• 건강소식
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• 제3권2호통권17호
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• pp.25-31
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• 1975

• 여성건강간호학회지
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• 제7권1호
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• pp.7-17
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• 2001

The purpose of this study was to evaluate the effects on maternal-fetal attachment and self efficacy for delivery using the Taekyo-oriented prenatal class. This class is for 2 hours/week for 4 weeks. The program covers the contents of fetal growth and development including their responding ability, the importance of the uterine environment, sharing the motive and purpose of pregnancy, sharing experiences about pregnancy, sharing of prejudices against delivery, training of maternal-fetal interaction, understanding delivery, relaxation breathing techniques, maternity exercises, writing letters or prayers to the baby, and declaration of loving the baby. This study took place from March 4th to June 15th, 2000, in a university hospital and community care center, and was done by with a pretest-posttest design, with 55 pregnant women who were within 32-36 weeks pregnant and who agreed to participate in this study. Data was measured twice by self-report by the Cranley's Maternal-fetal Attachment Scale(MFAS, 1981), and the Shin's(1997) Self Efficacy for Delivery Scale at the beginning and at the completion of the class. Data was analyzed by SAS. The study results were: 1. The score of maternal-fetal attachment was significantly increased after the Taekyo perspective prenatal class than before the class. (t=7.389, p=0.000) 2. The score of self efficacy for delivery was significantly increased after the Taekyo perspective prenatal class than before the class. (t=8.885, p=0.000) The above results proved that the present Taekyo perspective prenatal education program was effective in increasing maternal-infant attachment and self efficacy for delivery. Therefore, it is concluded that the existing prenatal class should include Taekyo perspective elements. However, further study is needed to compare the effects with preexisted prenatal class.

• 아동학회지
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• 제35권4호
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• pp.263-279
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• 2014

The purpose of this paper is to explore the role of the variation of songs by teachers in early childhood classrooms where songs play an important role in managing the daily activities for young children. Early childhood teachers have demonstrated a high degree of competency to transform and modify a variety of songs that fit into children's developmental levels. The use of such songs enable both teachers and young learners to fully enjoy such classroom activities and are an important means for establishing rapport. The data were collected from direct observation and video recording in three early childhood classrooms, as well as through interviews with the teachers, and through the researcher's journals. The results of the study revealed that the teachers exhibit a high degree of professionalism in creating variations of the kind of songs that children seem to enjoy, and thereby creating high levels of classroom enjoyment generally. This study also showed that using a good variety of songs in early childhood classroom can facilitate understanding of the content in the curriculum Finally, this study also suggests that the teachers' skills in designing variations of songs can make early childhood education classrooms culturally attractive and aesthetically more creative.

• 한국보건간호학회지
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• 제17권2호
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• pp.192-202
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• 2003

This descriptive study aimed to determine the effects of community based health education program for pregnant women on their confidence in labor and breastfeeding. Data were obtained using several questionnaires and administered to 174 pregnant women who have participated (n=49) and have not participated(n=125) in health education program, and 244 mothers of infants who lived in one city in Kyunggi province. Summaries of finding were as follows; First, pregnant women who have participated in health education program showed significantly higher score in confidence in labor than those who have not. Also, confidence in labor was different according to the level of education. Second, pregnant women participated in health education program showed higher score in knowledge and attitude on breastfeeding, but the differences were not significant. Knowledge on breastfeeding was higher in multipara. More positive attitude on breastfeeding was found in working mothers and highly educated mothers. Third, $54.1\%$ of mothers continued breastfeeding over six months. Main reasons for discontinuing breastfeeding were lack of breast milk amount, and health problems in infants and mothers. In this study, we could identify the positive effects of health education program for pregnant women provided by public health center, and find the related factors of confidence in labor and breastfeeding. Community based health education program for pregnant women, especially for vulnerable group should be expanded.

• 치위생과학회지
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• 제2권1호
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• pp.21-24
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• 2002

임신기 구강관리와 영아의 구강관리에 대한 지식은 구강병을 예방하기 위하여 가장 기본이 되는 것이며, 구강관리는 습관화 되는 과정이라는 점을 감안할 때 이 시기의 관리가 무엇보다도 중요하다고 할 수 있다. 그러므로 연구자들은 임부들의 영아구강관리에 대한 지식을 살펴보고, 영유아기 우식증에 대한 인식정도를 파악하며, 임부들의 구강관리지식에 대한 잘못된 내용 포함정도를 살펴보기 위해 서울시 보건소와 유관업체에서 주관하는 임산부 건강교실에 참가한 임부 330명을 무작위 표본추출하여 개별면접방식으로 진행한 연구를 통해 다음과 같은 결론을 얻었다. 1. 임부들이 구강병을 중대한 문제로 생각하고 있는 비율은 82% 이었고, 잇솔질의 중요성을 인식하고 있는 비율은 94% 이었다. 2. 영유아기 우식증을 인지하고 있는 비율은 42% 이었고, 임신경험별로 통계적으로 유의한 차이가 인정되었다(p<0.05). 3. 영유아기 우식증 원인 중 잘못된 수유습관을 인지하고 있는 비율은 58% 이었고, 잘못된 모유습관에 의한 우식발생 가능성에 대한 인지율은 43% 이었으며, 임신경험별로 통계적으로 유의한 차이가 인정되었다(p<0.05). 4. 임신 중 태아는 모체의 치아로부터 칼슘을 빼앗아 간다고 인지하는 비율이 82% 이었다. 5. 임신 중 치과치료를 금하는 것이 안전하다고 인지하는 비율은 71% 이었다. 영아구강관리 및 임신기 구강관리에 대한 정확한 지식을 습득하고 있는 비율이 상대적으로 낮았고, 임신기 구강건강증진을 위한 프로그램의 개발과 정확한 구강관리 정보를 체계적으로 제공해 줄 수 있는 기회의 마련이 시급하다고 검토되었다.

• 한국보육지원학회지
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• 제16권4호
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• pp.111-133
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• 2020

Objective: The purpose of this study is to find out how teachers organize and operate early childhood classroom, as play areas. Methods: Four teachers who had been aware of importance of play and were motivated to form an early childhood classroom as a play area were selected as research participants. Semi-structured interview and participatory observations were conducted to collected data. Results: The findings of the study are as follows. First, in regard to the role of the early childhood classroom as a play space, teachers supported the play of children and wanted to organize and operate the classroom as a play space. Second, as, play space, the teachers wanted to construct the space according to their own perception with children. Conclusion/Implications: The conclusions of this study are as follows. First, the teachers attempted to create play space by recognizing the contradictions that the classroom had. Second, the teacher organized the classroom into a play area and allowed the children to transform and create the space in their own.

• 여성건강간호학회지
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• 제2권1호
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• pp.125-137
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• 1996

This study was conducted to identify the educational need of pregnant women, and to evaluate the effect of the 2-hour childbirth class provided by researchers. The subjects were composed of 183 pregnant women who participated voluntarily in the 2-hour childbirth class, and the data were collected by self reporting structured questionnaire designed by researchers. The data were analyzed with descriptive statistics, paired t test, and McNemar test by SPSS pc program. The results were as follows ; 1. Mean age of th subjects was 27 and most subjects graduated from the high school and the college. 80.3% of the subjects had nuclear family. 82.5% of the subjects were full time housewives. 2. 85.8% of the subjects were ipara. Though 71.6% of the subjects might have antepartal care in the clinic, 67.2% of the subjects had no chance to participate in the childbirth class before this study. 3. Subject's health and lifestyle, especially related to eating habits, were changed in the antepartum period. We found that the pregnancy affected positively on health and lifestyle of the women. Over 75% of the subjects became to understand the progress of labor, breath methods during the labor, and perineal exercise. Most subjects changed to think that they could control their body more actively and positively during the labor after participating in the childbirth class. 93.4% answered that 'childbirth class was necessary and important'. Most subjects wanted to be taught the contents, such as postpartum care, breast feeding, and infant care in the childbirth class. In conclusion, pregnant women to attend the childbirth educational program with their husband, and the 2-hour childbirth class provided by the researchers very effective in many aspects. Therefore we anticipated that the childbirth class on basis of pregnant women's needs will contribute to improvement of pregnant women's health and well-being during the labor.

• 대한간호
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• 제34권3호
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• pp.85-98
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• 1995

The purpose of this study is to provide basic data regarding effective learning opportunities in childbirth education classes. Also analysis of the data indicates the optimum conditions for the welfare and improvements in the promotion of health in childbearing mothers. The results of this study are as follows; 1) The average age of the subjects in this study was 30.6 years and the total number of subjects was 58 pregnant women. The average number of children was one and 84.5% of the subjects were unemployed even though 63.8% of them held over bachelor's degrees. It was found that 22.4% of the subjects were living in an extended family. Also 61.5% of them were living with parents-in-law. The number of pregnancies were calssified as one, two, or three to nine times with the percentages of 58.7%, 22.4% and 18.9%, respectively. Further, 72.4% of the subjects had no abortion experience and 15.5% had one aborion experience. While 89.7% of the subjects planned to feed their babies with breastmilk, mixed feeding were used by only 22.4% of the sample. These data were collected at about 6 months after delivery. Thus one can see that a low rate of breastfeeding was common. 2) The length of one period of childbirth education is four weeks. It was found that 36.2% of the subjects participated in childbirth education only once, where as 13.8% participated four times and 19% of the subjects participated in this class more than four times. pregnant at least once. Further, 75.9% of the participants were participated in this education through their own will. Their motivation for participation developed through information, advertisement and posters which contained information on childbirth education. Those with unplanned pregnancies 92.9% participated after a suggestion by the nurses. The number of participants in terms of percentage according to the childbirth education contents can be classified as following. The most active participation was shown in preparation of delivery(77.6%), postpartrm management(56.9%) fetal development(37.6%) and physiology of pregnancy(17.2%). It was found that 75.9% of the subjects were willing to participate again if they were given a chance. The reason can be summarized as following: The content of the education is very helpful(47.7%). Scientific knowledge can be obtained through this program(20.5%). Participation helps in achieving psychological stability(9.1%). Participation enables one to establish a friendly relationship with other participants(6.8%) of the sample. 24.1% of the participants did not want to participate again. The reasons can be as following: They do not want another baby(42.9%). The first paricipation in childbirth education gave enough knowledge about childbirth(21.4%). Another reason for not want to participate again was because they had a cesarean birth(14.3%). Only 7.1% of them responded with a negative view. A response that they do not need childbirth education after their operation can be traced back to the general belief that childbirth education is the place where one prepares for natural birth through the Lamaze breathing technique. Of the subjects, 91.4% suggested that this program could be recommended to other childbearing mothers, because this program gave educational content along with psychological stability for childbearing women. Of the subjects 41.4% did not see any efforts towards the welfare of the baby, where as 88.2% did. Among the subjects 58.6% made some effort to eliminate the discomfort of labor by breathing and imagination and breathing and walking. Further 41.7% of the 24 subjects did not do anything toward the welfare of the baby, because they did have a cesarean section so that they didn't have a chance even though they had been educated about childbirth. Also 33.3% of the subjects did not do anything toward the welfare of the baby, because they lacked a willingness. After leaving the hospital, only 75.9% of the subjects did some exercises. The subjects who tried participate this program with their husband accounted for 20.7% of the sample. Interviewing with the subjects solved some of the uneasiness and. fear of delivery, increased self-confidence in parenting and active coping in the delivery process.