• Proceedings of the Korean Institute of Interior Design Conference
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• 2005.05a
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• pp.259-262
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• 2005

Since the importance of early education has been emphasized the Reggio preschools based on the philosophy of open education has been recreated in Korean culture. The Reggio Emilia approach to education is committed to the creation of conditions for learning that will enhance and facilitate children's construction of their own powers of thinking. Dream and hope of children are reflected in every where of the Reggio preschools that great attention is given to the look and feel of the classroom and environment is considered the‘third teacher.’ The results of the kindergarten design as a way of expressing direct, indirect and eclectic images using nature, that natural elements can become the elements of design in any form, and that nature's images are expressed by not only natural and artificial materials. In addition, safety and harmony with adjacent outdoors are also importantly considered in kindergarten design. Even though there were some limitations on this planning, the findings can be utilized as a basis for generating interior environmental recommendations for planning a better quality of kindergarten.

• Journal of the Korean Society of Food Culture
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• v.36 no.3
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• pp.293-299
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• 2021

The purpose of this study was to investigate the perception of the quality of school meals by parents of kindergarten children in Seoul, analyze the acceptance price and the optimal school meal cost using PSM (price sensitivity measurement) techniques, and provide basic data for improving the quality of kindergarten meals. The survey was conducted using descriptive statistics and PSM analysis of the responses of 1,272 parents of 779 kindergarten children belonging to the Seoul Metropolitan Office of Education from April to May 2021 and prior research analysis related to kindergarten meals. 74.1% of the parents surveyed were women, with 61% of children attending kindergartens attached to elementary schools, followed by private kindergartens (28.9%) and public kindergartens (10.1%). According to a study of the quality of meals, private kindergarten parents are highly satisfied with all the quality attributes of meals, such as "sanitation of dining environment" and "nutritionally balanced food" (p<0.001, p<0.01). The analysis of the acceptance price range and the optimal price for school meals showed that there was no significant variation based on the type of kindergarten establishment, with parents' acceptance price range ranging from 3,596 won to 4,454 won with an optimal price of 3,948 won.

• Korean Journal of Human Ecology
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• v.17 no.3
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• pp.399-411
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• 2008

The study purposes to survey teacher's and child's difficulties which full day classes of public kindergarten regrouped in the afternoon time are having. The subjects are 4 full day class pre-service kindergarten teachers and 8 full-day class children in G Metropolitan City and in J Province. Data were collected through in depth interviews and participatory observation. According to the results, the variables of teachers' difficulties in managing full day classes regrouped in the afternoon time are "living as an outsider without a sense of belonging", "living as a false teacher rather than a real class teacher", and "living as a teacher giving specialty and aptitude education". The variables of children's difficulties are "moving like a migratory bird", "watching the clock and the door", and "being unable to concentrate". The study is expected to be useful as one of basic findings for desirable management of kindergarten full day classes regrouped in the afternoon time.

• Journal of the Korean Home Economics Association
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• v.48 no.3
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• pp.31-41
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• 2010

This study analyzes the difficulties that student teachers, beginning teachers and experienced teachers face in the field of kindergarten, and urgent support requests. The total of participants was 372 of this number, 122 were student teachers, 118 were beginning teachers and 132 were experienced teachers. The results showed the difference in difficulties and the needed support requests among student teachers, beginning teachers and experienced teachers. Student teachers had the difficulty of time management, but beginning teachers and experienced teachers had trouble due to the nonexistence of assistant teachers. Student teachers required teaching strategies for starting relationships with children within responsibility. Beginning teachers and experienced teachers regarded the plan, practice, and evaluation of a program as the most needed support request. Collectively, the results revealed that expansion of the practice period is necessary for student teachers so that they can gain experience with children, parents, and the children's education institution with various opportunities as a learning course.

• Journal of Gifted/Talented Education
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• v.11 no.3
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• pp.155-173
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• 2001

The purpose of this study was to investigate the kindergarten and elementary school teachers' perception on the gifted children and the education for the gifted and the talented. One hundred and fifteen kindergarten teachers and 116 elementary school teachers participated in this study as subjects. Teachers perceptions on the gifted children were generally right, except the relationships between the giftedness and birth order, the domain-specificity of the creativity, and the physical growth, sense of humor, and the socio-economic status of the gifted children. Teachers perceptions on the education for the gifted and talented also were generally right. Especially the elementary school teachers perceptions were higher than those of the kindergarten teachers.

• Journal of the Korean Home Economics Association
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• v.37 no.7
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• pp.69-81
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• 1999

The purpose of this study was to evaluate food behavior in relation to the program of kindergarten and day care center as well as to identify problems which can be aroused there. We conducted the survey repeatedly, ten times among same 124 preschool children below 5 years old. The instruments were categorized into 3 different parts: part 1 for pre-meal food behavior, part 2 for mid-meal food behavior, and part 3 for after-meal food behavior. These were types of checklists which consisted of guideline of habit formation for daily life, especially food habit were developed on the basis of the National Kindergarten Curriculum. We Have reached the following results. $\circled1$ The group of below 3 year-old children had lunch and snacks more frequently than other age groups. $\circled2$ The children's age did playa role as one of the factors which influences on children's food behavior. The less frequency of taking meals in day care center the better their food behavior score. $\circled3$ Therefore, the age of children whose age is 3 or Jess spent more (of day) time at care center and had significantly more number of meals and snack at the care center. In such case, the food behavior was found to be not in good shape. I-ence, the children who were more exposed to feeding meal in kindergarten and day care center, were like to form unfavorable food behavior. The average food behavior score is significantly correlated with pre-mea, mid-meal, and post-meal food behavior. The study suggested that feeding program for young children at kindergarten and day care center should be systematized and developed on the basis of the status of their food behavior.

• Journal of Korean society of Dental Hygiene
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• v.13 no.2
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• pp.271-277
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• 2013

Objectives : The purpose of this study was to evaluate the effects of incremental dental care(IDC) program on kindergarten children. Methods : The subjects were 46 kindergarten children aged 6 who wished participation in IDC program during 5 weeks at oral health center in G-college from March to May, 2012. The data of subjects were examined into oral conditions such as toothbrushing method and frequency, modified O'leary plaque index and dental caries activity before and after IDC program. The collected data were analyzed by SPSS statistical package version 19.0. Results : 1. The rolling and fones methods of toothbrushing increased from 10.8% to 91.3% after IDC program(p<.001). The change of toothbrushing frequency showed that over 3 times a day increased from 52.2% to 76.0% after IDC program(p<.01). 2. The modified O'leary plaque index of before toothbrushing education increased from 1st visit(score 32.19) to 5th visit(score 57.14) and after toothbrushing education increased from 1st visit(score 64.45) to 5th visit(score 78.27) during IDC program(p<.001). 3. As a results of dental caries activity test before and after IDC program, it was found that the bacterial numbers in S.mutans and Latobacillus reduced from 0.74, 0.70 to 0.28, 0.41 (p<.01) and the saliva buffering capacity increased from 1.50 to 2.02(p<.001). Conclusions : It is considered very necessary that IDC program should be maintained and extended to dental clinic so as to enhance the oral health state of kindergarten children.

• The Journal of the Korea Contents Association
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• v.15 no.11
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• pp.680-685
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• 2015

The purpose for this study is to research the perception of happiness among the kindergarten young children. The subjects were kindergarten young children of 6, 7 years old in Kwangju. The finding of this study were as follows : 1. kindergarten young children of 6, 7 years old considered that the most important elements of happiness to have a positive mind, to be loved. And kindergarten young children of 7 years old perceived spend time with family as happiness. 2. 'the most moment when you feel happy" perceived that the most important elements of happiness were to be loved, play with children and to spend time with children. 3. 'To be happy' perceived that the most important elements of happiness were the relationship of parents and friends. Especially, seven years old children perceived to be able to do self-development. Therefore, I suggested it is necessary to study a program of young children's happiness, a program of parent's participation for young children's happiness in kindergarten, and a program of young children' career education.

• Korean Journal of Childcare and Education
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• v.8 no.6
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• pp.77-97
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• 2012

This study aims to analyze the recognition and demands of church school kindergarten teachers enrolled in a kindergarten teacher training program. 278 kindergarten teachers in the Seoul and Gyeonggido area were chosen as the research objects and questionnaires were distributed to and recollected from them. The questions cover 3 areas: the recognition, necessity and contents of the training program for kindergarten teachers. The data from the collected questioners were processed to bring in frequency and percentage by question and an X2 test was employed to see whether there was a difference among background variables. In addition, mean and standard deviation were used for the questions regarding the program contents. The results showed that the teachers had a deep interest in and awareness of the necessity of the program. Among the demographic variables, they turned out statistically different by academic career, education-related career and major. Second, the list of the demands they made for the training contents for kindergarten teachers showed that they wanted, in the order of importance; educating parents, understanding young children, handling techniques of troubled children, effective communication skills with young children, and understanding their traits and teaching methods by trait and spiritual training of teachers.

• Korean Journal of Child Studies
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• v.12 no.2
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• pp.94-110
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• 1991

This study examined the developmental aspects of sex role stereotypes among children and the impact of stereotypic and reversed stereotypic sex role content on children's sex-stereotypic thinking. In study I, subjects were 181 Korean children ranging from nursery and kindergarten to grade 1. SERLI was used to measure children's sex role stereotypes. In study II, the subjects were 62 six-year-old kindergarten children of each sex. 4 experimental stories were developed haled on Hong(1991). A test-retest design was used to study sex role stereotypes and the impact of stereotypic and reversed-stereotypic sex role content. Statistical analysis of obtained data was by an ANOVA and two-way analysis of co-variance. Results revealed that 6-year-old children's sex role stereotypes were higher than 5-and 7-year-old children. Boys were higher than girls on children's sex role stereotypes. Children exposed to reversed sex role content changed significantly in the direction of reversed stereotyping.