• Korean Journal of Child Studies
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• v.13 no.2
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• pp.217-228
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• 1992

The purpose of this study is to examine the effects of early full-time nonparental care during infancy/toddlerhood on children's socioemotional behaviors during the preschool period. Subjects for this study were 105 three- to five-year-olds from middle-class families in the U. S. A. Children were assigned to one of three groups according to their early care history. Children's social interactions with peers and caregivers during indoor free-play sessions in day care centers were observed for 20 minutes. The head teachers rated the children's social and emotional behaviors on two questionnaires. Mothers completed the Attachment Q-sort for attachment assessment for the preschoolers. In addition, mothers were asked to fill out a questionnaire on their parenting practices. Children who had received full-time nonparental care during infancy and/or toddlerhood were rated by their teachers as being more intellectually competent than children who did not receive full-time nonparental care during first three years of life. They were, however, rated by teachers and were observed by the researcher as being more aggressive than children with no full-time nonparental care. These children were observed to engage in less wandering/onlooking behaviors than children who had not had any full-time nonparental care. Children's attachment security scores and dependency scores did not differ as a function of early nonparental care histories. When the effects of early care patterns, sex of child, and current attachment security to mothers on aggressive behaviors of the preschoolers were examined by a hierarchical regression model, then any "pure" effects of nonparental care and of attachment security on child aggression were minimal after controlling for family background, child care center quality, and maternal childrearing practices. Strong buffering factors for the preschool children (family characteristics, parenting styles, and high quality nonparental care) mediated a possible risk factor of early nonparental care and promoted optimal outcomes for the children.

• Journal of the Korea Convergence Society
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• v.10 no.2
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• pp.141-148
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• 2019

The purpose of this study is to analyze and compare the effectiveness of elementary in e-Learning video lessons. In an elementary school where the educational videos are frequently used, the learning about video materials is important but it is difficult to judge all students by a teacher in a classroom. In order to solve the problems of the field, In the fifth-grade elementary school social studies class, learning using video material was conducted by using the online learning judgment system for the experimental group, and learning using video material was conducted by the traditional method for the controlled group. As a result of the experiment, the class using the online learning judgment system was effective in enhancing the learner 's academic achievement. It also positively influenced learners' learning satisfaction. Teachers' satisfaction was not statistically significant because of the small number of teachers. However, The mean value of the teachers' satisfaction in the experimental group was high and the deviation was small.

• The Journal of the Convergence on Culture Technology
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• v.8 no.1
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• pp.1-8
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• 2022

This study examined whether the integrated education social studies textbooks developed for students with disabilities were properly implemented in terms of universal design for learning. For analysis, "Teaching and learning materials for inclusive education of students with disabilities: grade 3~6 social studies textbooks", which were instructional adaptation, were selected for students with disabilities who are unable to learn the contents of general textbooks for the 3rd to 6th grade of the elementary school social course in the 2015 revised curriculum. The social curriculum grades are composed of 20 units, including general public, geography and history. The content analysis standard was based on detailed items of 9 definitions according to the 3 principles of UDL presented in CAST (2018). Overall, the aspect of providing multiple means of action and expression was the most frequently observed, followed by providing multiple means of representation and providing multiple means of engagement. Special education teachers and textbook developers can use these results as a resource for designing curricula and lessons for students with disabilities in the inclusive classroom.

• 한국사회정책
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• v.23 no.2
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• pp.141-172
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• 2016

This study examines the employment conditions and labour experience of elementary after-school care teachers in South Korea. Based on the empirical data collected through in-depth interviews with after-school care teachers in Gwangju Metropolitan City, the study considers multifaceted problems faced by after-school care teachers in their workplace. The after-school care class is part of educational policies initiated and rapidly expanded by the Ministry of Education, resulting in the substantial increase of non-regular school workers. The irregularization of after-school care teachers illustrates that the common problems faced by female non-regular workers, such as social discrimination, exclusion and inequality, are also transplanted into the typical public sector. In the case of Gwangju Metropolitan City, during the past two years there have been evident increases both in under 15-hour short time contract care teachers and outsourcing of care classes. Temporary part-time contract care teachers suffer relentless job insecurity and experience poor working conditions, exclusion and discrimination within the workplace and labour alienation. In order to minimize the organized resistance of care teachers, school authorities implicitly individualize and isolate care teachers through hierarchization, the division of labour and the spatial division of classes between indefinite and temporary contract teachers.

• Journal of Families and Better Life
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• v.31 no.6
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• pp.125-138
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• 2013

The purpose of this study is to examine the factors that affect the social competence of young children and to promote the social competence development of the age group. The study gathered data from 21 childcare teachers and 255 mothers of young children attending childcare centers in Incheon. Structured questionnaires were used for collecting data from the participants. The findings are as follows: First, playfulness and social competence varied by the age and gender of the young children. Boys outperformed their female counterparts in the sub-factors of playfulness such as physical spontaneity and sense of humor. Age caused a significant difference in all sub-factors including physical spontaneity, social spontaneity, cognitive spontaneity, manifest joy and sense of humor and the social competence of young children. Second, the study examined the correlations among social competence, temperament and playfulness. A positive correlation was shown between overall social competence and activity; social competence was negatively correlated with shyness but positively correlated with the sub-variables of children's playfulness. Lastly, emotionality, shyness, physical spontaneity, cognitive spontaneity, and sense of humor were variables that had serious effects on the overall social competence of young children.

• Journal of Families and Better Life
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• v.27 no.6
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• pp.13-20
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• 2009

This study investigates the effects of individual and classroom variables on peer victimization through the use of multi-level models. The participants were 297 preschool children recruited from preschools. Teachers completed rating scales that assessed peer victimization, aggression, and prosocial behaviors. Peer nomination was used to measure social preference and friendship. The results showed that the aggression level of classrooms as well as social preference and friendship were associated with peer victimization. The findings imply that the individual as well as the social context should be considered before preventive intervention programs for peer victimization are implemented.

• Journal of the Korean Home Economics Association
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• v.49 no.9
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• pp.15-24
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• 2011

We investigated the effects of maternal parenting behavior and preschoolers' social skills on the children's withdrawal behavior. The participants were 92 mothers of five year-old preschoolers and their teachers from two day care centers and one kindergarten in Seoul and Gyeong-gi province. The data were analyzed by using descriptive statistics, correlation analysis, t-test and hierarchical regression. The major findings were summarized as follows: (1) there were no differences between the boys' and girls' withdrawal behavior. (2) the mothers' consistent parenting behavior and preschoolers' lack of assertive behavior explained the children's withdrawal behavior. In conclusion, maternal parenting behavior and preschoolers' social skills influence on the children's withdrawal behavior.

• Hwankyungkyoyuk
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• v.22 no.3
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• pp.112-124
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• 2009

Visual images are important elements of the communication of environment in secondary school environment textbooks, which dominate classroom approaches to teaching and learning. This study was to analysed the perspectives of pedagogical and social-pedagogic of visual images in 'global warming' unit of six different Korean environment textbooks. Analysis makes use of the dimensions pedagogical functions, content specialization, social-pedagogic relationships, and abstraction of the visual codes. The results showed that most of the visual images in school environment textbooks tend to establish social-pedagogic relationships with students. The results of our study have implications for textbook authors and secondary environment teachers. We suggest that future studies may focus on students' and teacher's interpretation of visual images new secondary environment textbooks.

• Research in Mathematical Education
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• v.3 no.2
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• pp.89-98
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• 1999

The purpose of this review of literature is to investigate what kinds of research have been done on social construction of mathematics understanding among elementary students in small groups. Only empirical studies were reviewed, and then grouping was done in terms of the purpose of the study. This grouping identified three categories: 1) Social and mathematical norms in mathematics classroom, 2) Teaching productive communication behaviors for active learning in small group, and 3) Participation roles and communication behaviors in different group structure. To enhance social construction of mathematics understanding in small group settings two suggestions are made: the importance of the selection of collaborative tasks or problems and teachers' beliefs about mathematics and the teaching an learning of mathematics.

• Journal of Educational Research in Mathematics
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• v.11 no.1
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• pp.11-35
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• 2001

Many teachers report familiarity with and adherence to reform ideas, but their actual teaching practices do not reflect a deep understanding of reform. Given the challenges in implementing reform, this study intended to explore the breakdown that may occur between teachers' adoption of reform objectives and their successful incorporation of reform ideals. To this end, this study compared and contrasted the classroom social norms and sociomathematical norms of two United States second-grade teachers who aspired to implement reform. This study is an exploratory, qualitative, comparative case study. This study uses the grounded theory methodology based on the constant comparative analysis for which the primary data sources were classroom video recordings and transcripts. The two classrooms established similar social norms including an open and permissive learning environment, stressing group cooperation, employing enjoyable activity formats for students, and orchestrating individual or small group session followed by whole group discussion. Despite these similar social participation structures, the two classes were remarkably different in terms of sociomathematical norms. In one class, the students were involved in mathematical processes by which being accurate or automatic was evaluated as a more important contribution to the classroom community than being insightful or creative. In the other class, the students were continually engaged in significant mathematical processes by which they could develop an appreciation of characteristically mathematical ways of thinking, communi-eating, arguing, proving, and valuing. It was apparent from this study that sociomathematical norms are an important construct reflecting the quality of students' mathematical engagement and anticipating their conceptual learning opportunities. A re-theorization of sociomathematical norms was offered so as to highlight the importance of this construct in the analysis of reform-oriented classrooms.