• Journal of The Korean Association of Information Education
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• v.7 no.1
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• pp.69-79
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• 2003

As to the critical purposes of elementary school education, which are to enhance the basic abilities for learning as well as living and to help children to acquire the desirable style of life, it is needed for teachers to cooperate with children's parents since they are the most affluential people to their children. this paper presents a novel web-based school life information system, which can be exploited as a means to establish a close and well-purposed relationship between parents and teachers and which is intended to induce parents into children's education aggressively by connecting them to teachers directly. This system is expected to be a great help to both teachers and parents in that both sides establish a well-understood and cooperative relationship through this system for solving the probable problems of their children in a effective way.

• Korean Journal of Childcare and Education
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• v.6 no.3
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• pp.85-102
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• 2010

The purpose of this study is analyzing newly the role of the educare teachers by finding the teachers' subjective perception on their duty and understanding its feature. With the research, I'd like to present the fundamental materials for re-training and education for specialty. I Q-sorted 17 teachers based on the 36 statements which had been selected carefully. The results are following. The first type is the teacher who is aiming the specialized education. The teacher of this type needs to have the comprehensible knowledge on the child-development and seeks the teacher's specialty with self-supervision and study group. The second type is the teacher who is pursuing safety and protection for the children. The teacher of this type considers safety and cleanness very important and thinks that he or she should take care of the children by the cooperation with parents. The third type is the teacher who is heading for everyday's life and improvement. He or she thinks that teaching the child daily life is significant and by it, the child should grow up. The results of the research show us 3 points. The first, we need to re-design training program for the educare teachers. The second, we should prepare the manual for the teachers in accordance with the infants' growing-up. The third, we should understand the teacher's type and train him or her in accordance with the type.

• Korean Journal of Childcare and Education
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• v.20 no.1
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• pp.55-71
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• 2024

Objective: This research aims to examine whether the perception of professional competence among childcare teachers impacts the performance of respecting young children's rights, and whether the teacher-parent cooperative relationship mediates this association. Methods: The participants in this research were 220 teachers in Daejeon who assessed the performance of respecting young children's right, the perception of professional competence, and teacher-parent cooperative relationships through an online self-report questionnaire. The data collected in this study were analyzed using the SPSS 25.0 program. Results: Firstly, the results of examining the impact of the perception of professional competence among childcare teachers and the teacher-parent cooperation relationship on childcare that respects the rights of young children showed that each variable has a statistically significant influence. Secondly, it was found that the perception of professional competence among childcare teachers directly impacts the performance of respecting young children's rights and, indirectly, through the mediating role of teacher-parent cooperative relationships. Conclusion/Implications: To ensure high-quality childcare for young children, it is essential to consider not only professional perception but also the cooperative relationship between teacher and parent.

• Korean Journal of Childcare and Education
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• v.13 no.6
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• pp.143-161
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• 2017

Objective: The purpose is to verify that whether there are significant correlation between parent-teacher cooperation, quality of home environment, and mathematical interaction of parents and cognitive development of 3-year-olds, and the quality of home environment and mathematical interaction mediate the relationship between the parent-teacher cooperation and the cognitive development. Methods: A test was performed on 110 3-year-olds enrolledin a daycare center located in city S, and a questionnaire survey was conducted on their parents. We analyzed our data using SPSS WIN 21.0 and pearson's correlation, tested the mediating effect using regression, and used the Sobel test to check significance of the mediating effect. Results: Cognitive development of 3-year-olds was correlated with the parent- teacher cooperation, the quality of home environment, and mathematical interaction of parents. The quality of home environment showed complete mediating effect on the relationship between the parent-teacher cooperation and the cognitive development, and the mathematical interaction showed complete mediating effect on the relationship between the parent-teacher cooperation and the cognitive development. Conclusion/Implications: The parent-teacher cooperation indirectly predicts the cognitive development through the quality of home environment and the mathematical interaction. This research can contribute to the development of the family- institution connection program to facilitate the parent-teacher cooperation.

• KLA journal
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• v.44 no.1 s.338
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• pp.74-85
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• 2003

일본 정부는 지난 2002년 8월 2일 각료회의에서 ‘어린이 독서활동 추진에 관한 기본 계획’을 결정하였다. 이 기본 계획은 어린이가 자주적으로 독서활동을 할 수 있도록 그 환경을 정비한다는 관점에서, 2001년 12월에 의원입법되어 공포.시행된 ‘어린이 독서활동 추진에 관한 법률’의 규정에 따라, 정부가 수립하지 않으면 안 되게 된 것이다. 이 계획을 2002년부터 2006년까지 5년에 걸친 시책의 기본 방향과 구체적인 방안을 제시한 것으로, 그 개요는 다음과 같다. 1. 가정, 지역사회, 학교를 통하여 어린이가 독서와 친해질 수 있는 기회 제공 가정교육에 관한 학습기회를 통하여 부모에게 독서의 중요성을 이해시킨다. 도서관에서의 어린이 독서활동을 추진하여 민간단체 활동을 지원한다. 학교에서의 학습활동을 통하여 독서습관을 확립하고 독서활동을 추진한다. 2. 도서자료 정비 등 제반 조건의 정비 및 충실화 도서관과 공민관 도서실 등 지역사회의 독서환경을 정비한다. 도서관 자료를 정비하고 정보화를 추진하며 사서 연수를 충실화한다. 학교도서관의 도서정비 5개년 계획, 정보화 추진, 사서교사 발령을 촉진한다. 3. 학교, 도서관및 관계기관, 민간단체의 연계.협력체제 추진 4. 사회 분위기 조성을 위한 보급.계발 어린이 독서의 날(4월 23일)을 중심으로 전국적으로 홍보한다. 홈페이지 개설로 관련정보를 광범위하게 제공한다. 일본 문부과학성은 이 기본계획에 기초하여 관계부처 등과 긴밀히 협조하여 어린이 독서활동 추진에 관한 시책을 더욱 충실히 하기로 하였다. -편집자주

• The Journal of the Korea Contents Association
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• v.22 no.8
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• pp.455-466
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• 2022

This study was aimed at finding the direction to be supplemented in early childhood creativity education by identifying difficulties and revitalization methods for early childhood education experts such as early childhood education scholarships, directors of early childhood education institutions, and daycare center support staffs at childcare support center. For this study, we collected data of total 33 early childhood education experts, from August to October 2019. As a result of the study, first, the difficulties in early childhood creativity education were found to be 'Evaluation certification system (evaluation meeting)', 'Quality of teachers', 'Number of teachers to children', and 'Lack of definition and direction of creativity'. Second, as revitalization methods to active creativity education for early childhood, they answered with 'Establishment of infant-centered, play-centered curriculum considering on-the-ground characteristics', 'Securing the quality of teachers through their own efforts and supporting various policies', 'Autonomous and diverse program operation of early childhood education institutions', and 'Cooperation with parents'. Through this, it was possible to broadly understand difficulties and revitalization methods of early childhood education experts, and the results of this study can be used as basic data to prepare measures to improve and support in the field of creativity education in early childhood education in the future.

• Korean Journal of Childcare and Education
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• v.9 no.3
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• pp.147-169
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• 2013

The study aims to reveal the factors that impact the decisions made by child care directors in the process of managing their day care centers. The seven participants I surveyed are directors in child care centers located in Seoul and Kyung Ki-Do. Through in-depth interviews and case-by-case studies, I uncovered that there are both external and internal factors that influence a director decisions. The external factors are following the standards set by the law, accommodating the demands set by parents, collaboration with the teachers, accepting the advice of friends and family, and creating realistic conditions. The internal factors are each director's own management philosophy, religious beliefs, and personal experience. This study aims to create policies for establishing and developing educational material so that child care directors will be able to provide an ideal environment for the supervision and education of children.

• Journal of the Korean Society of Laryngology, Phoniatrics and Logopedics
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• v.7 no.1
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• pp.128-131
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• 1996

소아들의 음성장애의 대부분은 음성과 기능에 의한 성대의 오용 및 남용으로부터 기인한다. 그러나 음성장애에 대한 인식의 부족으로 인하여 소아의 음성장애 발견율은 극히 낮은 수준에 머므르고 있다. 치료에 있어서도 행동의 통제가 그다지 쉽지 않기 때문에 많은 어려움이 따른다. 본 연구는 소아의 음성장애의 발생경위와 문제의 설명과 차팅에 의한 남용의 감소에 초점을 둔 치료사례이다. 5세 아동의 심한 음성장애로 의뢰되어졌다. 음성증후는 목쉰소리, 기식화된 소리, 일시적인 발성일탈(phonation break) 등이 두드러졌다. 이비인후과 전문의의 스트로보스코프(stroboscope) 검진결과 초기 양측성 성대결절이 성대 앞쪽으로부터 1/3 지점에서 발견되었으며 비지피치(Visi-Pitch)로 측정된 퍼터베이션(perturbation 수치가 16.8이었다. 사례사 조사 과정에서 아동이 활동적이며 자주 고함을 지르고 자동차놀이를 주로하며 많은 시간을 보낸다는 것이 밝혀졌다. 중재 프로그램은 우선 문제를 설명하고 인식시키는 것과 고함을 지르거나 자동차놀이를 하면서 자동차 소음을 흉내내는 등의 음성남용 회수를 감소시키는 것에 초점을 두었다 17회의 치료로 성대결절이 감소되었고 퍼터베이션은 3.8로 저하되었으며 아동 스스로 음성남용을 통제할 수 있다는 임상적 판단하에 치료를 종결하였다. 1개월 후 추후 검사에서 남용적인 습관이 여전히 나타나지 않았으며 음성상태도 양호하였다. 소아 음성장애의 치료는 소아가 이해할 수 있는 용어로 문제의 인식을 확실히 시키고 행동을 체계적으로 통제할 수 있는 치료프로그램을 실행시키는 임상가의 자질이 대단히 중요하다. 그러나 그에 못지 않게, 많은 시간을 아동과 함께 보내는 부모나 교사의 협력이 치료의 성패를 좌우할 수 있다.조구와 처리구간에 차이가 없었다. 그러나 유지방 함량의 경우 대조구가 3.22%, 처리구가 3.37%로 처리구가 0.15% point 증가했으나 유의차는 없었다. Fan ＋ sprinkler가 설치된 시설에서 사육된 젖소에서 생산된 우유내 체세포수는 대조구에 비해 26.63%가 감소되었으나 유의차는 발견할 수 없었다. 이상의 시험 결과에서 볼 때 fan ＋ sprinkler를 이용한 방서 방법은 고온 stress를 완화시켜 유생산성의 증가에 기여할 수 있는 하나의 방법이라고 본다.을 알 수가 있었다.없다. 본 논문의 대상은 바로 이러한 합성 동사성명사의 논항구조와 동사성명사에 의해 하위범주화된 논항들의 문법적 실현양상이다..그 결과 심리적 특성과 사용자 수용 특성은 아바타 수용도에 부분적으로 영향을 미친다는 것 결과가 나타났다.웨어 프로세스 평가와 개선 모델의 개발을 위한 기초적인 자료를 제공할 것으로 예상된다 또한, 본 연구 결과는, 우리나라 소프트웨어 조직들이 실제로 무엇을 필요로 하는지를 밝힘으로써, 우리나라의 소프트웨어 산업을 육성하기 위한 실효성 있는 정책 입안을 위한 기초 자료를 제공할 것으로 예상된다.다.를 검증하려고 한다. 협력체계 확립, ${\circled}3$ 전문인력 확보 및 인력구성 조정, 그리고 ${\circled}4$ 방문보건사업의 강화 등이다., 대사(代謝)와 관계(關係)있음을 시사(示唆)해 주고 있다.ble nutrient (TDN) was highest in booting stage (59.7%); however no significant difference was found among other stages. The concentrations of Ca and P were not

• Journal of Korean Home Economics Education Association
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• v.32 no.4
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• pp.19-30
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• 2020

Maker education started on the basis of the maker movement in which makers gathered in makerspace share their activities and experiences, and the educational value pursued in maker education is based on the constructivist paradigm. The purpose of this study is to present maker education components to be used in school education, focus on the characteristics and educational values of maker education, and explore ways to use them. To this end, this study explored the theoretical grounds to re-conceptualize maker education, drew statements based on in-depth interview data of teachers conducting maker education classes, and reviewed its validity through experts. Based on these statements, by deriving the components for the use of maker education, the direction of maker education in school education was set, and an example framework that could be used in subject class and creative experiential learning was proposed. Research shows that in maker education, makers cooperate to carry out activities, share ideas with others and try to improve them, and include self-direction such as learning, tinkering, design thinking, sharing and reflection. can see. In addition, maker education emphasizes experiential learning that can solve real problems that students face, rather than confining specific activities to student choices as needed. It emphasizes the learner's course of action rather than the outcome of the activity, tolerates the learner's failure, and emphasizes the role of the teacher as a facilitator to promote re-challenge. In the future, it can be used in various ways in each subject (curriculum expert, teaching/learning expert, elementary and middle school teachers, parents, local educators, etc.) and school activities, and it will contribute to setting future research directions as a basic research for school maker education.

• The Journal of Korean Academy of Sensory Integration
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• v.12 no.1
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• pp.13-23
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• 2014

Objective : This study was to perform the education of the ASI$^{(R)}$ intervention for six occupational therapists and to know the delivery of ASI$^{(R)}$ core principle through a self-assessment, a peer-assessment, an expert-assessment. Methods : The study performed from November 2013 to June 2014 for six occupational therapists without completion of the education of ASI$^{(R)}$ intervention. The participants were educated about the ASI$^{(R)}$ intervention during 8 weeks and took and assessed films before and after education. The assessment was the self-assessment, the peer-assessment, the expert-assessment and the data of assessment was analyzed by Mann-Whitney and ICC. Results : The result of process factors before and after education according to methods of assessment, the self-assessment was significant in 'self-regulation,' 'collaboration,' 'ensures success,' 'play,' 'alliance,' and 'total item'. The peer-assessment was significant in all item exception 'safety'. The expert-assessment was significant in all items exception 'sensory opportunities'. The results of self-assessment and expert-assessment before and after the education of ASI$^{(R)}$ intervention were significant in 'safety'. Conclusion : The results of this study provide to need the education of ASI$^{(R)}$ intervention for accuracy sensory integrative intervention. The occupational therapists need to check the style of intervention.