• Journal of the Korean Home Economics Association
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• v.42 no.1
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• pp.81-97
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• 2004

The purpose of this study was to examine children's consumption level and related factors in an effort to lay the foundation for teaching children to lead rational consumer life and for improving consumer welfare, as it's assumed in this study that children's consumption problems would affect themselves throughout their lives. This study specifically intended to find out (1) child consumer problems, (2) how children's consumption problems were affected by their demographic variables, (3) whether consumer-education experience made any differences to their consumption problems at school, home and society, and (4) what types of demographic and consumer-education variables exercised influence on consumption problems. The findings of this study were as follows： First, children investigated were found to have middle level of consumption problems. Purchasing goods scored the lowest, and using goods scored the highest among consumption problems. Second, it turned out that boys suffered more consumption problems than girls. The reason seemed that as boys generally have lower experience in consumption attitude. Third, as to the correlation of the children's consumption problems to their consumer-education experience, money management was significantly associated with the presence or absence of experience to learn at school how to manage and save allowances. Also, the experience of consumer education by parents made a significant difference. The children's consumer consciousness and attitude varied with their experience to receive consumer education from mass media.

• Korean Journal of Child Studies
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• v.29 no.2
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• pp.125-137
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• 2008

This study used path analysis to investigate the effect of home environment and teacher variables on children's musical ability and attitudes. Participants were 235 children, their parents and 13 teachers of kindergartens located in G city in Gyeongbuk Province. Instruments were the Primary Measurement of Music Audiation(Gordon, 1986), the Music Teaching Efficacy Instrument(Riggs & Enochs, 1990), and questionnaires about children's musical attitudes, home environment and music activities. Results showed that teacher variables affected children's musical ability directly and indirectly and children's attitude affected their musical ability directly. Psychological and physical variables of the home environment affected children's musical ability and attitudes positively.

• (The)Korea Educational Review
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• v.17 no.3
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• pp.175-240
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• 2011

The purpose of this study is to understand how the perception and attitude in children's education have changed over the 20th century in South Korea by searching the newspaper articles. The modernization in 20th century brought radical changes in every aspect of Korean society including education. As an educational attitude and policies from the government changed, so did the tones reflected in the newspaper articles. To sum up, there were four (4) principal changes found from this study as follows;Firstly, parental involvement and role as an educator became more important in Korean society and huge generation gap arose in attitudes towards children's education and custody. Secondly, the traditional gender-based roles of mothers' with image of love and fathers' with strength disappeared and mothers' responsibility of children's education were more emphasized during 20th century. Meanwhile, today's society is calling for an immediate return of fathers' involvement and commitment to children's education in the household. Thirdly, as the overflow of information and knowledge in 20th society caused an excessive interest in children's education, there were rising demands for establishing proper views and ideas on children's education. Lastly, the responsibilities of children's education which had been laid on household was expanded to public and government, which can be seen from the fact that an educational support from the government was extended to the children of overseas Korean as well as those residing in Korea.

• Korean Journal of Child Studies
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• v.20 no.2
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• pp.101-123
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• 1999

Fathering practices were assessed by the modified version of the fathering Practices Scale while children's social adjustment was assessed by the Social Adjustment Scale in this study of 405 first to sixth grade children and their fathers. Fathering practices differed by father's age, education, occupation, amount of time with children, extent of participation in children's school activities, mother's job status, and children's birth order. Children's social adjustment varied by father's education, amount of time with children, and participation in children's school activities. There were correlations among all four factors of children's social adjustment and all eight factors of fathering practices. Father's responsibility for children was the strongest predictor of children's social adjustment.

• Korean Journal of Child Studies
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• v.36 no.1
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• pp.1-17
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• 2015

The purpose of this research was to explore the influence of a mother's motivational beliefs in the context of the child education and parent-teacher relationship and the impact that it has on the learning related skills of young children. The participants in this study consisted of 243 mothers of 4~5 years old children and 20 teachers in 5 child education centers located in Seoul, Korea. The data was analyzed by means of using statistical method such as mean, standard deviation, t-test, Pearson correlation, and stepwise regression. The major findings of this study were as follows: First, there were significant differences between parent-teacher relationship and learning related skills of young children according to the children's sex and maternal educational level. Second, children's sex, maternal educational level, and the parent-teacher relationship were significantly related with the learning related skills of young children. Last, mother's motivational beliefs in the context of child education and the parent-teacher relationship directly influenced the learning related skills of young children. The results of this study suggest that positive parent-teacher relationships are important for developing the learning related skills of young children and this in turn can predict the level of children's adjustment and success in school.

• Journal of the FoodService Safety
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• v.4 no.2
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• pp.55-59
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• 2023

The purpose of this study is to evaluate the effectiveness of hygiene and nutritional management and education in the kitchen for youth facilities registered at the center. For this purpose, hygiene and nutrition management checklist scores, satisfaction and participation rates for each training, and diet use rate were checked on a quarterly basis. Hygiene and nutrition management scores increased every quarter, with the average score in the fourth quarter reaching 89.9 points. The participation rate in youth education was high at 86.4%, and both youth and staff education showed a satisfaction rating of 4.8 points. The usage rate of the adolescent diet was 65.4%. Based on the research results, the effectiveness of visiting guidance and education was confirmed, and future direction of center operation was suggested.

• Journal of Gifted/Talented Education
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• v.23 no.6
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• pp.947-963
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• 2013

This study investigated the difference of mathematical beliefs between common children and the gifted children, and then the effect of current mathematics gifted education on gifted children's mathematical belief. Gifted children from institution for gifted education and school based gifted classroom, and common children from regular classroom from S-city office of education in Gyenggi province were studied for this study. The results of this study was as follows. First, there was positive correlation between mathematics performance and mathematical belief. Second, common children and gifted children had significant difference in the degree of mathematical belief. And also, mathematically gifted students had much stronger and positive mathematical belief than common students before starting gifted education program. Third, there was no significant difference in common children and gifted children on the mathematical belief after they receive gifted education, but there were negative changes in gifted children from institution for gifted education on the mathematical belief after receiving gifted education.

• Human Ecology Research
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• v.58 no.4
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• pp.585-599
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• 2020

This study investigated children's interests in learning English, affected by educational activities in and out of institutes, and mothers' perceptions regarding early childhood English education. We recruited, 253 mothers of 3- to 5-year-old children in either general kindergartens or English immersion institutes. They answered questions on socioeconomic status, perceived interest in English by their children, their perceptions regarding early childhood English education, and English education outside institutes. In addition, 42 English teachers provided information within institutes such as class time per week, teacher-pupil rate, and language use policy during class. The collected data were analyzed through SPSS 22 for frequency analysis, descriptive statistics, independent t-test, and hierarchical multiple regression analysis. The major findings are as follows. First, the two groups were in distinct learning environment. Second, mothers' perceptions and outside-institute activities were significantly different between the two groups. Third, the English interests of children at both institutes were influenced by mothers' worries and at-home English interactions. Fourth, education within institutes did not affect both group's English interests. Fifth, private education and socioeconomic status did not affect both group's English interests. Lastly, only the children's interests in English immersion institutes were affected by gender and mother's perceived necessities. Focusing children's interests, this study helps in understanding young children's affective aspects regarding learning English. The findings are expected to be a guideline for each home and institute to increase children's interest in learning English.

• Child Health Nursing Research
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• v.24 no.2
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• pp.186-198
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• 2018

Purpose: The purpose of this study was to determine the needs for children's health promotion education programs as perceived by child care center teachers and mothers. Methods: This study conducted a survey of 88 child care center teachers and 70 mothers of preschool children in Seoul from January 4 to February 5, 2016. This study aimed to characterize the current conditions of health promotion education for preschool children and the needs for health promotion education as perceived by child care center teachers and mothers of preschool children. Results: Areas of high need for health promotion education included lifestyle improvements for preventing diseases in children and awareness of the importance of health in educational objectives, standardized educational manuals, health educators as educators, child care centers as educational places, local health centers as educational support organizations, regular class hours as educational time, role play for training, and actual models in the educational medium. The educational subjects for which a high need was reported included safety and accident prevention, the role of smartphones and TV watching in mental health, and personal hygiene and disease prevention. Conclusion: These findings suggest that it is necessary to develop a health promotion education program for preschool children.

• Korean Journal of Childcare and Education
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• v.12 no.5
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• pp.17-45
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• 2016

This study aimed to investigate the effect of a young children's happiness program in relation with the Nuri curriculum on young children's happiness and self-esteem. Study subjects included 37 children aged 5 (experimental group 20, comparative group 17) enrolled in A day care center and D day care center located in K district, Seoul. As for the research procedure, an experiment was conducted 48 times in 18 weeks, and the experimental group carried out the children's happiness program linked with the Nuri curriculum. In contrast, the comparative group conducted general activities focusing on the subjects according to the Nuri curriculum. Study results show that there was a significant difference amongst 9 sub-domains related to young children's happiness (health, emotion, immersion, recognition and achievement, parent-child relationship, teacher-child relationship, peer relationship, spirituality, life satisfaction) and 3 sub-domains related to self-esteem (start and spirit of independence, sociality emotionality, academic achievement). Results of this study prove that the children's happiness program in relation with the Nuri curriculum is effective for increasing young children's happiness and self-esteem, and could be used as preliminary data for the possibility of a happiness program in early childhood education settings and happiness education in the future.