• Korean Journal of Community Nutrition
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• v.9 no.6
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• pp.706-715
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• 2004

The objective of this study was to compare early child care center teachers' attitudes for meal and snack guidance between Sweden and Korea. Participants were 251 early child care center teachers (Sweden: 134, Korea: 117) working in Goetebory, Sweden, and Seoul, Korea. The survey was conducted from December in 2003 to February in 2004. SPSS programme was used for statistical analysis. Sixty five point eight percent of the Korean early child care center teachers provided a certain amount of foods for children. But $20.9\%$ of Swedish provided a certain amount of foods for children, $79.1\%$ of them provided the amount a child wanted. Sixty one point seven percent of Korean teachers allowed a child leave foods on the plate, but $95.5\%$ of Swedish teachers asked a child eat all food on the plate. When a child didn't want to eat, $61.1\%$ of the Korean teachers fed him/her, but $11.0\%$ of the Swedish teachers did. Only $42.4\%$ of the Swedish teachers allowed a children eat sweets, but $92.9\%$ of Korean did. The Swedish teachers' perception for food guidance were eating by child himself/herself > washing hands before eating > having appropriate table manner > eating as talking with friends > not playing during the meal time, while the Korean teachers' was taking various food > having appropriate table manner > eating by child himself/herself, not playing during the meal time > washing hands before eating. The Swedish teachers thought 'eating as talking with friends' and 'eating by child himself/herself' is important, where as the Korean's did 'eating without making noise', 'not playing during the mealtime' in the eating behavior. For 'brushing teeth after meal' the Swedish teachers' score (1.5) was lower than the Korean (4.2). The results is necessary to improve meal and snack guidance for Korean early child care center teachers' education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.1
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• pp.495-501
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• 2021

This study examined the effects of pre-service teacher's cooperative organizational culture on the conflict management type. The subjects were 138 preschool teachers. The data were obtained by self-reporting and used to investigate the teacher's conflict management type and cooperative organizational culture. The collected data were analyzed using the Pearson correlation coefficient analysis and stepwise regression analysis. The major findings in this study were as follows; First, there was a relationship between the cooperative organizational culture of early childhood teachers and the overall type of conflict management. The overall cooperative organizational culture had the strongest relationship, particularly with the integrated type of conflict management. The following appeared in the order of compromise, consideration, and domination. On the other hand, there was no relationship with the avoidance type. Second, regarding the sub-factor of conflict management type that affects the cooperative organizational culture of early childhood teachers, the integrated type has the strongest influence, followed by the caring type. In the sub-factor of cooperative organizational culture, the integrated type has the strongest influence on the cooperative leadership, followed by the caring type. The integrated type had the greatest influence on teacher cooperation, peer support, and learning companion.

• Journal of The Korean Association For Science Education
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• v.20 no.4
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• pp.527-541
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• 2000

The purpose of this study was to find out the characteristics of learning contents structure of K-12 science textbooks. The characteristics are related to 7 main concepts of matter properties; reaction rate, other reaction, density, solution, state change, absorption, and surface property. The contects are analyzed into 5 types of characteristics; type of concept extension, type of concept deepness, type of same level concept, type of confusion with other concepts, and type of concept interruption. First two types are positive content structures, but the others are negative structures. The findings are as follows. First, a lot of learning contents have the characteristic of 'type of same level concept'. There are few which have the characteristic of 'type of concept deepness'. Second, there are a lot of concepts related to 'properties of matter' which are not represented any more in middle and high school science textbooks. Those concepts are importantly taught in early childhood education and elementary school science. Most of the learning contents don't represent 'type of concept deepness'. Therefore the science textbooks needs to be restructuring.

• Korean Journal of Community Nutrition
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• v.9 no.6
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• pp.742-752
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• 2004

The purpose of this study is to offer information related to recommended dietary allowances for young children and food guidelines for preschool children in Sweden. Sweden, located in Europe, is the most developed country for young child care system. Swedish nutrition policy background, Swedish recommended dietary allowances for young children, and food guidelines of early childhood education center in Sweden were used. The number of Swedish child care centers increased from 70,000 in 1970 to 700,000 in 2000. The Swedish Institute of Public Health promoted children's indoor and outdoor activity. The aim of the Swedish public health contains children's safety, good food habits, and eating food safely. Swedish Food Administration made recommended dietary allowance and food guidelines for children care centers. The aim of food guidelines was to increase energy, calcium, iron, and dietary fiber intake. Swedish RDA contains minimum and maximum intake as well as mean intake for macro and micro nutrients. The fat intake ratio of energy is increased for younger children. For preschool children, the food guideline is determined by dietary allowances for breakfast, lunch, and snack respectively. Food guideline contains meal time schedule, menu for each meal using food model, amount of food for age group, and recommended dietary allowance for each meal. It is recommended for Korean early childhood education center: 1) Korean RDA for young children should be made range of intake, minimum and maximum intake. 2) Food guideline should be make for Korean child care center. 3) Korean child care centers should offer an afternoon snack twice for children who return home late. 4) Nutrition education program for preschool teachers should be developed for children's good eating habits and health promotion.

• The Korean Journal of Community Living Science
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• v.18 no.3
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• pp.493-505
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• 2007

The purpose of this study is to examine the regional differences of 0-12 aged children's environment based on their parents' socioeconomic class and on the character of the settlement. One thousand and two hundred households were investigated and the results are as follows. It is revealed that families in low socio-economic class are more likely to be exposed to noise and home crowdedness. Families living in spontaneous settlement are deprived of natural light and the roads to their homes are steep and narrow. Low income families face a housing affordability crisis. Most of them pay housing rent on monthly basis. The basic infrastructure of low income neighborhood is lacking convenient facilities like shopping centers, public transportation systems, banks, public parks, and libraries. This lack of facilities is more severe in spontaneous settlement. Instead, bars and taverns are located in their neighborhood. Accessibility to parks and resource centers is an important factor that makes both middle and low income families consider their neighborhood to be positive and this condition is counted better in social housing area than in spontaneous settlement. On the contrary, social networks like friends and relatives are strong in spontaneous settlement and families in poverty value these relationships. Such networks are weak in social housing area and this difference is not related to their residential period. Low income families living in social housing area are more pessimistic about their future and this view might result from their counterpart middle class neighbors and the weak social networks.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.4
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• pp.361-372
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• 2016

The purpose of this study was to develop a STEAM-based science education program for children and to verify its effectiveness. An S-STEAM-based science education program for young children was developed through careful analysis of prior research on science education for young children and S-STEAM. The participants were 29 four-year-old children from daycare centers located in Seoul (an experimental group of 14 and comparative group of 15). The S-STEAM program was applied to the experimental group, while the control group went through a general science education course provided by the government. TTCT of Creative Thinking (TTCT: Figures A and B) was used as a research tool, and a multiple intelligence test tool was applied to teachers of the groups. Afterwards, analysis of covariance was implemented to find the S-STEAM program's effects. First, the results showed positive effects on overall creativity, as well as in fluency, originality, abstractness, elaboration, and openness components of creativity. Second, the results showed positive effects on overall multiple intelligences and its components of linguistic, musical, spatial, logical/mathematical, physical exercise, interpersonal, and naturalist intelligence.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.9
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• pp.279-291
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• 2016

The objective of this study is to determine the structural relationships among the infant's temperament, father's involvement in child-rearing, and the infant's social and emotional behavior. To this end, research was conducted with 330 parents of infants aged 1 and 2 in 55 day care centers located in J city and I city, Jeollabukdo. Frequency analysis, reliability analysis, correlation analysis, confirmatory factor analysis, and structural model equation analysis were conducted using SPSS 21.0 and AMOS 21.0. First, the results of the structural model equation analysis showed that the infant's temperament had a negative correlation with leisure and guidance, while it had a positive correlation with activity and impulsivity, which are external manifestations of their social and emotional behavior. Father's involvement in child-rearing had a negative correlation with the adaptability and mood aspects of the child's temperament, and also with general anxiety, an internal aspect of his or her social and emotional behavior. Social and emotional behavior had a positive correlation with the approach avoidance aspect of the infant's temperament. Second, according to the results of the analysis of the route between the variables, infant temperament was found to be a significant route, having a statistically negative correlation with father's involvement in child-rearing. The results of this study showed that infant's temperament and father's involvement in child-rearing had effects on the infant's social and emotional behavior, and suggested the importance of having a proper understanding of the educational implications of the father's involvement in child-rearing, in terms of its effects on the infant's social and emotional behavior.

• Korean Journal of Child Studies
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• v.28 no.2
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• pp.19-37
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• 2007

In this study of the relative effectiveness of constructivist and non-constructivist approaches to shadow activity for young children, 59 children in two kindergarten classes were assigned to constructivist or non constructivist conditions. Each group participated in 12 units covering shadow search, shadow making, changing shadow size, changing shadow position, and shadow disappearance. Analysis of covariance of differences between the mean scores of the two groups on the posttests of shadow concepts and scientific attitudes revealed that the children in the constructivist group performed better than the children in the non-constructivist group. This confirms the constructivist approach to shadow activities as good science activities for young children by promoting their active experimentation using reasoning about light to foster spatio-causal relations construction.

• Journal of Integrative Natural Science
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• v.15 no.2
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• pp.55-61
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• 2022

Recently people require complex access to problems in various fields of health, medical and welfare by an aging society. For this reason, the need for interprofessional education is required at the site of university education. This study was conducted to investigate the effect of interprofessional education (IPE) on attitudes towards health care teams. The subjects were 29 sophomores in the fields of health, medical and welfare in a university. Attitudes Towards Health Care Teams Scale (ATHCT) was used to measure the attitudes towards health care teams of subjects. The subjects were provided with a IPE program. The collected data were analyzed by descriptive analysis and paired t-test using the SPSS 26.0 version program. The attitudes towards health care teams of subjects increased significantly after IPE education (t=-4.28, p<.001). And there were significant differences in the three sub-factors of attitudes towards health care teams (Team efficacy, t=-4.44, p<.001; Benefit of communication, t=-3.30, p=.003; Team value, t=-3.21, p=.003). Therefore, the IPE program is considered to be an effective education program to improve attitudes towards health care teams.

• Korean Journal of Child Studies
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• v.22 no.1
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• pp.177-190
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• 2001

This study examined young Korean children's perceptions about scientists, kindergarten science and the application of science in their daily lives. An interview questionnaire developed by the researchers and based on Chamber (1983)'s Draw-A-Scientist Test (DAST), was administered to 104 five-year-old children. Most of the children (68.2%) saw themselves doing activity-oriented science in kindergarten, but they did not use outside kindergarten for the knowledge and skills they learn in science (70.4%). In general, children recognized scientist as a male working with lab equipment in the laboratory. Although most of children (74.5%) were interested in science, only a few of them (12.5%) hoped to be a scientist in the future. There were significant differences attributable to gender in preference for science; girls showed more interest in science than boys.