• Korean Journal of Health Education and Promotion
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• v.22 no.2
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• pp.19-32
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• 2005

Objectives: The purpose of this study was to examine teachers' safety education activities to determine the significant educational diagnosis variables and to identify their needs of safety education in early-child care centers based on the PRECEDE model. Methods: A total of 304 teachers in early-child care centers participated in this study selected by a multi-stage stratified sampling method considering 11 regions in Seoul, Korea. Self-report type questionnaires were posted to all teachers in 220 early-child care centers by ground mailing service and the 304 teachers completed the questionnaires. The participants' responses were anonymously coded into and analyzed in SPSS program. Results: 'Scratch or bite' was the most frequent accident type(78.3%) and the frequent accident places were 'classroom(88.8%)' and 'playground(67.8%)'. The most frequently conducted safety education activities were 'reminding children their safe behaviors at the beginning and the end of daily class' and the next was 'saving a special time for safety education.' For educational diagnosis factors, related to safety education activities, teachers' safety education activity was more frequent when teachers' safety knowledge was high(p<.001), when teachers had good application skills of their knowledge to their teaching activities(p<.001), when they had strong needs on safety training opportunities(p<.05), and their interests on safety education(p<.001). For enabling factors, class preparation by safety education guide-book review(p<.001), by development of educational materials(p<.001), and by search for the related reference (p<.001), and by participation to safety education training programs for teachers(p<.01) were the significant enabling factors on teachers' safety class activities. For the reinforcing factors, the center-wide support of safety education brochures to children (p<.001), the concerns of centers utilizing safety education specialists(p<.001), and the concerns about safety information collection out of centers(p<.001) were significant factors related with teachers' safety education activities. Conclusions: The significant educational and institutional factors on teachers' safety education activities were teachers' concerns on safety education, their interests on safety knowledge, and the strong concerns on child safety education from the centers.

• Korean Journal of Childcare and Education
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• v.13 no.6
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• pp.69-86
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• 2017

Objective: This study was conducted to investigate the effects of small-group arithmetic word problem activities with concrete materials on 5 year old children's mathematical ability and attitude. Methods: A total of 34 five-year-old children (control group 16 children, experimental group18 children) attending two kindergartens in P city participated in this study. Fifteen small-group arithmetic word problem activities with concrete materials were conducted in the classroom of the experimental group twice a week for eight weeks. Before and after the activities, all the participants individually took a basic arithmetic test, mathematical word problem solving test, and mathematical attitudes test. Results: First, we observed that the children in the experimental group achieved significantly higher scores on the mathematical ability tests, including the basic arithmetic test and mathematical word problems solving test when compared to the children in the control group. Second, we also found that children in the experimental group showed higher improvement in the mathematical attitudes test than their counterparts. Conclusion/Implications: The results of this study suggest that small-group arithmetic word problem activities with concrete materials are effective in improving children's mathematical ability and attitudes.

• Korean Journal of Child Studies
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• v.31 no.1
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• pp.65-82
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• 2010

This study investigated the longitudinal effects of family risk factors, parent-child relationships, and language abilities of children in low-income families in terms of both school adjustment and academic performance. The subjects were 176 children aged 5 to 7 and their mothers. They participated in follow up studies over the next 3 years. The children were tested using the Wechsler Intelligence Scales and language tests; and classroom teachers rated their levels of both school adjustment and academic performance. Mothers reported parent-child relationships, maternal depression, and family economic resources. Data were analyzed using Pearson's correlation, and structural equation modeling (SEM). Our results indicated that there were direct effects of language abilities, and indirect effects of parent-child relationships and maternal depression upon children's school adjustment and academic performance. It was also revealed that language abilities had a mediating effect between parent-child relationship and school adjustment/ academic performance.

• Korean Journal of Child Studies
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• v.34 no.5
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• pp.17-41
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• 2013

The purpose of this research was to investigate meaning of teachers as they manifest themselves in the emotional regulation of 2year old infants in a daycare center. In addition, the research attempts to provide basic research data that can be used as a guideline for teacher's awareness, roles, attitudes, and classroom management for infant's emotional education in the future. To achieve this goal, participatory observation was conducted in a child care center class for infants under 2 years old from January 17 to January 29, 2012. The teacher is defined as follow : Teachers are authority figures whose image is that of absolute authority, and coupled with their dual role of passive caretakers. Additionally, they function as guides who guided infants through the process of emotional socialization, and played the central role of emotional contagion from whose expression speech and atmosphere the said infants receive much influence. Such results seemed to indicate that teachers today do not fully comprehend the importance of their roles in influencing the emotion regulation of infants.

• The Korean Journal of Community Living Science
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• v.20 no.2
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• pp.291-305
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• 2009

The purpose of this study was to examine how the career maturity of high school students was affected directly or indirectly by psychological separation from their mothers and through the mediation of self-concept. The subjects in this study were 496 juniors from regular high school in the city of Daegu, who included 243 boys and 253 girls. The measurements of this study were a career-maturity inventory, psychological separation inventory (PSI), and self-concept scale. The major findings of this study were as follows: First, career maturity had significantly positive correlation to conflictual independence from mothers for them. Second, as for the influence of psychological separation, and self-concept on career maturity, three variables, including competence self-concept, home self-concept, attitudinal independence from mothers, classroom self-concept, had significantly explanation of career maturity. Third, as a result of making a path analysis of the impact of psychological separation from mothers on career maturity through the medium of self-concept, conflictual independence gave a direct impact only, and its indirect effect was insignificant. The attitudinal independence showed both direct and indirect influences, for mothers had a significantly indirect impact only.

• Korean Medical Education Review
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• v.18 no.3
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• pp.156-166
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• 2016

Medical school students learn a lot about medical knowledge and clinical experience in the classroom. Teaching is a main focus in medical schools; therefore, it is necessary to identify the characteristics of good teaching. The aim of this study is to analyze the characteristics of high-quality education in medical schools. In this study, in-depth interviews were conducted over two weeks on twelve fourth-year medical students. Participants were asked to define high-quality education, list the general ways in which high-quality classes are delivered, mention cases where they have experienced high-quality teaching, and describe the attitude required of students to make high-quality education possible. The results showed that students want to be taught in an interactive way on the core content needed in an actual clinical setting for the goal of cultivating primary care physicians. They want their education to include not only medical knowledge, but also liberal art subjects such as politics, economics, sociology, culture and ethics education to help instill a sound value system. In particular, students stressed the importance of instructors delivering appropriate post-evaluation feedback, and they also emphasized that learner mindset and attitude is important in supporting high-quality teaching in class. This paper also summarizes the elements of high-quality teaching in terms of educational goals, content, and method, and examines cases of instructors who have delivered high-quality classes.

• Korean Journal of Childcare and Education
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• v.13 no.2
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• pp.59-80
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• 2017

Objective: The purpose of the present study was to find out the development of 4-year-old children's emerging poetry composition process and features of poetic expression through their own forest experiences. This research also aims to explore the possibility of alternative poetry education for early childhood. Methods: This study collected data from one class of four-year olds through classroom observation, interviews with teachers, and the researcher's journal entries on events that occurred during forest walking activities. Results: Research findings showed that it was possible to encourage free expression of metaphors and imagination in children and they were able to share excitement about poetry with their classmates when provided with an alternative environment. One remarkable finding was that children's spontaneous writing and pleasure in poetry did not continue when given the new theme of 'Mom and Dad'. Conclusion/Implications: The results imply that to encourage the development of children's intuitive poetic words we need to be interested in how to organize and highlight the experiences of children. This study also suggests that positive methodological and teleological changes are needed for poetry education that is separate from language education.

• Korean Journal of Childcare and Education
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• v.9 no.1
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• pp.241-262
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• 2013

The purpose of this study is to explore four-year old children's peer culture. During free choice play time, various activities and interaction patterns were observed and analyzed to understand the characteristics of peer culture. The results of this study showed two main peer culture patterns. First of all, peaceful peer culture in which children maintained close relationships based on mutual respect were found. Also conflictive peer culture in which children had negative relationships with other children, such as vertical, discriminative and neglected relationships were observed.

• Korean Journal of Childcare and Education
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• v.9 no.3
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• pp.75-93
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• 2013

The present study was to investigate if quality of childcare curriculum implementation could be predicted by educational climate, teachers' professionalism, and teacher/classroom characteristics. According to the results, strong positive associations existed between eudcational climate, professionalism, and implementation of childcare curriculum. The most powerful predictor of curriculum implementation quality was 'respect and acceptance' which was a sub-factor of educational climate. Also, 'public service', a sub-factor of professionalism, explained a significant amount of variances in quality of curriculum implementation. Among teacher/childcare characteristics, the type of centers was one of the strong predictors. These study results provide meaningful implications regarding the importance of socio-cultural contexts in childcare centers as well as teachers'professionalism.

• Korean Medical Education Review
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• v.19 no.1
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• pp.10-17
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• 2017

Since the World Health Organization identified interprofessional education (IPE) as an important component in primary health care in the 1980s, medical and health sciences educators have continued to debate factors for implementing effective IPE in the classroom. Although IPE research is widespread internationally, few studies have been done in South Korea. This study explored the current status of IPE and examined factors that influence IPE in South Korea. A total of 30 (70%) out of 41 medical education experts in medical schools participated. Forty-seven percent of the participants reported that they allocated less than 5% of their time implementing IPE in the curriculum of their schools throughout the 4 years of medical school. Although all experts (100%) agreed that IPE is essential for medical students, they expressed practical difficulties in implementing IPE in the current education system. Factors that influence IPE are scheduling and curriculum (e.g., rigid curriculum vs. providing learning environment) and attitudes (e.g., lack of reciprocal respect vs. willingness to change). In addition, participants reported that communication skills and collaborative practice employing clinical practice or role-playing would be appropriate education methods and content for IPE in the future. The findings of this study provide a foundation for the implementation of IPE in South Korea. Future research directions for IPE in medical, nursing, and pharmacy schools are discussed.