• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.4
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• pp.2123-2133
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• 2014

The purpose of this study is to discuss plan for the development of accreditation system for instructional materials and equipment in kindergarten. Instructional materials in early childhood education are enough importance and effectiveness is high. In addition, the commercialization of materials, a number of common trends in the development of instructional materials, and these materials and ensure a qualitative judgment of the teaching and learning are required. So that can be used easily in the field to develop the instructional materials of excellent quality, maintenance, and management of a professional certification system is a demand. In this paper, the current situation in the instructional materials authentication system to examine the books have such a system, to identify the problems, to suggest preferred direction for teaching and leaning materials certification system.

• Journal of Gifted/Talented Education
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• v.9 no.2
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• pp.73-101
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• 1999

The purpose of this study was to suggest an advanced system for educating scientifically gifted children in the Center for Science Talented Education at Kyungpook National University. Several suggestions based on analysis of current identifying-process and instructional materials for scientifically gifted children were provided for advancing the educational system of the center. First, this study suggested a three-step procedure to identify procedure emphasized students reasoning skills as one of important characteristics of the gifted child. Second, this study provided an instructional model for developing hypothesis testing skills in scientifically gifted children. The model was originally based on Lawson's scientific reasoning processes and learning cycle mode. Third, this study also suggested an effective administration system of the Center for Science Talented Education. Further, this study suggested effective ways on research works for advancing the center, educating instructors, the cyber center for remote education, and international co-works for developing the gifted children's potential abilities.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.9
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• pp.5924-5930
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• 2015

This study explored the prospects and tasks of accreditation system for instructional materials and equipment in early childhood education. Various aspects of accreditation system, such as necessities of evaluation system, thoughts regarding evaluation system, necessities of categorizing standards, and necessities of constructing accreditation system were discussed based on previous research. Also other aspects of accreditation system which were not considered in the previous research, such as thoughts related with instructional materials and equipment being evaluated and considerations regarding evaluation indexes were explored.

• Journal of Korean Elementary Science Education
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• v.19 no.1
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• pp.157-170
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• 2000

The purpose of this study is to survey the instructional state of the unit 'Small Living Things' in the Elementary School Science. for this study, 100 teachers were surveyed on teaching-learning practices. More specifically, questions were asked on the degree of accomplishing instruction objectives, frequency of field . study, experimental preparation, alternative instructional methods, amount of preparation, availability of reference books for teachers and availability of information materials on the Kwangju region. Our results show that teachers find the objectives related to the collection of living things for class experiments and the task of growing and observing them the most difficult to accomplish. It was reported that 38% of teachers have actually conducted field trips. The obstacles listed in going out on field study range from lack of knowledge of appropriate places, lack of time, to safety concerns. The most difficult problem in teaching this unit was preparing proper instructional materials, regardless of teacher's gender, career, and interest. Most respondents let children provide the experimental subjects. Teachers with collection experience tend to provide for the experimental materials themselves. Our Analysis also reveals that more than 70% of the respondents do not have adequate knowledge of the species dealt with in the unit. Gender, career, and interest area of the teachers did not make any difference (p< .05). In the case that proper experimental subjects have not been prepared, VTR, textbooks, and charts were reported as the most frequently used alternative instruction aids. The level of content and amount of knowledge contained in this unit were found to be appropriate. Information on instruction materials and experiment-observation were obtained through the teaching manual or periodicals (58%), information materials on the region(20%), and fellow teachers (12%). Reference books for teachers and materials on the region are perceived to be inadequate in order of importance in the areas of preparation method, level-wise learning guide, experimental observation, and information on species covered in text. Overall, it was judged that the highest concern was with obtaining experimental materials, and teacher's reference books and materials on the region need to be reinforced to allow teachers to more fully utilize them. Development and distribution of proper instruction-learning materials to the children's level is also required.

• Korean Journal of Community Nutrition
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• v.25 no.6
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• pp.451-463
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• 2020

Objectives: The purpose of this study was to develop and evaluate booklets and video clips to prevent children from picky eating. Methods: Based on a survey conducted on food preferences of preschool children aged 2 to 5 years, 14 kinds of less preferred vegetables were selected. Accordingly, educational videos, activity books, and teaching-learning guides were produced for preschool children using the 'food bridge' theory, and the educational materials were named "Friendly vegetables". Educational materials were distributed to childcare institutions, and their effectiveness was investigated for preschool children who were instructed on these materials once every 30 days from March to November, 2019. The children were examined for changes in their knowledge of names, colors, taste/texture, methods of cultivation, and preferences for vegetables before and after the instructional course. Results: The awareness of vegetables increased significantly in younger children and the picky eating group. When the assessment was carried out in terms of vegetable knowledge, it was observed that the younger the age or the pickier the in eating food, the more effective the education is compared to the counter part. The preference for vegetables also increased after the instruction compared to the pre-instruction period, but significant changes were seen only in the 2~3 year age group for boys and girls. Also, only the picky group of girls showed changes in preference. The children's average interest in the education materials was 3.85 points out of 5 points. Conclusions: Through this study, we have developed educational materials for standalone use in childcare facilities and confirmed that they have a significant effect on improving awareness and preferences related to vegetables. In summary, the younger the age or the pickier the child in eating food, the more effective the education. It is believed that additional education on mealtime guidance is needed which can alter the eating behavior of preschool children and improve their diet. It is proposed to widen the scope of use of the materials by collecting diverse opinions from child care teachers.

• Korean Journal of Child Studies
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• v.22 no.3
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• pp.287-308
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• 2001

This study analyzed Korean edu-care programs for young children, including such parameters as educational planning and management, instructional materials, health, social life, expressiveness, language, and discovery. Using a questionnaire consisting of 170 items developed for the study, 830 parents evaluated the programs of 200 day care centers which their young children were attending Results showed that the programs serving children from birth through 2 years of age need to be better tailored to their developmental level by months of age, and the quality of programs for 3- to 5-year-olds needs to be enhanced. Suggestions were presented for the improvement of edu-care programs.

• School Mathematics
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• v.3 no.2
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• pp.447-473
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• 2001

Since the greater part of mathematical concepts have been developed in the direction of “from the concrete and realistic aspects to the abstract level”, children should be secured to learn mathematics genetically with various manipulative materials. The aim of this study is to instigate the active use of geoboards in mathematics classroom. To achieve this arm, we first embodied the several significances on the use of geoboards in mathematics instruction. And we then performed an instruction that children discover and justify the formula related to the area of trapezoid by exploring with geoboards, and analyzed the instructional episode to support our assertion about some secure merit accompanied by using geoboards. From this study, we obtained the conclusion that geoboard activity contains many significances such as children can explore congruence, symmetry, similarity, fundamental properties of figures, and pattern. Futhermore, geoboard activity enable children to transform a figure into other equivalently, develop spatial sense, have basic experiences for coordinate geometry, build a concrete model to explain abstract ideas, and foster the ability of problem solving and mathematical thinking.

• Korean Journal of Community Nutrition
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• v.11 no.3
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• pp.338-345
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• 2006

The purpose of this study was to design an interactive multimedia nutrition education program for preschoolers. Computer technology provides the opportunity to explore new and creative methods of delivering nutrition education to pre-schoolers. If this method is effective, more preschoolers can be reached with accurate and consistent nutrition education with less time and teaching staff. This program is a computer-based multimedia nutrition education program for pre-schoolers based on the Dick and Carey (Dick & Carey 2001) model of instructional design which includes analysis, design, development, and evaluation. The overall instructional goal was based on the needs of the target population. The needs assessment was a self-administered survey distributed to 1,426 parents of preschoolers, focusing on the need for preschoolers' nutrition education. The results of the survey indicated that parents wanted their children to learn reasons for eating nutritious food. Therefore, a program titled 'Nutrition Exploration' was developed with the instructional goal of teaching preschoolers the 5 Food Groups. To achieve this goal, the preschoolers were engaged in a game. They could earn colored jewels by completing the game in five sessions. The story line was that people living in a peaceful kingdom become sick after they lose the jewels. The learner takes an adventurous journey through five different countries to retrieve the jewels. These countries are 'Giwoon nahrah' (foods containing carbohydrates, such as rice and potatoes), 'Sangsang nahrah' (foods that are rich in vitamins and minerals, such as vegetables and fruits), 'Sooksook nahrah' (calcium-con-taming products such as milk), 'Teunteun nahrah' (protein-containing foods such as meat and fish) , and 'Gakeum nahrah' (products with high sugar and fat content, such as instant foods and soda). The learner who obtains five jewels in five different countries can save the kingdom. For the program to be effective and efficient, the multimedia had to be easy for the preschooler to enter, use, and exit. The verbal instructions enhanced child autonomy, and the program was developmentally appropriate so that the young child could easily manipulate the software. This research provides the basis for the continued development of computer-based nutrition education materials.

• Korean Journal of Childcare and Education
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• v.19 no.4
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• pp.73-88
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• 2023

Objective: This study aims to examine the impact of young children's playfulness and self-esteem on their creative personality. Methods: The sample consisted of 332 four- and five-year-old children enrolled in kindergartens and daycare centers in Incheon. Teacher-report measures of playfulness, self-esteem, and creative personality scales were used for data collection instruments. The collected data were analyzed using t-test, analysis of variance, correlation analysis, and multiple regression analysis. Results: Firstly, significant differences were found in all variables based on children's gender, while age and birth order did not show statistically significant differences. Secondly, young children's playfulness and self-esteem were found to have a positive impact on their creative personality. Specifically, among the sub-variables, cognitive spontaneity and humor in playfulness, along with competency in self-esteem, showed relatively higher levels of impact on young children's creative personality. Conclusion/Implications: The study findings emphasize the necessity of comprehensive support systems that foster playfulness and self-esteem to enhance young children's creative personality. This includes providing proper teacher training and a range of instructional materials, along with parental education.

• Communications of Mathematical Education
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• v.22 no.1
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• pp.41-52
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• 2008

In this paper, some factors such as the perspective of children, instructional materials(especially activities in textbooks for elementary school mathematics), and teacher's questioning styles are discussed as ones influenced on students' immersion in leaner-centered instruction. This discussion is based on the author's two implementations of the kind of two instructions. About the first theme, constructivists assert that even children who are in elementary school can have reflective abstracting ability. Teachers' asking questions with the belief differ from ones with traditional perspective of children, which is relevant the third factor. They value and respect learners' thinking outcomes, even though they are not sometimes wrong and have errors. Also, they have them opportunities to think different from others and to ask how they get their answers. To do these, they frequently ask open-ended questions, not closed. All of them is possible through the activities provided in textbooks. Some characteristics which can prompt such teacher's questions using activities in elementary mathematics textbooks are discussed.