• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.7
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• pp.431-440
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• 2017

This study surveyed pre-service early childhood teachers' level of concern about software education on the assumption that software education will be introduced into early childhood education in the future. It was shown that the pre-service early childhood teachers' level of concern about software education is the highest at stage 0(95%) and that they have a high level of informative, personal and managerial concern. Thus, a non-user pattern was mostly indicated. However, compared to the typical non-user pattern, their personal and informative level of concern is slightly higher. A 'tailing up' phenomenon to stage 6(refocusing) was shown. Hence, a pattern aspect close to critical non-user appeared to some extent. A difference in the significant level of concern was shown at all stages, except for managerial concern, according to the need for awareness, the appearance of a future implementation plan, and technology efficacy level. Based on this outcome, it was proposed that teacher training in early childhood software education should be made available as part of the educational activity connected with the Nuri Curriculum, since this would be more suitable for young children's developmental level than the early childhood software education, including coding education, etc., currently found in private institutions.

• Journal of the Korea society of information convergence
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• v.8 no.1
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• pp.39-47
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• 2015

This study was conducted to identify the experience that applied Flip Learning to preparatory childhood teachers. The target of study is 76 students who were in the first semester of the first year of three-year early childhood education major and took teaching profession subjects for 2 credits. The semester was run for 13 week-course from the beginning of March to the middle of June. Flip Learning was applied to all the classes. Data was collected through qualitative analysis of participants' journals and was concluded with the category of three strengths and four weaknesses. The strengths were firstly active class participation, secondly repetition learning, and thirdly self directed learning. The weaknesses were firstly a burden on class time, secondly improvement on Flip Learning methods, and thirdly a need of ability for self-directed learning and fourthly the experience of environmental unstability for prior learning. It suggests application examples of more effective teaching and learning methods for college professors and students through the case that applied Flip Learning to preparatory early childhood teachers.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.2
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• pp.462-471
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• 2018

Even though software (SW) education has not been considered part of the current national kindergarten curriculum, in practice there is growing interest in adopting it. Teachers would be expected to play a key role in the successful introduction and implementation of new educational changes, such as SW education. In preparation for its adoption in ECE, it would be useful to determine ECE teachers' perception and attitudes toward early childhood software education. For this study, 219 ECE teachers' level of concern toward SW education was surveyed using the Stages of Concern Questionnaire. It was found that the teachers' level of concern was the highest at stage 0-Unconcerned and that they had high levels of stage management, personal and informational concern. Thus, a non-user pattern was mostly indicated. However, compared to the typical non-user pattern, the pattern aspect close to critical non-user ever appeared to some extent. In addition, a significant difference in the level of concern was shown at all stages depending on the awareness of the necessity for SW education. The teachers with SW training experience showed a higher intensity only at stage 0. There was a statistically significant difference in stages 0 and 6 depending on the future implementation decision. These results will be utilized as a resource in building an ECE teachers' support system according to their level of concern about SW education.

• Journal of Convergence for Information Technology
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• v.10 no.6
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• pp.128-139
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• 2020

The purpose The purpose of this study was to compare and observe research trends of sex education for young children·elementary school students·middle school students, provide base material for research on sex education, and present research prospects and tasks for the future. For this, 30 theses from Korean journals related to sex education for young children·elementary school students·middle school students from years 2000 to 2019 were extracted and analysis was conducted on the general trends (by research period and by academic field) of sex education and they were categorized by research topic, by research subject, and by research method. Research results showed that, with research period, research increased in the mid-2000s and with journal trends by research subject, and was published in 24 journals. Second, with regard to research topic aspects, most studies looked into 'sex education perceptions and conditions' and research dealing with 'gender concept development' and 'program development and teaching method strategies' also increased. Third, in terms of the research subjects, there were 9 papers for children, 6 papers for elementary students, 14 papers for middle school students, 2 for high school students, and 9 papers for teachers and parents. Fourth, with trends according to research methods, the quantitative research method of 'questionnaires' was used most and following were 'literary studies' and 'interviews', in that order. Reflecting these research results, discussions were presented and proposals for future studies were made.

• Journal of Gifted/Talented Education
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• v.13 no.1
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• pp.65-80
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• 2003

The purpose of this study was to investigate the Asynchronous development of young gifted children by parents' perception. Total 3 groups of 145 subjects from age 30 months to 6 years 10 months old young gifted children's parents participated. The major findings were as follows: (1) The mean developmental characteristics was at a high average level. The developmental subscales tended to be high. The level of verbal understanding/expression tended to be high. It reared as followed; intellectual capacity, emotional maturity, visual-motor coordination, morality, self-behavior control, emotion control, physical development, social development, peer relationship, leadership ability. (2) There were significant differences between intellectual capacity, verbal understanding /expression and physical, social development, self-behavior control, emotion control. There were significant differences between physical development, self-behavior control and emotion control as children got lower. There were significant differences between verbal understanding/expression and visual-motor coordination as children got older. There were significant differences between social development, peer relationship and self-behavior control, emotion control as children got older. Also, there were significant differences between leadership ability and self-behavior control, emotion control as children got older. There were significant differences between morality and self-behavior control as children got older. These findings suggested that young gifted children were in the special needs because of the developmental differences.

• Journal of Music and Human Behavior
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• v.1 no.1
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• pp.11-32
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• 2004

According to Edwin Gordon(1987, 1997, 2003), music aptitude is a product of interaction of innate potential and early environmental experiences. He referred to music aptitude of children up to nine years of age as developmental music aptitude which fluctuates due to musical environment. Music aptitude stabilizes at age nine, and the music aptitude after age nine is called "stabilized music aptitude". This research is to examine Gorden's hypothesis that the younger a child receives music education, the higher music aptitude. Also, this research is to experiment the effect of Audiation activities developed in Audie Music Curriculum on music aptitude. The researcher and another Audie teacher as a co-teacher guided children together for 30 minutes once a week. The pedagogy guidelines for informal guidance in music learning theory were kept throughout the classes. Also, Audie's teaching method which had been developed for Korean Kindergarten educational environment was also applied. Five-year-old subjects in Experimental group 1 experienced the Audie Music Curriculum of one year; five-year-old subjects in Experimental group 2 experienced it for two years. Primary Measures of Music Audiation was administered three times during their last year of Kindergarten. Subjects in the Control groups, one examined at the beginning and the other at the end of their last year in Kindergarten, received no Audie instruction. There was no significant difference in tonal aptitude, but there was significant difference in rhythmic aptitude(p< .05) among the experiemental groups. Because both Experimental groups showed statistical significance (p< .001) in the music aptitude increase during their academic years, the significant differences of the year-end music aptitude between control group and experimental groups were the expected result.

• Journal of Preventive Medicine and Public Health
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• v.6 no.1
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• pp.51-63
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• 1973

This paper illustrate residual hearing and socio-medical background on the hearing impaired children, 207 comming to Deaf School. attached to Hankuk Social Work College, Taegu, Korea. The survey was performed through interview with their parents and testing by diagnostic audio-meter (TRIO, AS 105 type) at soundproof room from March 10, to November 28, 1973. The results obtained were as follows. 1) The attendance rate of the compulsory primary school was markedly lower tendency in female than male according to directly proportional to prevalence rate of deafness among them. If was showed the deeper gap in the more superior school (middle and high school). 2) Who entered at the suitable age to each school (six years old to primary school, 12 years to middle and 15 years to high) was 11.3%. And who were enrolled in school age to each school (6-11 years for primary. 12-14 years for middle and 15-17 years for high) was 45.9% (43.7% in male, 50.0% in female). 3) As causative disease, congenital case, were 23.6% included of 13.5% of heredity and 10.1% of troubles during pregnancy; the total acquired cases were 47.9%, it was classified as 11.6% of convulsion from any other diseases, 7.7% of measles, 7.7% of other febrile diseases, 3.4% of drug (the most of streptomycin) intoxication, 2.4% of meningitis, 1.5% of epidemic encephalitis and 31.3% of other diseases; and unknown cases were 28.5%. 4) 31.4% of who included congenital cases lost their hearing within six months old, 11.6% in 6-11 months. 9.7% in 1-2 years old and 14.0% in 2-3years old. Consequently we obtained that the most cases 90.0% were lost their hearing within 3 years after birth. 5) According to qualities of hearing leases the most of cases were perceptive, 197(97.5%), only two cases were conductive, and eight cases were mixed. 6) The status of residual hearing according to average grade of hearing loss. $B(=\frac{a+2b+c}{4}$ as table 13) were as follows. Two cases were normal (one was mute and another was severe speach disorder). Ten cases, moderate. Moderately severe cases were 40 (19.3%). Severe cases, 38(18.4%). Scale out, profound cases, 48 (23.3%). And impossible testing cases because that were infantile or had some mental disorder were 69 (33.3%). 7) The using rate of hearing aides was only 12.0%. Among them who had some more residual hearing and could showed hearing effect with hearing aide have used more many proportionary but who were difficult to expect that effect were rare.