• 한국산업융합학회 논문집
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• 제16권3호
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• pp.75-83
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• 2013

The purpose of this study was to investigate its characteristics of the spatial compositions at several kindergartens in Daegu area. Through this, the study is intended to provide the basic data of the efficient building planning and facility operations in the kindergarten. The results of this study are as follows. 1) Recently, the spatial compositions of kindergarten was classified as education, educational aids, educational support, teacher / administration, and public service area. 2) The concept of special classroom space was set up in all the surveyed facilities. This space was used for small-scale events, meals, and game features. 3) Support staff, including teachers, are insufficient for the service space. 4) The size of total land area of the facility's public service area was affecting. 5) The Lobby and aisle space of the surveyed facilities was used as a multipurpose space. 6) In response to diverse educational content, the direction to plan should be seperated by multi-space.

• 대한가정학회지
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• 제43권5호
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• pp.57-79
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• 2005

The purpose of this study was to investigate the needs assessment and satisfaction level of family support services for preschoolers with disabilities. The subjects were 146 mothers and 138 teachers of 3- to 6-year- old preschool children with disabilities in integrated kindergartens in Daegu, Seoul, and Kyungnam. The major findings of this study were as follows. First, mothers needed information and financial support most. The level of the mother's needs was related to the type and degree of disabilities, child's sex, child's age, mother's educational level, and father's occupation. Second, the satisfaction level of mothers in the integrated kindergarten education programs was generally low. Third, mothers needed parental training of child's problem behavior, mother-child interactions program, and parental education of developing child's creativity.

• 아동학회지
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• 제12권2호
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• pp.18-36
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• 1991

The developmental self-knowledge from preschool to early adolescence was studied from a cognitive-structural perspective. Responses of the subjects to the question "Who am I?" were analyzed by means of a 29-category scoring system. The question was administered to 250 boys and 229 girls from kindergartens, elementary schools and middle schools in Seoul. One way-ANOVA and Duncan test were utilized for the statistical analysis. The major findings of the present study showed that with increasing age there was (1) a significant increase and diversification of self-knowledge. (2) an individual's self-knowledge became more abstract and less concrete, and (3) self-descriptions shifted from the physical to the psychological self.

• 아동학회지
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• 제27권4호
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• pp.103-116
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• 2006

This study examined gender differences of the effect of playfulness on the social skills of young children. The subjects were 242 4- to 6-year-old children at five nursery schools and kindergartens. Results showed that playfulness influenced social skills of young children. In particular, young children's playfulness was a more effective variable of assertion than self-control, cooperation and responsibility. Cognitive spontaneity and social spontaneity were the most effective variable of social skills. Playfulness had variable influences on social skills by gender: Among boys, playfulness was a less effective variable of cooperation than the other variables of social skills. Among girls, playfulness was a less effective variable of self-control than other variables of social skills.

• 대한설비공학회:학술대회논문집
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• 대한설비공학회 2005년도 동계학술발표대회 논문집
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• pp.15-20
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• 2005

Recently, IAQ(indoor air quality) is one of the greatest problems in our modern societies. Although research for IAQ is made rapid progress but microorganism concentration is much to be desired. So we have examined a variety of department store, subway station, underground shopping center, kindergartens, library etc. where people complain about the indoor air quality. The microorganism concentration of indoor air was investigated in this study and the average of total microorganisms was measured. The experimental results show that the ministry of Environment recommendation value (800 $CFU/m^3$)is in need of revision in the naer future.

• 아동학회지
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• 제10권1호
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• pp.43-63
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• 1989

The present study compared mother-child relationships and sociability of only children with that of children with siblings. The mother of 105 only children and 179 children with siblings responded to questionnaires on maternal attitudes and children's sociability. The children were all enrolled in kindergartens in Seoul. The data analysis was with t-test and Pearson's correlation. The mothers of only children reported that they were more overprotective and obedient to the children than mothers of children with siblings. Only children were less autonomous in sociability than children with siblings. 'Protective' and 'obedient' attitudes of mothers of only children were positively correlated with the 'egocentrism' of the child and negatively correlated with 'autonomy' of the child.

• 아동학회지
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• 제10권2호
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• pp.19-31
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• 1989

The purpose of this research was to examine the concurrent validity of the Nalongyee children's achievement motivation test by studying its relationship to a children's school readiness test. The subjects were 335 preschool children (171 urban and 164 rural) selected from 8 public and 7 private kindergartens located in two metropolitan areas (Seoul and Pusan) and 5 rural counties in Kyungsang Nam Do. Instruments included the Nalongyee Children's Achievement Motivation Test by the author and the School Readiness "Lest by Unhai Rhee. Data were analyzed by Pearson r and Z-test. Readiness was positively related to the total score and sub-areas of achievement motivation (.10-.43). Sub-areas of the achievement motivation test were related to each of the 4 factors of the readiness test. The correlations ranged from .00-.35 with the personal-social response factor, .00-.26 with the associative vocabulary factor, .05-.31 with the number concept factor, and .03-.37 with the perception factor. Significant differences in correlations were found between urban and rural areas for self-confidence, interest in learning, interest in kindergarten and physical competence.

• 아동학회지
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• 제21권4호
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• pp.259-274
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• 2000

The subjects of this study on the effects of teacher intervention in sociodramatic plays were 54 five-year-old children from 2 public kindergartens in C city. Socioeconomic stasus and, aside from teacher interventions, educational procedures were the same for both the experimental group(28 subjects) and the control (26 subjects) groups in both schools. Instruments were the Social Play Rating Scale(Smilansky & Shefatya, 1990), Social Situations Measure(McGinnis & Goldstein, 1990), and Language Ability Test(Chang, 1981). Procedures included pretest, 14 weeks treatments and post-test. Data were analyzed by t-test. Results indicated significant differences in social play levels between the experimental and control groups, (b) including differences in such general social skills as emotional control and relationships with others. There were also differences in language ability, including such subordinates as language understanding and expressive abilities.

• 아동학회지
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• 제21권4호
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• pp.211-226
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• 2000

This analysis of the children's books used in kindergarten classroom activities focused on educational meanings of the books. The analysis included books used in 8 kindergartens in 1999. Finding were that 76.6% of books were published in the 1990s; 60.7% of the lines per page were over 5 lines; only 55 of 542 books were recommended as good books by public institutions; half of the books provided factual knowledges or informations; Korean books included more realistic than fantastic fiction while the opposite was true of foreign books; in Korean books, male characters appeared far more often than females; 70.1% of the themes of the books were related to the ten themes of life suggested by the Ministry of Education; and 44.8% of the contents included moral values while only 17.5% of those included adventure, hobbies or pastimes.

• 아동학회지
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• 제21권4호
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• pp.177-196
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• 2000

A large sample (1090) of randomly selected early childhood education professionals and government officials rated each of the 133 standards of "A Model for Institutional Accreditation for Early Childhood Education and Care"(Yang, 1999) on a scale of 1 (least important) to 5 (most important). Findings were that all kindergartens and child care centers should be evaluated for accreditation every 3 years with 3-6 months for self-study and on-site validation visits by representatives of the appropritates agencies for 1-2 days. Evaluation results are should be used by institution personnel as a guide to self-supervision, by government officials as a funding standard and by parents as criteria of program quality. Essential accreditation standards included: facilities and equipment; curriculum; nutrition, health and safety; administration and management; and support systems. Safety and teacher-child interactions were most highly rated while parent involvement was not highly rated.