• International Journal of Advanced Culture Technology
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• 제8권2호
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• pp.239-245
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• 2020

With the recent revised curriculum, the importance of exploring children's play through new teaching media is increasing in kindergarten. In this study, it is to use the robot 'Bee-bot' for early children to uncover the changes that children have through free exploration and play. As a result of comparing the change of scientific problem-solving ability of 3, 4, and 5-year-olds, there were significant changes in all three sub-elements. We propose to us scientific problem-solving ability test tools, propose and apply ideas for problem-solving, conclusion on problem-solving Building. Through this, it was found that unplugged play using 'Bee-bot' is meaningful as a play environment and as a teaching medium for children aged 3, 4 and 5 years old.

• 한국지역사회생활과학회지
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• 제20권2호
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• pp.169-180
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• 2009

This study was performed to examine the emotion expectations and explanations of four participants(an actor, a recipient, a child observer, and an adult observer) in moral, social-conventional, and personal rule transgression situations. Six vignettes describing the rule transgressions were presented to 200 children who were either five or seven years old. The children were asked to predict and explain each participant's emotions. The children's emotion expectations were different depending on the domain of the rule transgressions and on the type of the participant. The actors were predicted to feel happy during all transgressions, while the recipients and two observers(a child and an adult) were predicted to feel unhappy. The seven-year-old children attributed more happiness to the actors, and more negative affect to the recipients compared to the five-year-olds. This result was inconsistent with the previous findings that older children attributed more happiness to actors. This finding was discussed in relation to the 'happy victimizer'. Some categories of emotion explanations were differentiated according to the domain of rule transgressions. The personal rule transgressions, newly defined and examined in this study, were judged to be less serious than the moral rule transgressions in terms of the intensity of the negative affect.

• 인지과학
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• 제3권2호
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• pp.177-223
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• 1992

본 연구는 존재론적 기본범주가 Keil(1983)의 주장과 같이 M 제한을 유지하는 위계적인 구조를 갖는다. 또 사물의 속성을 추론할 때 이 존재론적 기본범주에 대한 지식을 사용하는지 살펴보고자 이루어진 것이다. 실험 1 에서는 문장판단 검사를 사용하여 성인과 5세 아동이 동물,식물,무생물의 존재론적 기본범주를 갖고 있는지 알아보았다.문장판단 검사 결과 이 개념들이 M제한을 갖는 위계적인 구조로 조직화되어 있음이 밝혀 졌다.실험 2에서는 아동과 성인이 모두 특성 사물이 갖는 한 속성으로부터 그 사물이 갖을수 있는 다른 속성들을 정확하게 추론하였다.또 그 추론양상은 실험 1에서 밝혀진 존재론적 기본범주의 나무구조로부터 예측될 수 있는 것이 었다.그리고,실험 3 에서는 어떤 사물이 특정 기능을 하는 가상의 기관을 갖고 있는지 추론해야 할때도 그 기관의 기능을 고려하여 판단한다는 것이 밝혀졌다.즉,동물과 식물 모두 살아있도록 만드는 가상의 기관을 갖고 있다고 판단하였다. 이결과들은 존재론적 기본범주에 대한 지식에 대한 지식이 사물들에 대한 추론을 유도한다는 것을 나타낸다.

• 수산해양교육연구
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• 제24권4호
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• pp.494-506
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• 2012

The purpose of this study was to analyse 3, 4, 5-year-old children's private speech according to their age and task characteristics (structured task vs. unstructured task). In order to achieve the goal, the main effect of age, characteristic of tasks and interaction effect were considered among age and characteristic of tasks on preschool children's private speech. The subjects were each 30 3, 4, 5-year-olds from preschool in Busan, South Korea. The structured task was puzzle task and the unstructured task was drawing task from TCT-DP. The data was analyzed by repeated measurement two way ANOVA: 3(age) ${\times}$ 2((characteristic of task). As a result, firstly, total private speech of 4-year-old was higher than 3-year-old, 5-year-old in both tasks, and total private speech of 5-year-old was higher than 3-year-old in both tasks. Secondly, the task-irrelevant private speech was not affected by main effect of age and characteristic of task and interaction effect between age and characteristic of task. Thirdly, the task-relevant private speech was received both main effects and interaction effects between age and characteristic of task. Finally, the external manifestation of inner speech were not received effect of age but received effect of characteristic of task, and received interaction effect between age and characteristic of task. The results of this study imply that characteristic of task is an important factor inducing children's private speech.

• 아동학회지
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• 제28권4호
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• pp.245-264
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• 2007

This study analyzed physical knowledge displayed in the utterances of 10 Korean children 23 - 76 months of age. Utterances were blocked into four-month time periods, except the first two months and classified into 5 categories including properties of physical objects and materials, friction, buoyancy, gravity, and the motion of physical objects. All five types of physical expressions were found in the data of the earliest period the percent age of the properties and motion was higher than the percent of friction, buoyancy, and gravity. Data suggested two transitional points of change in physical knowledge : 2-year-old's descriptions were based only on perceptually salient physical features 3- to 4-year-olds described only end-state results while children older than 4 included systematic causality.

• 아동학회지
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• 제23권1호
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• pp.87-104
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• 2002

This study investigated developmental levels and explored play behaviors in 194 4- and 5-year-old children from low-income families attending 18 daycare centers in Seoul. The Developmental Test for Korean Kindergartners(Korea Institute Curriculum & Evaluation, 1996) was used to assess developmental levels in seven areas. Play behaviors were observed during free-play in their classrooms. Data were analyzed by two-way ANOVA and $x^2$. Results were that the children from low-income families showed highest scores in motor skill development and the lowest scores in mathematical and scientific development. The children engaged most frequently in group-functional play, followed by onlooker behaviors, group-dramatic, and group-constructive play. Onlooker behaviors were the most frequent activity of the 4-year-olds, and the block corner was the most frequently used area during free-play.

• 인간식물환경학회지
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• 제23권2호
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• pp.211-220
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• 2020

The purpose of this study was to analyze the frequency and contents of horticultural activities in 696 individual activities listed in 11 teacher's guidebooks of Nuri Curriculum for 5-year-olds, and to find out the perceptions of horticultural activities in the formal curriculum. The target horticultural activities that were selected were those using natural objects like potted plants, water, wind, soil, stones, etc. as the topic or subject of activities, and those with different topics but are mentioning plants or natural objects as an example at least twice. The 150 selected horticultural activities were classified by life-based theme, activity type, activity domain, and medium. As a result of examining horticultural activities by life-based theme, there were 150 horticultural activities (21.55%): 40 in Spring, Summer, Autumn and Winter (5.75%), 34 in Animals, Plants, and Nature (4.89%), 22 in Environment and Life (3.16%), 19 in Our Country (2.73%), and nine in Our Neighborhood (1.29%), nine in Various Countries of the World (1.29%), four in Health and Safety (0.57%), four in Living tools (0.57%), four in Transportation (0.57%), three in Kindergarten and Friends (0.43%), two in Me and My Family (0.29%; χ²=130.427, p < .001). As a result of examining horticultural activities by activity type, there were 61 free choice activities (40.67%), 80 large and small group activities (53.33%), and nine outdoor play activities (6.00%), indicating that outdoor play was the fewest activity type (χ²=54.040, p < .001). The results of analyzing horticultural activities by activity domain showed that there were 25 in conversation (16.67%), 19 in science (12.50%), 14 in art (9.33%), 14 in cooking (9.33%), 10 in fairy tales (6.00%), nine in music (6.00%), eight in language (5.33%), eight in number operation (5.33%), eight in others (5.33%), six in children's plays (4.0%), six in games (4.0%), four in body and movement (2.67%), three in stacking (2.00%), three in roles (2.00%), three in rhythm (2.00%), two in children's poems (1.33%), two in field experience (1.33%) and one in outside play (0.67%; χ²=87.600, p < .001). As a result of examining the mediums used in the horticultural activities, 46 activities (30.67%) directly used plants as the mediums, 11 activities (7.33%) used soil such as stones, gravel, and earth as the mediums instead of plants, four activities (2.67%) used dry plants such as branches and dry leaves as the mediums, and 89 activities (59.33%) used videos, photos of plants, and pictures of plants as the mediums (χ²=121.307, p < .001).

• 대한두개안면성형외과학회지
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• 제17권2호
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• pp.56-62
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• 2016

Background: The two most common skin cancers are basal cell carcinoma (BCC) and squamous cell carcinoma (SCC). The purpose of this study was to describe the detailed clinical behavior of BCC and SCC in the head and neck region over 19 years at a single institution. Methods: A retrospective analysis was performed for all patients with non-melanoma skin cancer who had undergone surgical resection over an 18-year period. Patient charts were reviewed for demographic information, tumor size, onset-to-diagnosis, anatomic location, clinical subtype, histologic differentiation, method of surgical treatment, and recurrence. Results: The review identified 265 cases of either BCC or SCC in 226 patients. Of the 226 patients, 80 (35.4%) were men and 146 (64.6%) were women. BCC (n=138, 55.9%) was more frequent than SCC (109, 44.1%). The most frequent age group was 70-to-79 year olds (45 patients, 35.2%) for BCC and 80-to-89 year olds (41 patients, 41.8%) for SCC. By aesthetic units of the face, the most common location was the nasal unit (44 cases, 31.9%) for BCC and the buccal unit (23 cases, 21.1%) for SCC. The most common clinical subtype of BCC was the nodular type (80 cases, 58.0%). Local flaps were most commonly used to cover surgical defects (136 cases, 55.1%). Recurrent rates were 2.2% for BCC and 5.5% for SCC. Conclusion: In our study, many characteristics of BCC and SCC were compared to previously published reports were generally similar, except the ratio of BCC to SCC. Further study can help to establish the characteristics of BCC and SCC.

• 한국생활과학회지
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• 제19권1호
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• pp.63-74
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• 2010

The purpose of the study was to examine the actual conditions of caregiver-infant ratios, group-room activity areas, evaluations of infant programs and caregiver-infant interactions based on structural and process indicators which are major factors of infant care. The subjects were 20 caregivers and 91 infants from 14 infant classes of 13 day care centers in Daejeon. An actual survey was conducted on caregiver-infant ratios and group-room activity areas, and teaching-learning plans for infants and daily schedules were gathered for the evaluation of infant programs. The caregiver-infant interactions were observed every one minute for a total of 20 minutes using Lee Wan Jeong's "Evaluation Measure of Caregiver-infant Interactions"(1999). The results of this study were as follows: First, caregiver-infant ratios ranged from 2.5 to 7 infants per caregiver, resulting in the difference of the number of infants. Second, the 14 classes for one-year-old infants were arranged in three different ways; 5 classrooms with distinctive activity areas, 2 without any divided areas and 7 containing a mix of partial activity areas. Third, in teaching-learning plans for infants, there were a large number of topics related to seasonal features and experiences while the fewest were about basic life habits. Fourth, in the caregiver-infant interactions, caregivers used more positive interactions and linguistic modeling than sensitive responses to infants and social interactions.

• 대한가정학회지
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• 제35권4호
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• pp.125-138
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• 1997

The purpose of this study was to explore the types of mother's language and literacy information as they collaborated to write a letter during a 10-minute session. Subjects of the study consisted of 60 mothers and their children 10 boys and 10 girls each at the age of 3,4 and 5 The mothers' teaching language was analyzed on the basis of hoffman(1987)'s study and the types of information thant mothers and children exchanged during writing letters was analyzed by Burns and Casbergue (1992)'s categories. Frequency percentages and χ2 tests were used to analyze the data. The resuls of this study were as follows. 1. The types of the mothers' teaching language from the most to the least were mother-initiated statements mother-initiated questions and mother's responses to child's efforts. There were significant differences according to children's age in mothers' language. In the mother-initiated questions request questions were used most frequently and followed by interrogation questions and invitation questions next. The statements initiated by mothers were directive comments informative comments supportive comments insistence comments and invitation comments in order. Mothers' responses to child's efforts were corrects/controls additional cues confirmation promotion and praise in order. In all three types of the teaching language significant promotion and praise in order. In all three types of the teaching language significant differences were found according to children's age. 2. The types of information about writing were spelling content off task/preparation mechanical conventions and conceptual meaning of writing in order. Significant differences were found according to children's age. In the age group of 4-and 5-year-olds the mothers exchanged more information about spelling than the mothers of 3-years-olds who frequently used information about content and off task or preparation of writing the letter.