• Proceedings of the Korea Information Processing Society Conference
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• 2004.05a
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• pp.841-844
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• 2004

본 논문은 성인과 다른 기저를 가진 미취학 연령인 유아를 대상으로 하는 웹사이트들의 인터페이스 가이드라인을 제공하는데 목적이 있다. 가이드라인의 타당성을 검증하기 위해서 관련 연구를 통해 평가항목을 선정하고 현재 가장 많은 이용자를 보유하고 있는 유아사이트를 대상으로 사용 편의성을 평가하였다. 평가 방법은 평가 대상이 인지능력과 언어발달이 완전하지 않은 미취학 연령인 유아인 점을 고려하여 관찰 및 모니터링 방법으로 사용성 평가를 하였으며 평가결과를 토대로 인터페이스 설계 가이드라인을 제안했다.

• Korean Journal of Child Education & Care
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• v.17 no.4
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• pp.209-232
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• 2017

The purpose of this study was to explore the relationship among self-regulation and multiple intelligences of preschool children. The participants were 275 children between the ages 3, 4 and 5 and their mothers and teachers from kindergarten in Ulsan. The collected data were analyzed by using the SPSS v.21 computer program. The major results of this study were as follows; First, children's self-regulation ability was statistical significant disparity between sex and age. Second, children's Spatial Intelligence and Linguistic Intelligence were statistical significant disparity between sex and age. Logical-mathematical Intelligence, Interpersonal Intelligence were statistical significant disparity only age. Musical Intelligence, Intrapersonal Intelligence were statistical significant disparity only sex. but Bodily-kinesthetic Intelligence was not statistical insignificant disparity between sex and age. Third, Intrapersonal Intelligence, Linguistic Intelligence, Spatial Intelligence, Logical-mathematical Intelligence and Interpersonal Intelligence were significant predictors on children's self-regulation ability. These results could be used as stepping stone in developing preschool children's self-regulation program in near future.

• Korean Journal of Childcare and Education
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• v.5 no.1
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• pp.59-79
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• 2009

The purpose of this study to analysis the response pattern of the constructive instruction model that reflect constructivism learning theory for change on 6 science concepts. Specially, this study analyzes the constructive instruction model's effect among 3, 4, 5 years old and explain to the 6 scientific concepts that change from false response to correct response. The subjects are 34 public institution children who located in the Jinju city and was need to explain the scientific concepts. For the response pattern analysis of the this study is using scientific conceptual task on the function of ear and blood, the reason of thunder, typhoon, evaporation and ship's flotage. Conclusions that appear through result of constructivism activities effect on change of six scientific concepts and the constructive instruction's effect is more 5 year old than 3, 4 years old age.

• Korean Journal of Childcare and Education
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• v.2 no.2
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• pp.111-128
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• 2006

The goal of this study was to examine the relationship between teachers' efficacy belief and interactions between teachers and children of childcare teachers, and utilize the results as the basic data to educate of teachers. The subjects were 205 teachers at 48 childcare centers located in the Jeonlabukdo area. The results of this study are as follows: First, personal teaching efficacy and factors of interactions between teachers and children were significantly different by the types of childcare institution. Second, personal teaching efficacy was correlated positively with teachers' experiences. General teaching efficacy, personal teaching efficacy and factors of interactions between teachers and children were correlated positively with teachers' age. Third, factors of interactions between teachers and children were correlated positively with personal teaching efficacy. Lastly, personal teaching efficacy was the most powerful variable influencing interactions between teachers and children.

• Korean Journal of Childcare and Education
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• v.7 no.4
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• pp.49-68
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• 2011

This study examined if any differences exist of young children's physical and relational aggression as affected by aggression levels, teacher-child and peer relationship, age, and gender. Furthermore, the extent of physical or relational aggression of the young children influencing teacher-child relationships is also examined. In this study, two hundred and fifty children aged three to ten and fifty-two teachers were targeted. They responded on questionnaires in regard to aggression, teacher-child relationships, and peer relationship. The findings are as follows: First, in terms of child aggression according to his/her age, it has been shown that physical aggression is primarily present in the age of four. Second, concerning gender, boys are found to be high in levels of both relational and physical aggression. Third, the data shows that in the relationship between the child's aggression and teacher-child relationship, the higher the child's aggression, the lower the intimacy of relationship between child and teacher and the higher the dependence and conflict in the relationship of teacher and child. Fourth, in the examination of relationships between a child's aggression and peer influence, higher levels of relational and physical aggression correlate with higher aggressive, hyperactive, and anti-social behaviors. In addition, the higher the age and relational aggression, the higher the pro-social behaviors that occur. Pedagogical implications and suggestions are put forth in the areas of improving relationships between children and teachers, how teachers can assist young learner development, and techniques to improve peer relationships and reduce its difficulties.

• The Korean Journal of Woman Psychology
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• v.16 no.1
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• pp.1-21
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• 2011

In order to explore the impact of gender in the effects of age, temperament, and parenting on preschoolers' psychosocial problems, 339 preschoolers, 3-5 year old, were assessed using parent report measures of externalizing and internalizing behavior problems, temperament, and parenting. The results of ANOVA and hierarchical regression analyses are as follows. First, the main effects of age and gender for externalizing problems and the interaction effect of age and gender for internalizing problems were significant. Second, the important predictors of preschoolers' internalizing and externalizing problems were different by gender. In boys, Novelty Seeking(NS), Harm Avoidance(HA), and hostile parenting significantly predicted both problems. In girls, NS, HA, and warm parenting significantly predicted both problems. In addition, girls were more strongly influenced by parenting whereas boys were more influenced by their temperaments. The results of this study highlight some important suggestions for prevention strategies for preschoolers' behavioral problems. The implications and limitations of this study were further discussed.

• Journal of Convergence for Information Technology
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• v.10 no.6
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• pp.109-118
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• 2020

The purpose of this research is to investigate the effects of interaction, gender, and age on preschool children's intimate relationship with entertainment robot dog. For this purpose, two kinds of experiments were conducted for 70 preschool children in day care centers in Seoul. Experiment 1 relates to the interaction with entertainment robot dog, 34 children aged 5 years (17 experimental groups, 17 comparative groups). Experiment 2 was a study on the effects of gender and age. A total of 36 children (pre- and post-group) of 12 children aged 3, 4, and 5 years old were included. This study interviewed the number of distributions and the motivations for distribution by using the "Dividing Game(Distribution Principle)" interview. As a result, firstly the group experiencing the interaction felt more intimate with the entertainment robot dog, and the reason was emotional factor the most(Experiment 1). Second, gender had no significant effect on entertainment robot dog intimacy and age showed a reverted U-shape. The above results are meaningful in that it reveals what kind of factors affecting the intimacy between the preschooler and entertainment robot dog.

• Journal of the Korean Home Economics Association
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• v.36 no.11
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• pp.193-207
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• 1998

이 연구의 목적은 아동의 연령과 성에 따른 아동의 역량지각 발달의 경향을 조사하고, 연령, 성을 포함한 가정환경과 또래 환경의 변수들의 역량지각에 미치는 영향을 구조평형 모델을 통해 알아 보았다. 또한, 이러한 역량지각의 발달 성향을 서구 문화권과 비교하여, 역량지각발달의 문화적 보편성이나 차이점을 알아 보고자 하였다. 유아, 또는 초등학교 저학년 아동은 면접으로, 그리고 3학년이상은 설문지를 사용하였다. 조사 대상은 유아, 초등학교 1, 3, 5학년, 중학교 1학년 아동 750명과 그들의 어머니이다. 인지, 사회, 신체 영역에서 모두 역량지각은 연령이 증가할수록 낮아졌다. 인지, 신체 영역의 역량지각에선 연령과 성의 상호작용효과가 나타났다. 그러나, 서구 문화권의 연구에서는 이러한 상호작용이 발견되지 않는다. 역량지각의 공변량구조모형에서는 또래환경 변수가 모두 포함시키기에 부적합한 변수로 나타났고, 연령, 성과 가족의 수입, 아버지의 교육수준, 가정의 물리적 환경, 부모의 정서적 지지가 아동의 역량지각에 의미 있게 영향을 미치는 것으로 나타났다.

• 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 Gifted/Talented Education
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• v.12 no.2
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• pp.1-15
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• 2002

The purpose of this study was to investigate the characteristics of preschoolers' giftedness by their parents' perception. Total 3 groups of 148 subjects from age 30 months to 6 years 10 months old young gifted children's parents participated. The major findings were as follows : (1) There were critical characteristics of preschoolers' giftedness by parents' perception, which were 'good memory', 'high curiosity', 'read and understand of math', 'enjoy of learning and high motivation', 'high concentration', reading books', 'verbal ability', 'creativity', 'questions', and 'independency', (2) These characteristics of preschoolers' giftedness showed more strong and intense as they got older, and (3) Some characteristics revealed more, but the other characteristics revealed less as they got older. These findings suggested the consideration of child's age as the reliable identification process of young gifted children.