• Journal of dental hygiene science
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• v.11 no.4
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• pp.319-324
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• 2011

This study aimed to investigate the current situation of toothbrushing guidance with child care teachers in day care facilities caring and managing infants and young children and to grasp problems neglected in using toothpaste and guiding toothbrushing to provide basic data for measures to cope with them. This study included 165 child care teachers or teachers of the kindergartens who agreed with its purpose. By excluding 10 questionnaires with omitted or conflicting answers, 156 ones were finally analyzed in this study. The correlation between education about oral health and toothbrushing guidance, the subjects with and without the experience of the education did not show any significant difference in time to encourage toothbrushing, behaviors of toothbrushing guidance, guidance on prevention of toothpaste intake and perception of an appropriate amount of toothpaste (p>0.05) while perception of the importance of oral health was significantly related with the education on oral health (p<0.05). Therefore, education system for specialists in oral health to offer a specific and systemic education and oral health education programs for child care teacher, are considered to be necessary.

• Child Health Nursing Research
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• v.10 no.4
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• pp.468-478
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• 2004

Purpose: The purpose of this study was to provide basic data for the development of education programs for unmarried mothers. Method: From a group of unmarried mothers using social welfare facilities, 201 participated in this study. The study was done from October 2003 to April 2004 and self-efficacy, self-esteem, sexual knowledge, sexual attitude were measured. Results: 1. On the basis of 100 points, self-efficacy averaged 62.76, self-esteem, 60.96, sexual knowledge, 58.75 and sexual attitude, 71.52. 2. According to the general characteristics of the women, there were significant differences in self-efficacy according to age (F=4.237, p=.006), schooling (F=5.071, p=.007), job prior to pregnancy (F=4.341, p=.002), and family income (F=6.183, p=.002). There was a significant difference in self-esteem according to family income (F=4.243, p=.016). There were significant differences in sexual knowledge according to age (F=3.950, p=.009), schooling (F=14.869, p=.000), family income (F=9.304, p=.001), number of pregnancies (t=-2.532, p=.012), and experience of abortion (t=2.775, p=.006), and, in sexual attitude according to schooling (F=7.356, p=.001) and family income (F=7.647, p=.001). 3. There were significant relationships between self-efficacy and self-esteem (r=.598, p=.000), and between sexual knowledge and sexual attitude (r=.569, p=.000). Conclusion: Pregnancy prevention programs should include sexual education and interventions designed to increase self-efficacy and self-esteem.

• Child Health Nursing Research
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• v.8 no.2
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• pp.195-203
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• 2002

This study was done to evaluate the need and satisfaction for nursing care of the families with their hospitalized children. The data were collected through the questionnaire from March 15, 2002 to April 7. Subjects were the 103 families caring for their hospitalized children at pediatric ward in two university hospitals in Daegu. The nursing need instrument was developed by Seo(1999) and modified by the researcher of this study based on the classification of nursing care area(nursing assessment, direct nursing, education and counseling, and facilities and environment). The nursing satisfaction instrument was developed by Wandelt & Ager(1974) and modified by Park(1994) based on classification of nursing care area (psychosocial care, physical care, general care, professional care, and communicative care). The data were analyzed for mean, percent, t-test, ANOVA, and Pearson correlation coefficient using SAS program. The results are summarized as follows: 1. The scores in the nursing need showed in the Direct nursing(3.41±.42), Facilities and Environment(3.38±.46), Education and Counseling (3.35±.40), and Nursing Assessment(3.14±.41) area in order. 2.The scores in the nursing satisfaction showed in the Psychosocial care(3.70±.74), Commu- nicative care(3.60±.72), General care(3.42±.76), Professional care(3.38±.82), and Physical care(3.32±.70) area in order. 3.General characteristics of families which influence on the satisfaction showed a significant difference according to their educational(F=5.63, p=.001) and economical level(F=4.47, p=.006), and hospitalized experience(t=2.30, p=0.02). 4. There was no correlation between the nursing need and the nursing satisfaction.

• Korean Journal of Childcare and Education
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• v.10 no.2
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• pp.319-335
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• 2014

The purpose of this study was to examine the effects of variables of interest on mothers' choices of infant care. The variables of interest in this study were categorized into the following three areas: 1) demographic characteristics of mothers and infants, 2) structural and procedual dimensions of infant care facilities, and 3) maternal beliefs on child-rearing. The subjects of this study were mothers whose infants were currently cared by at infant care facilities(n=185) and those who were on the waiting list to use non-maternal infant care(n=53). The main results of this study were as follows. First, mothers of this study preferred to select a type of center-based subsidized infant care over other types of care(family day care) due to quality of the program. Second, the mothers who were not using infant care and cared for their infants at homes reported that there were limitations in their choices of types of infant care due to accessibility and availability of public subsidized infant care facilities, and their child rearing goals were more likely to emphasize learning achievement and maturity than character education or personality. The mothers were more likely to choose a family home care over center-based public subsidized care when they were employed, had younger infants, had longer period of time on waiting lists, and emphasized structural dimensions of infant care than center-based care users. Implications for research and practices were discussed along with the main results of this study.

• The Korean Journal of Health Service Management
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• v.12 no.2
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• pp.1-14
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• 2018

Objectives : The purpose of this study was to analyze the effect of welfare system of medical institutions on job satisfaction and organizational commitment of female workers. Methods : A survey was performed with 556 female workers of 11 general hospital and 7 acute period hospital in Busan. Data were collected from October to November 2017 with a self-report questionnaire and analyzed using SPSS 24.0. Results : Among those aged over 40 years, high awareness of obligatory welfare, job education, free use of the annual leave, and flexible working system was a positive factor in job satisfaction. Among managers, free use of the annual leave, job education, flexible working system and child-care facilities was a positive factor in organizational commitment. Conclusions : In medical institutions with a relatively high proportion of married women, although interest in welfare for childbirth and child rearing is high, execution is sluggish, hence, policy support of government and medical institutions in this field is necessary.

• The Korean Journal of Food And Nutrition
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• v.30 no.5
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• pp.923-934
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• 2017

The purpose of this study was to provide the basic information for developing sugar related nutrition education programs for children in child-care facilities and their parents. The results showed that the total score of parent's dietary attitudes towards sugar-rich foods was 17.94 and the total score of parent's nutritional knowledge was 3.67. A positive relationship was observed among items of parent's dietary attitudes (p<0.01), and some correlations were also observed between the total score of parent's nutritional knowledge and the total score of parent's dietary attitudes (p<0.05 or p<0.01). The total average score of children's eating behaviors for sugar-rich foods was 23.98, and the item with the highest score was 'I often eat candy, chocolate and jelly'. For children, food that received the highest preference was chocolate, and soft drinks received the lowest preference. The most frequently consumed food item was candy or caramel, and the least frequently consumed food item was soft drinks. There were positive correlation among the total score of children's eating behaviors, food preferences, and food intake frequency (p<0.01). When parent's tried to reduce the sugar intake, children's total score of eating behaviors (p<0.001) and food intake frequency (p<0.001) for sugar-rich food was lower. We conclude that parent's dietary attitudes may influence children's eating behaviors, food preferences, and food intake frequency for sugar-rich foods.

• Journal of the Korean Institute of Rural Architecture
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• v.16 no.3
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• pp.1-8
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• 2014

Nowadays, the degree of women participation in society is increasing due to modern society's industrialization and urbanization. Already enrollment of kingdergarten is nearly 30 percent higher already since 2005. Moreover, the figure is swing upward this 2014. therefore, including nursery and day care center have to consider to the highest rate. On the other hand, toddlers in our country spend most of their time in the kindergarten center. So people have to take look at possibility of accidents and we are aware about it. As a result, It was announced that the standard of education for the prevention of accident should be implemented in the toddler's facilities. Despite of accompanying education, The percentage of infant's accident is consistently growing every year. in accordance with that, we need to study about architectural planning considering the rage of the activities for child. Externally, infant safety training is being implemented on current regulation. but, the standard of toddler safety is not internally executed in that facilities. In this study, I analyzed the types of toddler's accident on statistics. I visited different web sites about kindergarten and I also made a research through an interview with a preschool teacher.

• Korean Journal of Community Nutrition
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• v.25 no.6
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• pp.451-463
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• 2020

Objectives: The purpose of this study was to develop and evaluate booklets and video clips to prevent children from picky eating. Methods: Based on a survey conducted on food preferences of preschool children aged 2 to 5 years, 14 kinds of less preferred vegetables were selected. Accordingly, educational videos, activity books, and teaching-learning guides were produced for preschool children using the 'food bridge' theory, and the educational materials were named "Friendly vegetables". Educational materials were distributed to childcare institutions, and their effectiveness was investigated for preschool children who were instructed on these materials once every 30 days from March to November, 2019. The children were examined for changes in their knowledge of names, colors, taste/texture, methods of cultivation, and preferences for vegetables before and after the instructional course. Results: The awareness of vegetables increased significantly in younger children and the picky eating group. When the assessment was carried out in terms of vegetable knowledge, it was observed that the younger the age or the pickier the in eating food, the more effective the education is compared to the counter part. The preference for vegetables also increased after the instruction compared to the pre-instruction period, but significant changes were seen only in the 2~3 year age group for boys and girls. Also, only the picky group of girls showed changes in preference. The children's average interest in the education materials was 3.85 points out of 5 points. Conclusions: Through this study, we have developed educational materials for standalone use in childcare facilities and confirmed that they have a significant effect on improving awareness and preferences related to vegetables. In summary, the younger the age or the pickier the child in eating food, the more effective the education. It is believed that additional education on mealtime guidance is needed which can alter the eating behavior of preschool children and improve their diet. It is proposed to widen the scope of use of the materials by collecting diverse opinions from child care teachers.

• Korean Journal of Child Studies
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• v.1
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• pp.65-81
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• 1980

This study is aimed at investigating the compensatory education which was already implemented or is being implemented in the U.S.A. and Japan; and at studying the types of programs and their characteristics; and at sounding out the possibilities of the application of such programs in family and social conditions is Korea. In order to achieve the above mentioned objectives, the established items for the study are as follows: (1) Various types of early children's education (2) Programs of compensatory education for the disadvantaged Children (3) Head Start Program, Early Training Project and Montessori School (4) Integrated Preschool Programs (5) Day-Care Center for employed mothers We investigated the various compensatory education programs for the preschool children who are in economically, socially, culturally disadvantaged conditions. Head Start Programs were federally supported programs for preschool children and opened as summer programs in 1965 for the first time. The purpose of Head Start has been to give preschool children the kinds of experiences they need in preparation for school. The Head Start children were found to be significantly better prepared for school than the normal children. However, after six to eight months, their initial advantages had virtually. disappeared and then the simple problem with Head Start and other such programs was that little long-term good could be evidenced unless the high quality educational environment was maintained. Therefore, to solve this problem, three other programs were funded as part of the overall Head Start. These three programs are the Parent-Child Center, Home Start, and the Child and Family Resources Program. The Early Training Project for disadvantaged children was implemented by Klaus and Gray of Peabody College in 1962. The program was a field research study concerned with the development and testing over time of procedures for improving the educability of young children from low income homes. Its major concern was to study whether it was possible to offset the progressive retardation observed in the public schooling careers of children, living in deprived circumstances. Children, who were trained through the Early Training Project were superior to control groups in the test of IQ and vocabulary as well as linguistic abilities, and preparation for reading. This project showed the possibilities which could prevent preschool children from being disadvantaged socially, culturally and mentally. In 1907, Montessori School was established by Maria Montessori in Italy and her school program has been introduced at present to several countries in the world as one compensatory educations. She first began her experimental methods with retarded children, followed by disadvantaged children from the tenements of Rome. The Montessori approach futures a prepared environment and carefully designed, self-correcting materials. The Montessori curriculum presents tastes that feature sequence, order, and regularity, in addition to those that develop motor and sensory skills. She was interested in children's intellectual development and in developing good work habits. One of the latest developed programs for disadvantaged children is "Integrated Preschool Program" which has successfully integrated handicapped and nonhandicapped children. Several studies have showed that handicapped children in integrated school environments are accepted by and interact with their nonhandicapped peers. In fact, this program provides a number of potential, and perhaps opportunities for nonhandicapped children to serve as valuable resources in fostering the development of their handicapped peers. Next we turn to Japanese programs which are divided into two different types. One is Day-Care Center which was established by Child Welfare Law and the other is kindergarten organized by School Education Law. The kindergarten opened in 1876 and it has been part of school systems since 1947 by the implementation of education law, and the Day-Care Center which started in 1890 for the employed mothers. was changed into Day-Nursery by the enactment of child welfare law in 1947. The laws and operational regulations for the Day-Nursery were set up and were put in effect by the establishment standard acts of children welfare facilities, and the Day-Nursery has been operated in various types by the increasing demand, chiefly because of the socio-economical changes of family structures in both urban and suburban areas. Nursery education for physically and mentally disadvantaged children is for those who are blind, deaf and dumb, mentally retarded; physically disadvantaged by accidents or diseases. Montessori education in Japan was started in 1968 and many research groups for studying Montessori were organized. In 1977, Montessori remedial education society was also organized in which they started a number of studies; a study for developing materials; in-service training for the remedial education; and seminars and lectures, etc It is strongly suggested that we study the early educations that are being implemented in Japan and a variety of compensatory educations that were already implemented in the U.S.A. and modify them for the organization of our own model and properly accommodate them to our social needs.

• Korean Institute of Interior Design Journal
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• no.29
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• pp.145-152
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• 2001

Open education, which has been introduced spontaneous1y to many countries, has been giving some strong influence to the primary education in Korea and has been widely used in Korea itself. This report deals with the ineffectiveness of the learning space which has been divided into common classroom and particular classroom. The division of the learning space sets the problem of defining which is the particular of common subject, and the problem of a child to move around for different subject. For the architectural design of school, it is essential for learning space to be suitable for the characteristics of each subjects. The space needed for individual subjects requires tole learning space that is different to the space needed for basic academic subjects. The introduction of different corners in the classroom can be the solution. Individual corners can be divided into the necessary coner, the standard corner, the elective corner and the corner fur facilities.