• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.11
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• pp.361-367
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• 2019

This exploratory study investigated the real time adaptability of industry training for college professors. For this study, the researcher whose college's professor in the department of early childhood education used collaborative action research. This research was conducted in a class of five year old children of a daycare center in D city. The researcher and the homeroom teacher interacted with each other through 4 steps during the researcher's training period. The first step was group formation between the researcher and the teacher. The second step was problem identification. The third step was a review of the literature. The forth step was problem-solving. The researcher and teacher finally developed a rhythm movement program that was based on fundamental motor performance of young children. Through this collaborative effort, the researcher and teacher had the opportunity to improve their professionalism. Especially, the researcher improved her understanding and knowledge of teaching young kids. The result of this study is meaningful in that it provided basic data to improve training of college professors.

• Korean Journal of Childcare and Education
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• v.10 no.4
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• pp.71-95
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• 2014

The paper explored the limitations of anecdotal records in kindergarten and presented the challenges toward authentic records. The data was collected from 7 teachers working at private kindergartens through focus group interviews (FGI) and individual follow-up interviews. The participants' conversation in the FGI and their responses in the individual interviews were analyzed according to the principles of thematic coding. The participants described the barriers from recording a child anecdote in private kindergarten and at the same time their voices implied the possibilities to overcome the difficulties. All descriptions of the participants were converged on the 3 themes with rhetoric of "from A to B". For becoming anecdotal records in kindergarten, in summary, the records at the present should be changed 1) "from formal and faithless documentation to fluent resources of children's development", 2) "from disconnectedness between the records and curriculum to recursive circulation for improving pedagogical realities", and 3) "from canned documentation written by a struggling teacher to meaningful writing produced by a teacher like researcher".

• Korean Journal of Child Studies
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• v.14 no.1
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• pp.23-37
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• 1993

The purpose of this study was to examine the development of rational counting, addition and subtraction competence and the correlation between competence in rational counting, addition, and subtraction in three-, four- and five-year-old children. The subjects were 156 preschoolers living in Seoul. The experimental materials consisted of a set of 20 props for rational counting, addition, and subtraction tasks. The addition and subtraction tasks each consisted of a set of 6 problems. The data were analyzed by ANOVA, Duncan multiple range test, and Pearson's r. The results indicated that 1) there were significant differences in the development of competence in rational counting, addition, and subtraction by age, 2) there were no significant differences in competence in rational counting, addition, and subtraction by gender, 3) there were positively high correlations of competence rational counting, addition, and subtraction by age.

• Korean Journal of Child Studies
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• v.31 no.6
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• pp.153-166
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• 2010

The purpose of this study was to examine Korean young children's acquisition of honorific expressions. The participants of the present study were 297 young children (ages 3-5 years) from Kyunggi province. The results of the study showed that young children acquire honorific markers in the order of hearer-honorific expressions, subject-honorific expressions, and then object-honorific expressions. Five-year old children acquired at least 75% of the hearer-honorific expressions. The result can be explained by the fact that most of them were used in greetings. Even though more than 90% of five-year old children acquired the subject-honorific marker si, the acquisition rates of subjecthonorific nouns and subject-honorific verbs were less than 10%. Finally, the acquisition rates of objecthonorific expressions were less than 20%, with the exception of the object-honorific noun ce. The results of the study suggest that educational programs should be developed in order to facilitate the acquisition of honorific markers in young children.

• Journal of the Korean Home Economics Association
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• v.39 no.7
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• pp.71-84
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• 2001

The purpose of this study was to investigate the development of preschoolers'narrative competence. The subject were 60 preschoolers aged 3 through 5 years who were enrolled in the day care center All the subjects were asked to produce a new story. All the story children toad were recorded on audiotape. The data were analyzed Qualitatively and quantitatively using content analysis and the statistical package for Social Science 9.0. The main results of this study were as follows. 1) Significant age difference was observed in preschooler's narrative structure. Older children produced structurally more complex stories containing setting, character, initiating event, attempt and consequence than younger children. 2) Significant age difference was observed in preschooler's narrative length. Older children used significantly more words and sentence when they produced stories than younger children.3) Preschooler'narrative structure was significantly correlated with narrative length.

• Journal of the Korean Home Economics Association
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• v.19 no.2
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• pp.1-9
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• 1981

The phenomena of memory have been shown to come out early in life and to develop drastically for early childhood. Therefore, the purpose of this study were examine the development of memory of Korean children and also to see the memory span of Korean children. the subjects in this study were 80 children (male and female each 40 children) from age 3 to age 6. These subjects were devide into two age groups (3~4 age, 5~6 age). the stimulus materials were the numbers and the words. The numbers in this study were chosen from the number problems of WISC. The 42 words which consisted of two phonemes were selected. The number of items was 3 to 9 on the first through the last trial. altogether 14 trials, 7 trials for numbers and 7 trials for words, were given to each subject. Free recall method was sued. The following conclusions could be made. 1. The memory span of Korean early childhood increased as the age of the children increased. 2. The primacy effect was appeared when the age increased. Therefore, rehearsal was appeared as the age of the Korean early childhood increased.

• Korean Journal of Child Studies
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• v.23 no.6
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• pp.1-14
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• 2002

This study investigated topic continuity in 5-year-old children during verbal interactions with peers by socioeconomic status and type of task. Each of the 78 children in this study participated in topic continuity sessions consisting of 4 l0-minute play periods with a same-sex peer : 2 in familiar and 2 in unfamiliar situations. Sessions were videotaped and transcribed. Transcripts were analysed by a modified version of the Kertoy and Vetter (1995) topic coding system; categories included topic initiation, topic continuation(collaboration and incorporation), and off-topic. Results showed that children from middle-income families stayed on topic and collaborated more than children from low-income families. Children displayed more topic continuation, collaboration and incorporation in familiar than in unfamiliar situations.

• Korean Journal of Child Studies
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• v.36 no.4
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• pp.229-242
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• 2015

The purpose of this study was to investigate young children's nonsymbolic arithmetic ability according to task difficulty. The participants in this study comprised 43 2-year-old children and 48 4-year-old children recruited from 5 childcare centers located in Seoul, Korea. All tasks were composed of comparison, addition, subtraction, multiplication and division tasks. In addition, each arithmetic task varied with the ratio of the two quantities; low level(1:2), middle level(2:3), high level(4:5). The results revealed that 2 & 4-year-old children could perform a large numerical range of nonsymbolic arithmetic tasks without influences from previously learned mathematics. This finding suggests that children have a degree of numerical capacity prior to symbolic mathematics instruction. Furthermore, children's performance on nonsymbolic arithmetic tasks indicated the ratio signature of large approximate numerical representation. This result implies that large approximate numerical representation can be used in arithmetical manipulations.

• Korean Journal of Child Studies
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• v.38 no.1
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• pp.117-126
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• 2017

Objective: The purpose of this study was to investigate young children's nonsymbolic magnitude comparison ability according to ratio limit and task condition. Methods: The participants included 40 3-year-old children, 42 4-year-old children, and 41 5-year-old children recruited from 4 childcare centers located in Seoul, Korea. All magnitude comparison tasks were composed of image material tasks and concrete material tasks. In addition, each magnitude comparison task varied with the ratio of the two quantities; 0.5 ratio, 0.67 ratio, 0.75 ratio. Results and Conclusion: The results revealed that 3-, 4-, and 5-year-old children could perform nonsymbolic magnitude comparison tasks without learning experiences. Also, 3-, 4-, and 5-year-old children could perform concrete material tasks better than image material tasks in nonsymbolic magnitude comparison tasks. Furthermore, children's performance on nonsymbolic magnitude comparison tasks indicated the ratio signature of the approximate number system. Children have a degree of numerical capacity prior to formal mathematics instruction. Also, children were influenced by task conditions or sense stimulus when they processed numerical information. Furthermore, the approximate number system can be used in understanding the ordinality of number.

• The Korean Journal of Community Living Science
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• v.22 no.1
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• pp.95-102
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• 2011

The purpose of this study was to examine the development of detailed description for drawing houses according to the shapes of lines, and dimensions of space from 4 to 5 years-old children. Participants were 76 children from a daycare center in Busan, Korea. Each child was asked to draw 4 different houses according to the shapes of lines and dimensions of space, such as: straight lines and 2-dimensional pictures straight lines and 3-dimensional Models, curved lines and 2-dimensional pictures and curved lines and 3-dimensional models. The children's drawings were scored based on a "detailed description rating table" which consisted of 10 items. Summarizing the overall results, first, 5 year-olds scored significantly higher than 4 year-olds in the detailed description of 4 different house models. Second, the houses with straight lines scored significantly higher than those with curved lines in the detailed description. Third, there were no significant differences between 2-dimensional houses and those of 3-dimensional models in the detailed description. These results suggest that the detailed description of young children's drawing is developed as children grow older, and drawing with straight lines are earlier developed than curved lined drawings.