• 대한영양사협회학술지
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• 제7권2호
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• pp.167-174
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• 2001

The purpose of this study was to investigate food service management system and nutrition education of the early childhood education institute in Yongdungpo, Seoul. Self-administered questionnaires were completed by 26 public early childhood education institute and 34 private ones. A majority of the teachers were women over 40 with at least bachelor's degree. Other than the fact that food service provides food to the children, it contributed in providing the essential nutrients to the children, as well as giving them the opportunity to learn table manners. A normal food service would provide one set of lunch and two sets of snacks, which would be provided by the institute itself. In most cases, the director or teachers planned the menus instead of dietitians. Journals, cookbooks, and other information put out by mass communication, such as TV and newspapers, were used as reference to those menus. The factors considered in planning the menus were mainly nutritional balance and the children's food preference. The difficulties in meal management were about the budget and nutritional menu planning. Fifty five percent of the subjects were did nutrition education, and they focused mainly on the table manners and hygiene education but once a year. The difficulties and complaints in execution nutrition education at the institutes were lack of nutritional knowledge, personal shortage, and excessive work. The institutes were urgently requesting for menu provisions from local Public Health Clinics. As a recommendation from the results of this study, food service management and nutrition related subjects should be more enforced into the nursery teacher training curriculum. Also, it is necessary to provide nutrition education to teachers, and as a link, the need to develop a manual for nutrition education has become urgent.

• 한국보육지원학회지
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• 제18권6호
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• pp.101-126
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• 2022

Objective: The purpose of this study was to investigate the implementation experiences of the 「2019 revised Nuri curriculum」 of early childhood education teachers and special education teachers at inclusive child care and education centers. Methods: Individual interviews with 14 teachers at seven inclusive settings in Seoul were conducted. The collected data were transcribed, and six categories and 42 sub-themes in early childhood education teachers and six categories and 37 sub-themes in special education teachers were derived through qualitative-comparative content analysis. Results: The teacher in-service education conducted prior to the implementation of the 「2019 revised Nuri curriculum」 gave substantial aid in the applied practices of cases. The perceptions of teachers related to the 「2019 revised Nuri curriculum」 were heightened. The inclusive settings had been changed according to the principles of play, case, and children's interest. As the 「2019 revised Nuri curriculum」 progressed, children also changed. The implementation of the 「2019 revised Nuri program」 allowed the positive and the negative experiences to coexist at the inclusive settings. For the successful implementation of the 「2019 revised Nuri curriculum」 , calls for the improvement of the child care and education center and national level must be stressed. Conclusion/Implications: Based on the results, discussions and recommendations were presented to solve the difficulties.

• 한국치위생학회지
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• 제8권4호
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• pp.265-278
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• 2008

The purpose of this study was to analyze theories of curriculum development in an attempt to develop a systematic early childhood oral health curriculum that would be the basis of the lifelong oral health of preschoolers. The findings of the study were as follows; 1. The current kindergarten curriculum just stated that kindergarteners should keep their teeth clean, and no systematic guidelines on what to teach were included. That was hardly expected to provide efficient education on oral health promotion. 2. Preschoolers, teachers and parents were investigated to find out learner needs, and educational objects and what to teach were selected based on their needs and Tyler's Curriculum Development Theory. 3. Most of the early childhood teachers felt the need for oral health education, but faced difficulties in conducting it due to heavy workload. Another reason seemed that they were empowered to provide that education at their option since that was not mandatory. 4. As a result of analyzing the early childhood segments and educational objects of college textbooks on oral health education, every textbook differed from one another. There was a necessity to set up standardized educational objects for early childhood oral health education. 5. Oral health specialists should be involved in the development of early childhood curriculum to ensure the selection of standardized educational objects and contents.

• 한국엔터테인먼트산업학회논문지
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• 제14권5호
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• pp.159-170
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• 2020

유아를 평가하는 과정에서 교사의 역할이 매우 중요함에도 불구하고, 교직 입문 과정에서 초임 유아교사들은 충분한 배경지식이나 실제적 지도능력을 갖추지 못하고 있어 상당한 어려움을 겪고 있다. 본 연구에서는 협력적 실행연구를 통하여 한 초임 유아교사가 '유아관찰평가'에 대한 신념과 실제를 반성적으로 바라보고 실천적으로 개선해나갈 수 있도록 지원하고자 한다. 실행연구의 순환과정을 통해 참여교사는 유아관찰평가에 대한 자신의 신념과 접근방식을 반성적으로 들여다봄으로 스스로를 성장시키는 계기가 될 것이다. 본 연구결과를 바탕으로 초임 유아교사의 교직 입문을 지원할 수 있는 하나의 방안으로 협력적 실행 연구의 적용을 제안하고자 한다.

• 아동학회지
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• 제37권6호
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• pp.185-200
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• 2016

Objective: This study examined the code of ethics, which offers guidelines for early childhood teachers' ethical decisions and practices. Results and Conclusion: In the second section of this paper, the meaning of the code of ethics is reviewed. The issues of the code of ethics are also investigated to resolve moral and ethical dilemmas and to maintain high standards of professional conduct in early childhood care and education. In the third section of this paper, a comparison of the ethical codes in South Korea, Japan, the United Kingdom, and the United States is conducted. Based on the results raised in relation to the code of ethics principles and the results of comparing domestic and international ethics codes, the fourth section of this paper focuses on three topics in the current and future direction of the Korean code of ethics: (a) concreteness and clarity, (b) switching from the viewpoint of least harm to the viewpoint of maximum benefit, and (c) the range of benefits of the code of ethics. Then, including the existence of the last two codes of ethics, we discuss the direction of future difficulties currently associated with the situation in Korea.

• 한국콘텐츠학회논문지
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• 제12권8호
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• pp.449-460
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• 2012

본 연구는 포트폴리오 평가를 실시하고 있는 유치원과 어린이집 교사의 포트폴리오 평가에 대한 인식과 실제의 차이와 어려움을 알아보고 배경변인에 따른 차이를 분석해 보는 것을 목적으로 하였다. 본 연구의 대상은 전라북도 J I G시에 소재한 유치원 및 어린이집 교사 304명이며, 질문지를 통해 수집된 자료는 SPSS 18.0 프로그램을 이용하여 빈도, 백분율, 평균, 표준편차, 대응표본 T-Test, ANOVA, Scheff$\acute{e}$검증의 방법으로 분석하였다. 본 연구의 결과는 첫째, 포트폴리오 평가의 실시방법과 효과에 대한 모든 하위영역별 실제의 수준은 인식 수준에 비해 유의하게 낮았다. 또한 배경변인에 따라서는 학력에 따라서만 유의한 차이가 있었다. 즉, 4년대졸 이상 학력의 교사가 전문대졸 이하 학력의 교사에 비해 포트폴리오 평가의 실시 방법과 효과에 대한 인식과 실제의 차이가 더 컸다. 둘째, 포트폴리오 평가에 대한 어려움을 살펴본 결과 교사들은 모든 하위문항에 걸쳐 대체적으로 어려움을 느끼고 있는 것으로 나타났으며, 배경변인에 따라서는 하위내용별로 부분적 차이만 있었다. 즉, 국공립 유치원 교사와 학력이나 경력이 높은 교사의 경우 포트폴리오 평가에 대한 어려움을 상대적으로 더 많이 느끼고 있었다. 포트폴리오 평가 실시에 대해 교사들이 어려움을 느끼는 것은 포트폴리오 실시 여부나 질적 측면에 직접적인 영향을 미칠 것이므로 교사들이 생각하는 어려움을 해소해 줄 수 있는 수요자 중심의 포트폴리오 관련 연수의 실시와 행정적 지원이 이루어질 필요가 있다.

• 수면정신생리
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• 제18권1호
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• pp.17-22
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• 2011

Childhood narcolepsy is one of the underdiagnosed diseases even the first symptoms often appear in childhood. Making diagnosis through history taking is not always easy because the symptoms of childhood narcolepsy are different from those of adulthood. Diagnostic laboratory tests such as sleep studies, tests for human leukocyte antigens, cerebrospinal fluid hypocretin measurement should be considered when the child has excessive daytime sleepiness without cataplexy. Treatment approach should be start as early as possible to avoid secondary academic, emotional difficulties. Both pharmacological and non-pharmacological management, and close cooperation between parents and school teachers should be maintained. In the near future, childhood narcolepsy can be a key to understand the pathogenesis of narcolepsy.

• 한국보육지원학회지
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• 제8권4호
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• pp.159-183
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• 2012

본 연구는 유아교사의 수업설계 요소들의 인식과 실행에 대한 차이를 알고, 설립유형과 담당 유아연령에 따른 차이도 분석 연구하고자 한다. 이를 위해 강원도에 근무하는 유아교사 341명을 대상으로 설문조사하였다. 측정도구의 Cronbach ${\alpha}$는 수업설계요소 인식도 0.92, 실행도 0.94로 모두 신뢰도가 높았으며, 영역은 3가지 영역으로 구분하였다. 자료분석은 paired t-test(검증), 일원변량분석, Scheff$\acute{e}$ 분석을 사용하였으며, 연구결과 첫째, 인식도와 실행도의 4점 척도에서 각 각 높은 점수로 나타났으며, 인식이 높을수록 실행도가 높았다. 그리고 실행도는 인식도보다 낮게 나타났으며, 통계적으로 유의하였다. 둘째, 기관유형에 대한 인식도와 실행도는 국 공립유치원에서 가장 높았고, 민간어린이집에서 가장 낮았다. 셋째, 유아교사의 담당연령에 대한 차이는 만 5세에게서 가장 높았고, 만3세에게서 가장 낮았다. 연구결과를 통하여 유아교사들의 수업설계요소에 대 한 인식과 실천을 높일 수 있는 다양한 강화체제의 필요성을 제언하였다.

• 한국보육지원학회지
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• 제14권3호
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• pp.59-76
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• 2018

Objective: The purpose of this study was to examine the relationships among teachers' resilience, difficulty in emotional regulation, and teaching strategies for behavior problems of children. Methods: A total of 200 day care and kindergarten teachers were surveyed. The collected data were analyzed by Pearson's correlation and multiple regression. Results: First, teachers' resilience, difficulty in emotional regulation and teaching strategies for children with behavior problems were significantly related. Teachers' resilience showed a positive correlation with teachers' positive prevention and reaction strategies but showed a negative correlation with teachers' negative reaction strategies. Among the teachers' difficulty in emotional regulation, the factor of difficulty for impulsive control and lack of attention showed negative correlations with teachers' prevention and positive reaction strategies. Second, teachers' resilience and difficulty in emotional regulation significantly explained the teaching strategies for children with behavior problems. Teachers' resilience was found to be the most important variable explaining teaching strategies for children with behavior problems. Conclusion/Implications: This study revealed that teachers' resilience and difficulties in emotional regulation were important psychological and emotional characteristics for teachers when teaching children with behavior problems.

• 한국보육지원학회지
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• 제15권5호
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• pp.87-111
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• 2019

Objective: The purpose of this study is to investigate the effect of the level of communication difficulty between child-care teachers and parents and teachers' job satisfaction on teacher's emotional labor. Methods: The data of 137 questionnaires collected in Y city, Gyeongggi-do were analyzed. The respondents of the questionnaires were teachers of 0-5 year old children. Statistical analyses were performed using frequency analysis, explorative factor analysis, independent t-test, One-way ANOVA, and multiple regression analysis at the p < .05 by SPSS 24.0 program. Results: First, there was no statistically significant difference on child-care teachers' communication difficulties with parents by sociological variables of child-care teachers. Second, there was no statistically significant difference on teachers' job satisfaction by sociological variables of child-care teachers. However, there were significant differences on the sub-factors of job satisfaction by teaching careers, types of workplace, and marital status. Third, these two factors were found to be important predictors of child-care teachers' emotional labor. Conclusion/Implications: In order to reduce the emotional labor experienced by child-care teachers in early childhood care settings, it will be necessary to pursue a multi-faceted approach to improving the working environment.