• Korean Journal of Child Studies
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• v.29 no.6
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• pp.121-133
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• 2008

This study explored relationships among temperament, multiple intelligences and play characteristics of preschool children. Participants were 150 mothers of preschool children and 10 preschool teachers in Seoul. They responded to questionnaires; data were analyzed by correlation and multiple-regression major results showed there were positive correlations between emotionality sub-areas of children's temperament and play and between multiple intelligences and play as follows : (1) Cognitive play was predicted by linguistic intelligence and response of temperament, (2) Language play was predicted by interpersonal intelligence and physiology-regulation of temperament, (3) Social play was predicted by interpersonal intelligence and response of temperament, (4) Emotional play was predicted by logical-mathematical intelligence and emotions of temperament, and (5) Movement play was predicted by logical-mathematical intelligence.

• Journal of the Korean Home Economics Association
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• v.42 no.6
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• pp.23-42
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• 2004

The purpose of this study was to investigate the relationship between maternal parenting attitudes and social competence in preschool children with disabilities. Among 3-to 7-year-old preschool children with disabilities in Daegu, 121 pairs of mother-child subjects were selected. The major findings of this study are as follows. First, there was a significant difference in the control area of maternal parenting attitudes on PMT according to child's age. Second, there were significant differences in the teacher ratings of social competence according to the severity of disability, child's age and father's education level. Third, the creativity area of maternal attitudes was significantly correlated with social competence.

• Parasites, Hosts and Diseases
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• v.44 no.1 s.137
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• pp.95-98
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• 2006

Scabies and pediculosis are ubiquitous, contagious, and debilitating parasitic dermatoses. The tendency of high prevalence of pediculosis and scabies among school and preschool age children has prompted us to conduct a head louse and scabies prevalence survey among preschool nursery children in our district. A school-based, crosssectional study was performed, with 1,134 children chosen for evaluation. All cases were evaluated by physical examination and a detailed, structured questionnaire. The infestation was found in 14 $(1.2\%)$ of 1,134 children; 9 $(0.8\%)$ with pediculosis capitis and 5 $(0.4\%)$ with scabies. We found that infestations were more frequent in children with mothers whose education levels were low. This indicates the necessity of an improvement in the economic and sociocultural status of the community and the promotion of hygiene concepts and practices in order to improve health of preschool age children.

• The Journal of Korean Academic Society of Nursing Education
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• v.9 no.2
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• pp.234-243
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• 2003

The researcher has studied the types of accidents and injuries that most often occur to infants, toddlers and preschool children. Using this knowledge, a first aid program was developed for mothers. This researcher used a Quasi experimental study which consisted of a nonequivalent control group pretest - posttest design for injury first-aid knowle. The experimental group consisted of 32 mothers, and the control group consisted of 29. The education program consisted of the types of injury, the structure and function of skin, the methods of obsevation, first-aid awareness, and the standard of professional support in case of contusion, abrasion, laceration, fracture and burn. The education program was developed and based on 'the systemetic design of instruction' by Dick & Carey(1996) and utilized multimedia text book, pictures, examples, practice and discussions to increase understanding and effectiveness of learning. The data for this study was collected from September to early November, 2001. There were two fomative evauations, pretest and posttest with an intervention of education program. The analysis of the collected data was analyzed by descriptive analysis, ANOVA, t-test and paired t-test using the SPSS 10.0 program. The results as follows; 1. The experimental group, who was given an education program before the test, got higher marks on the injury first-aid knowledge than the control group. There was a significant difference in knowledge between experimental group and control group(t=6.578, p=.000). 2. The experimental group got higher marks on the action evaluation than the control group. There were significant differences in the certainity of action (t=8.546, p=.000) and the accuracy of action (t=7.654, p=.000) between experimental group and control group. This study examined how a first aid education program increased effectiveness in the knowledge and action of injury first-aid.

• Journal of the Korean Society of Food Culture
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• v.27 no.6
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• pp.646-658
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• 2012

This study was conducted to investigate the differences in households, parental perception, and dietary behaviors of preschool children from kindergartens with environment-friendly food service (environment-friendly food service group; EFG) versus children from kindergartens with general food service (general food service group; GFG). We sought this basic information to examine the impact of environment-friendly agricultural products in preschool food services. Age, education level, and monthly family income of the EFG were significantly higher than the GFG. The frequency of purchasing environment-friendly agricultural products was significantly higher in the EFG than the GFG, with the most frequently purchased items in both groups being vegetables. The GFG had a significantly higher perception than the EFG in the superior quality of environment-friendly agricultural products; however, a greater proportion of the GFG than the EFG thought environment-friendly products were too expensive. The most frequent reason for purchasing environment-friendly agricultural products in both groups was safety. When purchasing environment-friendly agricultural products, the most important selection factor for the majority of both groups was the label certifying quality assurance. Both groups also considered price reduction as essential for promoting environment-friendly agricultural products. In regard to parental perceptions on food service in kindergarten, the EFG had a significantly higher satisfaction with the nutritional adequacy of the menu compared to the GFG. Both groups considered food safety and health as primary reasons for using environment-friendly foods in the preschool food service, with a greater proportion of the EFG than the GFG responding this way. There were significant differences between the EFG and GFG, as the main satisfaction from using environment-friendly foods in the EFG was safety, freshness, and good hygiene, whereas the main satisfaction in the GFG was a good food service menu, freshness and good hygiene. Dietary behaviors of preschool children in the EFG were also significantly superior to the GFG. Thus, environment-friendly agricultural products have positive effects on the dietary behaviors of preschool children and should be increased in the preschool food service. Lowering prices and a strict supervision of quality assurance is also necessary to promote consumption of environment-friendly food materials.

• Journal of Gifted/Talented Education
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• v.26 no.2
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• pp.281-297
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• 2016

The purpose of this study was to investigate the structural relationships between gifted preschool children and their related variables(creativity, motivation, family system). 230 preschool children, parents and teachers from U-city have participated in this study. the collected data were analyzed with SPSS and AMOS. The goodness of fit was evaluated using the SRMR, RMSEA, CFI, and TLI. The results of this study were as follows: First, family system(adaptability, cohesion) were found to have a statistically significant direct impact on gifted preschool children. Second, creativity were found to have a significant direct effects on gifted preschool children. moreover they also had an indirect effect on gifted preschool children through family system. Third, motivation were found to have a statistically significant direct impact on gifted preschool children.

• Korean Journal of Community Nutrition
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• v.21 no.5
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• pp.426-439
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• 2016

Objectives: This study was performed to measure the food allergy (FA) awareness and management by the parents of preschool children. Methods: A questionnaire survey was conducted with the parents of preschool children. The questionnaire was designed to identify the prevalence of food allergies, requirements of food allergy support and differences in food management according to the presence or absence allergic diseases, using a modified International Study of Asthma and Allergies in Childhood (ISAAC) questionnaire. After excluding incomplete responses, the data of 158 parents of preschool children (90.3%) was used for statistical analysis. Results: The rate of the preschool children who had experienced food allergy (FA, ever) was 38.6% while diagnosed for food allergy by doctor (Diagnosis of FA, ever) was 17.7%. Forty nine preschool children (80.3%) had food restriction, and twenty three of them (37.7%) had self-restriction without diagnosis. The consumption frequencies of allergenic foods in FA group, such as ramyeon, noodles, bread, eggs, yogurt and ice cream were significantly (p<0.001) lower than those of the other two groups. The major allergenic foods were eggs, milk, wheat and processed foods in FA group. The overall food allergy-related knowledge level of parents was insufficient. Only 26 parents (16.5%) had received training about food allergies. All parents wanted to receive food allergy-related supports. In addition, most of parents wanted information on substitute menu for children with food allergy. Conclusions: This study identified a lack of food allergy training for the parents of preschool children and the necessity for food allergy education. Food allergy-related supports, such as menus without allergenic ingredients, guidelines for managing food allergy & anaphylaxis emergency care plan etc, should be provided to the parents in order to avoid events related to food allergies.

• International Journal of Computer Science & Network Security
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• v.22 no.8
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• pp.222-234
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• 2022

Background: Within the framework of the new Saudi Vision 2030, the education system is keen on developing Early Childhood (EC) curricula to meet the needs of children from diverse cultural and linguistic backgrounds, in addition to preparing teachers to be the main driving forces in this field. To achieve these strategic goals, the professional development of teachers has taken the lead in terms of their continuous professional achievements. Purpose: The recent study tended to explore the promotion of Cultural and Linguistic Competence (CLC) of teachers in preschool institutions in different sectors in the Kingdom of Saudi Arabia (KSA) include public, private and international. Method: In the current study, (n=300) of preschool female teachers, who had experience teaching children from diverse language and cultural backgrounds, participated voluntarily by filling out the exploratory questionnaire. It was designed on a five-point Likert scale. The credibility of the scale and the validity of the questionnaire were ascertained, and the content for which it was designed verified in terms of the purposes of the current investigation. Results: The results revealed that preschool female teachers in the private preschool settings have a higher level of CLC compared to those who were teaching in public and international preschools in KSA. In the private sector, preschool female teachers showed create abilities to provide culturally responsive environments for diverse students, applying various communication styles, and showing proper attitudes and values toward diversity. Implication: The current study provided key implications for policy makers regarding the promotion of CLC for all teachers, particularly preschool in government settings in KSA. It contributed to revealing the cultural awareness of preschool teachers' values and attitudes toward diversity.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.1
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• pp.53-64
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• 2013

This study examined the relationships between the cognitions and strategies of child's problem behaviors depending on the level of preschool teacher's professional development. Participants were 176 preschool teachers in B Metropolitan city. The teachers completed rating scales to measure teacher's professional development, the perception of child's problem behaviors, and teacher's guiding strategies for child's problem behaviors. The collected data were analyzed using descriptive statistics, one-way ANOVA, and Pearson correlations. Results showed that there were different cognitions of child's problem behaviors depending on the level of teacher's professional development. Secondly, child's problem behavior guiding strategies by the level of teacher's professional development were significant differences in the positive prevention strategy I, II, and the positive reaction strategy. Finally, there were somewhat different relationship between the cognition of child's problem behaviors and the problem behavior guiding strategies according to the level of teacher's professional development. Findings are discussed in terms of the importance of teacher's professional development in the context of teacher's education planning for teacher's guiding strategy about preschooler's problem behavior.

• Journal of the Korean Society of Food Culture
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• v.8 no.2
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• pp.125-137
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• 1993

The purpose of this study was to develop nutrition education program that promotes eating behavior of preschool children. 118 parents of preschool children were surveyed to understand of children's food preferences and prejudices. The preference for vegetable showed the lowest score(2.345) and fruit was the favorite food(4.11). These results imply the consequence of teaching balanced diet with emphasizing vegetables for preschoolers. Thus, nutrition education program including teaching material were developed to provide the preschoolers with cognitive, affective, and psychomotor activities in order them to the familiar with vegetables. The program were consisted of following five parts: 1. Read-A-Story includes six stories with follow-up activities. 2. Grow-A-Plant gives instructions for growing vegetables. 3. Play-A-Game stimulates children's imagination and learning. 4. Take-A-Trip suggests places to visit that grow, sell, and prepare vegetables. 5. Eat-A-Treat presents easy ways to prepare and enjoy vegetables. Twenty one-Standardized recipes for vegetable dishes were also developed for preschooler's luncheon and snack in daycare center.