• Korean Journal of Childcare and Education
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• v.12 no.3
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• pp.41-60
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• 2016

The purpose of this study was to examine differences in multicultural early childhood teaching activities according to the general characteristics of early childhood teachers, to analyze the relationships and effects of early childhood teachers' happiness, variables of attitudes toward the teaching profession, and variables of multicultural teaching, and ultimately to identify variables related to early childhood teachers that explain multicultural early childhood teaching activities. For this study, 270 teachers in charge of young children from multicultural families at early childhood education institutions were sampled. When the 'age' variable, which might affect multicultural teaching activities, was excluded and the relationships among early childhood teachers' variables as independent variables were analyzed, happiness and obsessive passion were found to have an effect on multicultural teaching activities. These findings suggest that early childhood teachers' happiness and passion for teaching needs to be enhanced as an effort to set the direction of multicultural education fit for the characteristics of Korea in the field of early childhood education, where the foundation of culture is laid and prejudices are easily formed.

• Korean Journal of Childcare and Education
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• v.17 no.4
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• pp.93-109
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• 2021

Objective: The purpose of this study is to examine the mediating effect of innovative culture in early childhood education institutions on the relationship between teachers' civic consciousness and actions for building a community in order to obtain methodological information for implementation at a time when the need to build an education community has been raised. Methods: The data were collected through 275 early childhood teachers working in kindergartens and daycare centers Then, descriptive statistics, correlation analysis, and regression were conducted. Results: All three variables civic consciousness, innovative culture, and actions for building a community showed a significant positive correlation. As a result of analyzing the mediating effect of innovation culture, it was found that the indirect effect of teachers' civic consciousness on the actions for building a community through the innovative culture was found to be statistically significant. Conclusion/Implications: This study was found that it is important to strengthen the teacher's civic consciousness and to create an innovative culture of early childhood education institutions in order to promote actions for building an educational community of teachers. This study is meaningful in that it provided implications for the direction of teacher education and formation of an innovative culture in early childhood education institutions for the purpose building an educational community.

• Korean Journal of Child Studies
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• v.29 no.1
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• pp.1-14
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• 2008

This study reviewed communication between mothers and teachers of early childhood educational institutions and the effect of communication on mothers' satisfaction with the institution and on parenting stress. Results showed that (1) the most discussed topic pertained to children's friendships at the educational institutions. (2) Attitudes during communication were comparatively favorable. (3) Increased communication of mothers with the teachers showed increased satisfaction with the early childhood educational institution. (4) Mothers with positive understanding of communication and understanding of teachers showed higher satisfaction rate towards the early childhood educational institution. (5) Mothers showing higher satisfaction towards early childhood educational institution and positive attitudes during communication with teachers exhibited less parenting stress.

• Journal of Korean Neurosurgical Society
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• v.55 no.3
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• pp.125-130
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• 2014

Objective : This study was conducted to elucidate neuroprotective effect of carnosine in early stage of stroke. Methods : Early stage of rodent stroke model and neuroblastoma chemical hypoxia model was established by middle cerebral artery occlusion and antimycin A. Neuroprotective effect of carnosine was investigated with 100, 250, and 500 mg of carnosine treatment. And antioxidant expression was analyzed by enzyme linked immunosorbent assay (ELISA) and western blot in brain and blood. Results : Intraperitoneal injection of 500 mg carnosine induced significant decrease of infarct volume and expansion of penumbra (p<0.05). The expression of superoxide dismutase (SOD) showed significant increase than in saline group in blood and brain (p<0.05). In the analysis of chemical hypoxia, carnosine induced increase of neuronal cell viability and decrease of reactive oxygen species (ROS) production. Conclusion : Carnosine has neuroprotective property which was related to antioxidant capacity in early stage of stroke. And, the oxidative stress should be considered one of major factor in early ischemic stroke.

• Korean Journal of Childcare and Education
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• v.17 no.2
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• pp.143-160
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• 2021

Objective: This study explored the relationship between early childhood teachers' teaching efficacy, teacher-child interaction, and preschoolers' school readiness. Methods: The data were drawn from the seventh wave of the Panel Study on Korean Children. The subjects of this study were 1,150 preschoolers and their teachers. Early childhood teachers reported their teaching efficacy, their interaction with preschoolers, and preschoolers' school readiness. Data were analyzed using structural equation modeling. Results: First, early childhood teachers' teaching efficacy did not have a direct effect on preschoolers' school readiness. Second, early childhood teachers' teaching efficacy had an indirect effect on preschoolers' school readiness through teacher-child interaction. In other words, teachers with a high level of teaching efficacy had high-quality interactions with preschoolers, which led to preschoolers showing a high level of school readiness. Conclusion/Implications: The results of this study highlight the importance of teachers' high teaching efficacy and high-quality interactions between teachers and preschoolers to improve preschoolers' school readiness. In addition, this study contributes to a better understanding of the mechanism by which teachers' teaching efficacy influences preschoolers' school readiness.

• Korean Journal of Childcare and Education
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• v.18 no.6
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• pp.21-36
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• 2022

Objective: The present study examined long-term effects of media use during early childhood on grit in middle childhood, focusing on the mediating role of attention problems. Methods: For statistical analysis, the 6th, 7th, and 11th data sets from the Panel Study on Korean Children were used. A total of 1,352 cases were finally selected. Descriptive statistics analysis, correlation analysis, path analysis, and bootstrapping were conducted. Results: The results showed that the use of media for educational purposes in early childhood did not have a significant effect on attention problems and grit. However, when the media use time for play in early childhood was longer, levels of attention problems in early childhood were higher and levels of grit in middle childhood were lower. The mediating effect of attention problems on the relationship between media use time for play of young children and grit of middle childhood was significant. Conclusion/Implications: Findings of the present study suggest that the use of media for play during early childhood needs to be carefully monitored because it can have a negative effect on attention and grit development.

• Journal of Korean Neurosurgical Society
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• v.46 no.6
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• pp.564-567
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• 2009

Early delayed radiation effects are known to occur within several months after completing radiotherapy for brain tumors. We present marked changes of magnetic resonance imaging (MRI) scan that occurred one month after radiotherapy in a patient with a pleomorphic xanthoastrocytoma, which was eventually diagnosed as an early delayed radiation effect. Such an early development of dramatic MRI change has not been reported in patients treated with radiotherapy for pleomorphic xanthoastrocytomas.

• Journal of The Korean Society of Grassland and Forage Science
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• v.16 no.2
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• pp.161-168
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• 1996

This experiment was canied out to determine the effect of cultivar, harvest date and drying method on the changes of moisture content and quality of spring harvest oat(Avena sativa L.) hay. Disign of the experiment was a spilt-split-plot arrangement with early and late cultivars as main plots, early and late harvest dates as sub-plots, and drying agent and tedding as sub-subplots in three replications. Moisture content of early harvest oat was higher than that of late harvest oat by 127.1% dry weight(DW) in 'Swan' and 39.8%DW in 'Foothill'. Moisture content difference between 'Foothill' and 'Swan' was 117.6%DW at early and 204.9%DW at late harvest dates, respectively. Cultivar effect on moisture content of cut oat was higher at late harvest date, but drying method effect was higher at early harvest. Total nitrogen content of early harvest was higher than that of late harvest by 0.70% and that of 'Foothill' was higher than that of 'Swon' by 0.86%. But no difference in total nitrogen content was found between the drying method. ADF and NDF contents were increased at late harvest by 29% and 1 I%, respectively(P<0.05). ADF and NDF contents of 'Swan' were higher than those of 'Foothill' by 2.8% and 4.5%, respectively. No difference in ADF and NDF contents was obtained by drying methods. RFV of early harvest oat hay was 95.1 and 103.8 for 'Swan' and 'Foothill' but late harvest 'Swan' and 'Foothill' showed 74.8 and 85.0, respectively.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.18 no.4
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• pp.227-235
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• 2018

The purpose of this study was to analyze the factors affecting on pre-service early childhood teachers' adoption intention of Robot-based education. For this purpose, the survey was conducted on 259 college students and the collected data was analyzed using SPSS 23.0. T-test and one-way ANOVA were used to compare the differences of adoption intention and predictive factors according to pre-service early childhood teachers' background variables. In addition, multiple linear regression analysis was conducted to analyze influence of perceived ease of use, perceived efficacy, innovative will, and social effect on adoption intention. The results were found that adoption intention and predictive factors did not show any significant difference according to background variables and that perceived ease of use and perceived efficacy influenced on pre-service early childhood teachers' adoption intention. Moreover, innovative will and social effect had an effect on perceived ease of use and perceived ease of use and social effect had an effect on perceived efficacy.

• Korean Journal of Child Education & Care
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• v.18 no.2
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• pp.183-202
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• 2018

The purpose of this study was to examine structural relationships among directors' coaching leadership, organizational culture, early childhood teachers' empowerment, teacher-efficacy and job satisfaction. The data were collected from 575 early childhood teachers and analyzed with Pearson's correlation and structural equation modelling analysis. The results were as follows: first, directors' coaching leadership was found to have a direct effect on early childhood teachers' job satisfaction and an indirect effect through organizational culture, teachers'empowerment and teacher-efficacy. Second, organizational culture was found to have a direct effect on early childhood teachers' job satisfaction and an indirect effect through teacher-efficacy. Third, early childhood teachers' empowerment was found to have a direct effect on job satisfaction and an indirect effect through teacher-efficacy. Fourth, teachers' teacher efficacy was found to have a direct effect on job satisfaction. Additionally, directors'coaching leadership was found to be the most important variable predicting early childhood teachers' job satisfaction. These results suggest that improving directors'coaching readership, organizational culture, teachers' empowerment, teacher-efficacy could help facilitate early childhood teachers'job satisfaction.