• 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.

• 한국콘텐츠학회논문지
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• 제21권1호
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• pp.615-625
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• 2021

본 연구는 아동의 이웃 및 대중매체경험이 친사회적 행동에 어떠한 영향을 미치는지와 공감능력이 이들 간의 관계를 매개하는지를 살펴보고자 하였다. 이를 위해 충북지역 초등학교 5, 6학년을 할당표집하여 설문조사를 실시하였으며 419명의 자료를 SPSS로 분석하였다. 연구결과 여아가 남아보다, 5학년이 6학년보다 긍정적 대중매체경험, 공감능력, 그리고 친사회적 행동이 높은 것으로 나타났다. 또한 경제수준을 상으로 인식한 집단이 중상이나 중하로 인식한 집단보다 지역사회환경만족도, 공감능력, 친사회적 행동이 유의하게 높게 나타났다. 회귀분석결과 이웃 및 긍정적 대중매체경험이 공감능력과 친사회적 행동에 유의한 영향을 미쳤고 특히 긍정적 대중매체경험이 가장 큰 영향을 미치는 것으로 나타났다. 마지막으로, 이웃경험 중 지역사회환경만족도와 긍정적 대중매체경험은 아동의 친사회적 행동에 직접적인 영향을 미칠 뿐만 아니라 공감능력을 통해 간접적인 영향을 미치는 것으로 나타나 공감능력의 부분매개효과가 확인되었다. 이러한 연구결과를 바탕으로 아동의 공감능력과 친사회적 행동 증진을 위한 실천적 개입 방안을 제시하였다.

• 한국융합학회논문지
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• 제7권5호
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• pp.23-28
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• 2016

본 논문에서는 스마트 기기를 이용하여 4-6세 유아와 부모를 사용자 계층으로 선정하여 교육내용과 더불어 관련 게임들을 통합하여 유아들이 공부에 대한 흥미를 잃어버리지 않고 집중력 있게 한글, 영어, 숫자를 학습할 수 있도록 유아학습용 모바일 에듀테이너 앱을 설계하였다. 부모들을 위해 다양한 매체와 유아의 집중력과 학습의 대한 흥미를 증가 시킬 수 있는 한글, 숫자, 영어 낱말카드들을 설계하였고, 그림찾기, 기억력게임, 퍼즐 맞추기 등 여러 가지 학습게임들 까지 제공 하였다. 또한 유아들이 공부를 하며 지루하지 않게 시각적인 학습과 청각적인 학습이 동시에 이루어질 수 있게 함으로써 엄마들이 더욱 편리하게 자녀의 학습을 지도할 수 있게 편리성과 이동성, 가용성을 극대화시켜 구현하였다.

• 한국컴퓨터정보학회논문지
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• 제23권1호
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• pp.139-145
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• 2018

This paper recommends flipped learning as a method to improve the learning abilities and the level of software utilization when it comes to using computers in children education institutes. Flipped learning enables a class fully making use of the up-to-date multimedia-related technology. Especially, flipped learning leads a participation-oriented class rather than lecture-based ones. Young child's teachers can, not only improve their capabilities to utilize multimedia, but also manage classes that follow the trend of the fourth industrial revolution. Therefore, this paper introduces the importance of media education when it comes to training preliminary teachers and suggests a flipped learning curriculum. This paper finds significance in future efficient education for raising creative and integrated thinking children.

• 한국컴퓨터정보학회:학술대회논문집
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• 한국컴퓨터정보학회 2020년도 제61차 동계학술대회논문집 28권1호
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• pp.43-46
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• 2020

본 논문은 코딩 교육과 영어 교육의 융합을 지향한다. 즉, 하나의 애플리케이션으로 두 가지 교육을 동시에 진행 가능할 수 있는 프로그램을 목표로 삼아 개발되었다. 시중에 공개되어있는 유아 코딩교육 애플리케이션이나 영어 교육 애플리케이션의 수는 많지만, 코딩과 영어를 동시에 교육할 수 있고, 이를 게임으로서 즐길 수 있게 만든 애플리케이션은 드물다. 특히 유아들에게 코딩과 영어에 대한 자신감과 흥미를 심어주고 고착화된 공부 방식이 아닌, 놀이를 통한 교육 방식을 제공하면서 코딩과 영어에 대한 긍정적 인식을 심어주기 위해 노력했다.

• Journal of Information Technology Applications and Management
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• 제30권1호
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• pp.21-32
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• 2023

This study presents a way to design picture books that allow children to experience indirectly through realistic media at home and educational institutions for children whose direct experiences and activities are reduced offline in the post-COVID-19 era. The development and popularization of realistic media such as AR continues to be grafted and developed in the picture book field, and the advantage of this picture book is that children at the stage before learning letters can feel the story and character situation of the book through the experience of AR and QR animation in the picture book. In this process, you can get access to imaginary areas that can not be experienced in flat-panel illustrations with spatial animation to help improve the scalability and literacy of the story contained on the page. Children's education through realistic animation can increase the learning effect and needs to continue after COVID-19. Therefore, by presenting the process of viewing and experiencing picture books using AR and QR, the result of the study suggests that the design process of realistic picture books is not just a combination of technology, but a process of expanding children's perception and imagination. This study aims to find out how visual perception is designed differently by analyzing the differences and characteristics of each animation design, focusing on the AR and QR picture book "Where am I?" published by the researcher, and to contribute to the active introduction and development of realistic animation in the field of children's picture books and education.

• International Journal of Human Ecology
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• 제5권2호
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• pp.111-122
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• 2004

This paper outlines the findings of a consumer survey conducted in 1996 and 2001 by the University of Bonn, Germany, across 15 European countries. The survey involved a sample of 3,300 respondents in 1996 and around 11,000 respondents in 2001, throughout all 15 EU countries. Children and adolescents, between the ages of 10 and 17, were surveyed about their consumption habits and their attitudes towards the environment. The paper outlines the key findings on 'Children's fears and future prospects'. Children are exposed to a great mass of information, not only derived from the media but also from what they experience directly in their everyday-life. Some of this information translates into worries that adopt a clearer (more realistic) form when children become adolescents, as they might be easily involved in those events, and the understanding of the processes that may cause or continue them is deeper. Today's children and adolescents are under more pressure, since the social/political/economical spectrum is constantly changing. Change produces anxiety, fear of what will result from these transformations, as it implies that the social order will be reorganized. This paper reports on a long term comparative study among children and adolescents throughout the European Union, analyzed by country, age group and gender. It draws different preoccupations of young generations and consequent future expectations. It concludes by considering the influence of social and political organizations, as well as the family, on children and adolescents, as these might help to sustain a positive attitude towards various future events.

• 한국보육지원학회지
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• 제19권2호
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• pp.43-59
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• 2023

Objective: This study investigated the differences in preschool children's perceptions of artificial intelligence (AI) and their distribution by latent profiles according to their experience with AI robots in daycare centers. Methods: The participants included 119 five-year-old children, 52 of whom had experience with AI robots in daycare centers and 67 of whom did not. Children's perceptions of AI were measured using the Godspeed scale from Bartneck et al.(2009). Data were analyzed using a t-test, latent profile analysis, and chi-square test. Results: The results showed that compared to the inexperienced group, the experienced group reported lower levels of animacy and perceived intelligence of AI robots, indicating higher levels of AI knowledge and understanding. In addition, the experienced group had a higher probability of belonging to the 'machine recognition' type than 'organism recognition' type, although the difference was not statistically significant. Conclusion/Implications: The findings suggest that experience with AI robots in daycare centers can improve children's AI knowledge and understanding. To further enhance this effect, it is necessary to increase the number of robots put into classrooms, and to consider various teaching media that reflect children's preferences.

• Nutrition Research and Practice
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• 제17권4호
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• pp.717-734
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• 2023

BACKGROUND/OBJECTIVES: This study aimed to identify preschool children's eating behaviors associated with early childhood obesity and its multi-level, socio-ecological determinants. SUBJECTS/METHODS: In a cross-sectional study of 364 mothers of preschool children aged 3-5 years, these children's healthy eating behaviors were assessed using a validated preschool nutrition quotient (NQ-P) questionnaire. The children's overweight or obesity statuses were determined based on body mass index percentiles from the 2017 Korean National Growth Chart. The associations between the NQ-P score and risk of overweight or obesity were examined using multivariable logistic regression. The associations of individual, maternal, physical, and media environmental factors with the NQ-P score were also examined using multivariable linear regression. RESULTS: Preschool children with greater NQ-P scores were at a significantly lower risk of overweight or obesity (P < 0.01). The NQ-P score had a significantly positive association with maternal body mass index and an inverse association with household income (all P < 0.05). Maternal parenting and feeding practices exhibited associations with the NQ-P score. Positive associations were observed with "warm," "structured," and "autonomy-supportive" parenting as well as monitoring feeding practices (all P < 0.05). In addition, the NQ-P score had a significantly positive association with the childcare center's anti-obesogenic environment, such as the provision of nutritional and physical-activity support and vicinity of the built food environment to the home, including access to good-quality food, fruits and vegetables, and low-fat foods (all P < 0.05). Regarding media environments, the NQ-P score demonstrated more significant associations with viewing and eating and/or cooking content displayed on online video platforms (all P < 0.05) than with that on television. CONCLUSIONS: Our findings confirm the significance of healthy eating behaviors in early-childhood-obesity prevention and underscore the importance of multilevel maternal, physical, and media environmental interventions that effectively guide eating behaviors in preschool children.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• 제34권3호
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• pp.175-180
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• 2023

Objectives: The coronavirus disease 2019 (COVID-19) pandemic has led to a decrease in face-to-face classes worldwide, affecting the mental health of children and their parents. The global pandemic has increased children's overall use of electronic media. This study analyzed the effect of children's screen time on problematic behaviors during the COVID-19 pandemic. Methods: A total of 186 parents from Suwon, South Korea, were recruited to participate in an online survey. The mean age of the children was 10.14 years old, and 44.1% were females. The questionnaire included questions on children's screen time, problematic behaviors, and parental stress. Children's behavioral problems were evaluated using the Behavior Problem Index, whereas the Parental Stress Scale was used to estimate parental stress. Results: The mean smartphone usage frequency of the children was 5.35 days per week, and the mean smartphone screen time was 3.52 hours per day. Smartphone screen time (Z=4.49, p<0.001) and usage frequency (Z=2.75, p=0.006) were significantly correlated with children's behavioral problem scores. The indirect effect of parental stress on this relationship was also statistically significant (p=0.049, p=0.045, respectively). Conclusion: This study suggests that children's smartphone screen time has affected problematic behaviors during the COVID-19 pandemic. Furthermore, parental stress is related to the relationship between children's screen time and problematic behaviors.