• 아동학회지
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• 제25권4호
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• pp.71-92
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• 2004

The purpose of this ethnographic study was to observe and understand interactions of toddlers and teachers in context. Specific questions were "What are the motives and features of the interactions between toddlers and teacher?" Subjects were twenty 2-year-old daycare children and their teachers. Methods covered 11 weeks of interviews and participatory observation. The major findings were that the interactions between toddlers and teachers was mainly initiated by toddlers and consist of physiological and emotional needs, conflict mediation and participation in play. As toddler get to the age of self-recognition but still need adult's assistance, the co-existence of dependence and independence was evident. Children used a variety of verbal and non-verbal signals with both positive and non-positive overtons.

• 아동학회지
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• 제30권4호
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• pp.257-276
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• 2009

This study investigated differences in toddlers' language development depending on their teachers' types of interaction during reading of picture books. A pilot study identified teachers' types of interaction as instructional, non-immediate, and passive. Fifteen teachers recruited from 10 child-care centers located in Seoul and their 90 2-year-old toddlers participated in this study. Teachers read two picture books to a small group of toddlers each week for eight weeks. Data on the toddlers' receptive and expressive language, vocabulary, reading behavior, and book handling were collected and compared by their teachers' interaction type before and after teachers' 8-week reading of picture books. Results showed that teachers using the non-immediate interaction type had the most positive effects on toddlers' language development.

• 아동학회지
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• 제22권4호
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• pp.201-212
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• 2001

The purpose of this study was to analyze toddlers' verbal and nonverbal interaction with their peers and caregivers according to the class size of child care centers in Seoul. The subjects of this study were 20, two-year-old(M=32.5 month) toddlers with peers and caregivers from child care centers in different class sizes, but with same caregiver-toddler ratio. Verbal and nonverbal interactions were videotaped during one hour indoor free play per child in the center. According to the class size, the results were as follows : 1) Toddlers in the small class played more cooperatively with peers, and uttered more regulative or directive words than those in the large class. 2) Toddlers in the large class were more aggressive than those in the small class. 3) Caregivers in small class expressed more empathetic behaviors to a toddler than those in large class.

• 아동학회지
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• 제28권4호
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• pp.1-17
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• 2007

Participants in this study on links between toddlers' compliance and variables were 97 toddlers and their mothers. Instruments were the Toddler Behavior Assessment Questionnaire (Goldsmith, 1988) and the Child Rearing Practice Report-Q Sort (Block, 1981). Toddlers' compliance was observed on clean-up and behavior-delay tasks. Data analysis was by logistic and regression analyses. Results on the clean-up task indicated lower compliance by difficult children and higher compliance by girls. On the behavior-delay task, boys with less difficult temperament showed higher compliance by mother's higher punishment attitudes, whereas highly difficult boys were more compliant by mother's lower punishment attitudes. Girls' compliance was higher than boys in the low inhibition group whereas boys' compliance was higher than girls in the high inhibition group.

• 아동학회지
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• 제26권6호
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• pp.267-285
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• 2005

This ethnography explored, the emergent writing and literacy of two-year-old children in classroom. The specific purpose of the study focuses on toddler's text appropriation from text environment and on social interaction between teachers and toddlers. The result showed that toddlers appropriated writing signs or words from their own text-environment and used it as the instrument for social interaction and communication. Specifically, they initiated social interaction by giving messages of their appropriated signs to adults as teachers, who were easily capable of communication. This led to all toddlers' involvement in message exchange in the classroom. Toddlers' marks of scribbles were also consisted of different kinds of lines and circles. Those marks have different meaning and. symbolic systems: drawing and writing graphics. Even though drawing and writing graphics developed as different symbol systems in toddlers' marks, each system helped to extend each other.

• 아동학회지
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• 제29권2호
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• pp.73-87
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• 2008

This research studied the effects of music experiences on the language development of toddlers in the day care setting. Subjects were 44(23 experimental group; 21 control group) 29- to 42-month-old children. The experimental group experienced 10 weeks of music activities, including musical sense, singing, listening, playing instruments, improvisation, finger plays, movement, simple games, word-sound music games and music routines. Language development was tested by the Preschool Receptive-Expressive Language Scale(Kim et al. 2003). Significant differences were found in the receptive language development of 30- to 36-month-old and in the expressive language development of 36- to 42-month-old toddlers, respectively.

• 대한가정학회지
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• 제39권6호
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• pp.41-50
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• 2001

The purpose of this study was to investigate the relationship between mother's warmth, control and toddler's attachment security. Subjects were 83 three-year old children and their mothers in Jeonju city. The intruments of this study were the Parenting Style Scale(Cho et at.,1999) and Attachment Q-set(AQS; Waters,1987). Mothers rated the questionnaire and observed a child through AQS at home. The results showed that the mean of the child attachment security was .39 and the range of attachment score was from -0.07 to 0.79. The scores of mothers' warmth and control were above the mean. The child's attachment security was predicted by mother's warmth. Mother's warmth appeared to be meaningful for child to develop the secure attachment. The result of this study suggested that authoritative parenting characterized with warmth and control was significantly associated with the child's attachment security.

• 한국콘텐츠학회논문지
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• 제22권4호
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• pp.509-518
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• 2022

보육공간환경은 영유아의 성장과 발달에 큰 영향을 미친다. 영유아의 건강과 안전을 고려한 쾌적한 공간환경을 구축하는 것이 큰 사회적 과제로 여겨지고 있다. 본 연구를 통해 국내외 가이드라인의 보육공간환경을 비교 분석하여, 보육환경의 쾌적함과 지속가능성을 보완할 수 있는 가이드라인을 제안하였다. 유니버설 디자인을 비롯하여 영유아의 스케일을 고려한 치수 기준, 온도, 환기, 조명 등의 환경기준, 가구와 마감재의 친환경성 등에 대한 제안이 추가된 통합 가이드라인을 도출하였다.

• 한국의류학회지
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• 제33권8호
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• pp.1227-1240
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• 2009

This study examines the actual conditions of toddler playwear preference survey for design and function. The study develops proper indoor and outdoor playwear for toddlers based on the analysis. A survey of 200 parents with toddlers between 2 and 6 years old and 120 teachers was conducted to find the conditions and needs for playwear along with the necessary design elements. Second, 6 designs including 3 designs for indoor playwear and 3 designs for outdoor playwear were made. These designs emphasized on soil contamination part, color, pattern, form, material, detail, and fasteners. Art play and cooking play are considered for indoor playwear and ways to decrease contamination on sleeve hem, elbow, chest, and knee were determined through the use of yellow, green, and blue colors. Applying a character and separate top with sleeves were determined. Light with breathable and waterproof fabric was determined. The correct amount of Velcro fasteners or buttons was determined for front fastening in addition a pocket was considered necessary as a detail part. The common design for both boys and girls along with a proper design for diverse play were determined. For outdoor playwear, water play, sand play, movement play, and ecology experience are considered and ways to decease contamination on hip, sleeve hem, and knee should be applied to the design as determined through the use of yellow, green, blue, and red colors. The demands for pattern, form, material, and details were similar to indoor playwear. Zipper and buttons for front fastening were determined. These final 6 playwear designs are presented using CAD WALK DESIGNWARE.

• 복식
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• 제63권1호
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• pp.81-96
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• 2013

We interviewed and surveyed parents of 3 to 6-year-old boys in order to determine designs for indoor apparel that appealed to toddlers. In addition, on the basis of the behavioral characteristics of such boys, improvements in the development of indoor apparels were suggested. Parents preferred indoor apparels because it could be worn as underwear when the kid is outdoors and as outerwear when indoors. These apparels were popular with toddlers. Therefore, indoor apparel that gives the impression of outerwear while performing the function of underwear was designed. Underwear fabric was used, but outerwear apparel design was partially adopted. In order to improve the activity, fabric that could be stretched in any direction was used for the sleeves and pant legs, while organic fabric with soft texture was used for the trunk part of the apparel. Dark-colored material was used for the chest and elbow parts of the clothes in order to prevent contamination in these parts. In particular, a bib was used to prevent contamination in the chest part. Given that toddlers engage in many activities, the fabric needed to be durable, so this led to thick materials being used for the knee part. As certain parents complained about the short length for tops, we increased the length of the tops by 5cm. In the survey items that investigated overall wearability, ease, and suitability for toddlers' activities, the test apparel obtained a higher score than existing apparel did. This indicates that the overall suitability of the newly designed apparel was improved.