• Journal of Korea Multimedia Society
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• v.24 no.6
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• pp.838-848
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• 2021

Parents' influence on children's development is generally considered essential. This paper attempts to explore the role of AR in preschool education from the perspective of parents, aiming to help parents better understand the impact of children's use of augmented reality in preschool education. The subjects were parents of children in the preschool age range (3-6 years old), and the experimental equipment was AR cognitive cards. In order to extract parents' views on AR, five parents were invited to conduct an experiment with their children using AR cognition cards, and then an open interview survey was conducted. In the second experiment, the answers obtained from the first experiment were sorted out and formed a questionnaire to conduct a closed-book survey. It shows that parents are satisfied with the characteristics of AR to assist their children's learning. At the same time, parents also value technology, usage management and playing environment. AR can stimulate children's learning initiative. Children like to use AR, AR is suitable for learning, make parents satisfied. But even if AR is suitable for learning, parents will control the time their children use it.

• Korean Journal of Childcare and Education
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• v.12 no.6
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• pp.41-58
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• 2016

This study investigated the relationships between socio-economic status of family, home environment stimulation, children's behavioral problems, and interactive peer play of preschool children. Surveys of 2,150 Korean mothers with their preschool children(Mean age= 51.9 months) from the Panel Study of Korean Children by Korea Institute of Child Care and Education were analyzed using structural equation modeling. Each variable's confirmatory factor analysis showed the correlation coefficient below .85, which made a satisfactory level of discriminant validity. The model fit to the data well, with an agreeable level of index. The major findings were as follows. First, SES did not significantly affected children's interactive peer play. Second, SES significantly affected home environment stimulation and children's behavioral problems. And the relationship between SES and children's behavioral problems are significantly mediated by home environment stimulation. Third, the relationship between SES and children's interactive peer play are significantly mediated by home environment stimulation and children's behavioral problems. These results help better understand the paths among the home characteristics and children's behavioral problems on children's social development. Interpretation and implication of the results have been discussed.

• International Journal of Advanced Culture Technology
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• v.6 no.4
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• pp.233-239
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• 2018

The purpose of the study was to examine the effects of preschool teachers' qualification (education level, teaching experience, major, and certification) and competency variables (teaching efficacy and teacher-child interaction) on young children's development (cognition, language, and social development). The data came from $5^{th}$ Wave of Panel Study on Korean Children (PSKC) from the Korea Institute of Child Care and Education, and the multiple regression analyses as well as Pearson's correlation analyses were used. The results showed the positive associations between teachers' competency (teaching efficacy and teacher-child interaction) and child development. However, we did not find significant effects of teachers' qualification on young children's development. Based on the results, we proposed a policy implication that teacher qualification needed to be discussed with teacher competency to improve teacher quality.

• Journal of the Korea Society of Computer and Information
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• v.27 no.5
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• pp.205-213
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• 2022

This study is to analyze the relationship among potential variables of self-development, social development, learning readiness, and academic ability using data from the Panel Study on Korean Children, which was surveyed in 2014, and to find factors affecting the academic ability of preschool children will be. The subjects of this study were 6-year-old children of 1113 households among 2150 households in the 7th Panel Study on Korean Children(2014) data, excluding non-responders and system-missing 1037 households. As a result of analyzing the path effect of the research model, it was found that, between self-development and academic skills, self-development had a direct effect on academic skills and also had a significant indirect effect through social development and learning readiness as a medium. In addition, it was found that learning readiness had the greatest influence among self-development, social development, and learning readiness on academic skills. As a result, the academic skills of preschool-age children should be treated with great importance in order to develop them into talents with creativity and problem-solving ability.

• Korean Institute of Interior Design Journal
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• v.25 no.3
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• pp.70-81
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• 2016

Nowadays the preschool children spend much of the day playing indoors. Therefore, it needs the indoor environment that helps a variety of fun activities and physical development, and it requires the space configuration and playable furniture considering the emotional development for mental health. However, the furniture for fast growing preschoolers has not various types because the domestic furniture market for children is mostly baby beds and the furniture for the education of children. Therefore, this study presents the concepts and types of the playable furniture reflecting emotional design for preschool children's healthy emotion and suggests the most appropriate type of playable furniture considering play behavior by age. In this study, we investigated the physical, cognitive, social, emotional and linguistic development characteristics and play behavior of preschoolers, and derived the right type of playground equipment and furniture, and examined the types of playable furniture to help the emotional development. We derived the items to be checked for developing the playable furniture by age for emotional development, and classified preschoolers' playable furniture into the use of learning, relaxation and storage, and suggested its basic type focusing on the cases of various playable furniture developed at home and abroad. As a result, the playable furniture was divided into three types. The first is the self-play type making possible self amusement, the second is module built-up-type that consists of furniture and modules or units and creates various patterns and can be modified through the self-assembly and disassembly, and the third is IT game type grafting IT skills and a variety of electronic games to furniture. We sorted these types into three classes (1-3 years old, 4-5, 6-7) according to age and presented the type of play for each age, the play element and representative image that can be introduced to this furniture. In this study, we provided the basic design types of age-specific emotional playable furniture by analyzing these results.

• Journal of Families and Better Life
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• v.23 no.4 s.76
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• pp.17-26
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• 2005

The purpose of the this study was to identify the relations among intelligence, parenting environment and self-regulation of preschool children. The subjects were 81 children between the ages 3 and 6 and their mothers from one day-care center in Seoul. T-test, correlation analysis, multiple regression analysis were used for data analysis. First, the result of this study showed that children's self-regulation ability by sex difference was significant to only girls and children's self-regulation ability by no was not significant. Parents who had higher educational background were positively related to children's intelligence and children's self-regulation ability was significant to mothers' educational background. Second, the preschool children who got higher scores in intelligence scale were higher self-regulation ability. Third, the young children's self-regulation ability showed significance only in motor intelligence which was one of the subscales of intelligence scale. Fourth, the effect of children's intelligence and parenting environment on preschoolers' self-regulation were relatively presented as intelligence($\beta$=.34, p<.01), trauma state($\beta$=0.31, p<.05) and development state($\beta$ =.23, p<0.5) which were subscales of parenting environment.

• Journal of the Korean Home Economics Association
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• v.39 no.9
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• pp.15-25
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• 2001

This study investigated the relationship between mothers'psychological life position and children's social-emotional development. Subject consisted of 303 children and their mothers enrolled in preschool at Seoul. A sample of mothers completed the questionnaire and teachers rated the social-emotional development instrument. The results showed that children's social-emotional development differed according to their gender and age. And there were differences between mothers'psychological life position as a function of educational level and employment status. Mothers'psychological life position was related to their children's social-emotional development.

• Korean Journal of Human Ecology
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• v.22 no.5
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• pp.419-431
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• 2013

This study examined the childcare use pattern of the working mothers with preschool children and the factors affecting their use of multiple childcare. The 7th wave data of "Korea Welfare Panel Study" were analyzed for this study. The working mothers with preschool children were selected from the data set and a total of 292 working mothers were included in the analysis. More than 70% of the working mothers were using only one kind of childcare, mostly childcare center and kindergarten and 22.5% of the mothers were using more than two of childcare arrangements. Child factors, maternal factors, household factors, and economic factors were included in the hierarchical logistic regression model in the presented order to predict the use of multiple childcare. The results showed that the child's age and maternal education were positively related to the use of multiple childcare, while whether both parents live with the child, number of children within household, and the poverty status were negatively related to the use of it. Based on these results, we can confer that the main motive for multiple childcare use is to provide various experiences for their children.

• Journal of the East Asian Society of Dietary Life
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• v.25 no.2
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• pp.372-385
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• 2015

The purpose of this study was to develop and evaluate a nutritional education program for preschool children in association with Center for Children's Foodservice Management, childcare facilities and home in order to provide nutritional knowledge and change food attitudes in children. The program was repeated three times using the same educational theme and consisted three steps. Step 1 involved visiting education with teaching tools by a dietician. Step 2 involved home education with a worksheet and participating in events with parents. Step 3 involved repeated education with a textbook by a preschool teacher education reports sent to the center. The subjects of this study were 3 to 5-year-old children at 89 childcare facilities located in Busanjingu. Interest in meals at childcare facilities, dietary guidance for parents of children, and dietary attitudes of children were evaluated before and after education. Number of parents interested in meals managed by childcare facilities (kitchen visiting, meals observation, progress of children's education) increased after education. Mean scores for meal awareness in parents in the form of three questions (proper food distribution, hand washing before mealtime, nutritional and hygienic satisfaction with meals) significantly (p<0.05) increased after education. Mean dietary guidance for parents' scores for all questions except table manner significantly (p<0.01) increased after education. Mean dietary attitudes for children in the form of six questions (try to eat various vegetable, eat meals without leaving, wash hands before mealtime, eat cleanly, reduce sodium intake and keep table manner) also significantly (p<0.001) increased after education. As a results, the nutritional education program applied in this study, positive influenced children's nutritional knowledge and dietary attitudes, and parents' dietary guidance of children.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.3
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• pp.614-624
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• 2015

Traditionally, fathers have been a bread earner and responsible for external matters as the head of household. However, the interest of today's fathers in their children has changed from that of the traditional fathers due to the increased employment of female, decreased birth rate and the trend of shared role in parenting. The purpose of this study was to identify the perception type of fathers of preschool children regarding obesity and the characteristics of the type by applying Q-methodology, and to create the basic data for the development of education programs for fathers or policy-making to prevent child obesity. Data were collected by applying 38 Q statements to 24 fathers of preschool children. Collected data were analyzed with the PC QUANL program. Results indicate that fathers' perception of obesity was divided into three types: 'management of physical activity and diet,' 'generous acknowledgment of reality' and 'compromised emphasis on homemade meal.' The 'compromised emphasis on homemade meal' type is those who consider homemade food important, although they sometimes suggest conditions to make their children cooperative for food. It was found that the subject of the study uniformly recognized that processed foods, fast foods or chocolates are harmful to health. The type of fathers' perception of obesity in preschool children was discussed, focusing on the perception type identified in this study.