• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.4
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• pp.2486-2494
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• 2015

This study is intended to look into the effects of forest experience activities for developing a moral sense on moral development of children. To achieve this, forest experience activities were performed to 40 5-year-old children from H kindergarten in Chungnam area through April 7 to July 25, 2014. They were classified into an experimental group(9 male children and 11 female children) and a control group(9 male children and 11 female children). Forest experience activities and Nuri curriculum-related forest experience activities were performed to the experimental group and the control group 10 times, respectively. The results were as follows. First, forest activity education had an effect on improving children's moral judgment. Second, moral behaviors showed that the experimental group improved in order, courtesy and moderation, which forest experience activities had a significant effect on improvement in their moral behaviors. As stated above, children's forest activities will valuable education to enhance moral development that identifies the preciousness of life through communion and interaction with nature along with peers, and order, manners and self-control by joint cooperative activities between peers.

• Korean Journal of Environment and Ecology
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• v.33 no.3
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• pp.341-353
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• 2019

The purpose of this study was to examine the influence of urban forest and school forest experience programs on attitude toward the forest, psychological well-being, and stress of high school students. The subjects of this study were 26 students from a high school located in B-dong in Hwaseong, Gyeonggi Province. They were divided into the experimental groups participating in urban forest experience and the control groups participating in school forests experience. Each group participated in the five weekly two-hour long forest experience program. We conducted a pre- and post-experience questionnaire surveys using the scale of environmental attitude toward the forest, the scale of psychological well-being, and the scale of academic stress to observe mental and psychological changes of the high school students. Data were analyzed by SPSS 23.0 program and a Wilcoxon sign rank test. There was a significant increase in the attitude toward forests of high school students participating in the forest experience programs. The groups participating in the school forest experience showed an increase in the psychological well-being although it was not statistically significant, and the groups participating in the urban forest experience showed a statistically significant increase, indicating that the forest experience affected the psychological well-being of the high school students. The groups participating in the school forest experience showed a decrease in the academic stress although it was not statistically significant, and the groups participating in the urban forest experience showed a statistically significant decrease, indicating that the forest experience affected the academic stress of the high school students.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.6
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• pp.3616-3624
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• 2014

The aim of this study was to inquire into the perceptions and the needs of parents on their forest experience activity. To achieve this, a survey was carried out on 250 parents of children in a Gyeonggi-based private kindergarten from December 26 to December 31, 2013. The results are as follows. For the perceptions of parents on the forest experience activity, the 'perception on overall effectiveness' was the highest, followed in order by 'perception on educational effectiveness' and 'general perception'. For the needs of parents on their forest experience activity, 58.2% of them recognized the importance of regular forest experience activity. For the necessity of an annual program, 60.7% of them recognized the necessity of a planned annual program. For the recommendation of forest experience activity, 61.1% of them gave a strong recommendation for forest experience activity. As stated above, most parents positively viewed children's forest experience activity in the environment as it is difficult to approach nature in downtown areas, and children also highly viewed the educational effectiveness of it.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.5
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• pp.334-342
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• 2019

This study is empirically intended to look into the effects of parents' perception of their children's forest experience activities on educational effectiveness. The results were as follows. First, parents' perception of forest experience operation activities had a significant effect on educational effectiveness according to the period of participation in forest experience education. And their perception of the appropriate number of teachers to support forest experience had a significant effect on educational effectiveness. Second, parents' perception - which it is appropriate for the current daycare centers to participate in forest experience every day except a day with a lot of fine dust and a day with bad weather- had a significant effect on educational effectiveness. And their perception of appropriate forest experience places had a significant effect on educational effectiveness. Third, parents' perception of appropriate time in the day for forest experience activities had a significant effect on educational effectiveness. Fourth, parents' perception of their children's forest experience activities had a significant effect on communication. As for the above-stated findings, there was a significant difference in educational effectiveness and communication according to parents' perception of their children's overall forest experience activities. Consequently, there is the differences in their perception of educational effectiveness in the number of teachers in charge due to outdoor activities, the relationship with weather due to fine dust, forest experience places, education time, etc, indicating that these common concerns are related to the safe educational activities of children.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.8
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• pp.5189-5197
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• 2015

This study is intended to look into early childhood teachers' perceptions and needs for forest experience activities. To achieve this, a survey was carried out to 170 early childhood teachers in kindergartens and child care centers in Daejeon city. The SPSS(Statistical Package for Social Science) v. 18.0 was used for data analysis through the process of data coding and data cleaning. The frequency analysis was conducted for the general state of those surveyed. The frequency analysis, ANOVA and factor analysis were conducted for the perceptions and needs for forest experience activities. The findings showed that early childhood teachers had positive perceptions for the educational effects of forest experience activities. Especially, they perceived that the educational programs of forest experience activities need to be highly recommended to early children as forest experience education is important for forest experience activities. Consequently, forest experience education is just as important and useful for early children to learn the importance of coexistence with human and nature, and develop a sense of community by interacting with nature.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.12
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• pp.494-501
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• 2020

This study is aimed at exploring the effects of forest experience activities on promoting children's community spirit. To achieve this, a pre-post survey was empirically carried out with 40 children at Kindergarten A in the city of Chungnam. The comprehensive findings showed a significant difference between the experimental group, which had forest experience activities, and the control group, which had outdoor activities based on the existing Nuri curriculum. Based on a pre-test for intimacy, emotion, mutual public awareness, and participation consciousness as sub-factors of community spirit, which adopted all the research hypotheses, the results suggest that the forest kindergarten will become an educational place for children. Consequently, personality education using nature in forest kindergartens can become an excellent goal, helping to boost the development of children's sensitivity and emotional stability through awakening the five senses; building up self-awareness, self-reliance, and trust; learning consideration and respect for others; and developing positive attitudes, sociality, potential, imagination, and creativity through forest activities with their peers.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.2
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• pp.413-421
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• 2018

This study is intended to look into the effects of children's forest experience activities on parent-child relationship and child attitude change. To achieve this, a survey was empirically carried out to 185 children. The results were as follows. First, the normality of parent-child relationship before and after forest experience activities showed that the parent-child relationship increased from 3.229 points before participation in forest experience activities to 3.841 points after participation in forest experience activities on average. And the child attitude increased from 3.226 points before participation in forest experience activities to 3.765 points after participation in forest experience activities, which there was a change of mean value before and after forest experience activities in both concepts. Second, the difference in parent-child relationship and child attitude change before and after forest experience activities showed that both parent-child relationship(Z=-10.98, p<.001) and child attitude(Z=-11.05, p<.001) did have significant differences before and after forest experience activities in the significant level of .05. As for the above-mentioned findings, children's forest experience activities improves the parent-child relationship and changes their behaviors outside the kindergarten. Consequently, nature-friendly forest experience education can provide emotional stability for children and help them build a positive rapport between teacher, parent and peer.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.11
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• pp.473-480
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• 2018

This study is intended to look into the effects of children's forest math game activities on their understanding of number and space concept. To achieve this, an evaluation was carried out to 20 4-year-old children in each group - experimental group and control group - by an evaluation sheet after forest math game activities during a total of 16 sessions 4 times a week for 4 weeks. The findings are as follows. First, children's forest math game activities had an effect on their understanding of number and space concept. Second, the difference between experimental group and control group showed that the experimental group received higher evaluation in the classifying and order finding items than the control group. It was confirmed that classifying and order finding in the forest math game were factors to help children's mathematical problem-understanding abilities. This implies that their forest math game activities have a positive effect on their mathematical problem-understanding abilities. Consequently, active forest math game activities for children are needed to help them understand the concept of number in the process of classifying task objects and solving tasks in order.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.12
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• pp.264-275
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• 2017

Objective: This study examines the effects of children's art activities through forest experience in relation with Nuri curriculum on environmental sensitivity. Method: A survey was administered to an experimental group of 20 children as well as a control group of 20 children for statistical analysis. after 16-class art activities through forest experience were performed to children aged 4 at a daycare center for 50 days. Result: Children's art activities through forest experience in relation with Nuri curriculum had a positive effect on their environmental sensitivity. In particular, their art activities had a positive effect on their self-awareness, self-regulation, empathy and motivation in the experimental group, supporting the educational effects and benefits of developmental children's art activities through forest experience in relation with Nuri curriculum. In other words, art activities through forest experience are useful in terms of providing children with creative expression activities in art by leading to observation and exploration, as well as educational experiences that have positive attitudes toward the environment. Conclusion: As children's art activities through forest experience have a positive effect on their environmental sensitivity, more useful information on teaching-learning methods will be able to be provided to early childhood teachers in the field. Consequently, children's art activities through forest experience need to be actively introduced in the field of early childhood education as an alternative for learning nature and improving environment-friendly emotional intelligence.

• 우리들 숲
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• s.14
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• pp.12-13
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• 2006