• The Journal of the Korea Contents Association
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• v.13 no.9
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• pp.455-466
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• 2013

The purpose of this study was to develop a school violence prevention program "Modujikimi" for young children to be embedded in IrobiQ, the teacher assistive robot. The themes of this program consisted of basic character education, bullying prevention education and sexual violence prevention education. The activity types included large group, individual and small group activities, free choice activities, and finally parents' education, which included poems, fairy tales, music, art, sharing stories. Finally, the multi modal functions of the robot were employed: image on the screen, TTS (Text To Speech), touch function, recognition of sound and recording system. The robot content was demonstrated to thirty early childhood educators whose acceptability of the content was measured using questionnaires. And also the content was applied to children in daycare center. As a result, majority of them responded positively in acceptability. The results of this study suggest that the further research is needed to improve two-way interactivity of teacher assistive robot.

• Korean Journal of Childcare and Education
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• v.11 no.1
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• pp.231-247
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• 2015

The purpose of this study was to identify how character education activities utilizing picture books affect pro-social behaviors of young children. The subjects were 46 children aged 5 who attended private child care centers in G city. The children were allocated to either the experiment group or the control group. The data were collected for 12 weeks and the activity sessions were provided to the experiment group 3 times a week (36 times in total). The sessions consisted of an integrated approach toward character education. Therefore, various activities were included such as listening to the stories of picture books, discussion, drama, language activities, music, mathematics, science and games. The findings of this study were as follows: The experiment group which experienced character education utilizing picture books has significantly improved their pro-social behaviors compared to the control group. The approach positively influenced the overall sub-variables such as leadership, helping, communication, initiative consideration, approach trial, sharing, empathy, and emotional control. The character education activities should be applied to character education utilizing picture books for young children because they let young children experience building up trust and learn social attitude, and influenced increase of pro-social behaviors on young children.

• The Journal of the Korea Contents Association
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• v.18 no.3
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• pp.342-353
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• 2018

The purpose of this study was to investigate the awareness of early childhood teachers for the development of early childhood education programs using background music. The subjects of this study were 272 early childhood teachers of kindergartens in Busan and Kyungnam provinces. The data were collected through questionnaires on the awareness of children's appreciation of fairy tales using background music. The collected data were analyzed by frequency and percentage using SPSS 18.0 program. The results of this study are as follows: First, the number of early childhood teachers who had experience of performing fairy tales using background music were less than half of them. Secondly, the purpose of appreciation of fairy tales using background music was to develop rich emotions. In order to understand the systematic knowledge and concept of background music, it was necessary to supply background music in various life styles. Third, development of a fairy tale appreciation program using background music was generally required. Third, development of a fairy tale appreciation program using background music was generally required. Fourth, a fairy tale appreciation program using background music is appropriate for the large group activity time of 10~20 minutes one or two times a week and it was necessary to have a concatenated structure of pre-activities, introduction methods, questioning techniques in development, finishing methods, evaluation methods, and extension activity methods.

• Journal of Music and Human Behavior
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• v.13 no.1
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• pp.1-18
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• 2016

This study examined the correlation between the rhythm reproduction performance and cognitive function of school-aged children. A total of 59 third grade elementary students participated in this study. An iPad-based rhythm reproduction task, the Digit Span Test (DST), the Children's Color Trails Test (CCTT), and a self-paced tapping task via a MIDI keyboard were conducted for each participant. The results demonstrated that scores at each stage of the iPad-based rhythm reproduction test showed different patterns of correlation with cognitive function test scores. This result suggests that accuracy of a simple rhythm task is correlated to speed of self-paced tapping (second). Also cognitive function may affect rhythm grouping ability. Results of this analysis for each of 20 rhythm items showed that there was a common rhythm characteristics that correlated with executive function, working memory or self-paced tapping speed. These results indicate that rhythm ability is related to, and predictive of, the level of cognitive functioning in elementary school students and can be used as an useful parameter when examining cognitive function of school-aged children in multifaceted dimensions.

• Journal of Music and Human Behavior
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• v.20 no.1
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• pp.75-97
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• 2023

This study aimed to investigate the effect of cognitive-motor interaction-based instrument playing on the early social skills of children with autism spectrum disorder (ASD). Nine children with ASD, averaging 5.6 years of age, participated in twelve individual sessions lasting 30 minutes each. The intervention comprised five stages: self-regulation, motivation to engage in social interaction, acceptance of a partner in co-playing activities, interpersonal coordination with a partner, and engagement in joint music playing. To evaluate changes in early social skills, joint attention and social interaction behaviors were observed, and the Social Responsiveness Scale (SRS-2) was administered pre- and post-intervention. Social synchronization was measured through a dyadic drum task, measuring synchronization accuracy, duration, and timing. Following the intervention, all nine children demonstrated increased early social behaviors, although there were no significant differences in SRS scores. Moreover, synchronized movement improved significantly in accuracy and maintained duration but not in reaction time. This study highlights the significance of recognizing the cognitive-motor interplay as crucial element in facilitating early social skills development in children with ASD.

• Journal of Music and Human Behavior
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• v.11 no.1
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• pp.21-37
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• 2014

The significant role of joint attention in the development of children with autism spectrum disorder (ASD) has highlighted the importance of early intervention. With the emphasis on the effective cueing and reinforcer for orienting to social stimuli in improving responding to joint attention (RJA) of children with ASD, the use of musical cue was hypothesized. This study aimed to examine the occurrence of RJA behaviors depending on the attentional cue, which differed in the level of information and type of auditory modality. Nine children with ASD participated in this study. The use of eight different joint attention cues were analyzed in terms of the frequency and accuracy of RJA behaviors elicited. The results of the study showed that RJA behaviors occurred more frequently with musical cues than with verbal cues and the mean accuracy rate of RJA was higher with musical cues (p = .047). Musically delivered eliciting and directing cues accompanied with pointing elicited the highest attentional shift and RJA accuracy. The significant increases in RJA with the use of musical cues indicated that incorporating musical elements into an attentional cue may provide more accurate cue information, enough to improve RJA behaviors of children with autism.

• Journal of the Korea Society of Computer and Information
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• v.15 no.10
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• pp.209-220
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• 2010

In this study, a survey was carried out to investigate status of children's computer use and their ability by gender and age. The objects of the survey were kids at a day care center in Gimpo where students of the early childhood education department of K university had practical training for a month. 378 questionnaire were collected excepting those with insincere or inconsistent responses, and among them, According to the results of this study, girls use computers more often than boys for educational purposes such as learning how to read and write Korean language and numbers and foreign languages, and also learning music and arts. On the other hand, boys use computers more often than girls for entertainment like cartoon movies and games. In terms of computer using ability such as understanding instructions, manipulation of functions, drawing pictures, chatting and e-mail, internet shopping, homepage making, girls have higher ability than boys while boys are significantly superior to girls in the ability to play computer games. The analytical results show that application programs of the childhood education is desirable for boys to use for the sake of arousing the interest and for the game and for girls to use at the part of music and arts. According to ages, for 1-2 years children, they needs the AP with a delicate person having the computer knowledge, for 3-4 years children, they need AP with some little help, for 6-7 years, they need the AP to do themselves according to sex and age.

• Journal of The Korean Association of Information Education
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• v.10 no.1
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• pp.155-161
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• 2006

Robots evolve from tools to information media since they generates information by interacting with human. As studies on robot-aided education are still in a starting phase, attempts need to be made to use robots for educational purposes and to investigate the effects of the use. It was showed that robot-aided learning was friendlier than other media assisted learning, and especially effective for motivating children. We developed the prototype robot Jenny that can help teachers as a educational media in class(i.e. as a T.A. robot, it can present robot contents on its chest to screen and explain about it when teacher asks). is a schoolmate for 5th or 6th grade children or an elder schoolmate for the rest. We performed the field trial at an elementary school. We carried out 9 classes for three subjects(english, korean, music) with -students in $4th{\sim}5th$ grade. They thought Jenny who was 13 years old as an elder schoolmate in 6th grade. Also, a significant difference was found in the interest and concentration of experimental groups from controlled groups.

• Journal of Music and Human Behavior
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• v.6 no.1
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• pp.33-53
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• 2009

The purpose of this study is to examine the effects of a singing program on withdrawal behaviors of children in low-income families. To measure the effects of the singing program, the researcher compared the results of K-YSR and TRF withdrawal scales before and after the program. Finally, the researcher did research on the subjects' musical and non-musical behaviors related to withdrawal through a record of behavior observation. The results of this study were asfollows: First, after comparing the results of K-YSR and TRF withdrawal scales conducted before and after the singing program, the mean of the scores was decreased by 6.4 and 3.6 points respectively (p = .042). Second, an analysis of withdrawal-related behavioral changes in music activities after the program showed an increase in frequency of eye contact, as well as tone and volume of subjects' voices. The results of this study indicate that the singing program has positive effects on withdrawal behaviors of children in low-income familiesin addition, it is effective in alleviating withdrawal-related behaviors.

• Journal of Music and Human Behavior
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• v.20 no.2
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• pp.61-88
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• 2023

This case study examined whether a cooperative musical instrument playing could enhance interactions between children with autism spectrum disorder (ASD) and their neurotypical (NT) siblings. It involved three children with ASD aged 7-12 years and three NT siblings aged 6-11 years. Each group, comprising a child with ASD and their NT sibling, participated in a 40-minute sessions twice weekly for eight sessions over four weeks. The intervention included three stages: simultaneous action, complementary action, and achieving a joint goal. Evaluation criteria included the initiation and response behaviors of each child, and sequential interactive behaviors and cooperative behaviors between pairs were measured. Additionally, before and after the intervention, parents and NT sibling assessed their perceived sibling relationships. Results showed increased interactive and cooperative behaviors. Post-intervention, both parents and NT siblings rated the sibling relationship highly, despite little change in sibling conflict and competition consciousness. These findings indicate that interactive instrument playing can enhance perceptions of siblings as cooperative play partners and aid in teaching them how to collaborate during interactions.