• Particle and aerosol research
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• v.15 no.2
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• pp.79-90
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• 2019

It is important to control fine particles in children care centers, elementary schools, elderly care facilities and so on where vulnerable children and the aged stay during most of their time. This study has investigated $PM_{2.5}$ and $PM_{10}$ concentrations in two classrooms equipped with an air cleaner and two air cleaners, respectively and they were compared to those in a classroom without an air cleaner as well as those outdoors. Eight air cleaners which have various clean air delivery rates (CADRs) between 9.9 and $21.3m^3/min$ were tested in classrooms in two elementary schools in Seoul. Average $PM_{2.5}$ and $PM_{10}$ were $7.3{\pm}0.7$ and $45.5{\pm}4.1{\mu}g/m^3$ in classrooms equipped with an air cleaner and $4.2{\pm}0.6$ and $24.6{\pm}2.5{\mu}g/m^3$ in classrooms with two air cleaners, whereas they were $22.1{\pm}2.6$ and $109.1{\pm}9.6{\mu}g/m^3$ in classrooms without an air cleaner and $36.9{\pm}5.1$ and $74.1{\pm}10.6{\mu}g/m^3$ outdoors, respectively. $PM_{2.5}$ in classrooms could be reduced effectively by using an air cleaner or two air cleaners, because $PM_{2.5}$ was mainly infiltrated from outdoors, however $PM_{10}$ could not because $PM_{10}$ was mainly caused indoors by students' activities. Air cleaners were more effective for removal of $PM_{2.5}$ and $PM_{10}$ in classrooms with a high airtightness than those in classrooms with a relatively low one. Average $CO_2$ in classrooms was about 1500 to 2000 ppm for class hours dependent on the student number per a classroom, which was about 1.5 to 2 times higher than the standard, regardless of the use of air cleaner.

• The Journal of the Korea Contents Association
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• v.19 no.6
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• pp.553-564
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• 2019

In order to understand the difficulties and overcoming effort in teachers of Employer-Supported Child-Care Center in the attitude of parents, this study explored seven teachers of Soie Child-Care Center that operated for 18 hours a day, 365 days a year. Seven teachers were interviewed and the data were analyzed utilizing content analysis. The results of the study came out that Teachers experience difficulties such as parents' non-regulations, excessive use, excessive individual demands, excessive sensitivity in case of safety accidents, the connection of parental rank to the classroom, excessive service demands. In order to overcome this problem, participants used methods such as identifying sensitive parts of parents, seeking advice, objectifying situations, and enhancing professionalism. This will be basic data for the expanding operation of Employer-Supported Child-Care Center and the development of programs to support teachers.

• Korean Journal of Childcare and Education
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• v.9 no.2
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• pp.357-377
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• 2013

This study aims to look for care quality factors reduce the daily stress of young children placed in care centers for long hours. Therefore, the research questions look into how the hours and care quality factors in child care centers affect young children's daily stress, and whether the care quality factor moderates the impact of the hours children spent in centers. The subjects in this study were 380 children from 3 to 5 years old from 10 child care centers. The Korean Preschool Daily Stress Scale(KPDSS) for children's daily stress and Early Childhood Environmental Rating Scale-Revised(ECERS-R) for quality of each classroom of centers were implemented. The main findings were summarized as following: (1) The more hours he/she spent in the center, the more stress he/she had. Children who spent 9 hours or more had more stress than children with 7 hours or less. (2) Among the 7 quality factors including space and furnishings, personal care routines, language reasoning, activities, interaction, program structure, parents staff, the interaction level between a teacher and a child and the level of parents and staff had the most impact on children's daily stress. (3) The qualitative factors of child care, language reasoning level, interaction level, parental support, and level of teachers reduced children's daily stress which was affected by the hours they spent in centers. Thus in order to reduce the daily stress of children who attend more than 9 hours a day, it is crucial to promote language reasoning activities and interaction between teachers and children and to improve parental support and teachers' professionalism.

• Korean Journal of Health Education and Promotion
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• v.11 no.2
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• pp.68-86
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• 1994

In order to provide data of effective health education for practice of preventive health behavior for visual acuity care. The authors investgated the actual acuity and health behavior for visual acuity care. The subjects of this study were 2250 students in high school. The data were collected by questionnaire developed for the purpose of this study which has been made through references and student's health record. The results were as follows, 1) As students move up to grade, the number of students with decreased visual acuity had a tendency to increase. In cases with decreased visual acuity below 0.2 in one or both eye, the number of cases was increased in accordance with moving up to grade, especially visual acuity of right eye was more decreased than that of left eye. 2) As to proportion of the group with decreased visual acuity among the total students, among 2250 students, students with decreased visual acuity was 35.6%(800 students). According to school type, in academic school, frequency of students with decreased visual acuity in day school was higher then that in night school. In commercial school, the frequency of students who had decreased visual acuity in night school were higher than that of students in day school. 3) As to variables influencing the decreased visual activity, there was a significant different between groups with normal visual acuity and groups with subnormal in terms of awareness of visual acuity by themself, parent's visual acuity, unbalanced eating habit, distance from television, or books, posture in watching television, posture in reading, awareness of illumination in classroom. 4) As to practice of protective and preventive health behavior for visual acuity care, In group with normal visual acuity. There was good practice such as proper eating habit, proper studying habit, and health habit in its descending order, but proper illumination and regular eye test were practiced poorly. In group with subnormal visual acuity, one of the vest practice in visual acuity care was an effort to prevent eye strain. Other good practice involve tasking regular eye test, maintaining proper studing habit, in its descending order.

• Korean journal of food and cookery science
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• v.25 no.3
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• pp.283-296
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• 2009

This study examined food safety management at preschool establishments in Daegu and Gyeongbuk province, to provide data that can be used for food safety improvements. Field assessments of 60 foodservice establishments were executed from July to October, 2007. Statistical analyses of the data were conducted using the SPSS package program (version 14.0 for windows). The results are summarized as follows: 93.3% of the preschool foodservices were self-operated, and 24.1% of the child care centers and 96.7% of the kindergartens had employed dietitians. According to the averaged food safety evaluation scores the kindergartens (80.73) had a significantly higher score than the child care centers (50.37), and the public centers (85.00) had a significantly higher score than the private centers (54.29). While the average score of facilities that employed dietitian (73.58) was significantly higher than that of facilities that did not employ a dietitian (52.65). In addition, the average score of facilities that served meals in a dining room (80.83) was significantly higher than that of facilities that served meals in a classroom (59.33). The highest scoring food safety items included verifying employee health inspection reports (1.87), utilizing non-municipal water and routinely cleaning and well-maintaining the water storage tank (1.85), and disposing small amounts of leftovers in a vat after serving (1.83). In contrast, the lowest scores were for physical separation of clean areas and unclean areas to prevent cross-contamination (0.52), and physical separation between staff and food material entry areas (0.62). In conclusion, the preschool foodservice evaluated in this study required improvements in food safety management, and many of the child care centers were in need of immediate attention. To improve food safety at these establishments, administrators should implement prerequisite food safety programs.

• Journal of Digital Contents Society
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• v.18 no.2
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• pp.303-309
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• 2017

The purpose of this study is to determine the cause and result of the smartphone use in the classroom, focusing on students from Child Care departments in colleges. The targets of this study were 10 college students from child care departments and data was collected through in-depth interviews. The results of the study are as follows. [Cause of use] was divided into and . [Negative result] has been identified by and . [positive result] has been identified by < Learning Support >, < Memory Support >. The study is believed to contribute to identifying the problems of smartphone use of college students in the future and contributing to the provision of basic materials for the use of favorable purposes.

• Journal of the Korean Institute of Rural Architecture
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• v.13 no.4
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• pp.99-106
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• 2011

Since 1982, schools have been closed down by urbanization in rural areas. 3,386 schools had been closed down by March 2010. The average 300 schools was closed down every year. 55.7% closed schools were sold, 14.5% closed schools were rented. 6.3% closed schools have been utilized as education facilities. First, the closed school should be utilized as education facilities. And it should be utilized as public facilities as well as welfare facilities for local residents. This paper presents a case of the welfare facility remodeled using Don-Yi middle school in Okcheon-Gun, Chungcheongbuk-Do and propose the unit care composition. The main contents is composed of posts, beams floors, stairs. Masonry infill walls and windows ware improved. Corridors were placed. A classroom were divided into 2 rooms with the Korean traditional heating system(on-dol) for four. Other conveniences were designed for a cafeteria, recreation, a restroom as space required. It is effective to utilize the closed school that has magnificent views and orientation, space construction. The Unit-care system is proposed by 4 types developments.

• The Journal of Korean Academic Society of Nursing Education
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• v.18 no.3
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• pp.474-485
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• 2012

Purpose: The Quality and Safety Education for Nurses [QSEN] initiative group has identified six competencies (patient-centered care, teamwork and collaboration, evidence-based practice, quality improvement, safety, and informatics) for pre-licensure nursing education along with related knowledge, skills, and attitudes for each competency. The purpose of this article is to illustrate a teaching strategy that uses films to demonstrate the QSEN competencies in undergraduate nursing students. Method: A literature review was conducted to define QSEN competencies, and six feature-length commercial movies were selected through a systematic process. We provided film titles and their synopses that can be useful in teaching the QSEN six competencies to undergraduate nursing students. Results: Patch Adams for patient-centered care, Wit for teamwork and collaboration, Lorenzo's Oil for evidence-based practice, Am$\acute{e}$lie for quality improvement, Blindness and The Island for informatics can be applied in nursing classroom practices. Conclusion: Establishing the connection between QSEN competencies and cinenurducation is novel, yet it would provide a unique opportunity for nurse educators seeking to overcome the challenge of better preparing future nurses. In future studies, additional films should be considered to enhance nursing educational strategies.

• Korean Journal of Childcare and Education
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• v.12 no.4
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• pp.93-110
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• 2016

The purpose of this study was to analyze the effects of toddler's temperament and toddler-teacher relationship on their peer interaction, focusing on gender differences. A total of 221 toddlers(122 boys and 99 girls) attending 16 child care centers in South Korea participated in this study. Each toddler was observed during a free-play period in the classroom over 4 sessions of 5 minutes, so a total of 20 minutes was measured. Two observers scored recorded observation scenes with two peer interaction criteria, including interaction initiation and interaction participation level. The main results of this study are as follows: First, there was a signigicant gender difference in peer interaction and toddler's temperament and toddler-teacher relationship. Second, the factor of toddler-teacher relationship significantly predicted the boys' peer interaction, while for the girls, the significant predictor was intentional control of temperamental factors. Further, implications for different approaches according to the gender difference of the affecting factor on toddlers' peer interaction have been discussed.

• Korean Journal of Child Education & Care
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• v.19 no.1
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• pp.27-43
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• 2019

Objective: The purpose of this study is to investigate how the child care teachers experience about professional vision development through participating in video clubs with their peers while watching videos about their interactions with children in the classroom. Methods: We selected three child care teachers in a day care center in Seoul area and conducted the qualitative case study. Video clubs were designed to support the quality of teacher-child interaction by developing child-care teachers' professional vision. And the video clubs used the self-reflection process and cooperative self-reflection process as an important educational method. Results: Teachers were able to experience the change of attention in watching their interaction scene through the 4-time video club participation and to have opportunity for educational (knowledge based) reasoning. Particularly, through participation in the video club, the teacher could pay attention to teachers' intention, teachers' decision making process, and child's intention. In addition, through video club participation, the teachers experienced educational interpretation based on children's thinking and interest; and reasoning through reflective thinking about the results of teaching behavior. This change of professional vision was possible through mutual scaffolding through cooperative reflection among participating teachers. Conclusion/Implications: Based on the results of this study we discussed the importance of the professional vision development of the child care teachers and the effectiveness of the video club for supporting their professional vision development.