• 한국생활과학회지
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• 제19권4호
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• pp.589-599
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• 2010

When the Korean government announced the lowering of the school entrance age from 6 to 5 years in an effort to increase the fertility rate, one candidate for the Seoul mayor rode on the slogan, 'one dong, one public kindergarten'. This study attempted to show the introduction of a preschool class for six-year-olds being used as analternative to lowering school entrance age in Sweden. First, the current state of preschool class, the Early Childhood Education and Care, and the education system in Sweden were described. Next, the background for the introduction of the preschool classes was analyzed. Thirdly, the effects of preschool class were evaluated from the perspectives of 6 year-olds as well as the institutiona land social status of the ECEC. Results from this study imply not only that the lower school entrance age policy should be abolished but also preschool classes could be considered as an alternative.

• 가정과삶의질연구
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• 제29권2호
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• pp.73-87
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• 2011

The purpose of this study is to investigate the influence of children's socia-demographic variables(i.e., gender, birth order, and the amount of time staying in kindergarten) on, leadership, self-regulation and children's peer play behaviors. The participants of this study are 336 children aged between five and seven in four classes in a private kindergarten and eight classes in a private preschool located in the capital region. The results revealed that, girls showed more leadership, self-regulation, and play interaction section than boys: whereas, boys showed higher response in play disruption and the lack of play disconnection. However, birth order, did not have a significant effect on the sub-domain of leadership, self-regulation competence, and peer play behaviors. As for the duration children stay in preschool or in preschool or kindergarten, children who spend half-day showed higher reaction in behavioral self-control and emotional taking abilities than children who stay in the preschool or kindergarten full day. On the other hand, self-esteem of full-time children was higher than half-time children. Children who were emotionally sensitive, knew how to lead their peer group, and those who were sociable and self-regulated presented to be more active in peer-interaction than others. Second, as the result of the correlation analysis reveals, children's leadership, self-regulation competence, peer play behaviors, and play interaction had a meaningful effect on the sub-variations of children's leadership and self-regulation and they showed significant influence upon play disruption and play disconnection. In addition, girls who were not able to manage or to inspect their behavior and had insensitive emotion demonstrated higher tendency to play disconnected. Children, who participated in full-day program with having difficulties in self-regulation or inspecting their behavior properly but had a strong leadership and insensitive showed play disruption highly.

• 한국실내디자인학회논문집
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• 제25권3호
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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.

• 아동학회지
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• 제33권3호
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• pp.149-175
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• 2012

This study is designed to positively transform a teacher's emotional state whilst teaching their classes and be able to create happier lessons for preschool children. To do this, a teacher needs to reflect upon current problems and take steps to deal with them. The data for this study was collected from participatory observation and in-depth interviews, making use of photos, a reflective teacher's journal and interview records from Mar. 28, 2011 through Oct. 7, 2011. The problems identified were, (1) teacher centered classes, (2) a daily routine filled with large group activities, (3) disruptive students, and (4) repetitiveness. The routes to greater classroom "happiness" are (1) rearranging seats, (2) "story sharing activities" in small groups, (3) making a separate "story sharing activity" area, (4) using small groups instead of large groups, (5) changing the daily routine. The role of the teacher in finding greater "happiness" are (1) meaningful, 'real observation', (2) discovering genuine change from small points, (3) power sharing, and (4) growing and developing with children.

• 대한지역사회영양학회지
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• 제11권2호
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• pp.161-171
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• 2006

This study was carried out to investigate the dietary attitudes and nutritional status of preschool children in different income levels in Busan. The survey was conducted from November 1 to November 30, 2004 by questionnaires mid data analyzed by the SPSS program. The results are summarized as follows: The Kaup index of the upper income class group was higher than that of the other income classes. In the middle income class group, nutrition knowledge scores were higher than in any other income class. Sixty-four point nine percent of the upper income class children, 25.7% of the middle income class children and 15.7% of the low income class children had nutrition education experiences. Intake of protein was higher than that of the Korean recommended dietary allowances (RDAs) for children. In the upper income class group, intake of calcium was higher than in any other income class. Intakes of calcium and iron were lower than those of the RDAs in all children. Dietary attitude had positive correlation with frequency of breakfast, time for outdoor activity, and height and weight, and had negative correlation with frequency of fast food and time for watching television. Frequency of snack had positive correlation with frequency of fast food and time for watching television, but frequency of breakfast had negative correlation with those. These results indicate that nutrition education programs linking parents to children should be carried out to improve their nutritional status.

• 아동학회지
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• 제37권2호
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• pp.27-42
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• 2016

Objective: The purpose of this study was to examine the changes of childcare expenses and private education expenses caused by target expanding the childcare subsidy policy and its relationship to household income. Methods: The study analyzed data of the Korean Welfare Panel Study from 2009, before the universal childcare policy was enforced, to 2013, when the universal childcare policy was enforced. Results and Conclusion: The results of analysis were as follows. First, while childcare expenses, private education expenses, and their ratios to household income showed a tendency of gradual decline, the graphs of childcare and private education expenses were symmetric. Second, there were differences in childcare and private education expenses among income classes. Third, in 2009, before the universal childcare policy was enforced, household income affected childcare and private expenses. Lastly, in 2013, after the universal childcare policy was implemented, household income had a greater effect on private education expenses, while the effect of household income on childcare expenses became insignificant.

• Child Health Nursing Research
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• 제19권3호
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• pp.159-167
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• 2013

목적 본 연구는 취약계층 학령전기 아동의 건강상태와 어머니의 아동 건강관리실태를 파악하기 위해 수행되었다. 방법 대상자는 259명의 취약계층 가정의 어머니이며, 연구도구는 선행 연구를 기반으로 연구자가 구성한 설문지이다. 자료는 2010년 1월부터 2월까지 경상남도 20개 보건소의 방문간호사가 가정방문을 통해 수집하였으며, SAS를 이용하여 분석하였다. 결과 비만 아동이 6.5%, 저체중 아동이 19.3%였으며, 건강문제는 아토피가 14.7%였다. 손 씻기 수행율은 화장실 사용 후 69.1%, 식사 전 63.3%였으며, 아침 결식 아동이 15.8%, 규칙적으로 식사하지 않는 아동이 32.0%였다. 어머니의 아동 성교육률은 45.7%, 정기적인 치과검진율은 56.3%였고, 시력검사와 청력검사를 하는 경우가 각각 66.8%와 61.1%였다. 성장발달 촉진을 위한 가정환경은 41점 중 34.3점이었고, 질병유무와 어머니의 연령과 학력에 따라 차이가 있었으며, 사고예방을 위한 가정환경은 22점 중 17.5점이었고, 유치원 등원 여부에 따라 차이가 있었다. 결론 비만 아동과 저체중 아동의 비율이 높고, 기본적인 개인위생 습관과 식습관이 적절하지 못한 아동의 비율이 높았으며, 어머니의 아동건강관리실태는 기초적인 건강관리와 아동의 성장발달 증진과 사고예방을 위한 가정환경의 조성이 미흡한 것으로 확인되었다. 따라서 가정방문 간호사들이 취약가정 학령전기 아동의 건강과 성장발달을 증진시킬 수 있는 가정방문용 간호중재 프로그램을 개발할 필요가 있는 것으로 생각된다.

• 기독교교육논총
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• 제69권
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• pp.139-162
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• 2022

본 연구는 비대면 수업 방식에 의해 몰입에 대한 학습동기의 영향을 검증하였다. 이를 위해서 유아교육을 전공하고 있는 101명의 대학생을 연구대상으로 선정하였다. 연구대상의 평균 연령은 22.6세이며, 비실시간 비대면 수업을 수강한 학생은 51명이며, 실시간 비대면 수업을 수강한 학생은 50명이다. 연구는 비대면 수업이 종료된 이후에 몰입 수준과 학습동기 유형을 측정하였다. 측정된 자료는 기술통계분석과 다중회귀분석을 사용하여 분석하였다. 그 결과, 전체 학생을 대상으로 한 결과는 몰입에 대해 수행접근목표가 가장 많은 영향을 주었고, 숙달목표지향이 다음으로 영향을 주었다. 수행회피지향은 영향을 주지 못했다. 비실시간 비대면 수업 학생들은 수행접근목표지향이 몰입에 영향을 주었고, 실시간 비대면 수업 학생들은 숙달목표지향이 영향을 주었다. 본 연구 결과를 통해서 얻을 수 있는 시사점은 다음과 같다. 첫째, 비실시간 비대면 수업은 실수와 실패가 없도록 기초적인 지식과 기능에 대한 내용을 다루어야 한다. 둘째, 비실시간 비대면 수업은 적절한 난이도를 가지고 있는 과제들을 마감 시간을 두고 수행하도록 해야 한다. 셋째, 실시간 비대면 수업은 실수와 실패에 대한 두려움을 낮추어야 한다.

• International Journal of Computer Science & Network Security
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• 제22권12호
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• pp.91-97
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• 2022

Analyzing the psychological and pedagogical literature, we showed the interest of researchers in the problem posed. The concept of competence is considered, which is interpreted as giving the key to solving a wide range of educational and life tasks. Research competence implies the ability to cooperate, enter into contacts, readiness for changes, for self-determination and is an integral quality of the individual, expressed in the readiness and ability to independently search for solutions to new problems and creative transformation of reality based on a set of personal and meaningful knowledge, skills, methods of activity and value attitudes.The article offers conditions that certify the improvement of forms and methods of training students in the formation of research competence of future specialists. The use of innovative technologies contributes to improving the level of training of future specialists: students are better prepared for classes, take an active part in the assimilation of program material in laboratory classes. It is noted that this creates a subject-subject relationship between the student and the teacher, and changes the attitude of students to classes. In the process of such organization of educational activities, students are convinced of the need for knowledge and its effectiveness, learn to compare, generalize, classify, establish cause-and-effect relationships, express opinions, defend their point of view, they ensure success in their studies, and develop research competence. It is proved that in order to apply the latest technologies, the teacher himself must know them well, that is, constantly improve himself, master new methods, techniques, ideas, which will help him create new pedagogical technologies and implement them in the educational process.

• 아동학회지
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• 제31권5호
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• pp.167-191
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• 2010

The purpose of this study is to examine how science activities using nonfiction literature affectspreschool children's scientific process skills, attitudes and concepts. For the purposes of this study, two classes, consisting of four and five-year-old children in a kindergarten located in D city were selected. One class was designated as the experimental group and the other as the control group. The experimental group performed science activities using nonfiction literature, while the control group did not. Thisexperimental study was conducted over the course of 8 weeks. Analysis of data was performed by ANCOVA. The results of the posttest indicated that the experimental group which performed science activities using nonfiction literature showed an improvement in their process skills, scientific attitudes and scientific concepts compared with the control group.