• Nutrition Research and Practice
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• v.8 no.1
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• pp.112-119
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• 2014

There has recently been Increased interest in the emotional intelligence (EQ) of elementary school students, which is recognized as a more important value than IQ (intelligence quotient) for predict of their success in school or later life. However, there are few sensory education programs, available to improve the EQ of elementary school student's in Korea. This study was conducted to develop an educational program that reflects the characteristics and contents of traditional rice culture and verify the effects of those programs on the EQ of children. The program was developed based on the ADDIE (Analysis, Design, Development, Implementation and Evaluation) model and participants were elementary school students in $3^{rd}$ and $4^{th}$ grade (n = 120) in Cheonan, Korea. Descriptive statistics and paired t-tests were used. EQ scores pertaining to the basic sense group, culture group, and food group were significantly improved after the sensory educational program(P < 0.05), but no change was observed in the control group. These findings indicate that sensory education contributed to improving elementary school children's Emotional Intelligence (EI) and their actual understanding about Korean traditional rice culture.

• Child Health Nursing Research
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• v.13 no.4
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• pp.399-406
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• 2007

Purpose: This study was performed to test an obesity management program for elementary school children. The program was assessed by examining its effects on the obesity, dietary attitudes, dietary habits, and exercise habits. Methods: The participants were 65 elementary school children, of which 32 were assigned for the experimental group and 33 for the control group. The experimental group received an 8 weeks obesity management program. The outcome variables were measured before and after the program. $X^2$-test and t-test were used to analyze the data. Results: After the obesity management program, the BMI and fat mass percentage in the experimental group were significantly reduced. The score for dietary attitudes and dietary habits changed in a positive direction. Conclusions: The findings from this study suggest that the obesity management program was effective in decreasing the rate of obesity and increasing the score for dietary attitudes and dietary habits. The program should be effective in the management of obesity in elementary school children.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.17 no.1
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• pp.223-248
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• 2006

The bibliotherapy program was carried out in the 'S' elementary school in Kyonggi province. Korea for the fourth grader children in order to measure the grade of stresses which they experience and coping styles. and to find what kind of changes in terms of the grade of stress and coping styles over stress through the bibliotherapy program. Especially, it was going to understand elementary school children's stresses and coping styles, and verify effects of the bibliotherapy program as a device of helping amicable adoption for the various stress which they experience, and they come to experience.

• Korean Journal of Child Studies
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• v.22 no.3
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• pp.91-106
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• 2001

This study examined relationships between peer variables and externalizing behavior problems of 290 4th and 5th grade children in elementary school. The children completed the Friendship Quality Scale and the peer nomination questionnaire. Parents and teachers rated behavior problems of children using the Connors' Rating Scale. Results indicated that rejected children had more behavior problems than popular, average, or neglected children. Socio-emotional supports from a close friend and satisfaction with the friend were negatively related to behavior problems. Behavior problems were mainly predicted by low peer acceptance, and behavior problems of rejected children were negatively and strongly related to socio-emotional supports of a close friend. In conclusion, peer rejection was a risk factor and a friend's support was a protective factor for externalizing behavior problems in 4th and 5th graders.

• Journal of Nutrition and Health
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• v.28 no.9
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• pp.880-892
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• 1995

This study was designed to determine the level of nutrition knowledge of 3,390 elementary school children in Seoul and Kangnung, and to examine the relationship of demographic characteristics of children to nutrition knowledge. Nutrition knowledge was measured by modified NATs (Nutrition Achievement Tests developed by National Dairy Council and Iowa State University). Higher nutrition knowledge, correlated with increasing parental educational level, lower parental age, and higher socioeconomic status. However, there was no difference in total test scores between children in Seoul and Kangnung. Item scores indicated children had more knowledge about 'physiological facts' and 'food handling', and limited knowledge about 'nutrients' and 'nutrition and society'. Children, both in Seoul and Kangnung, lacked an undestanding of many basic principles of nutrition. These results suggest several areas to emphasize when developing nutrition education materials. Modified NATs in this study may be used to assess nutrition education needs of children, to evaluate the effectiveness of nutrition education program, and to compare nutrition achievement of different groups.

• Korean Institute of Interior Design Journal
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• v.13 no.1
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• pp.54-61
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• 2004

This study examined the current interior conditions of children's rooms, and investigated the children's satisfaction of the rooms and their needs for improvement. Survey questionnaires were given to 205 elementary school children in the third or lower year grades and to their parents. Frequency analysis, t-tests, analysis of variance, and Duncan tests were mainly employed for data analysis. The findings indicated that the respondents' satisfaction of the children's rooms differed in their grade, room size, and the main color of the rooms. In general, those in the third grade, those in the rooms under 16.5$m^2$, or mainly painted in cold colors, tended to respond more negatively. Meanwhile, they expected to exchange their furniture for study, such as desks and bookshelves, and to individually possess electric appliances in their rooms. Most children's rooms were designed on the basis of the parents' preferences: The more the rooms reflected the children's opinions, the higher satisfaction with the furniture they showed.

• Journal of the Korean Home Economics Association
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• v.33 no.4
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• pp.37-47
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• 1995

The purpose of this study was to develop the Children's Social Support Scale to assess three potential aspects of social support in elementary school age children ; the children's subjective apprasials of family, peer, and teacher support ; the frequency of supportive behaviors available from the child's support network; and the size of children's social support network. The subjects of this study were 380 children of forth and sixth graders in elementary schools located in Seoul. The 68 items(perceived support scale 30 items, enacted support scale 35 items, and support network 3 items) were analyzed by the statistical methods of item analysis, principal factor analysis, Factor analysis revealed that a three factor solution was the best for the Perceived Support scale ; family peer, teacher support. Enacted Support scale comprised of three factors; emotional, self-esteem, and informational support. Support Network scale was composed of emotional, self-esteem, and informational support network. Reliabilities for the domains ranged form .75-89. It was concluded that the children's Social Support scale in general is acceptable for use in Korea.

• The Journal of Pediatrics of Korean Medicine
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• v.23 no.3
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• pp.55-69
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• 2009

Objectives This study is designed to evaluate the relationship between school life maladjustment and oriental medicine by diagnostic procedure based on the symptoms of weak children. Methods The questionnaire administrated to 130 fifth grade elementary school students in Daejeon was analyzed. Results 1. Comparing and analyzing different sexes in terms of school adjustment grades, girls were more adaptable than boys. 2. Weak score didn't show significant difference in sex and in the school adjustment 3. Based on the relationship between a group normal children and a group of children with weak lung, normal children group was more adaptable than group of children with weak lung. Conclusions School life maladjustment should be investigated as a new field of oriental medical treatment and further study needs to be done.

• Korean Journal of Child Studies
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• v.21 no.2
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• pp.189-212
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• 2000

This study investigated the adaptability of 3rd grade children in Taejon who had started first grade at 5 years of age. Subjects were 64 third grade children, half of whom had started first grade at 5 years and half at 6 years of age. Thirty-four parents and 36 elementary school teachers were also sampled. The General Intelligence Test, the Learning and Thinking Ability Test, and the Socio-Emotional Development Checklist were administered to the children. Parents and Teachers responded to the Questionnaire on the Adaptability of Early Entrance Children. There were no statistically significant differences between children who started first grade at 5 and those who started at 6 years of age in their Intelligence scores, Learning and Thinking Ability scores, and the Socio-Emotional Development scores. Parents as sell as teachers felt that the early entrance system was positive for children.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.3
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• pp.289-304
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• 2015

In this study, connections between the NURI curriculum for 5 years old children and the contents of teacher's manual books according to it and the contents of elementary 1st grade mathematics curriculum and textbooks was analyzed to find the implications that can help to link the two curricula in the development of kindergarten and elementary school mathematics curriculum. The five following implications could be obtained from the analysis. First, it is necessary to connect the contents of the NURI curriculum for 5 years old children which were completed in that curriculum like 'spatial relation'in geometric figure domain and 'data collection'in probability and statistics domain to the contents of the 1st grade curriculum. Second, in the case of the contents not connected between the NURI curriculum for 5 years old children and the contents of elementary 1st grade mathematics curriculum but connected between the NURI curriculum for 5 years old children and the contents of elementary 2nd ~6th grade mathematics curriculum, it is necessary to re-adjust the hierarchy based on one of the curricula. Third, it is necessary to check whether $\ll$K-teacher's manual book$\gg$ obey the NURI curriculum for 5 years old children or not. Fourth, it is necessary to review the related elements of the NURI curriculum for 5 years old children and elementary 2nd ~6th grade mathematics curriculum in [activity] in $\ll$K-teacher's manual book$\gg$. Fifth, it is necessary to handle the mathematics contents explicitly and systematically in [activity] in $\ll$K-teacher's manual book$\gg$.