• Korean Journal of Child Studies
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• v.30 no.5
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• pp.155-165
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• 2009

This study was conducted to identify relationships between toddler-teacher joint attention and toddlers' vocabularies. Toddlers' vocabularies were assessed by the MacArthur Communicative Development Inventory-Korean (MCDI-K) modified by Kim (2006); joint attention episodes were observed by classification categories for engagement condition (Bakeman & Adamson, 1984). Data were analyzed by means, t-test and Pearson's correlations. Results were that : (1) receptive vocabulary of toddlers was about 1.1 times as high as their expressive vocabulary. (2) Coordinated joint attention was observed most frequently, followed by supported joint attention; coordinated joint attention was closely related to support joint attention. (3) The relationship between toddler-teacher joint attention and toddlers' vocabularies were significant in a positive direction.

• 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.

• Korean Journal of Childcare and Education
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• v.6 no.3
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• pp.103-125
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• 2010

The purpose of this study is to investigate effects of 1 or 2 years old infant to target infant care facilities and the sense of family activities conducted in conjunction with the infant's physical development and infant-parent interaction. The purpose of this study, research questions are as follows. First, child care center-family linked sensory activity is effective in the infant's physical development? Second, child care center-family linked sensory activity is effective in the infant-parent interaction? The subjects of this study are 56 infants of 1-2 year old and their mother or father 56 people in S and D infant care facilities in K city. S infant care center, experimental group, carry out child care center-family linked sensory activity. D infant care center is control group to apply an integrated program. The child care center-family linked sensory activity are conduct on 24 times, 3 times a week, totally 8 weeks. The results were as follows. First, child care center-family linked sensory activities are partially effective on the infant's physical development than the control group. Therefore, in order to promote the development of the infant's physical development, home and child care center will be done in conjunction with sensory activities are needed. Second, child care center-family linked sensory activities had positive effect on infant-parent interaction than the control group. Therefore, to improve infant-parent interaction, it is necessary to carry out child care center-family linked sensory activities. In conclusion, child care center-family linked sensory activities are correlated in positive effects on the physical development of infants and the infant-parent interaction.

• Korean Journal of Child Studies
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• v.25 no.2
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• pp.41-57
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• 2004

Subjects were 88 two-year-old-toddlers(25-36 months of age) and 32 teachers in 13 childcare centers; they were randomly assigned to experimental or control groups. The researcher observed teacher-toddler interaction in the picturebook reading situation. Analysis of patterns of teachers' verbal behavior and coding of toddlers' verbal and nonverbal behaviors were based on Senechal, et al.(1995) and Whitehurst, et al.(1988), respectively. In comparison with the control group, toddlers of the experimental group showed significant differences in verbal behavior; they acquired nouns occurring in the picturebooks and more expressive and comprehensive language. After training intervention, teachers of the experimental group showed changes in quality and quantity of verbal behavior.

• Journal of The Korean Association For Science Education
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• v.29 no.2
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• pp.240-252
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• 2009

In this study, we applied a web-based education system to the teaching-demonstrations of the pre-service teachers and identified the usefulness of the system as a method supporting constructive education for pre-service teachers. The pre-service teachers performed the web-based activities for the teaching-demonstrations, and we interviewed them after the teaching-demonstrations. On the basis of the results, we found three situations showing the usefulness of the web-based education system. First, the pre-service teachers examined the materials on the constructive teaching-learning theories and constructed the related theoretical knowledge. At this point the web-based discussion board supported the environment where they thought deeply and investigated the theories carefully. Second, they experienced interaction with others and the academic adviser in the processes of preparing the teaching-demonstrations. This interaction was supported by web-based discussion board, and they were able to form the practical knowledge related to the planning and building constructive teaching. Third, they reflected on their own teaching after the teaching-demonstrations. At this point, the web-based discussion board was able to facilitate the interaction for the reflective thinking processes. In this study, we identified that the web-based education system could provide an effective environment where the pre-service teachers could learn constructive teaching-learning methods.

• Journal of Music and Human Behavior
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• v.4 no.2
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• pp.18-40
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• 2007

The purpose of this study was to verify the influence of musical activities on social and emotional behavior of infants, through providing musical activities to the infants who were cared in a nursery and observing the interactions between peer group, or a therapist and an infant derived during them. The subject is 24 infants who are under 2 years of age(25~36months) at two nurseries located in Bundang area, and 13 infants among them are randomly assigned as study group and 11 infants as control group. Pretest and posttest about social and emotional behavior are performed, and ITSEA developed by Brggs-Gowan and Carter(2001) and amended by Shin Ji Yeon(2004) was used as an evaluation tool. Infants' changes of interaction behaviors during musical play were also analyzed quantitatively and qualitatively, and for the analysis, infant's social play behavior examination tool developed by Holloway and Reichhart-Erickson(1988) was adopted. Based on time sampling method, each item of this tool was evaluated. Each session was performed for 15 minutes, and 60 times of analysis about interactions per session was conducted at every 15 seconds. The analysis result was showed with a table and a graph, and described qualitatively about behavior changes. When compared social and emotional positive behavior average figures and negative behavior average figures between study group and control group, this study showed that the positive behavior figure of study group was increased and the negative behavior figure was decreased. While concentration and empathy among positive behaviors increased meaningfully, aggression, defiance, separation anxiety and rejection to new things among negative activities also decreased meaningfully. The conclusion of this study is as follows. First, interactions with peers or a therapist based on music and musical experience make an effect on strengthening positive behavior among social and emotional behavior and decreasing negative behavior. Second, music has influence on negative behaviors more than positive behaviors of an infant, and produces a good effect on sub behaviors of negative behaviors specially.

• Korean Journal of Childcare and Education
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• v.9 no.5
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• pp.229-249
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• 2013

This study aims to analyze the effects of infants' attachment to their mother and child care teacher on their adaptation to child care. Data were collected in a purposive sample involving 100 infants and toddlers at age one and two, their mothers, and 36 teachers were analyzed with two-way ANOVA. The results showed that the effects of infants' attachment to their mother and teacher varied by subfactors of adaptation. 'Social Relationships' and 'Positive Emotion' were significantly different only among infants who established insecure attachment with their mother. Second, the level of 'Social Relationships' and 'Positive Emotion' were significantly high when teacher-infant attachment was secure among infants who established insecure attachment with their mother. Third, there were significant effects of mother-infant attachment on 'Aggressive Behavior' as infants who established insecure attachment with their mother showed a significantly higher level of 'Aggressive Behavior' than infants having secure attachment with their mother.

• Korean Journal of Childcare and Education
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• v.9 no.6
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• pp.171-196
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• 2013

The purpose of this study was to examine the characteristics of classroom culture in a toddler class of 2 year olds. Data was collected through 16 sessions of non-participatory observations and teacher interviews of toddlers in H daycare center. Collected data was carefully read and categorized accordingly to fit the theme of this qualitative study. Data analysis yielded four conclusions regarding the toddlers' classroom culture: behavior to advance together as a group, communicating through body language, complete reliance and responses towards the instructor, and a dichotomy between disintegration and integration. The result of this study suggests a need for instructor's proper guidance and establishing an appropriate childcare environment, as well as a reconsideration regarding toddlers as a host of the classroom culture, to increase the understanding of toddler's interactions in classrooms and social trends.

• Journal of The Korean Association For Science Education
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• v.29 no.1
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• pp.106-115
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• 2009

In this study, classroom instructions of teachers who participate in the science teachers' community were videotaped and analyzed to understand their teaching professionalism. Among the "Standards for teaching evaluation of science instruction" developed by Korea Education Curriculum and Assessment, 12 evaluation elements were selected and used for data analysis. First of all, the results indicate that most of the teachers show the highest teaching level in the interaction between student and teacher, and the lowest in the statement of teaching object as the teaching evaluation element. Second, from the viewpoint of the teaching level, all of the teachers at the superior level were veterans whose teaching careers have spanned longer than 15 years. It was found that they used various teaching materials in class and designed meaningful learning programs for their students. Compared with teachers at the superior level, beginning teachers used limited teaching materials due to their lack of experience. In addition, their instruction falls short of flexible management in teaching. The results show that they tend to teach in a somewhat rigid style that does not have sufficient positive interaction with students.

• Korean Journal of Childcare and Education
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• v.9 no.4
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• pp.185-210
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• 2013

The purpose of the study was to observe and categorize daily routines of infant classes in daycare centers based on quantity of indoor and outdoor free play, group activities and nap/rest and explore differences in infants' play and teacher's behavior according to daily routine types. A team of trained observer observed daily routines and teacher's behavior of 26 infant classes from 7 daycare centers for two days and teachers evaluated 164 infants' playfulness. As a result daily routines of infant classes were categorized into two types: "Indoor & Outdoor Free Play Oriented" and "Group Activities & Rest Oriented". Infants' playfulness of "Indoor & Outdoor Free Play Oriented" groups were higher than that of "Group Activities & Rest Oriented" groups. Teachers from "Indoor & Outdoor Free Play Oriented" groups were found to have more experiences in the field and also they showed more positive and neutral guidance than the others.