• 한국주거학회논문집
• /
• 제25권4호
• /
• pp.83-91
• /
• 2014

The purpose of this study is to clarify the characteristics between the type of daily routine and spatial configuration of activity areas in classroom and provide alternatives for space planning of activity areas in classroom of child-care centers. This study used the content analysis on daily activity plan and floor plans through field survey. Analysis on floor plans was conducted for 35 classrooms in 9 child-care centers which allowed field survey. The results of this study were as follows; There was no significant difference for classroom size according to the type of daily routine in 3 to 5-year-old classrooms. The average size of classrooms was $61.6m^2$ for care oriented type, $41.4m^2$ for indoor activity oriented type and $48.8m^2$ for group activity oriented type. There was no significant difference in composition of activity areas in classrooms according to the type of daily routine. In case of 0 to 2-year-old classrooms, they were composed of 6 activity areas including gross-motor, role play, block building, language, creative expression, exploration/manipulation. Activity area of the most low frequency was gross-motor area. In case of 3 to 5-year-old classrooms, most classrooms were composed of all the 7 activity areas including art, tone and rhythmic, block building, role play, language, math and science. Most accessible and central areas in 0 to 2-year-old classrooms were gross-motor and role play. Also, most separate areas were exploration/manipulation and block building. Most accessible and central areas in 3 to 5-year-old classroom were art and math. Also, most separate areas were tone and rhythmic and science.

• 한국주거학회논문집
• /
• 제23권1호
• /
• pp.89-96
• /
• 2012

The purpose of this study is to find out the characteristics of activity areas according to the age difference and provide the alternatives for space planning of activity areas in classroom of childcare centers. This study used the content analysis method for field survey data collected from 36 classrooms of 9 childcare centers in the Daejeon area. Floor plans were converted to Autocad drawings to analyze the characteristics of activity areas. The results of this study were as follows; 1) In case of 0 to 2-year-old classrooms, they had 6 activity areas such as gross-motor area, role play, block building, language, creative expression, exploration/manipulation area. The activity area with the most low frequency was gross-motor area. 2) In case of 0 to 2-year-old classrooms, the size of activity area was in order of gross-motor area > role play > block building > language > creative expression > exploration/manipulation area. In case of 3 to 5-year-old classrooms, the size of activity area was in order of language > art > role play > math > block building > science > tone and rhythmic area. 3) The central areas with easy access in 0 to 2-year-old classrooms were Large-motor and Imaginary Play Areas. Also, more isolated areas were Manupulatives and Block Areas. The central areas with easy access in 3 to 5-year-old classrooms were Arts, Numbers and Manupulatives. While more isolated areas were Music, Movement and Science Areas.

• 대한가정학회지
• /
• 제35권3호
• /
• pp.193-204
• /
• 1997

The purpose of this study is to measure some physical environmental factors and to doucument students' perceptions of them. 11 middle schools in Cheju City were divided into four areas according to their locations and two schools were selected for the study. 144 thirteen-year-old students in two middle school in a overcrowded area in Cheju City-one middle school building is insulated and the other is not insulated-were taken for the questionnaire survey. The finding of the study are as follows: 1) The classrooms were not equipped with any heating equipment. The buildings are not insulated well. As a result, the room temperature was much lower(12.9-16.2℃) than comfortable indoor temperature in winter(21.5-24.5℃). The classroom were found to be colder(12.9-16.2℃) than usual pleasant indoor temperature(21.5-24.5℃) in winter. 2) The classroom were so far from the street(20m) that there was little noise from traffic. Nevertheless, the noise level was higher(62.5-66.2 dB(A), when the windows were open; 51.7-62.8dB(A), when closed than the noise tolerance level specified in the Environment Protection Laws(50.0dB(A)). 3) As for the visual environment, the location of classroom, the adequate sun exposure, and the total states of windows in classrooms influenced on the illuminance. While standard indoor illuminance is 300 Lux, the classrooms facing south had illuminance of 231 Lux, from day light: and the ones facing west, 380 Lux. 4) Students generally found other aspects of the physical environment of their classrooms unsatisfactory. Chalk dust was generated to a serious extent near the main chalkboard(0.25mg/㎥) of classrooms.

• 대한소아치과학회지
• /
• 제45권4호
• /
• pp.474-483
• /
• 2018

본 연구는 양육방식에 따른 어린이의 치과공포 차이와 부모/자녀 간의 치과공포 일치도에 대해 조사하고자 하였다. 전주시에 거주하는 총 801명의 8세와 11세 어린이와 부모를 대상으로 하였다. 부모들은 자택에서 자녀의 치과공포를 평가하는 Children's Fear Survey Schedule - Dental Subscale(CFSS-DS)와 4가지 양육방식에 대한 질문이 담긴 설문지를 작성하였다. 또한, 어린이들은 교실에서 CFSS-DS에 응답하였다. 권위적과 허용적 양육방식이 각각 53.4%, 45.8%를 차지하였다. 권위적과 허용적 양육방식의 부모는 자녀가 보고한 치과공포점수보다 각각 5.7점과 7.5점 높게 평가하였다. 8세에서만 권위적 양육방식의 어린이가 허용적 양육방식의 어린이보다 치과공포점수가 유의하게 3.9점 높았다(p = 0.002). 부모와 자녀 간의 치과공포일치도는 양육방식에 따른 차이는 없으나, 일치도에 대한 ICC 0.78로 중등도의 일치도를 보였다. 부모의 양육방식은 어린이의 치과공포와 관련이 있으며, 특히 권위적 양육에서 자란 8세 여자 어린이가 치과공포가 가장 높았다. 그러나, 나이가 증가하면서 부모의 양육방식이 자녀의 치과공포에 미치는 영향은 감소하였다.

• 한국학교보건학회지
• /
• 제1권1호
• /
• pp.114-132
• /
• 1988

Aiming to appraise student's health status and recommend improvement and strengthening of the school health services, statistical analysis of the results of health examination were done with summarized data which were collected nation-wide through the Ministry of Education. After analysis of data obtained, the results of the study summarized as follows; 1) Requested Adequate care Requested Adequate care showed from 5 % to 3% in 1962 and 1984 respectively. In sexes, Requested Adequate in girls (2.8%) more apparent than in boys (2.5%) 2) Eyes i) Weak vision, abnormal refraction of eyes (myopia, hypermetropia and astigmatism), eye diseases (trachoma, others) were found as shown in the Table 2, Figure 3. Weak vision and abnormal refraction of eyes showed from 2 % (Elementary), 5 % ( Secondary) to 4 % (Elementary), 14 % (Secondary) in 1962 and 1984 respectively. In both sexes, the older the age of students the more weak vision and abnormal refraction of eyes had rapidly increased especially in over 15-year old. ii) Eye diseases (trachoma, others) showed from 2% to age of students the more diseases had students. 3) Ear, nose and pharynx Hearing disturbance, ear diseases (otitis mediae, others), nose (empyema, hypertrophy) and pharynx diseases were found as following 1) Hearing disturbance was found from 0.3%(Elementary), 1 %(Secondary) to 0.05 % (Elementary), 0.4 % (Secondary) in 1962 and 1984 respectively, however, recently the older the age of students the more had students. ii) Ear diseases showed from 1.7 % (Elementary) 1.0 % (Secondary) to 0.3 %(Elementary), 0.5%(Secondary) in 1962 and 1984 respectively. iii) In diseases of the nose and pharynx, tonsilitis showed from 2.5% (Elementary), 3.5 % (Secondary) to 1.8 % ( Elementary). 2.5% (Secondary) in 1962 and 1984 respectively. 4) Skin Infectious skin diseases and other skin diseases were found from 1.5% to 0.6% in 1962 am 1984 respectively. 5) Teeth Dental caries (in milk and permanent teeth) and otner oral diseases are shown from 12 % (Elementary), 8%(Secondary) to 75%( Elementary), 25% (Secondary) in 1962 and 1984 respectively. 6) Other defects and diseases A relatively higher morbidity was shown in the tubercular diseases, in anemia, and in heart diseases among the tuberculous diseases, nodular diseases, Pleurisy, heart diseases, anemia, beriberi, hernia, neurasthenia, speech difficulty, mental disorders, bone dysformity, motion difficulty of extremities. In both sexes, tuberculous diseases were found almost equally in both sexes and anemia in girls was more apparent than in boys. Trying to provide more effective health services in schools : i) A better and more effective physical examination should be carried out in each school and prior to the physical examination, the qualified daily observation of children by teacher should be keenly practiced. ii) According to the results of the required annual physical examination the leading cause of morbidity were dental caries, myopia, angina and otitis mediae and fore these diseases follow up should be carried out. iii) For prevention and treatment of diseases and defects health education for students in the classroom as well as to parents is urgently requested.

• 한국환경생태학회지
• /
• 제30권5호
• /
• pp.908-914
• /
• 2016

우리나라 유아교육현장에서 자연친화 교육에 대한 관심이 높아지고 자연체험 프로그램에 대한 요구가 증가하고 있다. 본 연구에서는 숲이 가지고 있는 산림치유인자들과 요인들을 활용하는 숲에서의 오감체험활동이 유아의 자아효능감과 생명존중인식에 미치는 영향을 알아보고자 하였다. 실험대상은 청주시 OO동에 위치한 유아교육기관의 숲특별반을 주2회 참여하는 실험군과 통제군은 숲활동을 하지 않고 유아교육기관에서 운영하는 프로그램에 참여하는 만 5세 유아 남녀 각각 20명으로 하였으며 남자아이는 11명, 여자아이는 9명씩이었다. 실험기간은 2016년 8월08일부터 2016년 9월20일까지 매주 2회씩 12회기로 1시간 (60분)씩 실시하였다. 오감체험활동은 숲에서 유아들이 오감을 깨우고, 오감을 통해 계절의 변화를 알고, 자신의 자아를 확립하고 자연과 친해지는 활동이다. 프로그램 실시 전후에 유아를 대상으로 한 자아효능감 검사와 생명존중인식검사를 실시하고 그 자료는 SPSS 18.0 로 분석하였다. 그 결과 긍정적인 생각과 자신감을 나타내는 자아효능감, 자연과 함께 더불어 살아가며 생명을 존중하는 생명존중인식이 통계적으로 유의미하게 향상되었다(p<0.05). 오감체험활동을 통해 유아들은 온몸으로 자유롭게 자연을 마음껏 느낄 수 있었고, 교실에서 이루어지는 활동에 비해 자아효능감이나 생명존중인식에 긍정적인 영향을 주는 것으로 나타났다.