• Korean Journal of Child Education & Care
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• v.18 no.4
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• pp.109-121
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• 2018

Objective: The purpose of this study is developing parents' character competency reinforcement program for the prevention of child abuse based on the critical competencies suggested by Character Education Promotion Act. Methods: For the development of the program, the literature review about child abuse prevention program in domestic and international research was conducted. Also, we conducted focus group interviews with kindergarten (n = 3) and elementary school (n = 4) teachers who experienced abusive parents for grasping their characteristics as a qualitative data collecting strategy. Results: As a result, parents' character competency reinforcement program for the prevention of child abuse was composed of a total of 7 activities; 'Understanding me and child', 'Anger management training for parent', 'Improving effective communication skill with child', 'Practicing two-way communication with child', 'Arts and Culture experience with child', 'Understanding my and child's feelings', 'We need a whole village to raise a child'. This program curriculum can be greatly four parents' character competency parts; self-management competency, communication competency, sensitivity competency, community competency. Conclusion/Implications: The program developed in this research can utilize the basic framework of the program to strengthen parent's toughness ability and it is crucial to develop customized toughness capacity increasing plan according to parent's characteristics It will be essential information.

• Journal of Industrial Convergence
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• v.19 no.4
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• pp.1-8
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• 2021

This study was conducted with the aim of developing a mobile app so that parents and children can provide questions and conversation-based Home Humanity Education. App development was developed in four stages: analysis, design, development, and evaluation by modifying the ADDIE model. In the analysis stage, education goals were set and seven core competencies were extracted for the app. In the design stage, 15 menus, including character to implement seven core competencies, were selected for learning contents. In the development stage, questions were asked based on 1,000 photos, and parents and children naturally talked to strengthen their core competencies. In the evaluation stage, the user's evaluation interview was followed by a reflux process that produced and reflected improvements. Based on research results, it is going to suggest follow-up research on developing apps for home humanity education. First, it is necessary to verify the learning experiences and changes that occur when parents and children use apps for a long time through longitudinal research. Second, a follow-up study is needed on how to use the home humanity education app by age and how to improve it accordingly. Third, as the number of cases in which grandparents raise their grandchildren increases, it is necessary to study the process and learning effects of grandparents and grandchildren using the app.