• Korean Journal of Childcare and Education
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• v.9 no.5
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• pp.335-355
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• 2013

The purpose of this study was to investigate children's recognition and needs about rest and naps at child care education centers, in the view of respecting children's rights. The participants were 40 children(20 4 year olds and 20 5 year olds), attending B Public Child Care Education Center in Seoul. The research methods were accomplished by participant observation in project activities and interviews with semi-structured questions. The collections of this process which were recorded document materials and video materials were analyzed by transcribed method. The results of this study were as follows: First, the meaning of the children's recognized rest showed time for family together, time for fun play, time required when they were very stressful and angry, and time for eating delicious meals. Second, children recognized that nap time in the child care center was time for a forced nap, time for listening to quiet music, and time for feeling good after a nap. Third, as for the needs to take a rest and a nap for children, they wanted to rest when they came together at full day class after their friends had returned home, they wanted a special area except the classroom, and they wanted to be cared for by familiar adults. Based on these results of the study, future research directions were proposed in terms of respecting children's rights of enjoying a rest and a nap.

• Journal of East-West Nursing Research
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• v.13 no.2
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• pp.130-137
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• 2007

Purpose: This study aimed to identify the safety perception and behaviors of mothers with school age children. Method: The subjects were 265 mothers of third graders in one elementary school located in metropolitan Seoul area. Framingham safety survey were used to guide the development of a self administered questionnaire for mothers. The questionnaire were sent home at school and the children returned them to their class teachers. Results: Among 265 mothers, 62 mothers (23.4%) had experience of visiting hospitals because of accidents and 201 mothers (75.8%) had no opportunities on safety education. Mothers with education higher than high school graduation showed more safety behaviors. Also, mothers having the experience of safety education showed higher scores on safety behaviors and mothers with the experience of hospital visits related to accidents showed low scores on safety behaviors. In the practice of safety behaviors, it showed high score to the traffic safety, followed by the home safety, child supervision, the safety from fire and explosion, the safety from electric devices, the safety from burn, and the safety from medicines. Conclusion: Mothers' overall practice on safety were poor. Based on these results, it is necessary to provide more safety education for mothers with school age children.

• Journal of Korean Academy of Nursing
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• v.35 no.1
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• pp.5-15
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• 2005

Purpose: This study was conducted to develop a behavioral checklist to predict an autistic disorder and to identify the earliest detecting time. Method: One hundred and fifty eight children including normal, autistic, institutionalized normal, and retarded were assessed using critical interaction behavioral markers from literature review. Data was collected by semi-structured mother-child interaction by videotape recording and analyzed byfactor analysis, Cronbach a, Kappa, $x^2$, and Duncan. Result: Ten behavioral markers were sorted into 2 factors; joint-attention and synchronized behavior. Autistic children were impaired in pretend play, odeclarative pointing, proimperative pointing, gaze-monitoring, referential looking, showing, joint-attention, rhythmical vocal exchange, and synchronized laughing. The sychronized behavior was also a critical marker to predict the autistic disorder. However, it was difficult to differentiate autistic disorder from mental retardation. In addition, the appropriate detecting time was around 18 months after birth. Conclusion: This checklist should be behavior markers to predict autistic disorder and could be useful as educational material at children's clinics, parents class, and for caregivers in the health center. In addition, early detection should lead to treatment being started as soon after 18 months of age as possible.

• Korean Journal of Child Studies
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• v.30 no.6
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• pp.223-235
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• 2009

Elementary education in Korea has variously changed and developed during the last thirty years. Among all the progressive changes, the improvement of teaching conditions is considered to be the most fundamental one. The number of students assigned to a class or a teacher has decreased to a considerable extent. Cyber teaching-learning has been peformed at school and home, and English education has been emerged as a significant part of the Korean public education. The research issues constantly considered essential over the past three decades starting in the 1980's are those related to curricula, teaching-learning methods, training of teachers in-service, and education for upright characters. The practical and political issues should be dealt with to revise the three integrated subjects and text books into a sole integrated subject and text book, to double the credential of teachers in terms of professionalism and to decrease the number of students per teacher in Korea to the OECD level.

• The Korean Journal of Community Living Science
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• v.20 no.1
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• pp.103-121
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• 2009

Increased consensus among gerontologists exist on the need to pay greater attention to the reciprocal relationship between the social and spatial in order to understand the construction of aged identity and everyday lives of old people. With urbanization, spaces are increasingly age-graded and as a consequence, urban elders are socially isolated from the community. In this study, we examine the social interaction patterns in various places specifically designated for the elderly, such as the Senior Center, Senior Welfare Center, and Hall for the Aged in Seoul. Main purpose of this study is to understand everyday life experiences of space the elderly people residing in the city go through. Data were gathered through qualitative, case study method. Results show that such spaces were important sites for social interaction for urban elderly who lacked social spaces after retirement and active parenting role. Also, it was shown that each place presents different contexts for social interactions and certain components of social class differences existed. Heterogeneity within the participants of each place was also observed. Quite strong stereotypes about certain places were also observed among the urban elders. Based on these results, importance of developing a 'community perspective' in the study of old age is discussed.

• Korean Parent-Child Health Journal
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• v.17 no.1
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• pp.18-28
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• 2014

Purpose: The Purpose of this study was to investigate the relationships between resourcefulness and the health promoting behavior of high school girls. Methods: The subjects of this study consisted of 117 high school girls on S girls' high school. The data was analyzed with the SPSS computer program that includes descriptive statistics, mean, standard deviation, t-test, ANOVA, Pearson correlation coefficient and multiple regression analysis. Results: The mean age of subjects was 18.0 years old. The mean score of resourcefulness was 114.2. The most frequently practiced resourcefulness item was "By changing my way of thinking, I am often able to change my feelings about almost anything". The next most frequently practiced resourcefulness item was "My self-esteem increases when I am able to overcome a bad habit". There was no difference in the degree of resourcefulness with respect to the general characteristics. The mean score of health promoting behavior was 115.2. The group whose concerns over health was shown high health promoting behavior. The health education class group was shown high health promoting behavior. There was statistically significant positive correlation between resourcefulness and health promoting behavior of high school girls. Conclusion: The findings of this study provides promising evidence to construct further studies on the increasing health promoting behavior programs relating to high school girls. To increase health promoting behavior for high school girls, it is necessary to continue or possibly expand on existing health education programs.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.4 no.1
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• pp.173-178
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• 1993

Narcolepsy's age at onset is reported to be relatively homogeneous, occuring usually after the onset of puberty, although most cases are diagnosed when the patients are in their late teens to late 20s. It is very unusual for a patient to develop narcolepsy before 15 years of age or after 30 years of age. A 11-year old boy who has developed excessive daytime sleepiness since age of 7 and has all the four major features of narcolepsy by the time of evaluation is presented. On polysomnographic examination, the patient showed two sleep onset REM periods in the three latency test of the multiple sleep latency test and the nocturnal polysomnogram. In addition, the findings of typing HLA class I and II of the patient's family are presented. Reports of pediatric narcolepsy previously reported are reviewed.

• Child Health Nursing Research
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• v.26 no.4
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• pp.422-433
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• 2020

Purpose: This study describes the development of a violence prevention educational program for elementary school children using empathy (VPEP-E) that teachers can use during class. Methods: Hoffman's theory of empathy and Seels and Richey's (1994) ADDIE model were applied to develop this program. Results: The developed program consisted of eight sessions: "Orientation/definition of violence and empathy", "Types and boundaries of violence", "Look into my feelings", "Say it with a facial expression", "Preventing non-empathic violence due to social prejudice", "Preventing physical violence", "Verbal and online violence prevention: empathic conversation", and "I can do well: review of the whole curriculum". The program was evaluated by 15 elementary school teachers, who considered it to be easily accessible to elementary school students. The final VPEP-E, which will be provided in eight times for 40 minutes each for fifth-grade students, will provide a basis for preventing violence by fostering empathy. Conclusion: We expect the developed educational program to be effective in preventing violence among elementary school students. However, further research involving children from various age groups is needed.

• Korean Journal of Child Studies
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• v.22 no.4
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• pp.213-224
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• 2001

This study was conducted to explore the communication processes and contents between cooperating teachers and their student teachers during student teaching conferences. To reach this purpose, five research questions were generated. 15 cooperating teachers and their 15 student teachers from 9 kindergartens located in Seoul and Ilsan city participated in the study. The conferences of each dyad were tape-recorded for further analysis. "Analyzing System for Interaction of Learning" designed by Thies-Sprinthall was used to analyze the data. The research findings were as follows: First, cooperating teachers talked more than the student teacher during the conference. Second, the cooperating teachers used more directive talk than indirective talk. Third, the speaking patterns of the student teachers revealed that student teachers express their opinions frequently(55.6% of total pattern). Fourth, cooperating teachers focused their remarks more on the instructional issues(48.5%). The cooperating teachers emphasized on the operation of class(23.1%), other subject(12.3%), practical guidance(10.7%), self-assesment(5.4%) in order. Fifth, the most emphasized issue by student teachers was the instructional matters which was reported by 53.4% of the entire subjects.

• Journal of the Korean Institute of Educational Facilities
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• v.23 no.1
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• pp.3-12
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• 2016

This thesis examines the shape, organization, background, and significance of the classroom space in highly appraised elementary schools since the inauguration of public education in modern times in the fields of education or architecture. This thesis acknowledges that classroom shapes comprise an auditorium-like space for a large-scale study group, a square-shaped classroom designed for simultaneous teaching for single class, and bent and L-shaped classrooms for various learning activities. Whereas the square-shaped classroom for simultaneous teaching which has lasted until now evolved around 1870, the post-1930s era witnessed the emergence of a composition in which classroom and outside space are associated, of an atypical classroom, and of Functional Unit where common space and classrooms are assembled. It is deemed that the emergence of the atypical classroom comes from the reinterpretation of learning and space pursuant to progressive pedagogical philosophy and child development theories and functional architecture theories. Thus, this thesis verifies that school construction and learning space can be newly created and the synthesis between education, child development studies, and architecture is a prerequisite to such a creation.