• Korean Journal of Community Nutrition
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• v.14 no.1
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• pp.87-99
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• 2009

The purpose of this study was to investigate the perception of foodservice managers in childcare centers and kindergartens for identifying the vulnerable areas of safety management. The foodservice managers in 1,144 of nationwide childcare centers and kindergartens were surveyed from May to October 2007 to answer a total 72 questions in areas of general characteristics, actual practice of foodservice management and safety management perception. Meals were served in 97.7% of surveyed facilities and 91.0% among them were self-operated. The hiring rate (27.8%) of dietitians in childcare centers was significantly lower than the rate (82.0%) of kindergartens. The needs of dietitian employment between childcare centers and kindergartens differed as 44.9% and 87.5%, respectively. In knowledge on food-borne illnesses, they have the wrong information in the field of season for frequent outbreak, major pathogens and foods causing food-borne illnesses. The food-borne illnesses (36.2%) were indicated as the major problem in foodservice facilities and the degree of risk exposure was considered as safe (70.1%). More than 70% of both facilities answered as sanitary in the status of personal hygiene. Only 38.0% recognized the Facility and Equipment Standard in the Childcare Law and Early Childhood Education Law. In preparation of meals and management of cooking processes, kindergarten scored significantly high compared to childcare centers (p < 0.05 or p < 0.01) while the necessity of standards was not different in both facilities. Among managers surveyed, 28.8% had taken food safety education from professional institutions and more than 80% in both facilities indicated the need of professional educations. These results suggest that it is necessary for the systematic sanitary education of foodservice managers by developing the sanitary management standard as well as the amendment of laws related foodservice in childcare centers and kindergartens.

• Korean Journal of Childcare and Education
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• v.9 no.6
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• pp.5-23
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• 2013

The purpose of this study was to examine the effect of young children's verbal expression on their prosocial behaviors. The subjects were 44 four-year-olds and 42 five-year- olds in nine kindergartens and daycare centers located in Gyeonggi-do. The instruments used were Verbal Expressiveness Inventory(Jang, 1981) and PBSYC for teachers(Kim, 2003). The major findings of the study were as follows: Concerning the correlations between their verbal expression and prosocial behavior, those who had better verbal expression showed more prosocial behavior. The relationships between the subfactors of verbal expression and those of prosocial behavior were inconsistent to some extent, but there was a positive correlation between the two overall. So it could be said that a better verbal expresson leads to better prosocial behavior. From the findings of the study on the effect of the verbal expression on prosocial behavior, it can be concluded that young children who have better verbal expression are more excellent at building a good peer relationship, helping their peers, being considerate, making themselves accessible, sharing their own belongings with peers and regulating their own emotions. This study is expected to assist early childhood education institutions to provide young children with a variety of educational activities geared toward improving verbal expression to improve their prosocial behaviors. Also, this study is expected to help teachers to improve the prosocial behavior of young children in diverse ways.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.16 no.6
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• pp.295-303
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• 2016

The purposes of this study are to describe the process for the instrument construction and the development of scales on rating college students' adaptability and to analyze the technical qualities of the test. The primary goal of this study is to inform students and institutions what is needed to college student's adjustment process into university and college life. The scales are tested by specialty group and statistical methods, and finally composed of 142 items, which measures 8 scales, the academic integration, the social integration into college, career identity, emotional stability, learning condition's stability, relationship with professors, satisfaction degree of educational service, satisfaction degree of college education. This study analyzed 1,959 students' responses from 4 colleges and universities. This study confirms that the scales which this study developed show high concurrent evidence with the college student's adaptability inventory for Korean university and college students based on various development process, specially rapid great change of college. The result of factor analysis shows the evidence based on internal structures of the scales. The Cronbach's ${\alpha}$ of the subscales is .965, from 742 to .937. The prediction model to determine the possibility of dropout by 7 scales is statistically significant in .05, except learning condition's stability. According to CFA Model, RMSEA= .08~.09. dependence factor variance are explained by this study's CFA model. In conclusion, this study confirms that the scales which this study developed are valid and reliable instrument for Korean university and college students to predict their adaptability to college.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.12
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• pp.253-261
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• 2016

This study discusses the effective management of mixed-ages classes in kindergarten. For the study, 300 kindergarten teachers in charge of mixed classes for regular courses completed a self-reported questionnaire through a web survey. The data were analyzed by chi-square test and presented by frequency and percentage. Mixed-ages classes had relatively fewer children than one-age classes and they were prevalent in public kindergartens and rural areas. The results were as follows. First, mixed-ages classes were induced by the small number of young children. Second, teachers managed their classes with difficulty due to the lack of supporting staff and few chances for additional teaching training. Third, teachers needed supporting human resources for their teaching and administration assistances. About 23.0% of kindergartens received assistance such as additional training, financial assistance, and consulting supervision from related institutions. The study results suggested the challenges in regulations of age ratio in mixed-ages class, additional teaching training for teachers in mixed-ages classes and replacement of mixed-ages class to same age class as the long-term plan.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.2
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• pp.342-348
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• 2017

This study examined the difference between parents' and teachers' recognition about problem behaviors of children. The findings showed that there was a distinct difference between parents' and teachers' recognition about all problem behaviors of children. Especially, teachers had more recognition about problem behaviors of children than parents. And the reactive interaction and the actual prevention in educational institutions were preferred in the difference between parents' and teachers' recognition about a teaching strategy for children, such that teachers had significantly higher recognition about a teaching strategy for children than parents did, while there was no significant difference in the strategy for social emotion. This means that teachers should originally control and manage various problem behaviors based on the common teaching strategy, which is socio-emotionally recognized, rather than the biased teaching strategy. But the teaching strategy of reactive interaction is preferred in accordance with the type of problem behaviors between teachers and children and the children who show problem behaviors. Especially, teaching strategies of reactive interaction and actual prevention focused on the inhibition and prevention of children's problem behaviors are preferred in light of children's characteristics of many unexpected problem behaviors.

• The Journal of the Korea Contents Association
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• v.20 no.7
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• pp.292-301
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• 2020

This study explored the changes in nutrition knowledge and eating habits formation of infants through vegetable gardening activities in early childhood education institutions. children from H nursery school located in Suwon-si, Gyeonggi-do, and H nursery school located in Hwaseong-si, Gyeonggi-do, were divided into 18 experimental groups and 18 people from comparison group and pre-post analysis was conducted. The research tool analyzed the data collected using the nutrition knowledge measuring tool and the eating habits measuring tool using the program SPSS, and the analysis method was conducted with t-test(verification) to verify the homogeneity of the experimental group and the comparative group. Analysis result, first. Infants aged 3 to 4 in experimental groups who have experienced vegetable gardening activities have higher nutritional knowledge than infants in comparison groups. In the case of nutrition knowledge, there was no statistically significant difference between the experimental group and the comparative group before the vegetable gardening activities were carried out. But after the experimental treatment, the experimental group showed statistically significant differences in improving the concept of nutritional knowledge (the reason for eating food, the type and function of food, hygiene, and garden) in the post-examination of the comparative group. Second, it can be seen that infants aged 3 to 4 in experimental groups who experienced vegetable gardening activities showed significant differences in table manners and eating behavior among sub-factors of eating habits compared to infants in comparison groups who had never experienced them. In conclusion, vegetable gardening activities are educationally useful in terms of expecting positive changes in the nutrition knowledge and eating habits formation of infants.

• Journal of the Korean Society for Library and Information Science
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• v.43 no.4
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• pp.139-161
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• 2009

This study explored the services of libraries for babies and toddlers and the possibilities of service expansion through Bookstart as a cooperation system for libraries. This study presented the problems of the services of libraries for toddlers by implementing the questionnaire method and the in-depth interviews. In addition, this study showed the impact of carrying-out this program and why libraries should manage the Bookstart program. Results indicated that: (1) even though the membership enrollment standard of children's libraries is usually from babies and toddlers up to the elementary school students, that of a few libraries is still over elementary school students. This will work on restraining the services of libraries for users, especially toddlers, only 54.8% of libraries services are for the toddlers; (2) by analyzing the perception of librarians, we get to know that librarians think that the age of the first use of a library is more appropriate for kindergarten-agers than toddlers; (3) librarians think positively about the Bookstart and that libraries are more suitable for Bookstart than any other institutions; (4) after the introduction of Bookstart to libraries, many changes happened in respect of the function of libraries and the types of users. For examples, there was an expansion of users to babies and toddlers and their parents, an increase in users, focusing on early-childhood reading education and the strengthening of the role of librarians as program planners in particular. This study suggests that the introduction of Bookstart would bring changes to the concept of traditional libraries and the inflexible attitudes of librarians.