• 아동학회지
• /
• 제26권6호
• /
• pp.267-285
• /
• 2005

This ethnography explored, the emergent writing and literacy of two-year-old children in classroom. The specific purpose of the study focuses on toddler's text appropriation from text environment and on social interaction between teachers and toddlers. The result showed that toddlers appropriated writing signs or words from their own text-environment and used it as the instrument for social interaction and communication. Specifically, they initiated social interaction by giving messages of their appropriated signs to adults as teachers, who were easily capable of communication. This led to all toddlers' involvement in message exchange in the classroom. Toddlers' marks of scribbles were also consisted of different kinds of lines and circles. Those marks have different meaning and. symbolic systems: drawing and writing graphics. Even though drawing and writing graphics developed as different symbol systems in toddlers' marks, each system helped to extend each other.

• 한국생활과학회지
• /
• 제18권5호
• /
• pp.1035-1046
• /
• 2009

The study was designed to explore mothers' and teachers' beliefs on children's literacy development by comparing their beliefs with the whole language approach. Also, their literacy practices at home and in the classroom were compared and how their literacy beliefs and practices were related was investigated. 176 mothers and 72 daycare teachers participated in this study in Kyunggi-do. Mean, standard deviation, frequency, t-test, and multiple regression were employed to analyze the data. The results showed that the mothers' age, mothers' education, fathers' education and family income mostly predict the mothers' literacy beliefs. Also the teachers' age, education, and their learning experiences with the whole language approach are the main predicting variables in the teachers' beliefs. In practices, the mothers' age, number of children, and fathers' education are independent variables predicting the mothers' practices. The teachers' age, education, interest about the whole language approach, learning experience, and number of children in the classroom are independent variables into the teachers' practices. Overall, teachers showed a higher level of beliefs on the whole language approach and did more literacy practices than the mothers.

• 치위생과학회지
• /
• 제22권1호
• /
• pp.44-50
• /
• 2022

Background: This study compares and analyzes the degree of oral health information literacy by 25% for upper and lower grades to assess how differences in mothers' oral health information literacy affect infants' oral health behavior. Methods: The study surveyed 201 mothers with infants and children using a 36 question survey tool. Cross-analysis was conducted to determine the difference in oral health information literacy between the upper and the lower 25%. Results: Comparing 25% of the upper and lower grades of verbal oral health information literacy scores, the word with the most significant difference in the correct answer was resin. An item asking about the time to eat after fluoride varnish application showed the most significant difference in the correct answer on the functional oral health information literacy scale. Mothers' oral and functional oral health information literacy scores showed that verbal literacy was statistically significant for brushing guidance after children's meals, brushing guidance before children's bedtime, food intake restrictions before bedtime, and restrictions on consumption of cavity-inducing foods (p<0.05). Functional literacy was statistically significant in the post-brushing test of children and the correct brushing method map items (p<0.05). Conclusion: As a result of comparing and analyzing the upper and lower 25% of the mother's oral health information literacy, it was found that the mother's oral health information literacy affected the infant's oral health behavior. Therefore, systematic education is needed to raise literacy by grasping the level of oral health information literacy of mothers, and oral health education by level according to oral health information literacy should be developed.

• 한국생활과학회지
• /
• 제23권6호
• /
• pp.969-980
• /
• 2014

This paper reports on a study that examined the longitudinal and concurrent effects of the home literacy environment(HLE) on first grade language performance, and the effect of language performance on school adjustment. Study subjects were 469 first graders of 6 elementary schools. The parents' and teacher's reports were used to investigate the subjects' language performance, school adjustment, and the HLE before and after the elementary school entry. Findings from the study show that there is an association between the HLE during the preschool period and the HLE in first grade, and the HLE in first grade positively affects children's language performance. Also the children's language performance had a positive influence on their school adjustment. Therefore, it can be concluded that the HLE during the preschool period is a significant feature that lingers to affect children's language performance and school adjustment.

• 치위생과학회지
• /
• 제21권1호
• /
• pp.52-62
• /
• 2021

Background: This study aims to provide basic data for development of the level-based oral health care program depending on the mother's oral health literacy by finding out how mother's oral health literacy can effect on the preschool children's oral health and behavior. Methods: The survey was conducted on 192 mothers who have preschool children and the data were analyzed by t-test, ANOVA, multiple regression analysis to identify differences in verbal and functional oral health literacy. Results: The study showed statistical significance (p<0.05) in educational level depending on differences in verbal and functional oral health literacy by sociodemographic factor. In differences in verbal and functional literacy depending on experience of education for oral health behavior and oral health, statistical significance (p<0.05) was showed highly on verbal and functional literacy in the case that subjects have an experience of education for oral health and their children have not been experienced of oral illness. And when it comes to the case that subjects have experience of education for oral health within one to two years, statistical significance was showed highly on verbal literacy. It showed that verbal and functional oral health literacy effects to oral health care behavior of children judging from results that the higher level of mother's verbal oral health literacy, the higher score of children's oral health knowledge, attitude and behavior. Conclusion: It is necessary to develop the systematic program which is appropriate for characteristics of each oral period in childhood depending on level of primary caregiver's oral health literacy, and systematic education should be preceded to enhance the literacy of the caregiver. It is considered necessary to improve the oral health care of children by developing a manual for oral health care education to enhance primary caregiver's oral health literacy.

• 한국식생활문화학회지
• /
• 제36권6호
• /
• pp.555-562
• /
• 2021

This study sought to investigate the association between the food literacy (FL) of children and mothers, and the maternal feeding style. Study subjects were mothers (n=400) with children in the 4th to 6th grades of elementary school and who were the primary caregivers for their children (n=400). The responses to the Caregiver's Feeding Styles Questionnaire (CFSQ) were obtained from mothers. Both mothers and children completed the questionnaire for socio-demographics, dietary habits, health status, and food literacy. The high demanding/high responsive feeding style was associated with increased meal frequency for both mothers and children. The low demanding/low responsive feeding style was significantly associated with a lower mother's FL after accounting for confounding factors. The low demanding feeding styles were associated with the child's lower FL after adjustments for the age, sex, weight status of the child and the age, household income, and education of the mother. However, this association was not seen after making an additional adjustment for the mother's FL. These results suggest that the caregiver's feeding style may affect the dietary habits and FL of both mother and child.

• 한국보건간호학회지
• /
• 제28권2호
• /
• pp.211-227
• /
• 2014

Purpose: The purpose of this study was to compare health literacy levels of Asian immigrant women and factors associated with health literacy focusing on Korean-Chinese and other Asian immigrants in Korea. Methods: Data were drawn from 258 immigrant women, comprising 56 Korean-Chinese and 202 other immigrants from the Philippines, Vietnam, Japan, Cambodia, Thailand, Uzbekistan, Taiwan, and Han-Chinese. The Rapid Estimate of Adult Literacy in Medicine - Short Form (REALM-SF) was used to assess health literacy, which consisted of seven medical words in Korean (behavior, exercise, menopause, rectal, antibiotics, anemia, and jaundice). Data analysis was performed using descriptive statistics, t-test, ANOVA with $Sch{\acute{e}}ffe$ post hoc test, and hierarchical regression. Results: Korean-Chinese women showed significantly higher levels of health literacy ($M=6.41{\pm}1.07$), compared to their other immigrant counterparts ($M=4.55{\pm}2.15$). While Korean-Chinese women with longer time since immigration (p=.048) reported higher health literacy, for other immigrants, those living with children (p<.001), longer time since immigration (p=.011), and greater Korean language proficiency (p=.004) showed an association with higher health literacy. Conclusion: When providing health care services and health education, health care professionals should consider differences in levels of health literacy and factors associated with health literacy among Korean Chinese and other immigrants.

• Nutrition Research and Practice
• /
• 제16권2호
• /
• pp.272-283
• /
• 2022

BACKGROUND/OBJECTIVES: Most child and adolescent food literacy measurement tools focus on nutrition and food safety. However, the importance of aspects related to the food system such as food distribution and food waste and their effects on environmental sustainability is growing. We therefore developed and validated a two-dimensional tool for children (8-12 years old) and adolescents (13-18 years old) that can comprehensively measure food literacy. The association of food literacy with diet quality and self-reported health was assessed. SUBJECTS/METHODS: First, we developed a food literacy conceptual framework that contains food system and literacy dimensions through a literature review, focus group interviews, and expert review. After a face validity study, we conducted the main survey (n = 200) to validate the questionnaire. Construct validity and reliability were assessed using exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and Cronbach's alpha. RESULTS: As a result of the Delphi study, content validity was confirmed for the remaining 30 items after two items were excluded (content validity ratio = 0.86). Eleven items were excluded from the EFA results, while the CFA results indicated appropriate fit indices for the proposed model (comparative fit index = 0.904, root mean square error of approximation = 0.068). The final food literacy questionnaire consisted of 19 questions and comprised 5 factors: production, distribution, selection, preparation and cooking, and intake. Food literacy was positively associated with diet quality, as assessed by the Nutrition Quotient score, in both children and adolescents and with self-reported health in adolescents.

• 아동학회지
• /
• 제18권1호
• /
• pp.143-162
• /
• 1997

This qualitative study explores the development of young Korean children's reading stances and responses to children's books and discusses their literacy development in relation to school reading experiences. Rosenblatt's theory (1978) of aesthetic and efferent stances is used to characterize the relationship between the reader and the text. A teacher's reading stances in the official school world are analyzed and their relationships to children's stances and responses are discussed. The teacher's efferent stance encouraged her children's responses to he efferent as well. It also influenced children's assumptions and expectations about the teacher's reading activities, so that the children came to view these activities only as ways of obtaining factual knowledge and practicing literacy skills. The children's own interests and intentions during free play time are described in order to understand children's reading stances in the unofficial school world. The children showed various types of stances during free play time even though they were encouraged to take only one type of stance, i.e., an efferent stance, in the official school world. The findings are discussed In terms of their implications for classroom practice and literacy research.

• 한국보육지원학회지
• /
• 제19권1호
• /
• pp.1-21
• /
• 2023

Objective: The purpose of this study was to examine the structural relationship among child care center innovativeness, the early childhood(EC) teacher's digital literacy(DL), technostress and teacher efficacy. Methods: The participants were 454 EC teachers and were selected only if they had worked for more than one year. The innovativeness of childcare centers, the teacher's DL, technostress, and teacher efficacy were assessed through online self-report questionaries. Data were analyzed through ANOVA, t-test, and SEM. Results: First, DL and technostress of EC teachers differed in some ways depending on the teacher's demographic background, the characteristics of their working institution, and their educational level of digital skills. Second, the childcare center innovativeness directly had a significant positive effect on DL, technostress, and efficacy of the teachers. In addition, the effect of the innovativeness on teacher efficacy was mediated by DL and technostress of the teachers. Conclusion/Implications: The more efforts made of childcare centers for recognizing the rapid development of DL and trying to change, the better the teacher's scores of DL and the appropriate technostress were, which increases teacher efficacy. So, continuous training and education for teachers with consideration of age and teaching experience, as well as public aid to improve teachers' DL skills are required.