• Korean Journal of Childcare and Education
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• v.8 no.5
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• pp.253-274
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• 2012

The purpose of this study is to make establishing criteria for Korea traditional nursery rhyme suitable for children and apply them effectively in early child education. The researchers of this study are firstly concerned with establishing criteria for Korean traditional nursery rhymes suitable for children. Secondly, they are concerned with establishing Korean traditional nursery rhymes suitable for children which are selected by following the established criteria. A Delphi survey was performed with early childhood educators and 30 related professionals to establish criteria for Korean traditional nursery rhymes suitable for children. The SPSS 12.0 program was used to calculate the standard deviation and average. Through this process the final seven criteria selected are: 'traditional play spaces and fun of play language is showed', 'lifestyles and emotions of children in the past is expressed', 'easy to understand story', 'the content is interesting', 'assisting in the development of children', 'easy to sing melody', and 'simple and repetitive in rhythm'. And 112 songs appropriate to the children were selected based on these criteria. The lyrics of the songs mainly expressed 'the joy of play.' it means songs need to combine with play to succeed to the next generation.

• Korean Journal of Child Studies
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• v.28 no.3
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• pp.163-173
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• 2007

This study analyzed ecological elements of 140 nursery rhymes, stories, and plays in the $6^{th}$ edition of the Guide for Educational Activities and Materials for Kindergarten. The results show that 24 works(17.1%) have ecological elements. Content analysis of ecological elements in these works show works that deal with the side effects of environmental development(3 nursery stories), the cult of nature(1 nursery rhyme), recognition of the eco-cycle(2 nursery rhymes, 4 stories, 2 plays), dignity of life and recovery of human nature(12 nursery stories). On the basis of the results, children's literature containing ecological elements were suggested.

• Journal of English Language & Literature
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• v.57 no.3
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• pp.457-472
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• 2011

The word "subject," like its apparent antonym "agent" is ambiguous. By "speaking subject" I intend both meanings: the spoken about, and the speaker, and the spoken about, in more or less that order. The paper contrasts the way women are spoken about in the 19^th Century debate over the role of women between John Ruskin and John Mill, and then in literary criticism of feminists nearer our own time, Kate Millet and Elizabeth Langland. I then move on to women as speaking subjects, first in the form of an imaginary speaking subject created by a male speaker, Charles Dickens channeling the confessional journal of Esther Summerson in Bleak House. The comparison with Elizabeth Gaskell, a genuine speaking subject, is highly instructive. I draw attention to symmetrical, in the sense of opposite, narrative strategies. Where Dickens begins in journalese, with a gritty, realistic opening that only gradually reveals a Cinderella in the ashes, Gaskell begins with a nursery rhyme, in an actual nursery, but goes on to reveal some rather sordid economic facts. Where Dickens creates a ventriloquist's doll, Gaskell succeeds in creating recognizable, if not always admirable, female voices. I conclude that just as the novel may be read as a real utterance in a real conversation, it is also possible to read the true emergence of women novelists in the 19^th Century as nothing more and nothing less than the creation of the first truly womanly words about women: women as speaking subjects in both senses of the word.

• Journal of the Korea Computer Industry Society
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• v.2 no.7
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• pp.885-894
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• 2001

The production and application of multimedia by domain in accordance with an infant level on the educational spot are some what insufficient to satisfy and difficult to be connected with class activities. Therefore, This essay proposes a way that it products educational program in accordance with a child level using ToolBook II and applies to class activities directly so that the infants can promote learning achievement. The embodied program is to be classified into six domains, a letter world, a figure world, a colorful world, a nursery rhyme world, a nursery tale world and internet site, on the basis of the play domain of infant education course. It is different from the existing CD ROM Title for young children by subject. The program is appropriately applied close multimedia factor for infants, such as images and sounds in order to stimulate their hearing and vision because it is programmed just for young children. And also, it is made up to be able to be applied without suing letters because they are unaccustomed to letter. After it have been applied to infants, A Rating-measure method is chosen in the course of an evaluation. Consequently, It shows that, a letter world, a figure world and a colorful world of each domain have an efficient learning effect and also at the ages of 5~7, 7 year-old infants have the best efficient learning effect.