• 한국치위생학회지
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• 제9권4호
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• pp.864-873
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• 2009

Objectives : This study was to collect data about oral health to develop preschool children' oral health program. Methods : This research was from July 20th to August 20th, 2008 with self-administrated questionnaires by post and e-mail. The response rate was 57.6%(144 of 250). Results : 1. Daycare center provided fruit(64.6%), bread(56.9%), milk(82.6%), yoghurt(47.9%). daycare center tend to provide cariogenic snacks and drinks such as bread, yoghurt. 2. 73.6% of teachers said they reward children with sweets for good behavior. 3. Activities related to oral health was done in daycare center were : children brush their teeth with fluoride toothpaste(79.9%), catering staff receive the education about nutrition(79.2%), children participate in the activities and training related to food(78.5%), using sugary food at a birthday party(77.3%), annual dental health check-up by a dentist(65.3%). 4. The percentages of guiding principles based on documentation in the topic of the oral health were : coping with a situation where a child injured his or her teeth(76.4%), annual dental health checkup by a dentist(72.2%), teachers supervise children's tooth brushing using a fluoride toothpaste(70.8%). 5. Documented guide or course for oral health includes the following; training for coping with tooth damage(76.4%), annual dental health check-up(72.2%), and coaching children to brush their teeth with toothpaste that contains fluoride(70.8%). Conclusions : It is believed that for better children's oral healthcare, childcare teacher should be given a range of in-depth oral health program. Furthermore, through detailed analysis on the documented guide of oral health, cooperation from the associated organization will be required to have the guide placed at the childcare center.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• 제26권3호
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• pp.190-196
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• 2015

Objectives : The aim of this study was to determine whether children with Tourette disorder (TD) have functional impairment and executive dysfunction in comparison to children with attention-deficit hyperactivity disorder (ADHD) and non-affected controls. Methods : From January 2006 to December 2013, 45 children and adolescents with TD and 50 children and adolescents with ADHD diagnosed at the Soonchunhyang University Bucheon Hospital and 50 non-affected controls were enrolled in this study. Functional impairment of the subjects was assessed using the Child and Adolescents Functioning Impairment Scale (CAFIS), parent and teacher versions. In addition, neuropsychological tests including Stroop color-word Test, Finger windows Test (FWT), and Digit span were administered. Outcomes were compared across the TD, ADHD, and non-affected controls. Results : No difference in CAFIS-parent and CAFIS-teacher results was observed between children with TD and non-affected controls, whereas, children with ADHD showed more impairments relative to non-affected controls in the CAFIS-parent. According to the Stroop color-word Test, FWT, and Digit span, executive function in children with TD did not differ from non-affected controls. Children with ADHD had poorer performance in measures of the Stroop color-word Test compared to children with TD. Conclusion : Children and adolescents with TD but not ADHD were not significantly different from non-affected controls on most measures of functional impairment and executive function. These findings suggest that an education program and intervention for children with TD would be important to reducing the stigma of TD.

• 한국초등과학교육학회지:초등과학교육
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• 제31권3호
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• pp.334-346
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• 2012

For teachers' conceptions and understandings are critical to their decision making and classroom practice, this study attempts to understand pre-service elementary teachers' views and practices of science inquiry during peer teaching practice. Fifteen 4th year university students in teacher education program participated in peer teaching practice. Their teaching and reflective discussion were video and audio recorded and written lesson plans were collected for data analysis. Five science teacher educators individually looked into the data and shared their comments and interpretations on pre-service teachers' views and practice. The study findings suggest that pre-service teachers emphasized the importance of providing students with motivating resources in the beginning of lesson, employing certain inquiry teaching models, the process of predicting and dis/proving via experiment, and teachers' minimal intervention as the important features of inquiry teaching. Science teacher educators emphasized that it is critical to help children understand inquiry questions in the beginning of inquiry process, to be mindful of children's problem solving and critical thinking rather than following instruction models or simply going through prediction and test process. They also commented that teachers' guidance could lead a good inquiry process in classroom practice, not always interfering students' inquiry. Based on the findings, the study suggests science teacher educators need to understand what and how pre-service teachers view and practice science inquiry teaching and consider these as useful resources where they can start effective teaching for pre-service teachers at the university level.

• 수산해양교육연구
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• 제25권6호
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• pp.1324-1335
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• 2013

The purpose of this study was to examine the effects of PCK designed instruction on academic achievement and self-efficacy for underachievers in science of elementary school. The hypotheses were as follows: First, PCK designed science instruction would improve academic achievement of the children. Second, PCK designed science instruction would improve academic self- efficacy of the children. The subject was 14 students of forth graders of elementary school who are underachievers in science class. For group composition, self efficacy test and science achievement test were conducted and they were divided into experimental group and control group. Each group has 7 participants. A total of 16 sessions were conducted for 8 weeks, twice per week, with experimental group were taught PCK designed classes while control group were taught teacher-led explanation type class. The result of statistical analyses were as follows: First, the experimental group in PCK designed class showed more improvement on academic achievement than the control group in the teacher-led explanation type class. Second, the experimental group in PCK designed class showed more improvement on self efficacy than the control group in the teacher-led explanation type class.

• 초등상담연구
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• 제8권1호
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• pp.51-66
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• 2009

본 연구는 초등학교의 배척아동을 대상으로 교사가 학급상담 전략을 실시하여 대인문제 해결력이 어떻게 변화되는지를 알아보는데 있다. 이를 위하여 B시 소재 H초등학교 5학년 4개 학급 130명을 대상으로 또래지명법(peer nomination)을 이용한 안이환(2007)의 사회성측정 검사를 실시하여 배척아동 21명을 선발하였다 이들 중 16명을 실험집단과 통제집단에 각각 8명씩 배치하였다. 본 연구에서 사용한 교사의 학급상담 전략은 배척아동의 대인문제 해결력을 향상시킬 목적으로 자기훈육, 협동, 상호존중, 책임분담, 사회적 평등으로 구성된 Dreikurs(1971)의 학급상담전략(the counseling strategy in classroom)을 참고하여, 학급의 구조적 환경 설정, 학급활동, 상담활동, 협동학습의 네 가지 측면에서 5주 동안 실시하였다. 이에 따른 본 연구의 결과는 다음과 같다. 첫째, 교사의 학급상담 전략은 배척아동의 대인문제 해결력 향상에 유의한 효과가 있었다. 하위요인별로 살펴보면, 대안적 해결사고, 원인적 해결사고를 제외한, 결과 예측사고, 수단-목적 사고에서 유의한 효과가 있었다. 둘째, 교사가 학급상담 전략을 실시한 실험집단과 그렇지 않은 통제집단의 학급 내 사회적지위(social status) 및 사회적지위에 따른 5가지 아동유형별 변화를 비교 분석한 결과, 두 집단 간에는 의미 있는 변화가 나타났다 이러한 결과를 종합해 볼 때, 본 연구의 학급상담 전략은 배척아동의 대인문제 해결력을 향상시키는데 있어서 부분적으로 긍정적인 효과가 있는 것으로 확인되었다.

• 아동학회지
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• 제15권1호
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• pp.173-185
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• 1994

The purpose of this study was to investigate children's perception of reading. The researchers interviewed 120 children aged 5 to 7 (40 for each age group) by using a specially designed interview format. The study of Johns (1973) was referred to as a guide in preparing the format. Responses of the children were classified in accordance with criteria worked out on the basis of the researchers' previous studies and analyzed in terms of frequencies and percentiles by age group. ${\chi}^2$ test was used to analyze the data. The findings of the study were: (1) The younger the children, the higher the rate of showing no response or of responding only to concrete incidents or things. Older children in general showed higher responses relevant to reading comprehension than younger ones. (2) Older children were more inclined than younger ones to regard the process of reading as a skill-oriented, teacher-based process. (3) Children in these age groups showed little perception of reading's objectives of comprehension and communication.

• 한국치위생학회지
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• 제1권1호
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• pp.19-37
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• 2001

The purpose of this study was to develop effective oral health education programs for mentally retarded children and promote their oral health, by offering oral health education for 45 mentally retarded children between age 6 to 20, tracking the change of their knowledge depending on the frequency of education, and examining the educational effect before and after oral health education. The children with mental retardation attended a special school for idiots in Gweonseon-gu, Suwon, Kyonggi Province, being able to take training(IQ 25-49). The education program was designed to be suitable for their cognitive power after consultation with a special school teacher. A teacher provided the same education seven times, once a week, and an interview was held with each of them to assess their correct answer rate. The findings of this study were as below: 1. The repeated oral health education served to have the children with mental retardation acquire better knowledge about harmful food for the teeth, what had to be done after eating cookies or candies between meals, the right time for toothbrushing, the concept of dental caries, and how to cope with dental caries(p<0.01). But after that education was offered four times, the frequency of that education made no difference. 2. The repeated oral health education increased, their knowledge on the role of the teeth and the right choice of toothbrush(p<0.01), yet there was no significant difference in their knowledge about oral health behavior, because they had already been familiar with that. 3. As a result of investigating the change of their oral health know-ledge before and after oral health education according to the type of handicap, the type of handicap made no significant difference to the change of their oral health knowledge. 4. The oral health education for the children with menial retardation had a significantly different effect on their knowledge about harmful food for the teeth, what had to be done after eating between meals, the right time for toothbrushing, the role of the teeth. the right choice and use of toothbrush, how to do toothbrushing, and fluorine(p<0.01).

• 농촌지도와개발
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• 제19권1호
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• pp.95-127
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• 2012

The objective of this study was to examine multicultural family children's adjustment process to kindergarten and differences in their adjustment among time points. For these purpose, we conducted interviews and a questionnaire survey with teachers in charge of 3-5-year-old young children from multicultural families at public and private kindergartens in Gwangju, Jeollanamdo and Daejeon. According to the results of this study, multicultural family children adjusted themselves to kindergarten through four weeks' daily life in the kindergarten. In daily work adjustment, they showed some difficulty in Week 2 but their adjustment improved rapidly in Week 3 and Week 4. Self adjustment and peer adjustment also improved notably in Week 3 and Week 4. In pro-social adjustment, the children showed difficulty in Week 2, improvement in Week 3, and again difficulty in Week 4. These results suggest that, by responding to the teacher's sensitivity and intimacy, young children in multicultural families have a pattern of adjustment similar to that of young children in Korea families.

• 가정과삶의질연구
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• 제31권6호
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• pp.83-96
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• 2013

The aim of this study was to identify the differences in cellular phone dependency and its use levels of usage purposes according to children's gender, and also to analyze the differences in individual and interpersonal relations development due to cellular phone dependency in children based on gender. Using the first year data of the Korean Child and Youth Panel Survey(KCYPS) 2010, this study analyzed 1,604 fourth graders who have their own cellular phones. For statistical analysis, descriptive statistics were calculated and mean difference analyses were conducted. The results showed that there was no difference between boys and girls in cellular phone dependency. The girls' total phone use level was higher than that of boys and meaningful gender differences in the phone use levels were found in the five phone usage purposes. In both boys and girls, the higher phone dependency groups demonstrated higher levels of phone use in more than eight usage purposes, lower self-resilience and self-regulating learning ability, and less positive peer and teacher relations. These findings show the importance of being concerned about and educating children in the fourth grade about the proper uses of cellular phones.

• 한국산학기술학회논문지
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• 제12권8호
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• pp.3466-3471
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• 2011

본 연구는 미디어교육이 유아교육현장에서 어떻게 인식되고 어떻게 활용되고 있는지를 알아보기 위한 연구이다. 이를 위해 미디어교육에 대한 유치원 교사와 학부모들의 인식 및 문제점들을 분석하여 유아미디어 교육에 새로운 대안을 찾을 수 있도록 다음과 같은 연구문제를 선정하였다. 첫째, 유아미디어 교육에 대한 교사-학부모가 인식하는 관심과 교육경험은 어떠한 차이가 있는가? 둘째, 유아미디어 교육에 대한 교사-학부모가 인식하는 교수-학습 방법은 어떠한 차이가 있는가? 셋째, 유아 미디어 교육에 대한 교사-학부모가 인식하는 문제점과 개선방향에 대한 인식 차이는 어떠한가? 를 알아보기 위해 유아교육 현장에 근무하고 있는 교사(250명)과 학부모 (250명)을 대상으로 얻은 연구결과는 다음과 같다. 유아미디어교육에 대한 관심과 경험은 있으나 구체적이지 못하고, 교사와 학부모가 선호하는 교수-학습방법으로는 이야기 나누기 활동이 가장 많았으며, 집단의 형태를 묻은 결과 교사-학부모 모두 소집단 그룹의 활동이 가장 이상적이라는 결과를 얻었으며 유아미디어 교육의 개선점으로는 교원의 연수기회확대, 미디어교육에 대한 사회 전반적인 이론의 미정립이라는 결론을 얻을 수 있었다.