• Korean Journal of Child Studies
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• v.33 no.5
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• pp.117-137
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• 2012

The purpose of this study was to analyze 5'year' old children's responses in the process of reading picturebooks on sexual abuse and to explore the educational implications of the results. 42'five year' old children and 2 of their teachers participated as subjects in the study. Data was collected by means of observation, a diary record of the teacher's class, and an interview with teachers about children's responses in the process of reading picturebooks on sexual abuse during the free choice activities, and group activities in J and K daycare centers in Busan, Korea from July to September. The results were as follows : the analysis identified three patterns of responses; consistent responses, awkward responses, and confused and frightened responses. These result imply that selecting picturebooks for sexual abuse preventive education programs for young children needs to be given careful consideration. The importance of the teacher's reading skills and sociocultural cognition regarding sexuality in general were also discussed.

• The Journal of the Korea Contents Association
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• v.11 no.12
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• pp.182-189
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• 2011

This study was conducted to evaluate the usability of augmented reality (AR) picture book for young children. The participants of this study were 17 five-year-olds attending to M kindergarten in Korea. The measurement of the usability was conducted by observation and interviews during and after children's AR picture book reading 1) usability test score such as task completed that is, reading the AR picturebook successfully, 2) children's behaviors in the process of reading the book, 3) children's response to the questions asking the level of satisfaction with the AR picture book. The result of study showed that most of children could read the AR successfully adjusting the distance and angle of AR picture book to web-camera's location. And children showed verbal and nonverbal expression such as surprise, joy, questions and frustration in reading the book. Children told that AR picture book is fun and easy to read. This study would provide the implications for the interface development and adult-child book reading of AR picture books.

• Korean Journal of Child Studies
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• v.22 no.1
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• pp.251-271
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• 2001

교사가 이야기책을 반복하여 읽어주는 (a multiple reading) 과정에서 아동이 새로운 단어에 해당하는 그림을 보고 그 단어를 명명하게 하는 (a labeling strategy) 읽기 방법이 아동의 어휘획득에 연령과 경험에 따라 차별적인 효과를 가져오는가, 또한 동일한 읽기 방법이 그룹 상황에 적용되었을 때 일대일 상황에서 얻어지는 효과와 같은 효율성을 갖는가의 문제가 각각의 실험에서 다루어졌다. 양 실험에서 각 연령 (4, 5세) 집단은 그림 어휘력 검사의 표준 점수 결과를 기준으로 하여, 상 하 두 어휘력 집단으로 나뉘어졌다. 아동이 설정된 새로운 단어를 획득한 결과는 comprehensive와 productive 어휘력 검사를 통해 측정되었다. 첫 번째 실험에서 4세와 5세 아동들은 각 연령 집단에서 교사가 일 대 일로 이야기책을 읽어줄 때, 수동적으로 듣거나 또는 설정된 단어에 해당하는 그림을 보며 직접 명명할 수 있었다. 두 번째 실험에서는 첫 번째 실험에 참여한 4세 아동들이 같은 읽기 방법으로 그룹 상황에서 읽혀졌다. 첫 번째 실험 결과, 새로운 단어를 comprehend 하고 produce 하는데 5세 아동이 4세 아동 보다 나은 기제를 갖고 있는지는 분명히 밝혀지지 않았다. 결과를 통해 분명하게 밝혀진 것은 이야기책이 읽혀지는 동안 얻어지는 comprehensive 어휘와 productive 어휘에는 차이가 있다는 것이다. 아동들은, 특히 어릴수록, 새로운 단어를 comprehend 하는데 있어서는 labeling strategy의 효과를 보지 못한 반면, 단어를 produce 하는데 있어서는 동일한 방법이 단순한 반복 읽기 보다 효과적이었다. 덧붙여, 어휘력에 있어 상위 집단에 속한 아동이 하위 집단에 속한 아동 보다 더 많은 단어를 comprehend 하고 produce 한다는 점을 확인시켰다. 두 번째 실험 결과는 그룹 상황에서 4세 아동에게 이야기책을 읽어줌으로써 새로운 단어를 획득하게 할 수 있다는 것을 보여 주었다. 사용된 labeling strategy는 특히 productive 어휘 획득에 효과적인 것으로 나타났으며, 따라서 일대일 상황에서 뿐 아니라 그룹 상황에서도 중요한 요소로 보였다. 덧붙여, productive 어휘 획득에 있어서 labeling strategy의 효과는 어휘력에 있어 하위 집단에 속한 아동에게는 상황에 따라 다른 결과를 가져왔다. 즉, labeling strategy의 효과에 있어서 하위 집단의 아동들은 그룹보다 일대일 상황에서 productive 어휘를 더 많이 획득했다. 연구결과, productive 어휘력 발달을 위하여 교사는 일대일 책읽기 뿐 아니라 그룹 책 읽기에서도 labeling strategy를 사용하는 것을 고려해야 하며, 비교적 적은 어휘력을 갖고 있는 아동에게는 일대일 상황에서 labeling strategy를 사용하여 이야기책을 읽어주는 시간을 할당할 것을 제시했다.

• The Journal of the Convergence on Culture Technology
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• v.9 no.5
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• pp.311-317
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• 2023

The purpose of this study is to qualitatively examine the play experience and meaning of young children who enjoy the appreciation of picture books based on the 2019 revised Nuri curriculum centered on children and play, and furthermore, various play imaginations and ideas in picture books are realized by T robot. The collected various play cases were analyzed by arranging them into play flow diagrams centering on each picture book, and based on this, the meaning of play was discovered by categorizing play through reading the meaning of play. Therefore, this study is meaningful in that it supports <Picture Book-linked Young Children's Robot Play>, a play experience in which various playful imaginations in picture books are realized by young children's robots, and examines the experience of creatively creating play led by young children in depth, and furthermore, it is valuable in providing a basis for the direction of play-centered SW education centered on young children.

• The Journal of the Korea Contents Association
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• v.15 no.12
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• pp.612-623
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• 2015

The purpose of this study is to explore children's reactions in the process of reading books dealing with death. As a result, there was a reflection of their religious assumptions. The participants interpreted the stories based on their belief systems. If the stories did not match with their assumptions, they used another strategy. Also, it is indicated that they recalled death-related memories and applied those stories to their own loss experiences and social events. Furthermore, they recognized the importance of their own everyday lives rather than immersing in death itself. It means that death-related stories help the participants express their passion towards life and resolve to live their lives to the utmost. Contrary to their first drawings before reading books, their second drawings contained the joy of living and reflected the details of death they developed while reading books. Also, the colors they used in their second drawings were brighter than the previous ones. Their passionate attitude towards life above was equally shown in their poems as well. In conclusion, reading death stories turned out to be a process in which children develop and reflect on their understanding of death. Abundant opportunities to express their own feelings are offered. Furthermore, it is showed that death stories can help the children love their lives and provide a strong will for their living sincerely. Based on the results, some educational suggestions were provided.

• Journal of the Korean Society for Library and Information Science
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• v.46 no.3
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• pp.157-180
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• 2012

The purposes of this study are to design and apply an experienced-based reading program using picture books for the struggling readers to improve their reading ability; and to analyze and verify how this program influences their self-esteem. The final objects of this study are 53 struggling readers who are 1-4th graders in 8 elementary schools. For this, the specific goals are set up as follows: First, an experience-based reading program using ADDIE teaching design model and Kolb's experience learning cycle are planned and developed to improve reading abilities and self-esteem of the struggling readers. Second, it also aimed to clarify how the experience-based reading program using picture books influence the struggling readers' self-esteem in affective ones. As a result, this experience-based reading program using picture books is effective on improving the struggling readers' self-esteem, generally. Although the degree of improvement is different from each of the subordinate factors, the overall scores of self-esteem are raised. This study suggests that an experience-based reading program using picture books is appropriate for improving the affective characteristics of the struggling readers. And it is also needed to produce a research manual to get the same test condition that prescribes the methods of pre-test and post-test.

• Journal of Korean Home Economics Education Association
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• v.31 no.3
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• pp.155-177
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• 2019

The study aims to develop a teaching-learning plan that can solve the problem of the clothing and textiles area faced by the teenager as course of critical science perspective improving the empowerment. As a research method, it was conceptualized by applying the Laster(1986)'s curriculum development process. And it was applied to the conceptual framework of practical reasoning presented in: "Family, Food and Society A Teacher's guide" (Staaland & Storm, 1996). The results of this study are summarized as follows. First, based on the results of reviewing literature related to the clothing and textiles area, ongoing concerns related to the clothing and textiles is "Should we do with regard to clothing and textiles for families in the community? The valued ends is defined as a complex position with a high degree of freedom and a high responsibility, and the goal of learning is interdependence, emotional maturity, intellectual development, and communication ability. For the contents of education and activity structure, practical reasoning process was used as conceptual framework of education contents, and included sub-concerns, broad concepts, sub-concepts and intellectual and social skills. Second, based on the practical reasoning, we developed a teaching and learning plan in the clothing and textiles. As a result, a total of 12 plan of 5 modules were developed. And were developed a total of 31 tutorials, reading materials, picture materials, group activities, and video materials. The results of this study can be applied to teachers who want to try out practical inference process in class or teachers who have difficulty in practicing reasoning process in the field.