• Korean Journal of Childcare and Education
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• v.16 no.1
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• pp.75-98
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• 2020

Objective: This study aimed to examine the influences of household chaos on self-control of young children and to investigate whether teachers' limit-setting styles had moderating effects. Methods: The participants were 184 children (83 boys and 101 girls), at age 3 -5, their mothers and teachers working at daycare centers located in Seoul and Gyeonggi-do. The data were analyzed by descriptive statistics, Pearson's correlation, and hierarchical regression. Moderating effects were examined using the Mplus8.0 program. Results: The results indicated that household chaos as well as teacher's permissive and logical limit-setting styles had significant effects on self-control of preschoolers. The lower the level of household chaos was, the higher the level of self-control of preschoolers was. The level of self-control was more likely to be high when teachers used logical limit-setting with detailed explanation to children whereas it was lower when they used more permissive limit-setting. In addition, teachers' logical limit-setting moderated the relation between household chaos and self-control of preschoolers. That is, the effects of household chaos on preschoolers' self-control were mitigated when the level of logical limit-setting was high compared to when it was low. Conclusion/Implications: The results suggested that both household chaos and teachers' limit-setting styles play important roles in increasing self-control of preschoolers.

• Korean Journal of Human Ecology
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• v.19 no.1
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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.

• Korean Journal of Human Ecology
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• v.23 no.2
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• pp.293-302
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• 2014

The purpose of this study was to examine the effect of traditional fairy tales verbal expression education on 3-year-old children's social skills. The subjects of this study were 50 3-year-old children at four different private daycare centers in the Kyungnam province. 25 preschoolers were selected as an experimental group, and the others were selected as a control group. The collected data were analyzed by the statistical package SPSS by t- test, MANOVA and ANOVA. The findings of the study were as follows: First, differences between the experimental group and the control group in social skills were significant. There were differences between the experimental group and the control group in problem solving and self-confidence. There was no difference in emotional expression and sense of order. Second, the Cohen's effect size shows that traditional fairy tales verbal expression education effects children's problem solving and self-confidence.

• Journal of the Korean Institute of Rural Architecture
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• v.22 no.3
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• pp.9-16
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• 2020

The trend emphasizes children-oriented, play-oriented ecological education programs for children's ecological education. And most of these nature -friendly and eco-friendly education takes place outdoors. Therefore, outdoor space planning is important in childcare facilities. This case study aims to analyze the actual conditions of outdoor spaces in daycare centers and to provide standard data for outdoor space planning. In order to provide basic data on the improvement direction and planning standards of outdoor spaces, this present study conducted the composition, utilization status and related problems of outdoor spaces for nature -friendly ecological education in childcare facilities. Accordingly, outdoor space planning for ecological education should consider outdoor space characteristics such as free and easy accessibility between indoor and outdoor spaces, openness of space, flexibility, dynamic/static space, and nature affinity. Therefore, for an ecological education environment, children should be able to freely approach nature and play in the natural environment without any restrictions and artificial controls. Also, in urban areas, natural environment such as parks and open spaces should be considered as outdoor play spaces for children.

• Journal of the Korean Home Economics Association
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• v.48 no.2
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• pp.39-49
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• 2010

This study focused on the links between emotionality, interpersonal and intrapersonal intelligence, and behavior problems in a sample of 185 four- to five-year-old children in kindergarten and daycare centers in Seoul. All variables were measured by the teachers of surveyed children. Collected data were analyzed by Simple Regression and Hierarchical Multiple Regression. The main results of this study were as follows: Firstly, children's positive and negative emotionality each exerted negative and positive effects on their interpersonal and intrapersonal intelligence. Secondly, children's positive emotionality had a negative influence on internalizing behavior problems. On the other hand, children's negative emotionality had a positive influence on internalizing and externalizing behavior problems. Finally, effect of children's positive emotionality on their internalizing behavior problems was totally mediated by interpersonal and intrapersonal intelligence. On the other hand, effect of children's negative emotionality on their internalizing and externalizing behavior problems was partially mediated by their interpersonal and intrapersonal intelligence.

• Human Ecology Research
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• v.54 no.6
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• pp.565-574
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• 2016

This research examined the trajectories of peer rejection in preschool children. This study also investigated the gender differences in the intercept and slope of the trajectories for peer rejection along with the influences of aggression, withdrawal and language ability on the trajectories of peer rejection. A latent growth curve model investigated peer rejection in 3 to 5 year olds. Three hundred and thirteen 3-year-old children were recruited from five preschools and 14 daycare centers. The children's language ability was measured by a Wechsler Preschool and Primary Scale of intelligence verbal test and teachers completed measurements for aggression and withdrawal. A peer nomination inventory was used to assess peer rejection. Children were asked to nominate three classmates who they do not like to play with. The research findings showed that peer rejection decreased during the preschool years. Compared with girls, boys showed higher levels of peer rejection and a slower change rate of peer rejection. Girls who were aggressive showed high levels of peer rejection and a slow change rate of peer rejection. Moreover, girls who had a high levels language showed low levels of peer rejection and a slow change rate of peer rejection. These findings imply that language ability could be a protective factor of peer rejection for girls.

• Journal of the Korean Home Economics Association
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• v.38 no.4
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• pp.99-114
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• 2000

The purpose of this study was to investigate foodservice management of snacks as will as to evaluate nutrient intakes of young children from the snacks serried in early childhood educational institute. Two hundred and twenty-three snack items from 14 kindergartens and daycare centers were measured sewing size and analyzed for the nutritional values in addition to the general evaluation of the snack service management practice by the trained personnel. The results were as follow: The contents of most nutrients supplied from the snacks amounted to 10-15% of RDA (recommended dietary allowances for Koreans) except iron and niacin. And there were not any significant differences in the contents of energy, protein, fat and carbohydrate between the morning and afternoon snacks. The energy and protein contents (as the % of RDA) of snacks sewed to children of 1-3 years old were turned out to be significantly higher than that sewed to the children of 4-6 years old since the portion amount of snacks per child was about the same regardless of the age and individual variation. There were significant differences in the contents of nutrient serried from the snacks among 14 kindergartens. Therefore, nutritional guidence including the standard portion amount for the kindergarten snacks considering the age, activities and individual variation should be developed for kindergarten teachers so that they can effectively manage snack service and provide good nutrition for young children.

• Journal of the Korean Society of School Health
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• v.30 no.3
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• pp.181-193
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• 2017

Purpose: This is a qualitative descriptive study with the purpose of identifyng the health problems and related factors of socially vulnerable school-age children in Seoul, South Korea. Methods: Two focus group interviews and two individual interviews were conducted with eleven participants. They were two class teachers, three school nurses and two daycare teachers working at elementary schools and three social workers and a welfare worker working at community childcare centers. Data were analyzed using qualitative content analysis. Results: The identified psychosocial problems were 'distracting and excessive behavior', 'depression and helplessness,' 'aggression and violent behaviors', and 'internet overdependence'. The revealed physical health problems were 'poor hygiene', 'obesity', and 'gastrointestinal problems'. In addition, the fact that physical and psychosocial problems are closely inter-linked was reaffirmed through practical examples. Meanwhile, socioeconomic, family environmental, social experiential and individual factors were found to affect children's health. Relationships within a family or a peer group and healthy lifestyle were considered critical issues to deal with in order to improve the childrens' health status. Conclusion: It was proved that socially vulnerable school-age children have various physical and mental health problems due to multiple factors. Therefore, it is required to design nursing approaches that help them achieve optimal health status.

• Korean Journal of Childcare and Education
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• v.17 no.5
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• pp.25-41
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• 2021

Objective: The purpose of this study was to analyze the effect of a director's support for coding education perceived by childcare teachers on the participation of teachers in the learning community and the intention to implement coding education. Methods: The participants of this study were 312 early childhood teachers working at daycare centers in Seoul, Gyeong-gi, and In-cheon area. The data were collected through the survey questionnaires and analyzed using a structural model to explore the relationship between variables. Results: Verifying the mediating effect of infant teacher participation in the learning community between a director's support and infant teacher's intention to implement coding education positively mediates the director's support and infant teacher's intention to implement coding education. In particular, it was discovered that the intention to participate in coding-related learning communities had the greatest impact on infant teachers' intentions to implement coding education based on total effectiveness. Conclusion/Implications: The above analysis results suggest that in order to enhance the intention of infant teachers to implement coding education, it is necessary to support the learning community related to coding education and encourage participation from infant teachers.

• Korean Journal of Childcare and Education
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• v.15 no.4
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• pp.135-153
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• 2019

Objective: The purpose of this study was to examine whether motivation for choosing a teaching profession and the perception of social support of newly-appointed childcare teachers would predict work adjustment, and to understand the mediating role of the perception of social support. Methods: The data was analyzed by using correlation, regression, and the verification of mediating effects. Results: First, there were significant correlations of active motivation and material motivation when choosing a teaching profession, perception of social support, and work adjustment. Second, active motivation and material motivation in relation to choosing a teaching profession, and the perception of social support, were the variables that could predict the work adjustment of newly-appointed teachers. Third, the social support perceived by newly-appointed teachers had partial-mediating effects on the relationship between active motivation in relation to choosing a teaching profession and work adjustment, as well as on the complete-mediating effects on the relationship between material motivation and work adjustment. Implications: The training institute should strengthen education that could foster active motivation of pre-service teachers, and daycare centers should establish a cooperative workplace culture for the psychological adjustment of newly-appointed teachers.