• Korean Journal of Community Nutrition
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• v.6 no.1
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• pp.84-90
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• 2001

The purpose of this study was to investigate teacher's perceptions about the nutrition education of elementary schools. A total of 226 elementary school teachers within Changwon and Milyang city participated in this study. The results of this study were as follows. 90.8% of the teachers responded that nutrition education is necessaty in the elementary schools, and positive responses in the Milyang urban area were higher than that of the Changwon rural area(p＜0.001). The main reason for the necessity of nutrition education was for proper growth and good table manners and the Milyang urban city was significantly higher than three other classes in ‘for proper growth’(p＜0.05). The starting period for nutrition education was supported by 72.1% of the teachers as beging when the children are in kindergarten, proving that this early nutrition education is supported. Especially in the Changwon urban support was higher than in the three other classes(p＜0.01). The perceptions about a suitable person to teach nutrition indicated parents(39.6%), dietitions(35.5%), class teachers(24.9%), and the beliefs about nutrition specialists or dietitions was very low. 53.6% of the teachers responded that they would not teach nutrition education themselves and the main reason for this was that believed the teacher's work would be too hard(32.0%), lack of nutrition knowledge(29.4%), and that such courses should be taught courses by specialists(29.4%). However, 51.6% of the teachers disagreed with having a separate course for nutrition education. Proper eating habits(62.7%) and growth and nutrition(28.6%) were the main categories within nutrition education. The teacher recognized that elementary students' nutrition problem is to eat too much processed and instant foods(39.1%), deviated foods(36.9%), and lack of table manners(19.4%). The most effect method was to link the subject matter with the parents(38.7%), use of audio visuals and education materials(28.3%), and need of nutrition education teachers(10.1%) was low.

• The Journal of the Korea Contents Association
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• v.12 no.10
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• pp.532-540
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• 2012

The purpose of this study is to explore young children's perception of IrobiQ, the teacher assistive robot. Participants of this study were fifty 5 year olds attending 3 kindergarten centers who had experienced the robot for at least 2 years. The study was conducted based on the "the hypothesis of speech register". Each child was read a storybook by a researcher and asked to choose which one is more suitable to human speech tones and accents among a robot, a friend, and a toy. The findings of this study were that the children perceived a robot as a hybrid compound entity, not as a complete human though they perceived it closer to a human than an artificial thing. They were likely to use cognitive distinctions which is unique to human being, as the criteria to verify their answers. These results would suggest that the traditional binary ontological category(animate vs. inanimate) is reconsidered to include an hybrid entity.

• The Journal of the Korea Contents Association
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• v.22 no.4
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• pp.519-534
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• 2022

This study attempted to prepare a realistic support policy for the early childhood education field by specifically grasping the reality and perception of the 2019 revised Nuri curriculum play-based Education experience of the childcare center teacher. To this end, individual in-depth interviews were conducted with childcare center teachers in Seoul and Gyeonggi-do, who had the current Nuri curriculum education experience. For the collected data, implications were derived using Hatch's(2002) pattern analysis and interpretative analysis, and Seidman's(2006) interview data analysis. As a result of this study, first, kindergarten and childcare center teacher apply the same integrated revised Nuri curriculum, but childcare center aims for education that considers childcare perspectives and safety more. Second, childcare center teachers had difficulties in educational matching in the process of linking self-directed open play activities in which infants were the main subjects. Third, childcare center teachers' educational understanding of play activities and ability to grasp values contribute to infant interaction and bond growth. In conclusion, there is an urgent need for a national policy plan for teacher education, exchange support, and infant ratio adjustment for effective education implementation of the current Nuri curriculum.

• Journal of Families and Better Life
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• v.31 no.3
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• pp.93-112
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• 2013

This study was intended to investigate wether a multiculturalism education program which is integrated with age the 5 Nuri curriculum has a significant influence on promoting children's multiculturalism acceptance. The effect of the integrated multiculturalism program was studied depending on married female immigrant assistant teacher and multicultural children within a group. Three experimental groups and one comparative group were formed from 80 children whose kindergarten centers are located in southern cities of Gyeong-gi province and the convenient sampling method was used. A measurement tool for multiculturalism acceptance was used in this study, and this measurement is an amended and supplemented version of criteria aimed at children (elementary school students) developed by Kim and Chung(2010). The measurement tool was modified to make it suitable for children and consists of 33 questionnaires. All the data collected for this study was analyzed by the SPSS 20 program, the average, standard deviation, frequency, percentage. Cronbach's alpha coefficient was calculated and one-way ANOVA and ANCOVA were implemented. As for the result of the study regarding perception and relationship-building capability, the group which conducted an integrated multiculturalism education program and consisted of including a female married-immigrant assistant teacher and multicultural children (Experimental group1) showed a higher figure compared to the groups which conducted an integrated multiculturalism education program under the instruction of a female married-immigrant assistant teacher (Experimental group2), the group which conducted only the integrated multiculturalism education program (Experimental group3), and the last group which conducted only the age 5 Nuri curriculum (comparative group). As for sympathy and openness toward multiculturalism, the group which conducted integrated multiculturalism education program under the instruction of a female married-immigrant assistant teacher (Experimental group2) showed a higher figure compared to the groups which conducted an integrated multiculturalism education program including a female married-immigrant assistant teacher and multicultural children (Experimental group1), the group which conducted only an integrated multiculturalism education program (Experimental group3), and the last group which conducted only the age 5 Nuri curriculum (comparative group). As a result, the study showed that the instructor's multicultural guidance capability played a major role in the children's multiculturalism education program.

• Korean Journal of Childcare and Education
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• v.10 no.6
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• pp.5-23
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• 2014

The purpose of this study was to investigate the teachers' multi-media application ability, their perception on the use of multi-media for story-telling, and actual use in class. The survey, using a questionnaire, was conducted targeting 225 teachers in Seoul, Gyeonggi and Incheon. The results of the study are as follows: Firstly, teachers who were younger, had a higher level of education, were experienced in taking multi-media courses, and took charge of larger classes showed better ability of multi-media application. And teachers who were trained on multi media as well as kindergarten teachers indicated a more positive perception about applying multi-media for story-telling. In addition, teachers who had higher levels of education, were experienced in taking multi-media courses, and teaching larger classes at national/public institutions applied multi-media more frequently. Secondly, the teachers' ability of applying multi-media, their perception on the use of multi-media for story-telling, and their multi-media use in class indicated strong positive correlations. Thirdly, a teacher's perception on the significance of the multi-media application for story-telling, their skills for multi-media use, the size of classes, and the training experiences on multi-media affected their actual application of multi-media for story-telling.

• The Korean Journal of Community Living Science
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• v.18 no.2
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• pp.335-348
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• 2007

This study aimed to investigate how the current elementary school teachers think about nutrition education, how they are teaching, and what kind of problems have occurred. And this study was made to provide basic materials to be used for the effective nutrition education in the elementary school. The survey was done on 60 elementary school teachers and 570 elementary school students of the 5th and 6th grade in Gyeonggi Province by questionnaire and analyzed for the perception of nutrition education, current status of nutrition education, nutrition knowledge and cooking knowledge. The average scores of nutrition knowledge were 2.72 for male and 3.75 for female students out of full score of 5. The fifth grade students learned more nutrition education than the sixth grade ones in accordance with the different curricula. Nutrition education was taught as apart of other subjects(87%) and mainly done by lectures. For most of the students, information source of the nutrition education was the meal service(47.4%) and the most common one was the Internet that 38.1 % of the teachers used. Most of the students responded that nutrition education was necessary in the curriculum of elementary school for proper growth(36.2%), intelligence(25.9%), health(21.5%), and dieting(16.4%). The perception for the suitable teacher was in the order of nutrition specialist and dietician. And the right time of the related class was in the order of spare time everyday, a special activity time, and the meal service time. The important contents of nutrition education were in the order of proper eating habits, growth & nutrition, food hygiene and diseases. Nutrition problems of the elementary students were in the order of unbalanced diet, too much ingestion of processed and instant foods, lack of table manners, and child fatness and weakness. 80.0% of the teachers supported the early nutrition education and demanded it should begin when children are in kindergarten. The analysis showed that nutrition education should be taught by parents(29.4%), teachers(29.2%), and nutritionists(25.9%) and that family and school should cooperate closely. Main responses of the teachers to the children's problems were that they had too much instant food, did not eat in a variety, and had no manners in eating. Ironically, they thought malnutrition, fainting and growth stunt were not important nutrition related problems.

• The Journal of the Korea Contents Association
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• v.19 no.9
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• pp.629-636
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• 2019

In order to infer whether the Special Act on the Punishment of Child Abuse Crimes, etc. actually brought about a change in the social perception shared about child abuse in our society, we used big data to examine the change in the perception of child abuse by the public. This study selected 'child abuse' as the keyword and collected and analyzed. The results of this study are as follows. First, before the implementation of the Special Act in 2013, the words "china" are kindergarten, teacher, body, problem, reporting obligation and neglect compared to the following. After the implementation of the special law, daycare centers, incidents, eradication, campaigns, domestic violence and preventive education were newly introduced. Second, the interconnection of key words in the previous picture of 2013 shows that the left group focuses on measures to introduce to prevent child abuse while the right group consists of keyword intended to view child abuse in conjunction with domestic violence. They are still seen as a group of divorces, discipline, neglect and parental education, which they still perceive as a family problem. Since the implementation of the Special Act in 2013, it will be divided into four groups, and the top group will be highlighted by the keyword related to child abuse cases, part of suspected cases and awareness of child abuse. In addition, the Act on the Special Cases of Child Abuse and the Child Protection Agency clearly appear as a child protection system.