• Child Health Nursing Research
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• v.16 no.2
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• pp.93-101
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• 2010

Purpose: The purpose of this study was to provide basic data to develop appropriate sexual education program for children in day care centers. Methods: The data were collected from 361 day care center teachers using self-report questionnaire. Results: 1) The mean score of the degree of sexual education for children was high at the score of 4.18 (${\pm}0.43$). 2) In the mean score of 3 sub-areas, 'living' area was at the highest at the point of 4.32 (${\pm}0.31$), 'social' area was 4.28 (${\pm}0.46$), and 'physical' area was 3.94 (${\pm}0.55$). 3) There was significant difference in the degree of sexual education requirement according to subject's major (t=-2.586, p=.010). Conclusion: It is necessary to include all items of sexual education for early-childhood children in day care center.

• Korean Journal of Child Studies
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• v.37 no.5
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• pp.101-116
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• 2016

Objective: This study aimed to investigate how the eco-centered early childhood education by seasonal divisions influences the child's nature-friendly attitude and emotional intelligence. Methods: Forty 5-year-olds from 2 preschools in Gyeonggi were selected through convenience sampling and were divided into the experimental group (21) and the comparative group (19). The experimental group received eco-centered childhood education by seasonal divisions 2 or 3 times a week (33 in total). Pre-post data were collected on both groups and analyzed via t-test and ANCOVAs. Results: The key result was as follows: eco-centered childhood education by seasonal divisions influenced positively the nature-friendly attitude and emotional intelligence of children. Conclusion: Based on the result, it is recommended that eco-centered early childhood education be applied in childhood education and that relevant program be developed. Eco-centered education by seasonal divisions is meaningful in early childhood so that children can be harmonious with the nature. Furthermore, the study should be continued for the development of qualified eco-centered education.

• Korean Journal of Childcare and Education
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• v.16 no.4
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• pp.111-133
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• 2020

Objective: The purpose of this study is to find out how teachers organize and operate early childhood classroom, as play areas. Methods: Four teachers who had been aware of importance of play and were motivated to form an early childhood classroom as a play area were selected as research participants. Semi-structured interview and participatory observations were conducted to collected data. Results: The findings of the study are as follows. First, in regard to the role of the early childhood classroom as a play space, teachers supported the play of children and wanted to organize and operate the classroom as a play space. Second, as, play space, the teachers wanted to construct the space according to their own perception with children. Conclusion/Implications: The conclusions of this study are as follows. First, the teachers attempted to create play space by recognizing the contradictions that the classroom had. Second, the teacher organized the classroom into a play area and allowed the children to transform and create the space in their own.

• Journal of Nutrition and Health
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• v.35 no.1
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• pp.69-77
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• 2002

The purpose of this study was to determine the probability of overweight throughout childhood in relation to the presence of overweight at birch or in early childhood, and presence of overweight in children's parents. Weight and height measures were collected at birth and at ages of 7, 10, 12 years from 655 6th grade primary schoolchildren. Childhood overweight was defined as a body mass index at or above the 85th percentile for age and sex, and overweight in children's parents as a body mass index at or above 27. The prevalence of overweight increased with age of the children. Overweight at birth was not associated with overweight at 12 years of ages. However, overweight at 12 years old was already related to overweight at 7 years old. In comparison to non-overweight peers, overweight children at ages 7(OR = 7.64, 95% CI = 4.32-13.51) and 10 years(OR = 19.69, 95% CI = 11.42-33.94) had a higher rick of becoming overweight at 12 years of age. Among children who was overweight at age 7years, 60.7% remained overweight 5 years later, Yearly increment in BMI of overweight children was larger than that of non-obese children (1.15-1.65kg/m$^2$vs 0.50-0.71kg/m$^2$. As compared with the lower case in mealy increment of BMI, the probability of being overweight at age of 12 years was greater in higher case. BMI values at age 7years were positively correlated with BMI values at age of 10 and 127ear,i, and with annual increments in BMI. But those relationships with birth weight were not observed. Children were at greater risk for overweight if at least ogle parent was overweight. The odds ratio for child overweight associated with maternal overweight was 2.41(95% CI = 1,13-5.IS), and those associated with paternal overweight 1.70(95% CI = 0.92-3.17). And parents' BMIs were positively correlated with children's BMI values and yearly BMI increment. In conclusion, overweight at early childhood and annual inclement in BMI can be important in predicting the prevalence of overweight and the risk that overweight will remain after 7 years of age. The risk of being overweight throughout the childhood increases by the parents'overweight.

• Korean Journal of Child Education & Care
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• v.19 no.3
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• pp.115-128
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• 2019

Objective: The purpose of this study is to investigate the effects of maternal parenting stress on early childhood adaptation and to verify the mediating effect of marital communication in the adaptation of young children to early education institution. Methods: The subjects of this study are 219 infants and their mother living in J city in Jeonbuk province. The data collected in this study were analyzed as spss 21.0 and amos 21.0, and the mediating effect was verified through structural equation modeling. Results: The results of this study are as follows: First, maternal parenting stress and marital communication have a direct influence on the adaptation of young children to early childhood education institution. Second, marital communication showed mediating effect on the relationship between maternal parenting stress and the adaptation of early childhood education institution. Based on these results. Conclusion/Implications: We discussed the importance of reduction of parenting stress and positive interpersonal communication between couples.

• Korean Journal of Childcare and Education
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• v.17 no.5
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• pp.105-128
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• 2021

Objective: This study aimed to explore the experience and meaning of pre-service early childhood teachers who practiced health promoting activities for themselves. Methods: Research participants were 115 pre-service early childhood teachers enrolled in the health education for children course at one college in G region. The reports of activity records of their eight-week long health promotion activities were collected as qualitative data followed by content analysis being implemented. Results: First, the experience of the health promoting activities the participants took part in was categorized into 'Early phase of experience: A mix of worries and anticipation, and success and failure', 'Mid phase of experience: Being motivated by physical changes and records', and 'Late phase of experience: Continuous execution through habituation.' Second, the meaning of health promotion activities the participants took part in was categorized into 'A great opportunity for introspection', 'A meaningful start of college life', and 'A valuable chance to consider desirable roles of a teacher for early childhood health education.' Conclusion/Implications: The results of this study suggest that pre-service early childhood teachers should pay close attention to their health management, and that contents that emphasize the importance of teachers' health should be included in health education.

• Korean Journal of Child Studies
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• v.37 no.3
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• pp.69-82
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• 2016

Objective: This study aimed to explore early childhood educators' anxiety regarding science education via Q-methodology. Methods: As the first step, 268 Q samples were collected from resources such as books and research papers related to science education for young children. Through five stages of excluding and modifying, a set of 33 Q statements was finalized. The P sample consisted of 40 early childhood educators and was based on educational levels, years of teaching experiences and types of centers. The collected data were analyzed using QUANL statistical program. Results: The results of this study indicate that science anxiety among early childhood educators are classified into four types, explaining 45.13% of the total variance. Conclusion: We conclude that early childhood educators' science anxiety stems from "preparing educational environment and materials," "instructional methods focused on process and scientific inquiry skills," "lack of understanding regarding early childhood science education," and "simple science avoidance."

• Korean Journal of Child Studies
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• v.32 no.4
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• pp.37-62
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• 2011

The purpose of this study was to develop an appropriate scale for evaluating early years children's English textbooks and to confirm the validity and reliability for the scale thus developed. The scale was administered to 563 Korean early childhood English teachers. Exploratory Factor Analysis (EFA) of the 24 item scale demonstrated Cronbach' ${\alpha}$ = .94 for internal consistency of the total items. Confimatory Factor Analysis (CFA) supported a four-factor structure. Cross-Validation for the retest accepted the four-factors. Those four factors were as follows; Contents & Organization as factor 1, Illustrations & Designs as factor 2, Materials & Topics, as factor 3 and Objectives as factor 4. The author suggests that these afore mentioned factors will prove to be most useful for evaluating the children's English textbooks which are apparently published in an often quite indiscriminant manner.

• (The) Research of the performance art and culture
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• no.41
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• pp.69-92
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• 2020

This study describes the impact of early childhood teacher's artistic competence on art education pedagogy and improved curriculum design. Furthermore, the effect of drama as a way of improving early childhood teacher's artistic competence is explained. Many researchers have mentioned that early childhood is a period of sensitivity and potential. Therefore, it will be helpful if children meet a teacher who understands them and inspires their innate artistic sense at a level of their eyes. It explained which aspect of artistic competence should be focused for the teacher training education. There are many approaches to develop early childhood teachers' artistic competence. Adopting drama is one of them. The strong points of drama to improve their artistic competence are as follows. Firstly, human's movement and voice are the main artistic channel in drama. What we are doing in daily life is found are drama world. It means if early childhood teachers experience drama activity, they will feel more comfortable and intimate with it. In addition, early childhood teachers tend to be familiar with dramatic play, so they can more easily access to drama world. Secondly, drama will be helpful to understand different feelings and to broaden and deepen understandings of others' standpoints. For early childhood teachers, drama activity will be helpful to understand how dramatic art form works and to lead children's play in diversified and sincere way. In addition, drama activity will be useful to build horizontal and democratic relationships between children and the teacher. It is one of the main emphases of 2019 revised Nori national curriculum. To sum up, drama will be a excellent method to develop artistic competence for early childhood teachers. Thus, it is expected that They have more opportunities to experience drama as an art form.

• Journal of the Korea Society of Computer and Information
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• v.23 no.9
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• pp.133-139
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• 2018

This paper draws attention on the importance of computational thinking, which is being utilized more and more in recent educational environment. Also, it suggests a teaching and learning model for improving computational thinking within early childhood education. With the advent of the Fourth Industrial Revolution, this era demands people to possess integrative thinking and problem-solving skills. As a result, education on computational thinking is done beginning from the early childhood, enabling children to take the leading part in the future digital generation. However, despite the appearance of many education services and products regarding computational thinking, the field lacks evaluation and academic verification. Thus, this study will complement the methodological aspect of computational thinking.