• Korean Journal of Childcare and Education
• /
• v.12 no.1
• /
• pp.57-81
• /
• 2016

The purpose of this study was to find out the feature of children's play according to a player number restriction rule in the free choice activities. And it is expected that the result of this study will contribute to improving the management of free choice activities. The participants of this study were a homeroom teacher, professor as a co-researcher and 25 4-year-old children of a private kindergarten. The data were collected by observation, children interview and reflective journal of the teacher from July to October in 2014. The results indicated that the children were stressed out with using name cards for presenting center selection, showed overcompetitive behaviors, and frequently violated the rules. The researchers found that the restriction rule had some dysfunctions, which were interferences of moral development, social-emotional development, self-regulation development, preventing safety-accident and free choice behavior. The researcher as a teacher abandoned the player number restriction rule, and observed the children's play. As a result, children's self-regulation abilities on physical space, play and conflicts improved and the teacher changed her strategy when managing free choice activities. Based on the results, the needs of various restriction rules and appropriate methods for applying the rules in free choice activities were further discussed.

• Journal of Gifted/Talented Education
• /
• v.25 no.3
• /
• pp.439-463
• /
• 2015

This study compared 14 programs for the economically disadvantaged or minority students with potentials in 5 countries - US, UK, Germany, Australia, and Israel, attempting contents and characters of Korean Head Start to be developed, that is the program for economically disadvantaged gifted students or students from multi-cultural families, who are gifted at risk of under-representation and under-achievement. School wide enrichment programs, which served all students with gifted programs, using RTI model in the pursuit of equity and excellence, turned out to be effective as early interventions and identification implemented for economically disadvantaged or minority students with potentials. Gifted programs for low Social Economic Status (SES) or minority students played a role as a bridge for disadvantaged students to get into a regular gifted program or even higher gifted schools and to have a competency to compete with affluent gifted students. The principles of the programs were acceleration and differentiation. Most programs also ran a parents' education and a mentor program to motivate and support disadvantaged students socially and emotionally. Collaboration among governmental offices and usage of external resources were more effective to support these students and the programs.

• The Journal of the Convergence on Culture Technology
• /
• v.8 no.6
• /
• pp.479-486
• /
• 2022

Midlife is a critical time when people look back on their life and evaluate it from current state. In middle age, there is a satisfaction with achievement and a sense of crisis between reality and expectation. Research on pastoral counseling in the middle age to minimize problems and conflicts that occur in the transition period of crisis or opportunity is meaningful. Based on biblical principles, pastoral counseling should be able to help the client's needs and development tasks to be reproduced into a meaningful life on the basic premise of a realistic meeting with God. Therefore, through a literature review, the developmental views of Jung, Ericsson, Levinson, and the pioneers of middle-aged research, were examined. From this realistic point of view, the integration of pastoral counseling and reality therapy is considered to be very useful by allowing the harmony of internal dialogue and behavior to start together through the feasible realistic behavior and responsibility of one's choice. Insights on oneself and specific counseling methods of realistic therapy will present a new type of counseling through integration with pastoral counseling. Therefore after examining the theoretical background and characteristics of reality therapy, we intend to help overcome the middle-aged crisis through the meeting pastoral counseling and reality therapy.

• (The) Research of the performance art and culture
• /
• no.41
• /
• pp.69-92
• /
• 2020

This study describes the impact of early childhood teacher's artistic competence on art education pedagogy and improved curriculum design. Furthermore, the effect of drama as a way of improving early childhood teacher's artistic competence is explained. Many researchers have mentioned that early childhood is a period of sensitivity and potential. Therefore, it will be helpful if children meet a teacher who understands them and inspires their innate artistic sense at a level of their eyes. It explained which aspect of artistic competence should be focused for the teacher training education. There are many approaches to develop early childhood teachers' artistic competence. Adopting drama is one of them. The strong points of drama to improve their artistic competence are as follows. Firstly, human's movement and voice are the main artistic channel in drama. What we are doing in daily life is found are drama world. It means if early childhood teachers experience drama activity, they will feel more comfortable and intimate with it. In addition, early childhood teachers tend to be familiar with dramatic play, so they can more easily access to drama world. Secondly, drama will be helpful to understand different feelings and to broaden and deepen understandings of others' standpoints. For early childhood teachers, drama activity will be helpful to understand how dramatic art form works and to lead children's play in diversified and sincere way. In addition, drama activity will be useful to build horizontal and democratic relationships between children and the teacher. It is one of the main emphases of 2019 revised Nori national curriculum. To sum up, drama will be a excellent method to develop artistic competence for early childhood teachers. Thus, it is expected that They have more opportunities to experience drama as an art form.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.22 no.2
• /
• pp.440-451
• /
• 2021

The purpose of this study is to develop and validate the parental roles and responsibilities for young children. A survey was conducted on 301 parents with children attending preschools. The parental roles and responsibilities scale were determined from a total of 60 items and 11 sub-factors based on the criteria for goodness, validity, and reliability of items (i.e., factor load ≥ 0.5; AVE ≥ 0.5; CR ≥ 0.7; Cronbach's alpha ≥ 0.7). The parental roles and responsibilities scale include 'hygiene management' (4 items), 'physical activities' (6 items), 'survival and health care' (6 items), 'cognitive development' (5 items), 'emotional stability' (5 items), 'social skills' (6 items), 'social norms and values' (7 items), 'physical environment' (5 items), 'protection' (5 items), 'family community consciousness and family tradition' (4 items), and 'the role and responsibility of parents for childcare institutions' (7 items). It is significant that the indicators on the parental roles and responsibilities for young children were developed and verified to fit the situation in Korea. Findings will help identify the characteristics of parental role responsibilities and serve as a basis for efficient communication between parents and preschoolers.parental role responsibilities and serve as a basis for efficient communication between parents and preschools.

• Trans-
• /
• v.12
• /
• pp.141-171
• /
• 2022

This study was conducted to understand media and cultivate personality by using media as data for personality education. To achieve this purpose, the Personality Education Promotion Act and the Korea Educational Development Institute's personality virtues were selected as educational elements, and a personality education program using media was developed in combination with the middle school curriculum. For this study, first, in order to extract personality virtues, 13 personality virtues were finally selected as educational elements by comparing and synthesizing the personality virtues of the Personality Education Promotion Act and the Korea Education Development Institute. The final personality virtues selected are self-esteem, courage, sincerity, self-regulation, wisdom, consideration, communication, courtesy, social responsibility, cooperation, citizenship, justice, and respect for human rights. Second, in order to select media and set the direction of development of personality education programs, the process of collecting media data was confirmed, and the direction and goal of the program were set by analyzing the middle school curriculum. Third, in order to propose a method of applying a personality education program using media, the personality grafting unit was selected by referring to the commentary on all subjects of the 2015 revised curriculum.

• Journal of Korea Entertainment Industry Association
• /
• v.13 no.5
• /
• pp.185-193
• /
• 2019

Young children facilitate their social and emotional development by doing a lot of play activities with their peers. As an empirical survey study, this study is aimed at analyzing how the peer play interaction influences peer competency and self-regulation. To achieve that, a questionnaire survey was conducted with 271 young children aged 5 years who were going to the kindergarten in the G district of Seoul. With the data collected in the survey, frequency analysis, descriptive statistics, reliability test, correlation analysis and regression analysis were conducted by SPSS program. The analysis results are presented as follows: firstly, peer play interaction positively influenced young children's sociability, pro-sociality, and leadership as their peer competency factors; secondly, peer play interaction positively influenced their patience, endurance of waiting, and adaptation as their self-regulation factors. This study drew the conclusion that peer play interaction is a critical variable to predict young children's peer competency and self-regulation. Therefore, it will be necessary to continuously develop a variety of play activity programs which young children can join in the inside and outside of kindergarten in order to helps young children improve their peer competency and self-regulation, and to actively connect the programs with Nuri curriculum.

• Journal of Music and Human Behavior
• /
• v.4 no.2
• /
• pp.66-83
• /
• 2007

The purpose of this study is to learn both effects of the vocal psychotherapy on the self-consciousness and the variety of the self-consciousness on the vocal psychotherapy in return. The research for this study was performed to three subjects who were students of E university, Seoul, ten times for sixty minutes. The subjects were all volunteers for the advertisement on a music-therapy program searching for them on the web site of E university. The vocal psychotherapy program consists of four steps and each of them consists of two to four short terms again. Both before and after the experiment, examinations on self-consciousness were done to recognize the change of the subjects' self-consciousness which would be caused by the vocal psychotherapy activity. After every short term, the subjects were asked to write reports to closely analyze the change of self-consciousness according to the terms and the variety of the subjects. The effect of the vocal psychotherapy activity on the changes of scores in the self-consciousness examination is the first thing to point out on this study. There appeared some personal varieties on the total scores of the examination and scores of some sub-categories. Especially, there were different scores on the private self-consciousness, the public self-consciousness, and the social anxiety between before and after performing the vocal psychotherapy program. Subject A, who had got the best score of all on the scope of the private self-consciousness, showed the steepest decrease on the very scope. On the contrary, the subject showed decrease of scores of the public self-consciousness and the social anxiety in the relatively little rate. Subject B, who had got the highest score of the three on the public self-consciousness, showed the steepest decrease on that of all scopes and showed no difference on the social anxiety scope. In the case of the last one, subject C, who had relatively low scores on the private and public self-consciousness than the others, the private self-consciousness score increased but the public self-consciousness and the social anxiety scores decreased. The changes of the scores of each questions were examined in order to see possible other changes that had not been exposed on the changes of the total and sub-categories scores. As a result of that, of all twenty-eight questions, there were changes about one to two points. Subject A showed the difference with thirteen questions, subject B with sixteen and subject C with nineteen questions. The rate of change of subject C was relatively small but more questions changed and the change of score was wider than the others. Considering all those results, It can be possibly said that the vocal psychotherapy affects the changes of the scores of sub-categories in self-consciousness examination. The next thing to point out on this study is the change of recognition that was exposed on the subjects' report after every short term of the program. As a result of the close analyzing, according to the short terms and variety of self-consciousness, recognizing the way express subjects themselves by voice and recognizing their own voices appeared to be different. How much they cared about others and why they did so were also different. According to the self reports, subject A cared much about her inner thought and emotion and tended to concentrate herself as a social object. There appeared some positive emotional experiments such as emotional abundance and art curiosities on her reports but at the same time some negative emotions such as state-trait anxiety and neuroticism also appeared. Subject B, who showed high scores on the private and public self-consciousness like subject A, had a similar tendency that concentrates on herself as a social object but she showed more social anxiety than subject A. Subject C got relatively lower points in self-consciousness examination, tended to care about herself, and had less negative emotions such as state-trait anxiety than other subjects. Also, with terms going on, she showed changes in the way of caring about her own voice and others. This study has some unique significances in helping people who have problems caused by self-estimation activated with self-consciousness, using voices closely related to one's own self, performing the vocal skills discipline to solve the technical problems. Also, this study has a potentiality that the vocal psychotherapy activity can be effectively used as a way affects the mental health and developing personality.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
• /
• v.10 no.1
• /
• pp.50-63
• /
• 1999

Introduction：Test anxiety is a pervasive problem among high school students in Korea. While anxiety in test situations may actually facilitate the performance of some students, more often it is disruptive and leads to performance decrements. Over the past years, many child psychiatrists have become concerned with understanding the nature of test anxiety, but it is not clearly understood yet. In order to understand the nature of test anxiety, the relationship between test anxiety and depression, state anxiety, trait anxiety, temperament and family environment were examined. Methods：The Test Anxiety Inventory, Chidlren's Depression Inventory, State-Trait Anxiety Inventory, Temperamnet and Family Environment Scale Scale were administered to 576 high school students in Seoul. The relationships between test anxiety and other measures were tested using Pearson correlation coefficients and to test the causal relationship among the variables, regression analysis was performed. Results：The correlation coefficients between test anxiety and depression, state anxiety, trait anxiety, temperament and family environment scale were 0.42(p<0.01), 0.34(p<0.05), 0.38(p<0.05), 0.36(p<0.05) and -0.23(p<0.01), respectively. Regression analysis showed that only state and trait anxiety had direct causal relationship with test anxiety. Depression, temperament and family environment were indirecly related with test anxiety. Conclusions：This study indicates that the level of state and trait anxiety are directly related with test anxiety, and other variables such as temperament, family environment and depression are indirectly related with test anxiety. Thus, in order to develop the effective methods for treatment, these psychopathological characteristics should be kept in mind and the most important factors are the levels of state and trait anxiety.

• Horticultural Science & Technology
• /
• v.30 no.5
• /
• pp.586-595
• /
• 2012

This study was conducted to determine the effects of horticultural therapy (HT) program using hydroponics on work adjustment skills of students with mental retardation. Based on the critical role transitional model and special education curriculum for agriculture, especially hydroponics, HT program (total 22 sessions) using hydroponics procedure for Lettuce (Lactuca sativa L. 'Asia Heuk Romaine') was developed. Fourteen (10 males, 4 females) graded $1^{st}$ to $2^{nd}$ with intellectual disabilities were recruited from a special education class in a high school located in Inchon, Korea and then a special farm for hydroponics in Inchon, Korea was offered for the HT program. The students with intellectual disabilities participated in the HT program for 4-month (from September to December of 2011, twice a week, approximately 60 minutes per session). Before and after the HT program, the McCarron assessment neuromuscular development, emotional behavioral checklist, interpersonal negotiation strategies, and KEPAD picture vocational interest test were performed by the teachers and horticultural therapists. As the results, the students significantly improved motor performance (p = 0.002), emotional behavioral strategies (p = 0.00), and interpersonal negotiation strategies (p = 0.05). However, no significant difference between before and after the HT program for vocational interest was observed. In conclusion, the HT program using hydroponics, consists of simple and easy tasks so that it would be applicable for the students with intellectual disabilities positively affected to work adjustment skills by improving the motor performance, emotional behavioral strategies, and interpersonal negotiation strategies. Additionally, HT programs using hydroponics with various kinds of vegetables are required to develop and to apply in practical settings for improving work adjustment skills.