• Journal of the korean academy of Pediatric Dentistry
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• v.32 no.4
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• pp.693-702
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• 2005

Accurate timing and sequence of eruption of permanent teeth are indicies of growth and essential for pediatric dentistry and pediatric clinical orthodontics. From the children brought to the Yonsei Dental Hospital during 2001 to 2003, 654 boys and 542 girls, ranging in age from five to fourteen years, were selected and analysed. The following was concluded. 1. Eruption time of maxillary teeth is 6.81 years in boys, 6.78 years in girls for central incisor, 8.30 years in boys, 7.98 years in girls for lateral incisor, 10.28 years in boys, 10.04 years in girls for canine, 9.74 years in boys, 9.90 years in girls for first premolar, 10.87 years in boys, 10.41 years in girls for second premolar, 6.25 years in boys, 6.54 years in girls for first permanent molar, 12.21 years in boys, 12.03 years in girls for second permanent molar 2. Eruption time of mandibular teeth is 6.00 years in boys, 6.06 years in girls for central incisor, 6.99 years in boys, 6.74 years in girls for lateral incisor, 9.83 years in boys, 9.17 years in girls for canine, 9.92 years in boys, 9.75 years in girls for first premolar, 10.66 years in boys, 10.39 years in girls for second premolar, 5.99 years in boys, 5.75 years in girls for first permanent molar, 11.92 years in boys, 12.17 years in girls or second permanent molar. 3. The following eruption sequence was observed the first permanent molar erupted first, followed by the central incisor, the lateral incisor, the first premolar, the canine, the second premolar and the second permanent molar in the maxilla. The first permanent molar erupted first, followed by the central incisor, the lateral incisor, the canine, the first premolar, the second premolar and the second permanent molar in the mandible.

• Korean Journal of Childcare and Education
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• v.11 no.6
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• pp.177-198
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• 2015

This study is aimed at a comparison analyzing the contents of child 'safety education' in Three-four-year-old Nuri curriculum manual for teachers related activity type and activity form, life theme based on the criteria of analysis. First, the number of contents of child 'safety education' included in the 3 year old Nuri curriculum manual for teachers was 136, and among them, 71(52.2%) were from in big and small group activity. Total 124 contents were in 4-year old group and showed 58(46.8%) contents in big and small group activity. Second, it was identified that the Three-four-year-old Nuri curriculum handled highest number of child 'safety education' activities. Twenty-five activities from 'appliances' among a total of 127 child 'safety education' activities were included and included 21 activities in contents of 'safety for object, tool, and apparatus.' Thirty-three activities among 'health and safety' among a total of 131 child 'safety education' activities were included and it was identified that the highest number of child 'safety education' activities were conducted in 'safety for disease' contents. It will be hope to suggest some of the providing child 'safety education' of Three-four-year-old in education field, and to provide basic data for planning and suggesting directions for various training related to child safety education. Moreover, this study intends to provide basic data for composing necessary manual and program for child 'safety education' and to provide basic data for expanding the safety experience facility.

• Korean Journal of Family Social Work
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• no.23
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• pp.71-102
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• 2008

The purpose of this study was to understand the meaning of being adopted that adopted children have experienced. To achieve this purpose, researchers contacted adopted children and adoptive parents, collected data through in-depth interview and document, and analysed these data using case study approach. 23 adopted children over three ages and their parents were interviewed for this study. Participants were classified into three groups(3~5 ages, 6 ages, over 7 ages) based on their age. Researchers investigated the changes of the meaning of being adopted by age. The major findings were follows: First, the meaning of being adopted that adopted children have experienced was changed from 6 ages. Second, this study analyzed that the meaning of being adopted was love born by heart at 3~5 ages, inevitable grief at 6 ages and first step of adoptive person over 7 ages. Based on the findings, this study suggested practice guidelines to help adoptive children and their family.

• Korean Journal of Childcare and Education
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• v.10 no.6
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• pp.223-241
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• 2014

The objective of this study was to plan a direction for the connection of the area of inquiry in daily life between infants and young children in Korea based on the analysis of the early learning standards for infants aged 0~2, and young children aged 3~4/5 in 17 different states in America. The problem of the study is as follows: What is the content area of cognitive development, science and mathematics of early learning standards regarding age? The data used in this study was collected from a total of 17 states in America in which 12 states classify infants and young children as aged 0~2 and 3~4/5 respectively and 5 states do not classify the age groups. The results obtained from the analysis of the given issues are as follows. First, in the case of the five states that showed the group aged 0~4/5, the contents related to the area of inquiry in daily life of the early learning standards were included in the mathematics and science and a part of these contents were also included in cognitive developments. In the case of the 12 states that classified the groups aged 0~2 and 3~4/5 respectively, the group aged 0~2 included cognitive developments and the group aged 3~4/5 includes mathematics and science. Second, the contents related to the area of inquiry in daily life of the early learning standards in the five states that showed the single group aged 0~4/5 include the contents in order of scientific idea, biology, physics, and the earth and space. In the 12 states that classify different age groups. Third, in the case of the states that separate age groups, the group aged 0~2 include the contents of number and operation, geometry and space while the group aged 3~4/5 include the contents of number and operations, geometry and space, and measurement. The implications of this study was that it is necessary to take into account the linking between development and characteristics of the subjects.

• Journal of the korean academy of Pediatric Dentistry
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• v.36 no.2
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• pp.253-261
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• 2009

The purpose of this study was to present new data on the timing and sequence of permanent teeth emergence and to compare these findings with the results of earlier studies. The dental examinations had been performed to E-elementary school students, who visited the Yonsei University Dental Hospital between 1998 and 2005; 1,307 boys and 1,312 girls with the age ranging from 6 to 12 years old. The followings were concluded. 1. Eruption time of the maxillary permanent teeth is as follows. It was 6.81 years in male and 6.73 years in female for the central incisor, 7.78 years in male and 7.65 years in female for the lateral incisor, 10.48 years in male and 9.92 years in female for the canine, 9.76 years in male and 9.63 years in female for the first premolar, 10.66 years in male and 10.49 years in female for the second premolar, 6.39 years in male and 6.26 years in female for the first permanent molar, and 12.13 years in male and 12.03 years in female for the second permanent molar. 2. Eruption time of the mandibular permanent teeth is as follows. The central incisor could not be determined in this study, but it is assumed to erupt before the age of 6.08. In the mandible, eruption time was 6.78 years in male and 6.65 years in female for the lateral incisor, 9.76 years in male and 9.05 years in female for the canine, 9.82 years in male and 9.59 years in female for the first premolar, 10.67 years in male and 10.52 years in female for the second premolar, 6.22 years in male and 6.12 years in female for the first permanent molar, and 11.58 years in male and 11.14 years in female for the second permanent molar. 3. The eruption sequence is as follows. In the maxilla, the first permanent molar erupted first, followed by the central incisor, the lateral incisor, the first premolar, the canine, the second premolar, and the second permanent molar. In the mandible, the central incisor erupted first, followed by the first permanent molar, the lateral incisor, the canine, the first premolar, the second premolar, and the second permanent molar. 4. Tooth eruption occurred earlier in female compared to male by average of 0.19 year in the maxilla and 0.29 year in the mandible. 5. In both male and female, the hiatus (interval of rest) occurred between the emergence of lateral incisor and first premolar in the maxilla while it was observed between the lateral incisor and canine in the mandible. Male had a hiatus of 1.98 years in the maxilla and 2.90 years in the mandible, while the female's were 1.98 years and 2.40 years, respectively.

• Communications of Mathematical Education
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• v.30 no.4
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• pp.453-468
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• 2016

This study is a result of experiment to recognize geometric and spacial conceptions for early childhood. This researcher had built up Mandala figures which was an intermediary between consciousness and unconsciousness, and then have studied about early childhood's geometric and spatial concepts by using Mandala figures. In this paper, authors have studied fractal art activities of early childhood as a follow-up study, since the structure of fractal art is similar to Mandala. As a result, three years old young children have significant correlation in four areas(figure perception, visual discrimination, position-in space perception and visual memory), but five years old young children have significant in three areas(figure perception, position-in space perception and visual memory). For five years old group, there is some difference between boys and girls, also they had described for their art activities like real models.

• Proceedings of the KAIS Fall Conference
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• 2012.05a
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• pp.153-157
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• 2012

본 연구는 수 과학의 과정중심 통합 활동이 유아들의 과학적 탐구능력과 태도에 미치는 영향에 대해 알아보고 현장에서의 효율적인 교수학습 및 환경구성을 마련하는데 연구의 목적을 두고 있다. 연구대상은 전라북도 I시에 위치한 W대학 부속 유치원 만3세 만5세 유아 89명을 대상으로 각 연령별 주제를 선정하여(만3세 유아는 알, 콩, 열매, 과자, 만5세 유아는 공룡, 감자, 물, 그림자, 색깔이라는 주제 선정) 수 과학의 과정중심 통합 활동을 실행하였다. 자료 분석은 SPSS for Windows 프로그램을 이용하여 대응표본 t검증을 실시하였다. 수 과학의 과정중심 통합 활동을 실시한 결과 과학적 탐구 능력과 과학적 태도를 구성하고 있는 각 하위 요인들이 연령별, 성별로 유의한 차이가 있는 것으로 나타났다. 이러한 결과는 수 과학 과정중심 통합 활동이 만3세 5세 유아들에게 긍정적인 영향을 주는 활동임을 시사하고 있다.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.11
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• pp.375-384
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• 2020

This study examined the trajectories of the marital satisfaction of parents to classify its latent classes and how marital satisfaction influences the behavioral problems of their children between the identified latent classes. The 1st to 8th and 10th data from the Korea Child-Adolescent Panel Survey were analyzed using the latent class growth analysis and BCH method. First, based on the mother's trajectory of marital satisfaction, five latent classes were identified: 'low constant', 'intermediate constant', 'temporary increment-constantly decrement', 'high constant, and 'highest constant'. At the same time, based on the father's trajectory of marital satisfaction, four latent classes were identified: 'increment', 'intermediate-slightly decrement', 'high-slightly decrement', and 'highest constant'. Second, mothers with low marital satisfaction had more children with behavioral problems, and their influence had more problems with internalized behavioral problems. These problems progressed to externalized behavioral problems as they grew. Both internalized and externalized behavioral problems were also found between the identified latent classes of the father's marital satisfaction. Children of fathers with low marital satisfaction showed more behavioral problems. These findings suggest that the marital satisfaction of parents is an important variable that can influence the behavioral problems of their children.

• Korean Journal of Childcare and Education
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• v.9 no.6
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• pp.107-127
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• 2013

The purpose of this study was to investigate the differences in children's reading abilities of environmental print and phonological awareness by children's age and the relationship between children's reading abilities of environmental print and phonological awareness. The subjects were 90 children, 3 to 4 years of age. The Children's Reading Abilities of Environmental Print Scale (CRAEPS) developed by Son (2012) and Phonological Awareness Scale (PAS) revised by Choi (2007) were used to measure children's reading ability of environmental prints and phonological awareness. The results of this study were as follows: Firstly, 4-year-olds performed significantly better than 3-year-olds on the environmental print reading tasks. Also, 4 year-olds scored significantly higher than 3-year-olds in syllable counting, syllable deletion, and phoneme substitution. Secondly, children's scores on the environmental print reading tasks were positively correlated with phonological awareness. In other words, the 3-year-olds who could read environmental prints better got higher scores in syllable counting and the 4-year-olds who could read environmental prints better got higher scores in syllable counting, syllable deletion, and phoneme substitution.

• Journal of Digital Convergence
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• v.19 no.9
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• pp.361-371
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• 2021

This study investigated the longitudinal effect of peer play behavior (PPB) during toddlerhood on social competence (SC), followed by the effect on adaptation to elementary school. Data were collected from the 4th to 9th Panel Study on Korean Children between 2011 to 2016, of which the data collected from 114 boys and 94 girls were finally analyzed. Multi-Mediator Model Analysis were performed using SPSS and PROCESS macro programs. First, PPB observed at the age of three significantly predicted PPB observed at ages four and five. It significantly affected SC observed at the age of six after transitioning through PPB at each stage. Second, PPB observed at the age of three significantly impacted the degree of adaptation in the first and second grades of elementary school. The medium identified in this second finding was PPB observed after the age of three and SC observed at the age of six.