• 한국도서관정보학회지
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• 제49권1호
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• pp.23-46
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• 2018

이 연구는 성격유형별 맞춤형 도서 제공이 초등학생의 독서태도에 미치는 영향을 파악하고자 하는 것이 목적이다. 이를 위하여 경기도의 초등학교 4학년~6학년 226명의 학생들을 대상으로 학교행복감과 독서성향의 관계를 분석하였으며, 에니어그램 성격유형을 검사하고 성격유형에 맞는 맞춤형 도서를 제공하여 그 효과를 파악하였다. 연구의 주요 결과를 요약하면 다음과 같다. 첫째, 자신의 성격에 맞는 책을 처방해준다는 사실이 학생들의 호기심을 자극하여 독서에 대한 흥미를 불러일으킬 수 있었다. 둘째, 자신의 성격 유형과 비슷하게 나온 친구들의 책을 함께 바꿔 읽기도 하면서 다양한 책에 접하는 노출되는 기회가 제공될 수 있었다. 셋째, 자신과 다른 성격유형의 책들이 무엇이 있는지에 대한 관심이 생겼고 그 책들을 모두 읽고 싶다는 의지가 나타났다.

• 한국식품영양학회지
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• 제19권4호
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• pp.502-514
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• 2006

This Study was carried out to find out regional differences about dietary life and factors associated with meal of school children and adolescents between urban and rural area. Forty students from each of the nationwide 51 schools of three different levels(elementary, middle and high school) were surveyed by self-developed questionnaires. Total of 1,886 questionnaires (1,243 from urban and 681 from rural) were collected and distribution of subjects was 544 from elementary school, 661 from middle school, and 681 from high school. The results were summarized as follows. BMI and degree of satisfaction on body weight of elementary and middle school subjects were not significantly different between urban and rural area. But there were significant regional differences in $BMI(urban\;21.2{\pm}3.0,\;rural\;20.5{\pm}2.8,\;p<0.05)$ and degree of satisfaction on body weight of high school subjects(p<0.001). Elementary(p<0.01) and middle school(p<0.05) subjects in urban area had exercised more frequently than those in rural area. Regularity of having breakfast was not significantly different between urban and rural area at each of three different levels of school. Most subjects(urban 92.2%, rural 92.1%) had lunch regularly by virtue of school lunch service. Regularity of having dinner of elementary(p<0.01) and high school subjects (p<0.01) was significantly different between urban and rural area. Reason for skipping dinner of high school subjects was significantly different between urban and rural area (p<0.05). The most delicious meal was dinner for 51.8% of the urban high school subjects and lunch for 51.7% of the rural subjects. Only one third had intention of participating in school breakfast program regardless of region and levels of school. The findings suggested that nutrition education programs for school children and adolescents include different strategy according to region and levels of schools.

• 한국초등수학교육학회지
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• 제6권1호
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• pp.23-40
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• 2002

수학은 계통성이 강하기 때문에 고학년의 수학 학습 부진은 저학년에서의 수 계산 학습 부진에 그 원인을 찾을 수 있다. 가감승제의 기본적인 계산 원리를 이해하지 못한 일부 학생들은 아무리 반복해서 알고리즘 연습을 하더라도 수학 불안으로부터 벗어날 수 없고 따라서 실제 문제 상황에서 방해를 받기 때문이다. 본 연구에서는 영상적(iconic) 표상 활동을 강화차기 위하여 2학년 학생을 대상으로 웨일의 언덕도를 도입하고 그 효과를 알아보았다. 이를 위하여 연구반과 비교반을 선정하고 실험 가설을 적용한 후, 수학에 대한 지필 평가지와 수학에 대한 설문지 조사를 시행한 결과 다음을 알 수 있었다. 첫째, 문장제 해결 능력에서 두 집단 사이에는 의미 있는 차이를 발견할 수 없었다. 그러나 시암산 능력과 추론 능력 면에서는 유의 수준 5%에서 연구반이 비교반보다 우수하였다. 둘째, 언덕도 학습을 통해서 연구반 학생들은 수 계산의 중요성을 의식하고, 계산의 즐거움, 수학에 대한 자신감이 증진되었다.

• Nutrition Research and Practice
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• 제4권5호
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• pp.400-404
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• 2010

School lunches serve to improve nutritional status and to promote the health of children. The purpose of this study was to investigate the portion sizes of school lunches served and consumed in Japanese elementary schools. In addition, gender difference in servings and consumption were also studied. A cross-sectional study was undertaken between October 2007 and February 2008 in schools located in Tokyo and Okayama, Japan. A total of 192 fifth-grade children attending four elementary schools participated in this study. Weighed plate waste methods and observation were used to collect dietary data for two non-consecutive days. The proportion of children who chose staple foods along with main dishes and/or side dishes for at least one day was higher in boys than in girls (respectively, for staple food: 42.1% vs. 9.3%, for main dish and/or side dish: 68.4% vs. 44.3%, P < 0.001). The ratio of initial amount served to amount offered was $0.88{\pm}0.11$ for boys and $0.84{\pm}0.10$ for girls (P < 0.05). The ratio of amount consumed to amount offered was $1.04{\pm}0.19$ for boys and $0.88{\pm}0.12$ for girls (P < 0.001). Weight was related to amount consumed both in boys (r = 0.222, P < 0.05) and in girls (r = 0.201, P < 0.05). These findings suggest that the nutritional standards of school lunch programs should take into account gender differences. Clearly, boys were more likely to consume more than the initial amounts served due to their higher propensity to take second helpings. Boys feel few reservations about taking second helpings to adjust their total intake. However, school lunch plans should take into consideration girls' reluctance to do so, by serving appropriate initial portion sizes.

• 디지털융복합연구
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• 제15권5호
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• pp.363-372
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• 2017

주의력결핍 과잉행동장애(ADHD)는 소아청소년기에 흔히 나타나는 장애질환으로 초등학교 아동들의 교육적, 사회적 적응에 어려움을 불러일으키는 요인 중의 하나이다. ADHD 증상아동들은 다른 학생들과 함께 가르치는 교사들의 태도와 행동을 결정하는 요인에 대한 분석은 효율적인 통합교육을 위한 교육방법의 개선과 교사 교육을 위해 필요한 과정이다. 본 연구에서는 ADHD 아동을 경험한 적이 있는 227명의 초등교사 설문조사를 바탕으로 나이, 성별, 교직경력, 연수시간 등이 지식, 태도, 스트레스 및 교실에서의 통합교육 의지에 미치는 영향 정도를 살펴보고자 하였다. 회귀분석 결과, 5% 유의수준에서 성별은 스트레스에, 연수시간은 ADHD 관련지식수준에 영향을 미치는 것으로 나타났다. 그렇지만 ADHD 학생의 지도경험, 나이, 성별, 교직경력, 연수시간 등의 요인은 통합교육 의지에 별다른 영향을 미치는 않는 것으로 분석되었다. 결론으로 교사들의 정책적 지원요구사항도 간략히 요약하여 제시하였다.

• 대한영양사협회학술지
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• 제16권3호
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• pp.226-238
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• 2010

This study was conducted to assess the effects of nutrition label education in children. The students of three randomly selected sixth-grade classes at an elementary school participated, were classified into a control group, an indirect (written message to parents) education group, and a direct (teaching children) education group. Nutrition label education was conducted in the latter two groups but not in the control group. There were no significant differences between pretest and posttest scores for nutrition knowledge or in the dietary attitudes of the control group and indirect education group. Improvements in test scores for nutrition knowledge and dietary attitudes were observed only in the direct education group. There were significant positive changes in the indirect and direct education groups, such as selecting snacks (cookies) by considering the fat content. Moreover, after the lessons, the percentage of children who chose white milk (regular milk, calcium-enriched milk, and low-fat milk) significantly increased in the direct education group. This study suggests that conducting nutrition label education helps children improve their nutrition knowledge and leads to positive changes in dietary attitudes and eating behaviors. In particular, a direct nutrition education method is more effective than an indirect method such as a written message to parents. Therefore, it is suggested that systematic and constant 'nutrition label education' be performed by nutrition teachers in elementary schools to establish healthy eating habits based on choosing nutritious snacks and processed foods.

• 대한정형도수물리치료학회지
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• 제10권2호
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• pp.57-72
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• 2004

Background : The part to be very important that we make the physical development rightly at elementary school student days. Objective : This study investigated the relation of a physical health status which itself recognizes and an exercise performance situation out for an elementary school students. Methods : This cross-sectional study examined health and exercise performance status of 1,032 elementary school children. To examine children's a physical injury experience and injury occurrence characteristic and a personal computer utility condition, a body alignment status of the student which parents recognize and the relation of a fatigue and concentration level was an investigation with other factors. Results: An average age of the children was the 10.95 yr and an average weight was the 39.02 kg and an average height was the 145.17cm. The student to be experiencing currently an pain occurrence was 192(19.07%). It was most high to the grade 6(23.33%) compared with different grade(p<.01). Physical pain occurrence rate did not exist by gender(p>.05). There is most an pain occurrence region the ankle(38.0%). They had a 27.19% an physical injury experience of the students. A injury rate was revealed that were high as were the high grade(grade 6, 36.72%)(p<.01). A reason of the injury rate was high in a collision at the body(19.84%), falling down(18.68%) sequence at a traffic accident(22.96%)(p<.05). There were the significant relation to the school year the reason of the injury (p<.05). Currently there was the student to be taking special exercises a 57.97%. This that they have the relation with exercise with physical pain students to recognize 23.8%. The significant relation did not exist in the physical exercise execution and pain occurrence on the body(p>.05).

• 지역사회간호학회지
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• 제19권2호
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• pp.167-176
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• 2008

Purpose: The goal of this study was to find out factors influencing the health promotion behavior of low-income vulnerable 4th, 5th and 6th-grade elementary school students. The specific goals were: first, to find out difference in health knowledge, self-esteem and health promotion behavior according to general characteristics; second, to investigate the correlations among health knowledge, self-esteem and health promotion: and, third, to analyze factors influencing health promotion behavior. Methods: The subjects of this study were 137 low-income vulnerable 4th, 5th and 6th-grade elementary school children who were participating after-school programs in Seoul. Results: Statistically significant differences were observed in health knowledge, self-esteem and health promotion behavior between girls and boys. In the sub categories, differences were observed in personal hygiene and health responsibility, stress management and personal relationship. The correlation of health promotion behavior with self-esteem and health knowledge was statistically significant. Regression analysis revealed that the influencing factor is self-esteem with the other variables under control. Conclusion: Health promotion education requires low-income vulnerable elementary children to increase their self-esteem. We recommend that it should be one of the most effective ways to split boys and girls to educate them in disparate classrooms.

• 아동학회지
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• 제36권6호
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• pp.23-38
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• 2015

The purpose of this study was to investigate and compare the multicultural perceptions (multicultural acceptability, multicultural sensitivity and judging multicultural children) of elementary school students. The subjects comprised 1,252 students (583 third graders and 669 sixth graders), promoted from 20 elementary school in J province. The findings are as follows. First, the independent t-test showed that the lower graders had higher scores in cultural openness and national identity of multicultural acceptability, as well as the cognitive element of multicultural sensitivity than upper graders. In addition, the upper graders had higher scores in unilateral expectations for assimilation of multicultural acceptability, as well as the cognitive element of judging multicultural children. Second, all subscales were found to be interrelated, except for unilateral expectations for assimilation and two subscales (cognitive and righteous) in judging multicultural children. These results imply that in order to help have more positive perceptions of multiculturalism, it is necessary to develop more diverse multicultural education programs for elementary school students which take into consideration their grade levels.

• 한국보육지원학회지
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• 제15권2호
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• pp.77-102
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• 2019

Objective: The purpose of this study was to investigate the effectiveness of group art therapy for elementary school students through meta-analysis of domestic journals from 2010 to 2017. Methods: The subjects of this study were 259 effect sizes calculated from the 41 research materials selected in "Korean Journal of Art Therapy" (Korea Art Therapy Association) and "The Korean Journal of Art Therapy" (The Institute of Korea Arts Therapy). Results: First, the overall mean effect size of children participating in art therapy for this study was 1.69, which indicates that the programs proved to be useful for children. Second, the session with the largest effect size consisting of 7~10 group members was conducted more than 20 times in total, with the time per session of 60~90 minutes. Conclusion/Implications: It is expected that elementary school art therapy can be an effective way of solving the psychological problems of children and will be useful for future program development and research.