• Journal of Preventive Medicine and Public Health
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• v.7 no.1
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• pp.191-196
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• 1974

Recently, during several years the number of ideal children have not changed at all. Because the most of Korean people considered that son is necessary absolutely for dependence in old age inheritance of family line and holding ritural and so on. Threfore, without revolution of value system for children we could no more expect to reduce fertility rate. The survey is intended to compare the characteristics between those women who want two or less number of ideal children and all married women(regardless the number of ideal children). The results showed as follows: The women who want small size of family were younger and little better educated than those of all married women. The age at marriage of women who want small size of family was older than that of all married women. The conducted rate of induced abortion and acceptance rate of contraception among those women who want small size of family were higher than those of all married women. The rate of those who want less than 2 children socalled ideal No. among all married women was 3.9 percent.

• Journal of the Korean Dietetic Association
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• v.24 no.2
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• pp.159-168
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• 2018

Children's exposure to various vegetables has been associated with higher preferences and intake of vegetables. Attractive names have been reported to increase children's vegetable intake in school lunches. This study hypothesized that the number of vegetables identified correctly may be used as a measure of exposure to vegetables. The survey was administered to students (n=368) at an elementary school located in Gyeonggi-do to determine the association of number of vegetables identified correctly with factors regarding vegetable intakes and effects of descriptive menu names on consumption intentions in school lunches. Students were asked to identify the correct names for nine vegetables and rate their desire to eat six vegetable dishes labeled with general names and two different descriptive names. Descriptive menu names did not consistently increase subjects' desire to eat vegetables compared to general menu labels. Children who ate two vegetable dishes and more per meal tended to identify the names of more vegetables than those who ate less, without reaching statistical significance (P=0.057). Moreover, 5th graders who answered that they ate more than two vegetable dishes each meal had significantly higher scores in identifying vegetable names than those who did rarely (P<0.05). There was no significant association between the number of correctly identified vegetable names and children's vegetable preferences and frequency of being served vegetable dishes. Mother's vegetable preference showed a significant positive association with vegetable preferences of children (r=0.147, P<0.01) and fathers (r=0.340, P<0.01) as well as the number of correctly identified vegetables by children (r=0.183, P<0.01). The results of this study cannot support the advantage of descriptive menu labels over general menu labels. However, it suggests that the number of correctly identified vegetable names could serve as a measure of children's exposure to vegetables associated with factors regarding vegetable intake.

• Pediatric Gastroenterology, Hepatology & Nutrition
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• v.23 no.3
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• pp.243-250
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• 2020

Purpose: Gastric delta cells (D-cells), which are somatostatin-secreting cells, are the main paracrine inhibitor of acid secretion. The number of D-cells was studied in children presenting with upper gastrointestinal (UGI) disease. Methods: We retrospectively investigated the number of D-cells in the gastric body and antrum through immunofluorescence examinations according to symptoms, endoscopic findings, and Helicobacter pylori infection in 75 children who visited Hanyang University Hospital Pediatrics. Results: The mean patient age was 12.2±3.3 years. The male-to-female ratio was 1:1.4. The mean D-cell number per high-power field in the antrum and body was 20.5 and 12 in children with substernal pain, 18.3 and 10.3 in vomiting, 22.3 and 6 in diarrhea, and 9.3 and 6 in abdominal pain, respectively (p>0.05). According to endoscopic findings, the mean D-cell number in the antrum and body was 14.3 and 6 with gastritis, 14 and 9.3 with reflux esophagitis, 16.7 and 8.7 with duodeno-gastric reflux, 19.3 and 12.7 with gastric ulcer, 16 and 13.7 with duodenitis, and 12.3 and 4 with duodenal ulcer, respectively (p>0.05). The D-cell number in the gastric body was 2.7 and 8.7 in children with current H. pylori infection and non-infected children, respectively (p=0.01), while those in the antrum were 15.5 and 14, respectively, with no statistical significance. Conclusion: The D-cell number was lower in the gastric body of children with current H. pylori infection. Further studies concerning peptide-secreting cells with a control group would provide information about the pathogenic pathways of UGI disorder.

• Korean Journal of Child Studies
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• v.38 no.1
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• pp.117-126
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• 2017

Objective: The purpose of this study was to investigate young children's nonsymbolic magnitude comparison ability according to ratio limit and task condition. Methods: The participants included 40 3-year-old children, 42 4-year-old children, and 41 5-year-old children recruited from 4 childcare centers located in Seoul, Korea. All magnitude comparison tasks were composed of image material tasks and concrete material tasks. In addition, each magnitude comparison task varied with the ratio of the two quantities; 0.5 ratio, 0.67 ratio, 0.75 ratio. Results and Conclusion: The results revealed that 3-, 4-, and 5-year-old children could perform nonsymbolic magnitude comparison tasks without learning experiences. Also, 3-, 4-, and 5-year-old children could perform concrete material tasks better than image material tasks in nonsymbolic magnitude comparison tasks. Furthermore, children's performance on nonsymbolic magnitude comparison tasks indicated the ratio signature of the approximate number system. Children have a degree of numerical capacity prior to formal mathematics instruction. Also, children were influenced by task conditions or sense stimulus when they processed numerical information. Furthermore, the approximate number system can be used in understanding the ordinality of number.

• Journal of Families and Better Life
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• v.20 no.2
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• pp.147-159
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• 2002

The purpose of this study is to investigate children's perceptions of their own peer status and the variables that affect the perception. Four hundred boys and girls in grades five and six participated in this study. The participants were sampled from elementary schools located in two cities in Cheon-buk Province. Out of the 400 self-report questionnaires filled by the participants, 380 were used for the data analyses. The methods of analyses included basic descriptive categorical analysis (frequencies, means, percentages) as well as t-test, one way ANOVA, and multiple regressions. To summarize major findings from the analyses; first, a significant difference was found in children's aggression by father's job and mother's age, in children's popularity by school GPA, father's education, mother's education, and fathers job, and in children's isolation by father's age, father's education, mother's education, and father's job. Second, children's aggression was significantly dependent upon self-esteem, loneliness, family harmony, and family communication. Children's popularity was related with school grade, name satisfaction, body satisfaction, self-esteem, number of close friends, loneliness, family harmony family communication, parental love and acceptance, and perceived closeness to mother. Children's isolation was significantly associated with school grade, body satisfaction, self-esteem, number of close friends, loneliness, family harmony, family communication, parental love and acceptance, and perceived closeness to mother Third, according to the multiple regression analyses, it was found that highly aggressive children tend to report less family harmony, more loneliness, and a larger number of friends. Also, highly popular children tend to report less loneliness, larger number of friends, strong family harmony, and higher academic achievement. On the other hand, highly isolated children tend to perceive weak family harmony, more loneliness, and lower body satisfaction. Lastly, the overall peer status indicator depended significantly on family harmony, loneliness, self-esteem, academic achievement, body satisfaction.

• Human Ecology Research
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• v.53 no.6
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• pp.667-675
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• 2015

This study investigated the moderating effects of the number of friends and quality of friendship on the associations between withdrawal and loneliness as well as withdrawal and social anxiety. The subjects were 678 of fifth and sixth grade primary school children recruited from a public school in Bucheon city. A peer nomination inventory was used to assess withdrawal. Children were given a classroom roster and asked to nominate three classmates who fit each description. Children reported the quality of their friendships using the Friendship Quality Scale. Each child was asked to indicate his or her one best friend and rate how accurately a sentence describe done of their best friends on the scale. In addition, children completed questionnaires to assess the loneliness and social anxiety. The results revealed that the association between withdrawal and loneliness was not significant for children who had the large number of friends and high quality friendship. The association between withdrawal and social anxiety was stronger for the children who had the lower levels of friendship quality. However, there was no moderating effect of the number of friends on the association between withdrawal and social anxiety. These results imply that the large number of friends and high quality friendships could be protective factors for children who are withdrawn.

• Korean Journal of Child Studies
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• v.14 no.2
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• pp.35-47
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• 1993

The purpose of this study was to examine children's sociability as a function of sex of child, number and sex of sibling, and birth order. Children's responses were compared with mothers' responses on social participation and interpersonal adjustment. Subjects were 506 4th and 5th grade children and their mothers. Results showed that mothers' perceptions of their child's sociability were different from those of the children. 'Number of sibling' differences between only children and others were found, with onlies being most likely to show lower scores in interpersonal adjustment. Sex differences in sociability were clearly demonstrated by both children and mothers; that is, boy's interpersonal adjustment scores were lower than girls' scores. Two-way ANOVA data revealed that second-born boys and first-born girls were most likely to obtain higher scores. For siblings, elder sisters showed the highest interpersonal adjustment scores, regardless of sex of younger sibling.

• The Mathematical Education
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• v.43 no.4
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• pp.419-440
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• 2004

The purpose of this paper is to know the effects on number and operation abilities of the 1st grade children of elementary school by applying teaching and learning activity throught communication. For this purpose, we have studied according to the following procedure. 1. We divised teaching and learning model through communication and applied in the actual teaching and learning activity. 2. We investigated the effects of number and operations abilities of the 1st grade children by applying teaching and learning activity through communication. To accomplish this purpose, we applied learning activity through communication to the 1st grade of 40 elementary school children for about six months(September 1, 1999 ～ February 20, 2000). In process of applying this model, we collected all sorts of cases in the children's learning activity and investigated children's response on learning activity through communication, interview with children and researcher's observation. We applied the model through communication in class and compared with the traditional learning. 1. In learning through communication, children could solve the problem in themselves with a sense of responsibility. 2. It was impossible to find out the degree of children's comprehension in the explanatory learning. But in the learning through communication, it was a great help to individualize and plan the learning because children express their ideas clearly. It has conclusion as follows. The learning activity through communication has effected on forming number and operations abilities of the 1st grade of elementary school children importantly. 1. Children have improved in the abilities through communication to express their own ideas. 2. Children have studied with a sense of responsibility not in the teacher-oriented learning but in the self-directed learning 3. Children could find out the mathematical concepts in themselves - correcting false concepts, reguiding concepts by errors, finding invisible errors, solving problems variously and knowing the easy method. 4. The activity through communication in mathematics was a base of children's individual learning and important data of next learning plan. 5. The mathematical concepts formed through communication had a high transfer of learning. 6. Children have taken pleasure of discovery and had affirmative attitude about mathematics learning. We can make sure that number and operations abilities of the 1st grade children are formed by applying teaching and learning activity through communication. However, help and control of teacher have to be with it.

• Journal of Educational Research in Mathematics
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• v.17 no.3
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• pp.309-331
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• 2007

Mathematics education starts from learning the concept of number. How the children at the beginning of school age learn the concept of natural number is therefore important for their future mathematics education. Since ancient Greek period, the concept of natural number has reflected various mathematical-philosophical points of view at each period and has been discussed ceaselessly. The concept of natural number is hard to define. Since 19th century, it has also been widely discussed in psychology and education on how to teach the concept of natural number to the children at the beginning of school age. Most of the works, however, were focused on limited aspects of natural number concept. This study aims to show the best way to teach the children at the beginning of school age the various aspects of natural number concept based on activistic perspective, which played a crucial role in modern mathematics education. With this purpose, I investigated the theory of the activistic construction of knowledge and the construction of natural number concept through activity, and activistic approaches about instruction in natural number concept made by Kant, Dewey, Piaget, Davydov and Freudenthal. In addition, I also discussed various aspects of natural number concept in historical and mathematical-philosophical points of view. Based on this investigation, I tried to find out existing problems in instructing natural number to primary school children in the 7th National Curriculum and aimed to provide a new solution to improve present problems based on activistic approaches. And based on activistic perspective, I conducted an experiment using Cuisenaire colour rods and showed that even the children at the beginning of school age can acquire the various aspects of natural number concept efficiently. To sum up, in this thesis, I analyzed epistemological background on activistic construction of natural number concept and presented activistic approach method to teach various aspects of natural number concept to the children at the beginning of school age based on activism.

• Journal of Korean Academy of Nursing
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• v.17 no.1
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• pp.79-87
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• 1987

Study was to identify the structural and functional characteristics of social support system to better provide social support to physically handicapped children. The research design was a comparative descriptive study and the data were obtained by use of interview and questionnaire. The result of this were as follows: 1. The physically handicapped children perceived that they had a fewer number of social support providers than the non-handicapped children. (t= -4.62, p<.001) 2. The physically handicapped children Perceived a lower level of social support than the non-handicapped children. (t= -3.93, p<.001) In the cases of 3 types of social support (social integration, attachment / intimacy, assistance/guidance), the handicapped children perceived a lower level of social support. 3. It was found that physically handicapped children and nonhandicapped children perceived degree of social support differently (x$^2$=72.08, p<.001). and also the two groups perceived in all types of social support differently. 4. The results of this study showed that parents, school mates, school teachers, brothers and sisters were significant providers of social support and between the two groups the supportive source ranked consistently. (rs=.83, p<.01) 5. The relationship between sociability and the support level was a positive correlation (r=.28, p<.01), the relationship between sociability and the size of the support network showed a positive correlation. (r=.47, p<.01) And with the increase in the number of friends. the number of support providers increased. (F= 4.46, p<.05).