee
    • Korean Journal of Child Studies
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    • v.15 no.1
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    • pp.159-172
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    • 1994
  • The purposes of this study were (1) to explore the stability of social acceptance when childen transferred from kindergarten to elementary school, and (2) to identify factors that predict children's social acceptance in new school environments. Twenty two children of 'J' kindergarten who were transfering to 'S' elementary school were sampled at the end of their kindergarten year. They were administered social acceptance tests, a school readiness test, and the simplified version of the Preschool Behavior Questionnaire. A sample of 135 children including the 22 children of 'J' kindergarten were administered social acceptance tests in the middle of the first grade of elementary school and questionnaires on their children's social experiences were completed by their parents. Social acceptance scores were found to be stable from kindergarten to elementary school. School readiness test scores and distractibility ratings by preschool teachers were moderately correlated with post-transition social acceptance. Among the social experiences variables, duration and number of preschool experiences were significantly correlated with social acceptance in the first grade of elementary school. There were no significant differences of social acceptance score according to the type of kindergarten.

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A Study on the Effect of the Nutrition Education Program on the Dietary Self-efficacy and Dietary Practice for Elementary School Children. (영양보건교육이 초등학교 아동의 식이 자기 효능감과 식행동 실천에 미치는 효과)

  • Lee Joo Young
    • Journal of Korean Public Health Nursing
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    • v.18 no.1
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    • pp.132-142
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    • 2004
  • Purpose: The study was to test the effects of nutrition education program changing the dietary self-efficacy and dietary practice of elementary school children. Method: The study was designed as a nonequivalent control group pretest-posttest design. The subjects of the study were 70 boys and girls in the fourth grade of elementary school in Seoul. They were devided in two groups evenly : control group and treatment group. The control group participated in the nutrition education with 4 sessions for 4 weeks. data were collected by self-reported questionnaires(dietary self-efficacy and dietary practice) from the 28th of August to the 10th of October. 200l. Result: 1. A hypothesis that 'the elementary school children who participated in the nutrition education may get higher points on dietary self-efficacy than the elementary school children who did not participated' has been adopted(t=-6.36. p<001). 2. A hypothesis that 'the elementary school children who participated in the nutrition education may get higher points on dietary practice than the elementary school children who did not participated' has been adopted(t=-5.03. p<001). Conclusion: The nutrition education is an effective nursing intervention strategy for elementary school children by supporting them form positive dietary self-efficacy and improve dietary practice.

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An Analysis of the Influential Factors on Mother's Child-rearing Anxiety Before and After Their Children's Entrance into Elementary School (자녀의 초등학교 입학 전후 어머니의 양육불안에 미치는 영향요인 분석)

  • Shin, Su-hui
    • Korean Journal of Childcare and Education
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    • v.15 no.6
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    • pp.21-40
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    • 2019
  • Objective: The purpose of this study is to find the tendencies and differences of mother's child-rearing anxiety before and after their children enter into elementary school, to analyze the factors influencing child-rearing anxiety at each time, and thereby to seek a support plan at the time of transition. Methods: The subjects of this study were 181 mothers who participated in two surveys which were conducted before and after their child entered into elementary school. Results: Firstly, mother's child-rearing anxiety before and after their children's entrance into elementary school was at a middle level, but increased significantly when they experienced their children's transition to elementary school. Secondly, mother's child-rearing anxiety, before their children's entrance into elementary school, was influenced by private education, the collection of educational information, cognitive ability, whether or not to develop a work status change plan, and birth order sequentially. Thirdly, child-rearing anxiety after their children's entrance into elementary school was significantly influenced by child-rearing anxiety before their children's entrance into elementary school and the mother's employment. Conclusion/Implications: This study is meaningful in the point that it suggested the necessity for the cooperation between multiple systems, such as systematic and stepwise parenting education, the importance of offering information to educational institutions and local governments, and for work- family support policy to prioritize children in order to support children's successful transition into elementary school.

The influence of elementary school teachers들 science anxiety on the children들s science achievement and attitudes (교사의 과학불안이 학생들의 과학성취도 및 과학에 관련된 태도에 미치는 영향)

  • 임청환;최종식
    • Journal of Korean Elementary Science Education
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    • v.18 no.1
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    • pp.87-94
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    • 1999
  • This study investigated the influences of science anxiety ill elementary school teachers on tile children's science achievement and attitudes. For this study, 166 elementary school teachers taken charge of 4th, 5th, 6th grade of elementary school children, were chosen as a sample. First, we tested science anxiety test to these teachers, and then chose 50 teachers that are 25 teacher of highest score and 25 teachers of lowest score. Next, we chose 1848 students that 50 teachers take charge. The results are as follows. 1. The children learned from lowest scored teacher got the higher point than the children learned from highest scored teacher in science achievement test. 2. Children's science attitude have a little differences in 4 sub-boundary area but totally lower science anxiety group have higher score than higher science anxiety group. 3. Another variables such as grade, living district, teachers' training experience give influence to the children's attitude to science. In this result, we found that teachers' science anxiety influenced in some part upon the elementary student science achievement and attitude.

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Survey of Korean Elementary School Children's Extracurricular Activities (한국 초등학교 아동의 학교수업 외 활동 실태조사)

  • Shin, Hae-Young;Cho, Song-Yon;Choi, Mi-Sook;Choi, Hye-Yeong
    • Journal of the Korean Home Economics Association
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    • v.47 no.10
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    • pp.63-72
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    • 2009
  • The purpose of this study was to investigate Korean elementary school children's extracurricular activities by gender, grade and area from a sample of 3,608 children in six Korean provincial areas except Jeju-do. They responded to the questionnaire developed by the researchers. Data were analyzed by frequency and percent using the SPSS PC 15.0 program. Results were as follows: Firstly, 3,337 children(92.5%) participated in extracurricular activities, and the rest(7.5%) did not. This result illustrates that the majority of Korean elementary school children are taking part in at least one or more out-of-school activities. Secondly, the average number of extracurricular activities in which elementary school children participated was 8.48 and the average time allotted was 655.24 minutes; each child took about 8 activities and spent approximately 10 hours per week. Thirdly, main extracurricular activities in which children participated were to go to educational institutes, to take art/physical education lessons, and to study self-learning materials. Lastly, what elementary school children wish to do most in their spare time was to play the computer games, to take a rest, to enjoy family and friend relationships, and to watch the television.

Health Locus of Control and Health-promoting Behaviors among Korean Elementary School Children (학령기 아동의 비만도, 체중조절 건강통제위와 건강증진행위)

  • Jang, Ji-Yeon;Bang, Kyung-Sook
    • Korean Parent-Child Health Journal
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    • v.14 no.1
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    • pp.18-27
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    • 2011
  • Purpose: The purpose of this study was to compare health locus of control with health-promoting behaviors according to elementary school children's degree of obesity, and to analyze correlations between two variables. Methods: Three hundreds and sixty three elementary school children were participated from three elementary schools in Seoul. Multidimensional Health Locus of Control (HLOC) scale and Health Promoting Lifestyle Profile (HPLP) were used. Results: Obese children was 16.8% of all research subjects. Internal HLOC in over weight group was higher than normal weight group (F=3.611, p=.014). Chance HLOC in under weight group was higher than other groups (F=3.553, p=.015). External HLOC in over weight and obesity group was higher than normal weight group (F=3.553, p=.015). Correlations between HLOC in internal and external and health-promoting behaviors were significant (r=.347, p<001; r=.207, p<001). Also, children who did not have siblings and have obese parents showed higher rate of obesity, and lack of sleeping time tend to be related to obesity. Conclusion: External HLOC of obesity children is higher than that of normal weight children. Meanwhile, obese children with higher internal HLOC were good at doing health-promoting behaviors. Therefore, if obese children are trained for internal health control, it can lead to their health-promoting behaviors.

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The Understanding of Kindergarten Children about the Transition to Elementary School (초등학교 입학에 대한 유아의 이해)

  • Lee, Kyung-Soon
    • Korean Journal of Child Studies
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    • v.27 no.6
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    • pp.235-248
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    • 2006
  • Using qualitative methods of interviewing, documentation, and participant observation, this study explored kindergarten children's understanding on their transition into elementary school. Phenomenologically, results showed that children understood that the transition into elementary school means thrownness (Geworfenheit) and projection (Entwurf). When children answered the question about why they want to go to elementary school, their responses demonstrated an understanding of the inevitability (thrownness) of transition. That is, they understood that entering elementary school was an unavoidable step for growing up. They expected(projected) that they would enjoy new activities and opportunities in elementary school. While they felt anxious about stem teachers and difficult studies, they looked forward to intellectual development, various indoor activities, outdoor exercises, and multi-layered encounters.

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Establishment of Dimension System for Obese School Age Children - Focusing on 3-5 Grade Elementary School Boys in Seoul Metropolitan City - (학령기 비만아동의 치수 체계 정립 -서울지역 초등학생 $3{\sim}5$차년 남아 중심으로-)

  • Kim, Min-Jung;Park, Sun-Kyung
    • Journal of the Korean Society of Costume
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    • v.59 no.3
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    • pp.67-81
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    • 2009
  • Body shape of a child in elementary school is distinguished by physical differences in the form of low weight, normal weight and obesity, which are influenced by various periodic environments. In particular, there are hardly any patterns for obese children in elementary school to choose. To this end, the purpose of this study is to supplement the problems with the production lines of the companies for children's patterns as well as an analysis on the physical characteristics of obese children and to suggest the patterns appropriate to obese children. This study employed obese children from the 3rd- to 5th-grade elementary school students whose number has been rapidly increasing and conducted a questionnaire regarding the draft of the patterns for obese children on their mothers and the makers of children's clothing. Based on the results, the study compared and analyzed ordinary children's patterns to the patterns in question by suggesting a dimension system for Korean obese children. The results are as follows. The obesity rate of the children in elementary school has been grown in significant numbers every year, whereas obese children's sense of self-identity and degree of satisfaction with their patterns appeared to be much lower than other ordinary children in the peer group; also, the satisfaction level their mothers with their children's patterns appeared to be low. In order to verify the degree of the children's satisfaction with their patterns, the study suggested a dimension system for the obese children and displayed appropriateness by comparing the children patterns from ordinary companies and the patterns in question.