• Journal of dental hygiene science
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• v.13 no.2
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• pp.125-134
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• 2013

The purpose of this study was to compare between early childhood teachers and mothers in oral health knowledge, oral health care behavior, and perception of oral health education. The subjects in this study were 90 early childhood teachers who worked in all of kindergartens and child-care centers and 235 mothers who have young children (aged from 1 to 5) in 2 kindergartens and 2 childcare centers Y region. They completed questionnaires about oral health knowledges, oral health care behaviors, and perception of oral health education. The collected data was analyzed by descriptive statistics, $x^2$-test, and Fisher's exact test of SPSS WIN. The results were as follows: 1. There was not statistically significant difference between early childhood teacher's knowledge about oral health and mothers'. 2. There was statistically significant difference between early childhood teachers' oral health care behaviors for children and mothers' in prevention of cavity, keeping toothbrushes, guiding oral health behaviors, and check up at dentist's. 3. There was statistically significant difference between early childhood teachers' perception of interest and experience in oral health education and mothers'. Therefore, There was not difference between early childhood teacher's knowledge about oral health and mothers. But early childhood teachers more frequently carry out preventing of cavity, keeping toothbrushes, guiding oral health behavior to their children than mothers. Mothers were more interested in oral health than early childhood teachers. And Mothers wanted to be educated about children' oral care and early childhood teachers wanted to be educated about guidebook and media of oral health education.

• Korean Journal of Childcare and Education
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• v.11 no.4
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• pp.189-210
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• 2015

This study's aim was to find a patterns of network dynamics focused on multicultural education contents within the teacher's guide books which are based on national kindergarten curriculum. It was analysed that the 43 guidebooks(2009 Educational activities and materials guidebooks for kindergarten, 11 and the Nuri curriculum teacher guidebooks for the age of 3-5, 32) were analysed using the UCINET 6 program with multicultural education contents frameworks. The findings were as follows: First, multicultural contents' density is connected to life theme of the Nuri curriculum was higher than the 2009 kindergarten curriculum. And life theme with high connectivity was 'I and my family' in the 2009 kindergarten curriculum and 'animals, plants and nature'(3 years old), 'kindergarten and friends' & 'I and my family'(4-5 years old) in the Nuri curriculum. Second, the highest connection content was 'having interests in culture' & 'knowing similarities and differences' in the 2009 kindergarten curriculum, and 'having interests in culture' & 'promoting a sense of community' in the Nuri curriculum. Finally, multicultural education for young children according to the national educational curriculum transition was changed from 'identity' to 'interaction and cooperation'. It means that the Nuri curriculum is more focused on international knowledges and competencies as a world citizen. It suggests the directions for multicultural education for young children in the future.

• Korean Journal of Childcare and Education
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• v.8 no.6
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• pp.301-322
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• 2012

The purpose of this study is to provide the basic data which can effectively improve young children's peer interaction behavior. For this purpose, this study examined the differences in the peer interactions of 4-year-old or 5-year-old children according to gender and age, and relationship among young children's temperament and emotion regulation, mother's emotional expressiveness, and teacher-child relationships, and then analyzed the relative influence of these variables on peer interaction behavior. The results are as follows. It appeared that boys' positive peer interaction is higher than girls'. Boys' negative peer interaction also is higher than girls'. In addition, the positive peer interaction of 5-year-old children is higher than that of 4-year-old children. As a result of examining the relative influence on peer interactions, children's emotion regulation ability is the most influential variable.

• Child Health Nursing Research
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• v.26 no.4
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• pp.411-421
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• 2020

Purpose: The aim of this study was to develop a self-control competency scale for school-aged children and to confirm its reliability and validity. Methods: This study involved methodological research to verify the reliability and validity of a self-control competency scale for school-aged children. Data were collected from 438 students in the fifth and sixth grades of elementary school. Results: The self-control competency scale was composed of 13 items and six subscales (control of relationship with one's teacher, problem-solving, peer empathy, control of relationships with one's peers, impulse control, and emotional control). The internal consistency reliability of the scale was evaluated using Cronbach's α, which was .83 for the entire scale and ranged from .65 to .76 for the subscales. The model of six subscales was validated by CFA (CMIN/df=1.977; p<.001, GFI=.94, SRMR=.050, RMSEA=.065, IFI=.95, TLI=.93, CFI=.95). Concurrent validity was evaluated by comparing this scale to the scale developed by Nam and Ok (2000), and a significant correlation was found (r=.82, p<.001). On this scale, higher scores indicate higher levels of self-control among late-school-aged children. Conclusion: This scale can be used as a valid and reliable instrument for examining self-control competency among late-school-aged children.

• Korean Journal of Childcare and Education
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• v.12 no.6
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• pp.227-248
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• 2016

The purpose of this study was to investigate the contents of pre-service early childhood teacher's practicum experience in kindergartens and child care centers through the analysis of practice teaching journals. The subjects of this study were a total 52 practice teaching journals of 26 pre-service early childhood teachers who completed their practicum in kindergartens and child care centers. This study analyzed the type of teaching practice management, the type of activities, and the contents of journal writings. The findings are as follows; First, pre-service teachers experienced a similar ratio of the type of teaching practice management in both types of teaching practice. Second, pre-service teachers performed more group activities in practicum in kindergartens, but more choice activities in practicum in child care centers. Third, the journal writing contents of pre-service teachers in both types of teaching practice mainly addressed the operating of educational and child care activities, and the execution of observing young children. But some categories of teacher's competency were hardly addressed. The results of this study could be used as basic data for designing early childhood practicum programs.

• Korean Journal of Childcare and Education
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• v.8 no.6
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• pp.219-239
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• 2012

The purpose of this study was to analyze pre-service teachers' perceptions and change on the images about young children. The subjects of this study were 31 students in the early childhood department at a university. It was a longitudinal study conducted for four years. The data regarding the images that students had about young children were collected by having them answer a question. The question was "Young children are... Because of..." Subjects were asked to answer that question when they were freshmen and then, to answer the same question when they were seniors in order to see the change. A content analysis and frequency were conducted. The study of the results could be summarized as follows. Firstly, from their first year to senior year, the images that pre-service teachers perceived such as, vibrant active beings and beings with various characteristics" did not change. However, the images such as "being who was capable of interacting with environments" had changed. And the new image which viewed a child as a being who should be respected emerged. Secondly, the factors that influenced the image changes were based on the experience of working as assistant teachers at an early childhood setting, and practicum. Therefore, a systematic work on assistant teachers should be done and a concept about child-center education should be built.

• Journal of Creative Information Culture
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• v.5 no.3
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• pp.265-273
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• 2019

This study develops and examines the validity of a Creativity Test for children from of 4 to 7. 47 items were constructed through the validity of the literature and expert's content validity. The results of this study consisted of 22 items with three factors. These factors are flow and independence, expansion of thinking, curiosity and openness. The tests scale was examined about item's response distribution, item's discrimination, and construct validity and internal consistency reliability, and it was adoptable. It can be concluded that the test tool developed in this study is suitable for measuring the creativity of Korean children from 4 to 7 years in a simple manner, and it measures relatively well the cognitive and affective characteristics of creativity. Creativity test tool for children from 4 to 7 years in this study will contribute to the active progress of research on creativity for young children and elementary school children.

• Korean Journal of Child Studies
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• v.23 no.6
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• pp.15-32
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• 2002

Child's temperament, cognitive ability, social competence, mother's affective child rearing and positive expression, father's positive expression, and teacher's positive expression were the variables investigated in relation to the structure of children's emotional competence (EC). Subjects were 20 teachers and 236 five-year-old children and their parents. Data were analyzed by LISREL (Linear Structural Relations), a statistical program for structural equation modeling. Results showed that boys' social competence and mother's affective rearing behavior directly influenced the EC of boys; boys temperament and cognitive ability, and positive expressions of their teachers indirectly influenced the EC of boys. Girls' temperament and social competence directly influenced the EC of girls; their cognitive ability, mother's affective child rearing behavior, and positive expressions of mothers and fathers indirectly influenced the EC of girls.

• Korean Journal of Childcare and Education
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• v.7 no.3
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• pp.165-187
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• 2011

This study was aimed to explore the effect of the physical science activity based on the constructivism on young children's scientific process skills and scientific attitudes, cognitive self-esteem. The subjects consisted of 20 five-years-old children of experimental group and 20 children of control group. Children of experimental group conducted the physical science activity based on the constructivism for total six weeks. As a result of study, children who experimental group showed significant result in the scientific process skill, scientific attitude, cognitive self-esteem. The educational implications of these indicate that we need to actively develop programs to increase scientific process skills and scientific attitude, cognition self-esteem of young children through teacher's education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.4
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• pp.215-221
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• 2016

The subjects of this study were 64 young children aged 12 to 36 months old and their mothers and teachers. The attachment Q-set and an instrument for teachers' responsivity were used. Data were analyzed using SPSS 18.0, and Cronbach's and Pearson's r were calculated. The results were as follows. Teachers' consistency, warmth, and sensitivity were significantly correlated with the children's attachment to teachers. In addition, teachers' warm and sensitive responses were related to the children's attachment to mothers. Teachers' warm, sensitive, and responsive characteristics are emphasized for quality interactions between young children and teachers, since they contribute to the children's secure attachment to their mothers as well as teachers.