• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.1
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• pp.565-571
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• 2017

The purpose of this study is to determine the effects of error sources in emotional intelligence assessment of young children. The emotional intelligence of 198 five years old children was assessed using the Emotional Intelligence Scale developed by Lee[14]. Evaluation results were analyzed using G study for generalizability theory. G study results show that parents can be effective evaluators for emotional intelligence in young children. Strategies to reduce error effects are discussed.

• Korean Journal of Childcare and Education
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• v.10 no.6
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• pp.313-332
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• 2014

The purpose of this research is to distinguish the effect of children's multicultural educational program in the daily life schedule that is integrated in Nuri-programme on children's multicultural acceptance and pro social behavior. Subjects were 4-year-old children from Gyounggi-do A city separated into anexperimental group and acontrol group. Both groups werepre tested. After conducting a program for 44 times, the data was collected using visual resources and instruction considering 4-year-old children's ability to read. In conclusion, the experimental group educated with children's multicultural program showed higher multicultural acceptance. These show that multicultural education affect pro-social behavior.

• Journal of the Korean Home Economics Association
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• v.45 no.6
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• pp.35-47
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• 2007

The purpose of the present study was to determine and describe preschool children's conceptions of their social situation (moral, social-conventional, and personal situation) in the context of their homes and classrooms. The subjects of this study included 78 children who were enrolled in a kindergarten in Gwangjin-gu, Seoul, Korea. The results of this study indicated that children were able to distinguish the difference between a classroom and the home using information of very concrete content when they conceptualized three social situations. In the socially-controlled domain (the moral and social-conventional), children recognized that a classroom was more restricted and rigid than the home, and they depended more heavily on the teachers' authority. By way of contrast, in the personal domain, they depended more heavily on parents, with whom they were more intimate, but who exerted authority in a stronger and more direct manner than the teachers.

• Korean Journal of Childcare and Education
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• v.7 no.4
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• pp.1-26
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• 2011

The purpose of this study was to examine the screening and its validation of children with language developmental delay in child care and education centers, the response of parents with children with language developmental delay and the assistance needs of child care and education teachers for those children. Teacher interview with semi-structural method, transcription and content analysis method were used. The subjects in this study were 13 teachers and 30 infants and toddlers with language developmental delay in 10 child care and education centers in Seoul. The findings of the study were as follows: First, the child care and education teachers screened children with language developmental delay in their classes based on their verbal characteristics and maladjusted behavior. Their screenings were turned out correct. Second, as for the response of parents, the parents who had children with language developmental delay were indifferent, were aware of the fact in advance or asked the teachers for counseling on their children's language developmental delay. Third, the teachers couldn't provide the appropriate supports for the children in needs. Fourth, regarding the assistance needs of the child care and education teachers, they called for assistance from specialists and professional institutions, and wanted to receive education on language development. Besides, they asked for relevant supporting materials and screening criteria, and considered it necessary to reduce the ratio of teacher to children.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.11
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• pp.507-512
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• 2016

The purpose of this study is to determine the error sources and effects of each error source in self-control assessment of young children. The self-control of 259 five-year-old children was assessed using the Self-Control Rating Scale(SCRS) developed by Kendall and Wilcox[1]. The evaluation results were analyzed using G study of generalizability theory. The results of G study shows that parents can be effective evaluators for the self-control assessment of young children. The strategies to reduce the effects of error are also discussed.

• The Journal of the Korea Contents Association
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• v.12 no.5
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• pp.113-124
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• 2012

The purpose of this study was to investigate young children's response to technological components in dramatic activities relying on robot projector based augmented reality. The participants of this study were 16 five-year-old children. Young children's response to the technological components was collected by interviews asking 1) the level of understanding and interest in robot technology and 2) the level of understanding and interest in augmented reality technology. The result of this study showed that most of children playing the role of actors as well as audiences were likely to understand and get interested in the robot and augmented realty technology. This study would support the feasibility of employing the robot projector based augmented reality contents to dramatic activities in early childhood settings.

• Korean Educational Research Journal
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• v.38 no.2
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• pp.127-141
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• 2017

The purpose of this was to analyze the current situation of preschool education in the YanBian area, China, and put forward some policy implications for the field of education in the area. One class of children who were arranged by their teachers participated in this study. Quantitative data of the educational situation from 2011 to 2013 were collected and data analysis was conducted to analyze the current situation in the YanBian area. The results of data analysis indicated that there have been a variety of situational issues and problems in the preschool education of the YanBian area, and it needs improvement. On the other hand, improvement and development in the area has been going on. Still some areas have not developed yet. Some suggestions and implications will be suggested for the educational future in the YanBian area, China.

• Korean Journal of Childcare and Education
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• v.8 no.6
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• pp.127-146
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• 2012

In this study, we try to find out what effects science activities have on young children's scientific attitude and scientific research ability using Keller's ARCS motivational model. The subjects of this study were 40 5-year-old children of two classes in kindergarten located in G city. The results of this study are as follows: First, science activities using ARCS improves efficiently young children's scientific attitudes. Second, science activities using ARCS improves efficiently young children's scientific research ability. In conclusion, it was found that science activities using ARCS motivation model improved scientific attitudes and the scientific research ability of young children. The results of this study suggest that science activities through ARCS are worth using as an appropriate and significant teaching method to improve young children's scientific attitudes and scientific research ability in the education field.

• Korean Journal of Childcare and Education
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• v.7 no.3
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• pp.211-238
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• 2011

This study examined the effects of drama play activities on child's initiativeness. The participants were 34 five-year-old children in two classes of a child care center. Before the experiment, the initiativeness test was conducted on the children of the experiment and control groups. initiativeness was categorized into emotional ability, communication skills, and achievement motivation. Drama play activities were directed to the children of the experiment group while the existing program was applied to the control group. After the experiment, both the experiment and control groups took the post-test. Analysis of data was performed by ANCOVA. According to the result of the research, children of the experiment group participated in drama play activities showed more effects in all sub area of initiative including emotional ability, communication skills, and achievement motivation than children of the control group. This result implied that dramatic play activities are effective teaching-learning method for enhancing child's initiativeness.

• Korean Journal of Child Studies
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• v.27 no.6
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• pp.123-148
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• 2006

In this study of the formation of concepts of inclusion by non-disabled preschoolers in inclusive classroom settings, the researcher conducted participant observation and in-depth interviews from March 2004 through June 2005 in a single day care center offering inclusive education in Kyung-gi Province. The non-disabled children exhibited changes in their conception of disability through interactions with disabled children. The non-disabled children could be grouped into three categories: those who were wary of or disregarded disabled peers; those who disregarded disabled peers while helping them out; and those who actively cared for their disabled peers. Not all children went through the same developmental stages. The speed and degree of change in conception varied depending on the individual.