• The Korean Journal of Community Living Science
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• v.22 no.4
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• pp.519-533
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• 2011

The objective of this study was to follow up changes in knowledge related to the mathematics education field work of preliminary early childhood teachers. The subjects of this research were 28 students who were taking mathematics education courses in early childhood education departments at various universities. This research ran for 15 weeks and was conducted through field work relating to mathematics education. The study collected data from pre-service teachers' knowledge, the diagram of concept, writing journals, interviews, and materials from the internet. Through this procedure, pre-service teachers' knowledge for mathematics education could later be expanded, ordered, and integrated. In addition, pre-service teachers not only understood the importance of contents and levels of lesson plans, but also learned how to utilize educational media to make effective lessons. Furthermore, pre-service teachers realized that the mathematical concepts of students could be expanded depending on the contents and methods of pre-service teachers' lesson plans and students could then apply these concepts into daily situations.

• The Research Journal of the Costume Culture
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• v.13 no.3 s.56
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• pp.329-343
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• 2005

This study purposed to classify the somatotype of early adolescent girls based on the physical characteristics. For this purpose, a total of 529 girls aged between 10 and 14 were measured and data were collected from 42 anthropometric measurements and 41 photographic measurements per a person. According to the results of classifying somatotype based of the factor analysis, 176 students ($33.3\%$) were type 1, which is short and thin. In students of this type, the breast did not develop, the belly was stuck out as in the body shape of latter childhood, and the contour of the body had not been formed yet. This somatotype was named Type A. Another 176 students ($33.3\%$) were type 2, which is tall and somewhat thin. In students of this type, the breast and the hip developed well, so the contour of the body was quite clear. This somatotype was named Type X. Lastly, 177 students ($33_4\%$) were type 3, which is fattest among the three types. In students of this type, the breast developed but the waist and the hip were not voluminous. This somatotype was named Type H.

• Journal of the East Asian Society of Dietary Life
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• v.23 no.5
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• pp.519-532
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• 2013

The purpose of this study was to make a comparative analysis of dietary habits, snacks, eating out and fast-food intake between students with a relatively early sexual maturity and others with a relatively late sexual maturity in a bid to grasp the impact of dietary behaviors on sexual maturity. The subjects in this study were 565 boys and girls who resided in Seoul and Gyeonggi province. They included fifth- and sixth-grade school children and seventh-grade middle school students. To classify the selected students according to the level of sexual maturity, the students of the same month age were divided into two groups in consideration of the stage of their sexual maturity and that of the other age groups. The early mature group was significantly taller and weighed more than the late mature group irrespective of gender. According to Tanner stages, the boys of the early mature group reached a 3.03 stage of sexual maturity when the sexual organs were taken into account, and those of the late mature group reached a 1.50 stage of sexual maturity. The girls of the early mature group reached a 3.43 stage of sexual maturity on the basis of breast, and those of the late mature group reached a 2.73 stage of sexual maturity. Concerning eating out, the early mature group ate out more frequently than the late mature group. In regard to snacks, the early mature group had a snack more often. The findings of the study indicated that there were differences in physical development and some dietary behaviors according to sexual maturity. The early mature group had a snack and ate out relatively more often than the late mature group, which showed that some dietary behaviors had an impact on the sexual maturity of the teens who arrived at the age of puberty.

• Asian Pacific Journal of Cancer Prevention
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• v.16 no.3
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• pp.979-984
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• 2015

Breast cancer is the leading cause of morbidity and mortality globally but has an even more significant impact in developing countries. Pakistan has the highest prevalence among Asian countries. A general lack of public awareness regarding the disease often results in late diagnosis and poor treatment outcomes. The literacy rate of the Southern Punjab (Pakistan) is low compared to its Northern part. It is therefore vital that university students and especially medical students develop a sound knowledge about the disease so that they can spread awareness to others who may be less educated. This study therefore considers current knowledge and understanding about the early signs of breast cancer amongst a study group of medical and non-medical university students of the Southern Punjab, Pakistan. A cross-sectional descriptive analysis of the university students was carried out using a self-administered questionnaire to assess their awareness of breast cancer from March to May 2014. A total of 566 students participated in this study, out of which 326 were non-medical and 240 were from a medical discipline. Statistical analysis was carried out using Graph Pad Prism Version 5 with a significance level set at p<0.05. The mean age of the non medical and medical participants was 23 (SD 2.1) and 22 (SD 1.3) years, respectively. Less than 35% students were aware of the early warning signs of the breast cancer development. Knowledge of medical students about risk factors was significantly better than the non medical ones, but on the whole was insufficient. Our study indicated that knowledge regarding breast cancer was generally insufficient amongst the majority of the university students (75% non-medical and 55% medical) of Southern Punjab, Pakistan. This study highlights the need to formulate an awareness campaign and to organize conferences to promote breast cancer awareness among students in this region.

• Korean Journal of Childcare and Education
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• v.16 no.5
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• pp.127-154
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• 2020

Objective: This study aimed to show and analyze the flow, content, and meaning of (prospective) early childhood educators reflective thoughts entailed in the process of planning, implementing and evaluating storybook reading by analyzing reflective journals written by technical college students enrolled in an advanced major curriculum after they completed a storybook reading assignment. Methods: The subjects of this study were 39 technical college students enrolled in an advanced major curriculum that participated in a 15-week-long 'storybook seminar' course. This study analyzed journals on storybook reading written by the students as an assignment for the storybook seminar course. Results: As a result, four categories of selecting a storybook, planning the reading of the selected storybook, actual reading of the storybook and subsequent activities were extracted according to the implementation process of storybook reading. Through this series of experiences, (prospective) early childhood educators had a childt-centered view of reading picture books, changed the method of reading picture books, re-recognized the importance of early childhood literature education, and developed a will to develop professionalism through reflective thinking. Conclusion/Implications: This study finds its meaning in showing the reflective thinking that occur within early childhood educators that plan, implement and evaluate storybook reading.

• Journal of Korea Game Society
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• v.14 no.5
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• pp.69-78
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• 2014

This paper analyzed motivations of early adaptor students in using G-Learning. Also, it has tested academic effectiveness in G-Learning process. As a result, it has found that early adaptor students prefer G-Learning for social relationship, following the trend and showing off to their colleagues. Furthermore, the students showed high academic motivation, which made them taking high performance in their subject.

• The Journal of the Korea Contents Association
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• v.22 no.10
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• pp.827-839
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• 2022

The severity of smartphone dependence among early adolescents, known as the most vulnerable group to smartphone addiction, is increasing. In this study, the factors affecting the smartphone dependence of early adolescents were analyzed by separating into elementary school and middle school students. For this purpose, the 1st data from Korean Children and Youth Panel Survey(2018) was used. The subjects of the study were 2,607 4th grade from elementary school and 2,590 1st grade from middle school. Factors that affect to smartphone dependence of both elementary and middle school students in common were gender, self-esteem, aggression, time spent with parents, and negative parenting attitude. On the other hand, region(city size), economic level, health status, school life satisfaction, and relationship with teachers were significant in the smartphone dependence of elementary school students, but not in middle school students. In middle school students, positive parenting attitudes were significant. Based on the results of the analysis, implications for policy establishment and social service provision were drawn to encourage the proper use of the by early youth.

• Korean Journal of Human Ecology
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• v.21 no.4
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• pp.629-647
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• 2012

This study explored what Korean college students, especially preservice teacher in early childhood education, experienced and how they constructed the meanings of experiences about their subject- matter course (early childhood mathematics education) taught in English. One cohort- 20 senior students- majoring in early childhood education in a 4-year university was participated in this study. Using action research method and narrative research method, data were analyzed. The findings were as follows: 1) preservice teacher experienced some difficulties to construrct professional knowledge through English. 2) They challenged to overcome these difficulties through active participation. 3) They got supports from instructor and peer group. 4) They accomplished the course with self-satisfaction. 5) They experienced the conflicts between social requirements and personal needs.

• Advances in nano research
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• v.14 no.1
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• pp.93-101
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• 2023

This research aims to explore the influence of early entrepreneurial education on cognitive and non-cognitive abilities of male sixth-grade primary school pupils using a randomized pretest-posttest control group design. A total of 45 students were randomly allocated to experimental, active-control, and control groups using a multi-stage random selection procedure. The experimental group was taught entrepreneurship using the Bizworld entrepreneurship education package. The active control group did not get entrepreneurship education but was instructed on a non-entrepreneurship-related issue (hygiene). The Control group received no instruction. The findings revealed that early entrepreneurial education skills impacted noncognitive abilities (such as risk-taking propensity, creativity, self-efficacy, persistence, and need for achievement). Early entrepreneurship education seems to be an effective technique for developing children's non-cognitive abilities in the late years of primary school. As a result, entrepreneurship education may be taught in primary schools, emphasizing the development of non-cognitive abilities, which will affect children's individual, educational, social, and vocational futures and can have long-term advantages for students, families, and society.

• Korean Journal of Human Ecology
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• v.19 no.4
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• pp.625-639
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• 2010

This study compared male and female university students' perceptions of parenthood and their need for pre-parental educational program. Responses of 579 university students in 5 universities were collected using a questionnaire developed by the researchers. Data were analyzed using a T-test and Pearson's chi squared test. Results showed that (1) systematic and pre-parental education may increase opportunities for university students to prepare parent and child rearing skills. (2) Any pre-parent educational program developed should cover practical and such as communication skills, child-rearing techniques and ways of disciplining children. In this way an educational program could provide university students suitable guidance and give them a positive and proper attitude toward parenting should they become parents in the future.