• Fashion, Industry and Education
• /
• v.14 no.2
• /
• pp.1-10
• /
• 2016

In the present study, the materials, sizes, and designs of blind eye patch products of skin-adhesive type and glass-attachment type currently available in the market will be analyzed and ergonomically appropriate blind eye patches will be developed. Although these skin-adhesive type eye patches were easy to use, they had shortcomings such as skin troubles due to the adhesive used on the weak and sensitive skin of children and the fact that eyebrows are pulled out and the skin is irritated when the eye patches are detached after being attached. The non-adhesive type eye patches were blind patches to be worn by putting into glasses. These products were made using diverse materials such as neoprene, non-woven fabrics, and felt and showed differences in tactile impressions and irritation to the skin depending on material characteristics. In addition, most products were efficient in blocking light with three-dimensional oval designs comprising darts. In the present study, blind eye patches were designed to reduce skin troubles by using sweat-absorbing and quick-drying functional materials with soft tactile impressions. In addition, to increase the effect to block light and the degree of tight contact with the skin when the blind eye patches are worn compared to existing eye patch designs, the sides of the wings of the blind eye patches were widened, glass frame fixing plates were added, and the darts were made to be curved thereby making an ergonomic design reflecting the shape of the face. The non-adhesive type blind eye patches developed in the present study are considered to enhance the wearing sensation with the use of the material without skin irritation but with cushioning feelings and the ergonomic design reflecting the contour of the face.

• Communications of Mathematical Education
• /
• v.22 no.1
• /
• pp.41-52
• /
• 2008

In this paper, some factors such as the perspective of children, instructional materials(especially activities in textbooks for elementary school mathematics), and teacher's questioning styles are discussed as ones influenced on students' immersion in leaner-centered instruction. This discussion is based on the author's two implementations of the kind of two instructions. About the first theme, constructivists assert that even children who are in elementary school can have reflective abstracting ability. Teachers' asking questions with the belief differ from ones with traditional perspective of children, which is relevant the third factor. They value and respect learners' thinking outcomes, even though they are not sometimes wrong and have errors. Also, they have them opportunities to think different from others and to ask how they get their answers. To do these, they frequently ask open-ended questions, not closed. All of them is possible through the activities provided in textbooks. Some characteristics which can prompt such teacher's questions using activities in elementary mathematics textbooks are discussed.

• Journal of Korea Entertainment Industry Association
• /
• v.14 no.7
• /
• pp.333-342
• /
• 2020

Children grow and develop through play. Play is being used as a friend and a learning material and tool in everyday life of children. It is a research study aimed to empirically analyze the effects of father's play belief and play participation on child's playfulness. A survey was carried out for the selected 284 children aged 5 years and older attending kindergarten located in D-gu, Seoul in order to achieve the goal of this study. Frequency analysis, descriptive statistics, reliability verification, correlation analysis, and regression analysis were conducted on the data collected through the survey by using the SPSS program, and the research results were derived as below. First, it showed that father's play belief and play participation have a positive effect on child's playfulness of physical spontaneity, social spontaneity, cognitive spontaneity, expression of joy, and a sense of humor. Second, father's play participation had a significant effect as a partial parameter in the relationship between father's play belief and child's playfulness. Thus, it was drawn the conclusion that father's play belief and play participation are important variables that can predict child's playfulness. Therefore, It will be necessary to promote children's playfulness development by continuously providing parent education programs on creating an atmosphere of various interaction at home through plays in the relationship between father and child and a desirable role of father in the play activities with child at the level of preschool educational institutions.

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

• Education of Primary School Mathematics
• /
• v.5 no.2
• /
• pp.111-119
• /
• 2001

Over the years, the benefits of instructional manipulatives in mathematics education have been verified by classroom practice and educational research. The purpose of this paper is to introduce how the instructional material, specifically, geoboard could be used and integrated in elementary mathematics classroom in order to develop student's mathematical concepts and process in terms of the following areas: (1) Number '||'&'||' Operation : counting, fraction '||'&'||' additio $n_traction/multiplication (2) Geometry : geometric concepts (3) Geometry : symmetry '||'&'||' motion (4) Measurement : area '||'&'||' perimeter (5) Probability '||'&'||' Statistics : table '||'&'||' graph (6) Pattern : finding patterns Further, future study will continue to foster how manipulatives will enhance children's mathematics knowledge and influence on their mathematics performance.

• Journal of Food Hygiene and Safety
• /
• v.23 no.1
• /
• pp.31-39
• /
• 2008

This study was performed to develop children's food quality certification system as part of the children's favorite foods safety management projects. As a component of the research, we developed a quality certification logo to build up brand image which is familiar with children, as well as to offer the right standard and opportunity for food selection. The age level contains elementary graders from 8 to 13. The logo concept was focused on 'Safety', 'Certification, Guidance' and 'Health' in accordance with the vision of the Korea Food and Drug Administration (KFDA), "Safe food, good nutrition and healthy children". The logo name was proposed as "Best Food for Children", "Safety Food for Children" and "Children Good Food", which was decided by public subscription in the KFDA. The 36 tentative plans for a seal were proposed depending on names. We conducted a survey for the 12 logo samples, designed by the name of "Children Good Food", to use as the basic material for the development of logo to convey the meaning of children's food quality certification system effectively. This survey was conducted among 321 elementary graders and 331 parents of elementary graders. We selected the most favorite design through the survey and applied it for products practicality. It is expected that a steady policy may be possible to implement by applying the basis of the children's food project.

• Hwankyungkyoyuk
• /
• v.18 no.3 s.28
• /
• pp.45-58
• /
• 2005

The Purpose of this study is to help children practice environmentally friendliness by promoting Personalized Environment. Therefore, implemented the project 'Environment' that included natural and social environment in the area that had high potential energy for environmental education, it was explored how the project affects the personalized environment of students. The project 'Environment' was implemented, usually focused on field trips. 35 study subjects were selected from 2 classes in D elementary school in D city The study was conducted from march 2004 to November 2004. Research material was collected from participant observation, in-depth interview, products from teaching-learning process, diary, and video record Ethnographic research was used. Study data were analyzed 3 times. 1st analysis was needed to collect data related to students' senses of and interests in environment, and to shape the framework related to the theme. End analysis was used to categorize the main factors such as knowledge understanding, function, value attitude, action, which all affect the personalized environment of students. In 3rd analysis, it was examined what affected the personalized environment of children and the related factors were logically, objectively inferred and analyzed. The results of the study were as follows: First, the project 'Environment' developed children's knowledge and understanding about environment. Second, the children formed proper values and attitudes towards environment. Third, the children came to develop their learning abilities on environment. Fourth, the children came to have environmentally friendliness in everyday lives. Consequently, the project 'Environment' helped children to have Personalized Environment.

• Journal of Environmental Health Sciences
• /
• v.46 no.6
• /
• pp.646-654
• /
• 2020

Objectives: Users of parks or children's play facilities have pointed to pets' bowel movements as the most serious problem when using them. In prior studies, a very low detection rate of parasites (eggs) in sand flooring materials has been found. Even though feces have been identified, no parasites (eggs) have been detected. Method: A standard solution of nitrate nitrogen was used to verify the reliability of a new nitrogen analysis method. The linearity, precision, and accuracy of the nitrate nitrogen analysis method were verified. Using this method, the pollution distribution of the sand flooring material and the degree of pollution at each point were investigated. Results: As a result of the verification of the nitrogen analysis method, the linearity was found to be good at r2=0.999 when distilled water is mixed in a standard substance solution. The standard substance additive solution r2=0.968 was found to be good. Precision represented 0.01 to 0.06% RSD for peak height. The recovery rate was 92.4 to 104.0 percent, indicating high accuracy. According to the same method of analysis, the flooring material sand at a general amusement facility with the largest number of concealed spaces was nitrate nitrogen 6.1 times higher than at the entrance of the playground. Also, in a comparison between clean sand and sandy flooring, the average nitrogen concentration of the sand flooring material was 24.4-167 times higher than pure sand. Conclusions: As such, no parasites (eggs) were detected at all points under investigation, but the sand flooring was exposed to animal fecal contamination. Therefore, the management of nitrogenous components should allow accurate identification of animal fecal contamination so that the timing of sand replacement can be managed hygienically and safely.

• School Mathematics
• /
• v.7 no.2
• /
• pp.139-168
• /
• 2005

The purpose of this study is to investigate children's informal knowledge of the fractional multiplication and to develop a teaching material connecting the informal and the formal knowledge. Six lessons of the pre-teaching material are developed based on literature reviews and administered to the 7 students of the 4th grade in an elementary school. It is shown in these teaching experiments that children's informal knowledge of the fractional multiplication are the direct modeling of using diagram, mathematical thought by informal language, and the representation with operational expression. Further, teaching and learning methods of formalizing children's informal knowledge are obtained as follows. First, the informal knowledge of the repeated sum of the same numbers might be used in (fractional number)$\times$((natural number) and the repeated sum could be expressed simply as in the multiplication of the natural numbers. Second, the semantic meaning of multiplication operator should be understood in (natural number)$\times$((fractional number). Third, the repartitioned units by multiplier have to be recognized as a new units in (unit fractional number)$\times$((unit fractional number). Fourth, the partitioned units should be reconceptualized and the case of disjoint between the denominator in multiplier and the numerator in multiplicand have to be formalized first in (proper fractional number)$\times$(proper fractional number). The above teaching and learning methods are melted in the teaching meterial which is made with corrections and revisions of the pre-teaching meterial.

• Korean Journal of Community Nutrition
• /
• v.24 no.6
• /
• pp.497-511
• /
• 2019

Objectives: This study aimed to develop a school-centered healthy eating environment for children in elementary care classrooms and prevent incorrect eating habits and obesity through the development and application of standardized healthy eating habit-forming educational materials. Methods: Ten schools in eight districts of Gyeonggi-do and 400 students from 19 care classes were selected. Based on the developed educational materials, the program was applied to students once in two weeks. 'Notices for Parents' forms were also sent to the students' home to educate their parents. Pre and post-surveys were conducted to evaluate the effectiveness of the education. The pre-education, education, and aftercare were conducted from September 28 to September 31, 2016, from October 3 to November 30, 2016, and from December 5 to December 9, 2016, respectively. Results: The healthy eating program for elementary care classes was designed to develop a school-centered healthy eating environment and provide standardized educational material for healthy eating habits. Twelve educational topics were developed: , , , , , , , , , , , and . Moreover, the materials were produced in four forms: for students, for after school caring teachers, for external specialists, and for parents. The effectiveness evaluation was conducted to confirm the application of the program. The average eating habits score was 3.3 ± 0.6, with no significant difference between before and after application. The score of overall satisfaction of the education was 3.9 ± 0.9. The most satisfying content was 'Did you get to know how to eat evenly?'. Significant increases were observed in two contents for parents regarding their children's knowledge changes after the education: 'Five nutrients needed for growing children' and 'Knowing sugar foods and sugar-containing foods'. On the other hand, their educational satisfaction was 3.6 ± 0.6, which was lower than the children's satisfaction. This might be because their education was conducted only through the 'Notices for Parents' form. Conclusions: In the long term, the healthy eating habit-formation education for lower elementary school children is expected to be beneficial. To prevent obesity and establish healthy eating habits of children, it is important to develop healthy eating education programs centered on elementary school aftercare classes, including the development of educational materials and an application system through connection with the home and community.