• Journal of Korean Physical Therapy Science
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• v.13 no.2
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• pp.27-36
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• 2006

The purpose of this study would like to analyze statically significant difference for low back-pain frequency of mother after development-disability children. Seven nursery children with disability conducted survey from 122 mothers cared children with disability. Survey data was obtained from April 14. 2006 to May 23. 2006. The results were as follows: According to walking-existence, assistance walking, and disability-degree, low back pain incidence frequency of mothers were statically significant difference, (p<0.05). Low back pain incidence frequency of walker-ability population was 51.4%, but low back pain incidence frequency of walker-disability population was 80.0%. then low back pain incidence frequency of mothers to walking-existence was differed amount. Disabled not statically significant difference to encephalopathy and disability-type1 and disability -type2 (p>0.05). children with disability-degree and assistance walking benchmarked low back pain disability-measure. Low back pain degree not relevancy statically significant. Physical load was statically significant difference between Oswestry's low back pain score and reach effect to child-cared(p<0.05). As development-children with disability of disable degree, Mother appeared to highly low back pain frequency rate and appeared to large reach effect child-cared owing to physical load of low back pain. So hereafter, location and person request to approach with more clinical and objectively. As approach result, it will help to stress solution of children with disability owing to develop to low back pain class and family capable strengthening program and so on.

• Korean Journal of Child Studies
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• v.9 no.2
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• pp.133-156
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• 1988

This study investigated developmental change with reference to continuity theory in the acquisition of concepts of kin relation, task difficulty with reference to cognitive complexity, and interrelationships in the performance of cognitive tasks of kinship concepts with reference to cognitive parallelism. The subjects consisted of 6-, 8-, 10, and 12-year-old randomly selected children attending kindergartens or elementary schools in Seoul. The schools were located in various residental areas regarded as either middle or lower class. The 81 boys and 80 girls participated in 3 experiments on classification, seriation, and grouping. The instrument for the classification, seriation, and grouping tasks was composed of 10 10cm black on white line drawings of the head and upper torso area of persons in kin relationship. The data was analyzed with MANOVA. A significant age effect was found in the 3 quasi- experiments. There were significant effects on task difficulty. The biosocial power distribution indirectly influenced children's acquisition of kin relational concepts; that is, children performed better in male-kin than in female-kin tasks. There was a high correlation in performance between the 3 cognitive tasks. These findings support the continuity theory (except for seriation), a model which arranges kin-names in order of cognitive load, the centric status of men in society, and the theory of cognitive developmental parallelism.

• Korean Journal of Child Studies
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• v.13 no.1
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• pp.65-79
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• 1992

The present study investigated perception of social authority by children and adolescents removed from illegally built shacks 181 children and adolescents from illegally built shacks and 200 comparative respondants of middle socioeconomic status were investigated. Perception of the social authority figures was classified by 5 categories(self, family member, neighbor, teacher and peer. social authority, collective member) in terms of contactable possibility and psychological distance. The data were analyzed by Hest. The results showed that (1) compared with their middle class peers(M group) children and adolescents from illegally built shacks(S group) perceived social authority figures positively, while they perceived their own family members less favorably. (2) The S group regarded their teachers as more valuable and able than M group. (3) The S group perceived social authority figures, i. e., statemen. polices. national assembly members. public servants and enterprisers, less favorably than their family members. (4) There were main effects of the age and sex variables of respondants. (5) There was an interaction effects between the age. sex and SES variables and was also interation effect between age. sex and task variables in cognition for the social authority figures. There was also an interaction effect between age and SES variables in perception for the personal traits of the social authority figures.

• Child Health Nursing Research
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• v.10 no.3
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• pp.291-299
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• 2004

Purpose: To investigate factors influencing sexual harassment and the frequency of incidents among university students. Method: During 1-20 July 2004, 339 students from five universities in Busan, Korea, responded to a written questionnaire. The SPSS Program calculated descriptive statistics, chi square test, and logistic regression analysis of the data. Result: Of the total respondents, 69.3％ (62.6％ of the males and 77.2％ of the females), reported that they were victims of sexual harassment. Conversely, 72.5％ (males 84.3％; females 58.4％), indicated that they were sexual harassment offenders. Characteristics of the reported victims were significantly different in terms of class year, proportion of males to females in their academic department, and group norms regarding sexually harassing behavior. Characteristics of the admitted offenders were significantly different in term of proportion of males to females within their academic department, group norms, and awareness of sexual harassment. Factors predicting sexual harassment included gender, proportion of males to females in an academic department, the group norms regarding sexually harassing behavior, and the offenders experiences. Conclusion: This study suggested that occurrence of sexual harassment among university students were related to various factors. Prevention programs should be developed that focus on these factors.

• Child Health Nursing Research
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• v.11 no.4
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• pp.405-414
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• 2005

Purpose: This study was a cross-sectional descriptive survey to identify school nurses' knowledge, educational needs and providing education about Internet addiction. Method: A total of 198 school nurses working in schools located in Gyunggi Province and the cities of Ulsan, Daegu, and Pohang participated in the study A self-report scale was used to collect data. It included 53 items measuring school nurses' knowledge, their educational needs and performing related to Internet addiction. Results: The mean score for knowledge of Internet addiction was 13.12 (SD=3.13), indicating a moderate level of knowledge. The highest frequency, $24.7\%$ of the school nurses agreed that the computer teacher is the appropriate person to do educate on Internet addiction, followed by the school nurse with another teacher ($24.2\%$). Only $40.4\%$ of the nurses had any experience in providing students with education about Internet addiction. The main reason for not providing education about Internet addiction was that there was no time ($57.6\%$). Education was reported most frequently as being provided by the class teacher ($36.3\%$), followed by school nurse ($31.3\%$). Conclusions: It is important to expand the role of school nurses in preventing and responding to Internet addiction and to develop training programs designed to further develop their abilities in teaching and counseling.

• Korean Journal of Child Studies
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• v.32 no.1
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• pp.157-172
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• 2011

The purpose of this study was to investigate the effect of childcare teachers' ego-resilience and directors, co-workers and family's social support to childcare teachers' burnout. The participants in this study were 326 childcare teachers from Daejeon metropolitan city and Chungnam province. They responded to the 'Maslach Burnout Inventory', 'Ego-resilience Scale', and 'Social Support Scale'. The collected data were analyzed by t-test, one-way ANOVA, Pearson's productive correlation, stepwise multiple regression, Duncan test for post hoc test, Cronbach's ${\alpha}$ for reliability, and factor analysis for validity by SPSS PC program (18.0 version). The results were as follows; first, there were significant differences in childcare teachers' burnout scores in relation to the educational levels of childcare teachers, their working hours, children's number per class, and the ages of the children they teach. Second, there were significant negative correlations (r = -.11~-.62) among childcare teachers' ego-resilience, directors, teaching colleagues and family's social supports, and their levels of burnout. Finally, childcare teachers' ego-resilience and teaching colleagues' levels of social support helped explain about 43% the childcare teachers' burnout total scores and about 17~39% of their sub-scores.

• Human Ecology Research
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• v.57 no.3
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• pp.419-430
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• 2019

This study examined the influences of middle school students' affective empathy and guilt-proneness on defending behavior against bullying and investigated if class climate (teacher support and student support) had moderating effects. The participants consisted of 163 second to third grade students (77 boys and 86 girls) in Seoul and Gyeonggi-do. The data were analyzed with descriptive statistics, Pearson's correlation, and hierarchical regression. Moderating effects were examined using multiple regression analysis. The results of this study indicated that guilt-proneness, teacher support, and student support had significant effects on the defending behavior of middle school students. The higher the level of guilt-proneness, the higher the level of defending behavior. Defending behavior was also higher when students perceived a belongingness to a classroom where their teacher and students provided support. However, affective empathy had no effect on defending behavior. Second, teacher support moderated the relation between guilt-proneness and defending behavior. The effects of guilt-proneness on defending behavior against bullying were greater when teacher support was high compared to low. The results suggested that guilt-proneness and classroom climate play important roles in increasing defending behavior in middle school students. Some implications for future research were also discussed.

• Journal of the Korea Safety Management & Science
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• v.14 no.4
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• pp.125-136
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• 2012

In most child-care facilities, homeroom teachers take the responsibilities for safety education, which has been conducted in class hours on a regular basis. It was found that most homeroom teachers are lacking in teacher training opportunities, and the younger they are, the less training experience they get. Teachers with fewer teaching careers had a greater interest in safety education and training courses. In addition, homeroom teachers have been utilizing monthly toddler magazines as a method to acquire knowledges for safety education and prevention of safety accidents. The safety accidents which have most frequently occurred in care-care facilities turned out to be stumble and tear, and infants aged 3 years or younger were found to be easily exposed to the safety accidents mainly due to the frolic between peers during the free-choice activity time. The homeroom teachers recognized only traffic safety education among the range of safety training courses, which varied depending on teaching career such as traffic safety education and indoor/outdoor safety environment training, etc. In addition, it turned out that the safety training methods were limited to the utilization of discussion techniques, role-playing, description and demonstration.

• Korean Journal of Childcare and Education
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• v.17 no.4
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• pp.29-47
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• 2021

Objective: The purpose of this study was to understand the teacher's role as play supporter in a carry out play generated curriculum and develop and implement an action plan in order to indoor free play. Methods: Participants were 14 kindergartners (9 boys, 5 girls) and one teacher. Processes of planning-implementation and observation- reflection were repeated in a cyclical procedure and the 3rd action plan was conducted based on strategies to support children's play. Results: Children experienced the following: Continuing and immersive play, play filled with experiments and challenges, play to make together, attitude to enjoy novelty and respect differences, and play of trial and error. And the researcher changed the following: Be sensitive to the child's words and actions, finding the 'real interest' of children in 'waiting', acquiring the perception that 'children are the masters of play', seeing the value of learning in children's expressive play, and gain confidence in play support. Conclusion/Implications: This study suggested the need for teacher to have patience and demonstrate reflective thinking in order to support children's play.

• Proceedings of the Korean Society of Computer Information Conference
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• 2021.01a
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• pp.123-124
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• 2021

본 연구의 목적은 SWP강화를 위한 교수법 개선 및 적용을 통해 교수자들 스스로 수업방식을 채택해보고 가지고 있는 경험과 노하우를 공유해 학습자 특성에 맞는 사회복지현장 실무형 수업방법을 적용하고 개선 방안을 모색하고자 하였다. 연구결과 첫째, 학습자 동기유발 적용 방안으로 복지현장의 유형별 사업 진행 모습 시청(유튜브 동영상), 사회복지현장의 실무자 초대 또는 인터뷰 영상, 복지현장에 진출한 선배와의 만남 등이 필요하다. 둘째, 학습자 참여 방안으로 복지현장에서 진행하는 행사 참여, 복지기관 홈페이지 또는 유튜브에 댓글(선플) 달기, 복지현장 탐방 또는 실무자와의 인터뷰 영상을 편집하여 제출하는 노력이 필요하다. 셋째, 상호작용 적용 방안으로 수업에 앞서 사회복지현장의 이야기를 다룬 기사, 에세이, 사진 등에 대한 소감으로 소통하는 방법과 SNS 토론(e-campus, 카카오톡 등)을 통해 복지현장에서 중요하게 다루어지는 이슈에 대한 토론 등 적용 방안이 필요하다.