• Human Ecology Research
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• v.54 no.3
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• pp.293-305
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• 2016

This study examines the mediation effect of teacher-child interactions in the process of the impact of teacher's teaching-efficacy on childhood education institutions and classroom environment on peer-play interactions. We used data from 970 children aged between 49 and 55 months and 970 homeroom teachers from the fifth Korean Child Panel (2012) of the Korea Institute of Child Care and Education. The model fitness was excellent after data were statistically analyzed with model of structure to testify the relationship and effect among teaching efficacy, classroom environment, teacher-child interactions, and peer-play interactions. First, the analysis also showed that the teacher's teaching efficacy did not influence peer-play interactions directly, but gave an indirect effect on the peer-play interactions with the mediation of the teacher-child interactions. Second, the classroom environment directly and indirectly influenced the peer-play interactions with the mediation of the teacher-child interactions. Third, the variable of teacher-child interactions was fully effective as a mediating variable in the process of the teaching efficacy and classroom environment influence on teacher-child interactions. Teaching efficacy and classroom environment influenced the peer-play interactions through the mediation of the teacher-child interactions. The significance of mediation effect of the teacher-child interactions was verified through a bootstrapping method.

• International Journal of Human Ecology
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• v.17 no.1
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• pp.39-51
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• 2016

This pilot study examined programs for early childhood education and care in three Chinese cities. The samples for this study were one university-based kindergarten, one private kindergarten (rural area), and one public kindergarten (urban area). Six types of instruments were used to assess early childhood education and care services regarding quality matters. Most questions asked were open-ended; consequently, the interview answers by kindergarten directors or teachers (as well as observations made by the researcher) formed the basis for collecting the data. Quality components for each program were determined by a comparison method. The comparison allowed the researcher to understand the range of quality education and care available as well as the variability of existing kindergarten programs in China. The findings of the investigation revealed important information on; (a) demographic information (fees, class hours, total weeks of class, vacation, number of children and staff, class size, and teacher-child ratio) (b) teacher characteristics, (c) health practices, (d) safety practices, (e) work environment, (f) physical settings, (g) play materials, (h) parent involvement, (i) nutrition, (j) daily schedule. Implications within the Chinese context for quality practices and issues to further develop and strengthen early childhood education and care systems are discussed.

• Journal of Community Nutrition
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• v.2 no.2
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• pp.159-163
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• 2000

The purpose of this study was to investigate the effect of two teaching strategies, benefit appeal, on the nutrition knowledge, attitude toward nutrition and food behavior of 165 university students. We presented university students with either a treat appeal, which emphasized the risks of not-following the recommendations, or a benefit appeal, which emphasized what was to be gained if respondents followed recommendations. We assigned a random sample of 165 students either to a control group or to one of two experimental groups : a threat- or benefit-appeal group. Only respondents in the experimental groups received brochures, but all respondents completed pre- and post- test questionnaires. Students in the benefit appeal group demonstrated significant increases in both nutrition knowledge and more positive attitudes about nutrition education after participation. The control group, however, had no significant increase in knowledge at post-testing. Significant positive correlations resulted at post-testing between nutrition knowledge and attitude, as well as attitude and food behavior for the experimental group. Results from this study suggest that a change in nutrition knowledge precedes a change in attitude. The benefit appeal group appeared to be most effective in changing nutrition knowledge, attitude toward nutrition, and food behavior. (J Community Nutrition 2(2) : 159∼163, 2000)

• Human Ecology Research
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• v.53 no.3
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• pp.241-251
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• 2015

This study examined the effect of preschooler's emotional intelligence, child-teacher relationships (intimacy, conflict and dependency) on children's social competence. A sample of 269 children (142 boys and 127 girls) aged 3 to 6 in Seoul or Gyeonggi-do participated in the Emotional Intelligence Scale, the Child-Teacher Relationships Scale and Social Competence Scale by teachers. Descriptive statistics, t -test, Pearson's correlation analysis and regression analysis analyzed data via SPSS ver. 20.0. This study followed a mediated effect model. The results showed that: (1) The emotional intelligence of girls was significantly higher than boys. However, the child-teacher relationship and children's social competence had no significant difference relationship to gender. (2) There was a mediating effect of child-teacher relationships between preschooler's emotional intelligence and social competence. The effect of emotional intelligence on social competence was partially mediated by intimate relationship, conflict relationship and dependency relationship. The degree of mediating effect was investigated in regards to conflict relationship, dependency relationship and intimate relationship. This study demonstrated that child-teacher relationships mediate the relationship between emotional intelligence and social competence of preschoolers.

• Human Ecology Research
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• v.53 no.4
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• pp.405-412
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• 2015

This study investigated the moderating effect of negative emotionality on the association between teacher-child intimacy and peer interaction based on a differential susceptibility model. The participants were 252 three-year-old children recruited from a day care center and preschool located in Incheon and Gyeonggi province. The teacher-child relationship was measured on a Student-Teacher Relationship Scale. This measure is a type of teacher's report with ratings based on a teacher's daily observations. This scale is composed of closeness items on the degree of warmth and open communication in teacher-child relationships. Peer interactions were measured with a Penn Interactive Peer Play Scale. This measure is composed of play interaction items, play disruption items and play disconnection. Negative emotionality was measured with Child Behavior Questionnaire. Teachers measured teacher-child intimacy and peer interaction scales. Parents reported children's negative emotionality. The research showed that negative emotionality moderated the association of teacher-child intimacy, play interaction, play isolation and play disruption. The magnitude of association between teacher-child intimacy and play disconnection as well as play interaction was greater for high levels of negative emotionality. Teacher-child intimacy was significantly associated with play disruption only for high levels of negative emotionality. The findings of this study support a differential susceptibility model.

• Journal of Engineering Education Research
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• v.25 no.6
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• pp.81-92
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• 2022

The purpose of this paper was to develop an instructional design model and checklist for AI education. Literature review was conducted to derive the structure of the instructional design model. And delphi survey was conducted twice to revise and improve the elements & items of the instructional design model and checklist and to confirm the content validity of both instructional design model and the checklist. As a result, an instructional design model consisting of three main steps(Analysis - Design & Development - Implementation & Evaluation) was suggested with a detail checklist which explained what teachers need to do in each step of this instructional development model when they prepare AI education using this instructional design model. Limitations and suggestions for further studies were presented at the end of this paper.

• Journal of Korean Home Economics Education Association
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• v.31 no.3
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• pp.155-177
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• 2019

The study aims to develop a teaching-learning plan that can solve the problem of the clothing and textiles area faced by the teenager as course of critical science perspective improving the empowerment. As a research method, it was conceptualized by applying the Laster(1986)'s curriculum development process. And it was applied to the conceptual framework of practical reasoning presented in: "Family, Food and Society A Teacher's guide" (Staaland & Storm, 1996). The results of this study are summarized as follows. First, based on the results of reviewing literature related to the clothing and textiles area, ongoing concerns related to the clothing and textiles is "Should we do with regard to clothing and textiles for families in the community? The valued ends is defined as a complex position with a high degree of freedom and a high responsibility, and the goal of learning is interdependence, emotional maturity, intellectual development, and communication ability. For the contents of education and activity structure, practical reasoning process was used as conceptual framework of education contents, and included sub-concerns, broad concepts, sub-concepts and intellectual and social skills. Second, based on the practical reasoning, we developed a teaching and learning plan in the clothing and textiles. As a result, a total of 12 plan of 5 modules were developed. And were developed a total of 31 tutorials, reading materials, picture materials, group activities, and video materials. The results of this study can be applied to teachers who want to try out practical inference process in class or teachers who have difficulty in practicing reasoning process in the field.

• Journal of the Korean Society of Food Science and Nutrition
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• v.13 no.1
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• pp.107-116
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• 1984

In order to obtain an information for the improvement of wives' meal management especially in dual-income families, the survey was carried out through questionaires to 159 married women teachers(employed wives: EW) and 157 housewives(HW) in Daejeon city, from the Sep. 20 to 30, 1983. Most of the two groups' wives did not plan menu(74.7 %), and considered taste firstly when meal preparation and food buying. In EW, time was more considered than the other points for meal preparation and cookbook was more used than other sources of cooking methods, while in HW, cost, and, the mass media (p<0.01). Among 6 convenience foods, sausage, ham were used more frequently in EW and instant noo-dles and fried fish cake, in EW. Both the two groups' dietary pattern of three meals was similar, but much more of the EW(56.1 %) purchased foods for between meals rather than prepared at home in comparision with the HW. Almost all the HW prepared three meals themselves but the EW did not so. In the EW, husband and mother-in-law often assisted with meal-related activities, but in the HE, daughters (p<0.01) . HE spent more time on meal-related activities than do EW (Hw: 4.1 hrs/day, Ew·: 3.2 hrs/day) . The preparation time for supper was longest among three meals. As the problems of meal management, both the two groups' wives pointed 'too much time' (43.1 %), 'lack of nutrition knowledge '(42.8 %), but EW' husbands, 'no variety of cooking method'(42.8 %), while HW' husbands, 'lack of nutrition knowledge'(34.3 %).

• Journal of Korean Home Economics Education Association
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• v.17 no.2
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• pp.79-93
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• 2005

The purpose of this was to present the efficient directions of nutrition education for elementary school children. We examined the problems of eating habits. nutrition knowledge, and perception and expectations on nutrition education of elementary school children in school. This study was carried out using a self-administered questionnaire and subjects were 562 elementary school children in Gyeonggi Province. All data in this research was analyzed through SAS program, and the frequency$(\%)$ and the $mean{\pm}S.D.$ on each question were calculated. Data for each group was analyzed according to sex and the difference among the groups were treated for significance by using chi-square test and Student t-test. About $87.6\%$ of the children have a meal over three times a day, and $76.7\%$ answered that they ate at a certain time regularly everyday. Only $69.6\%$ of subjects said that they ate breakfast everyday, showing very high levels of skipping breakfast. The most common frequency of eating snacks was 'once a day' in both sexes(male $52.2\%$, female $48.6\%$). In the perception on the eating habits, $69.3\%$ of children recognized problems on dieting habits, such as unbalanced diet. irregular eating time, and overeating. The perceived and correct knowledge of nutrition were $99.5\%$ and $86.9\%$, respectively. Most of the children$(99.1\%)$ acknowledged that nutrition education need to be carried out in school. And children want to deeply deal with 'cooking', 'growth and nutrition', 'good eating habits', 'nutrition and disease', These results indicated that elementary school children tended to have undesirable eating behaviors, but the rate of children who recognize the importance and the needs of nutrition education in school was high. Therefore, their parents and teachers need to perform continuous education through a curriculum and life instruction so that students have healthy habits by considering what the problems of nutrition habits are, as the elementary students considerably recognize problems of their own dietary habits and needs of nutrition education.

• Journal of Korean Home Economics Education Association
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• v.16 no.3
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• pp.99-113
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• 2004

This study evaluated the effects of maternal food environment on food behavior and hyperactivity of preschoolers. The subjects consisted of 270 children aged 5-6 years and 330 their mother. The food behavior and hyperactivity of the children were measured simultaneously by both children's mother and their teachers using the same checklists. And maternal food environment was performed by self-administered questionnaire. Mother's food value was significantly influenced by their employment status and parenting behavior. but was not affected by the levels of their education and household income. Children's hyperactivity was significant influenced by their sleep status, mother's education level and parenting behavior(p<0.05). A significant difference was noted children's food behavior with the teacher's assessment upon the association with hyperactivity(p<0.05) but was not significantly related to it by mother's checklist. The mother's food value(p<0.001) and food behavior(p<0.05) were significantly related to the their children's food behavior and hyperactivity. These results showed that maternal food environment plays an important role in children's food behavior and hyperactivity.