• Korean Journal of Childcare and Education
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• v.13 no.5
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• pp.43-64
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• 2017

Objective: The purpose of this study was to develop and validate the Behavior Rating Scale for Preschool Children based on the Yonsei Open Education Curriculum. Methods: The subjects of the study were 145 children aged three to six attending a preschool affiliated with a university and their teachers. Teachers observed their children for at least two weeks and completed the Behavior Rating Scale for Preschool Children. The scale consisted of five areas and 44 items which was a five level rubric. Results: Results showed that age differences were significant and development trends were revealed in almost all items. Second, the mean between the upper and lower groups showed a significant difference. Third, the internal consistency reliability was .97 for all items and for the five areas ranged from .86 to .93. The inter-observers reliability was .84. Forth, the concurrent validity and content validity of the scale were relatively high. Conclusion/Implications: The Behavior Rating Scale for Preschool Children can be used as a valid and reliable instrument to assess preschool children's development.

• Journal of the Korean Home Economics Association
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• v.41 no.10 s.188
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• pp.75-84
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• 2003

The purpose of this study was to examine the effect of listening to music during musical activities on children's development of tone recognition and sense of rhythm. The subjects were total sixty 4-years-olds from two classes of thirty. The children were divided into two groups, experimental and control. Before the experimental procedures, a pre-test was taken to evaluate the level of tone recognition and sense of rhythm of the children. Cordon's 'Audie' was employed and used to measure the difference of tone recognition and sense of rhythm. Then, the activity of listening to music was applied to the experimental group for ten weeks. For the experimental group, the musical activity was selected based on the themes of our tfe which was related to the weekly and yearly teaching plan. One the other hand, no musical activity was provided for the control group. After the experiment, a post-test was carried out using the same methodology of pre-test. Data were analysed by ANCOVA test. Results showed that there was a statistically significant difference in the development of tone recognition and sense of rhythm between the experimental group and the control group.

• Korean Journal of Child Studies
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• v.31 no.6
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• pp.135-151
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• 2010

The purpose of this study was to analyze the relationship between teachers' beliefs and instructional activities in regards to the DAP (Developmentally Appropriate Practice) of Korean and Chinese early childhood teachers. A number of both teacher variables and classroom environment variables were also examined. One hundred and ninety three Korean early childhood teachers and 385 Chinese early childhood teachers responded to the TeacherQuestionnaireas issued. The results of this study were as follows. First, Korean early childhood teachers showed higher scores in terms of teachers' beliefs about DAP than DIP (Developmentally Inappropriate Practice). Chinese early childhood teachers showed higher scores for teachers' beliefs about DIP. Second, Korean teachers' scores in terms of instructional activities for DAP showed differences depending on the degree of teaching experience and the teachers' age, and the scores for instructional activities related to DIP did not show any differences in any of the teacher variables. On the other hand, Chinese teachers exhibited different scores for the instructional activities for both DAP and DIP, again depending on the amount of teaching experience, the teachers' ages, and the ages of the children they taught. Third, a relationship between teachers' beliefs and instructional activities for DAP was found to be in evidence in Korea, but not in China.

• Journal of The Korean Association of Information Education
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• v.9 no.1
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• pp.99-112
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• 2005

In this research, we analyze chatting language of elementary school students, present the properties which are a result of this analysis and propose the method to solve it. Analysis on the chatting language considering organic relation of sentences is classified into syntactic, semantic and statistical characteristics. As a result of analysis, new characteristics is discovered writing by the way children pronounce their words, writing by switching the order of syllable's frontal and rear ends, inarticulate conversation of the other man. To minimize language misuse and to establish a chatting culture that is favorable to the development of children's emotional development, we propose the methods of computer system.

• Journal of the Korean Home Economics Association
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• v.37 no.8
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• pp.103-116
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• 1999

The purpose of this study was to explore leacher and peer relationships and child development in two types of early childhood program; halfway kindergarten and full-day childcare. The subjects were 90 four and half year old children and their teachers enrolled in 10 kindergartens and 20 childcare centers in Seoul. Each teacher evaluated her children with six scales developed by NICHD Early Child Care Research Network(1996); child-leacher relationship, peer relationship, social competence, adaptive language, behavior characteristics, and behavior problems. The data were analyzed by ANOVA. The results of this study were as follows: First, the girls in both programs had closer relationship with their teachers than the boys. The boys in the daycare were less dependent than those of kinder; on the other hand, the girls in the daycare were more dependent than those of kinder. Second, there was no significant difference in peer relationship between the children in both centers. Third, the girls of both centers scored higher than the boys in social competence. Fourth, in the child's adaptive language, both boys and girls were well developed, but girls were higher than boys, especially in kinder Fifth, the children in both centers behaved attentively in the groups, but in particular, the girths were more attentive. Finally, most of children were received low scores in the behavior problem scale.

• Journal of the Korean Home Economics Association
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• v.35 no.6
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• pp.221-234
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• 1997

The purposes of this study were (a) to ascertain early childhood teachers' beliefs and practices relative to the developmentally appropriate practices, and (b) to determine the relative differences of child care center teachers' beliefs and practices and kindergarten teachers' beliefs and practices. Although interest in obtaining information regarding teachers' beliefs and practices for developmentally appropriate practices in early childhood education is not new, it has commanded considerable attention recently, reflecting concern about growing fragmentation and discontinuity between the early childhood education and care services. A questionnaire measure of 4-and 5-year-old classroom teachers' beliefs and practices based on the guidelines for developmentally appropriate practices of the National Association for the education of Young children, which was consisted of the Teachers' Beliefs Scale(TBS) and the Instructional activities Scale(IAS), was administered to 215 child care center teachers and 215 kindergarten teachers. Positive correlations were found not only between teachers' beliefs and practices but also between developmentally appropriate belief and activities, and between developmentally inappropriate beliefs and activities. There was significant difference between child center and kindergarten teacher groups on the mean scores of each subscale, revealing that kindergarten group had a greater mean score on both TBS and IAS than child care center group. The results of this study implies that there is a great deal of teaching in either child care centers or kindergartens which is not congruent with developmentally appropriate practice. Also, the information obtained with the questionnaire has supported the contention that early childhood education and care services are need to be amalgamated based on the developmentally appropriate practices.

• Korean Journal of Childcare and Education
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• v.15 no.6
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• pp.99-116
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• 2019

Objective: This study examined the relationship between maternal beliefs on social development, management strategies of peer relations, and their child's peer competence in order to understand how to promote children's peer competence. Methods: Self-report questionnaires were used on 195 mothers with children four to years old. Data were analyzed using Pearson Correlation Analysis and Baron and Kenny's three-step regression. Results: First, there was a positive relationship between maternal beliefs on social development and their child's peer competence. Second, this study found that there were partial mediating effects of advice·support and supervision on the relationship between maternal beliefs on social development and children's social competence. Conclusion/Implications: The findings confirm that mothers' beliefs on social development and management strategies of peer relationships are proceeding factors for children's peer competence. Significant attention should be paid to mothers' beliefs on social development and management strategies of peer relationships for children's positive social development.

• The Korean Journal of Community Living Science
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• v.19 no.1
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• pp.45-54
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• 2008

The purpose of this study was to identify the relationships between early childhood socioemotional development and day care experience and daycare quality. The subjects were 116 children, age 5 years old, from 17 daycare centers. The teachers at the 17 daycare centers rated the quality of their facility while the mothers of the 116 children assessed their children's socioemotional development. Daycare experience was composed of: the time period, hours per day, and the child's starting age at enrollment in daycare. Daycare quality was measured by questionnaire developed by Park(1995). Children's socioemotional development was rated by K-CBCL (Oh et al. 1997). The results were as follows. First, starting daycare experience less than 2 years of age, attending more than 6 days per week, and attending more than 8 hours per day of daycare experience were negatively related with children's development. Second, quality of daycare such as child-centered curriculum, abundant interaction between teachers and parents, opportunity for continuing education of teachers, higher levels of rewards and incentives for teachers, and the provision of nutritious food were positively related to the children's development.

• Korean Journal of Child Studies
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• v.30 no.1
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• pp.27-41
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• 2009

This study examined the cognitive and social development of children of low income, disabled mothers. Sixty-four disabled mothers and their 3- to 5-year-old normally developing children participated. Children's IQ, receptive vocabulary, and social adaptive ability were measured with Korean-Wechsler Preschool and Primary Scale of Intelligence (Park et al.,1996), Peabody Picture Vocabulary Test-Revised (Seoul Community Rehabilitation Center, 1995), and Social Maturity Test(Kim & Kim, 1995), respectively. Results showed that IQ and receptive vocabulary scores were lower than average and that verbal IQ was positively related to shared reading time and library use; verbal IQ was negatively related to duration of child-care attendance. Children's social quotient was higher than average and positively related to mother's employment status and amount of books in the home.

• The Journal of the Korea institute of electronic communication sciences
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• v.6 no.4
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• pp.511-516
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• 2011

Recently, the development of computing technology and experiential content for the increased interest in education and cultural facilities to target children and young people experience learning and experiential entertainment systems require a high propensity to invest and are. In this paper, for the 13.56MHz band RFID Reader and Tag RFID technology using the proposed interactive educational globe. Active tags attached to sensors attached to the globe were presented in the RFID reader, arduino and sensors in conjunction with Google Earth COM API was constructed through the physical computing educational system.