• 가정과삶의질연구
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• 제30권6호
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• pp.23-37
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• 2012

Using data from the 2008 Korean Longitudinal Survey of Women and Families, this study investigated the income class differences in the modes, amount of time, and expenses for caring and educating a child in early childhood. The sample consisted of 1,849 households with a child aged 6 years or less. The major findings were as follows. First, the lower-income class was more likely to rely on child care centers and less likely to use services provided by kindergarten or private education. Their total amount of time required to provide care and education for their child was about 4 or 5 hours less than that of the other income classes; this result was due to the fact that they consumed less hours for home care, kindergarten, and private education. Second, we found there were more similarities than differences between middle-income and upper-income classes in the modes, amount of time, and expenses to care for and educate their young children; however, the middle-income class used less private education than the upper-income classes in terms of usage rate and length of time. Lastly, the other variables which were significantly related with the amount of time and expenses for child care and education included mother's employment, age of the child, and having siblings, and the family size. Based on the results, implications for public policy on early childhood care and education were suggested.

• 한국초등과학교육학회지:초등과학교육
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• 제24권5호특별호
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• pp.539-545
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• 2005

The purpose of this study was to investigate the effects of science teaching using ARCS strategies on elementary pupils' teaming motivation and academic achievement. For this purpose, 67 children of 2 classes in the 5th grade of an elementary school were involved, and each class was assigned to experimental and comparison group. The experimental group, consisting of 33 children, were applied with the teaching method using ARCS strategies, while the comparison group, 34 children, were applied with traditional-type teaching method. The instruction effects were analyzed through pre/post-test's results using the questionnaires of loaming motivation and academic achievement. The results of this study are summarized as follows. After science lessons, it was found that the teaching method using ARCS strategies was more effective in improving learners' motives of teaming science and academic achievements than traditional instructions. And the instruction using ARCS strategies was effective to the children who were in low and middle level in academic achievement compared to those in high level.

• 아동학회지
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• 제9권2호
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• pp.133-156
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• 1988

This study investigated developmental change with reference to continuity theory in the acquisition of concepts of kin relation, task difficulty with reference to cognitive complexity, and interrelationships in the performance of cognitive tasks of kinship concepts with reference to cognitive parallelism. The subjects consisted of 6-, 8-, 10, and 12-year-old randomly selected children attending kindergartens or elementary schools in Seoul. The schools were located in various residental areas regarded as either middle or lower class. The 81 boys and 80 girls participated in 3 experiments on classification, seriation, and grouping. The instrument for the classification, seriation, and grouping tasks was composed of 10 10cm black on white line drawings of the head and upper torso area of persons in kin relationship. The data was analyzed with MANOVA. A significant age effect was found in the 3 quasi- experiments. There were significant effects on task difficulty. The biosocial power distribution indirectly influenced children's acquisition of kin relational concepts; that is, children performed better in male-kin than in female-kin tasks. There was a high correlation in performance between the 3 cognitive tasks. These findings support the continuity theory (except for seriation), a model which arranges kin-names in order of cognitive load, the centric status of men in society, and the theory of cognitive developmental parallelism.

• 한국컴퓨터정보학회논문지
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• 제23권4호
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• pp.167-173
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• 2018

This purpose of this study was to analyze the variables associated with the ethical consumption behavior of children consumers. This subjects were 431 elementary school students. PASW 18.0 was used for data processing to do frequency analysis, T-test, one-way ANOVA, correlation analysis and multiple regression analysis. The results were as follows. First, children consumers tend to a little higher everyday ethical consumption behavior than others-oriented ethical consumption behavior. Second, as a result of analyzing ethical consumption behavior according to social economic variables, a high tendency of ethical consumption behavior was shown in groups that personality is extrovert and their household economic status is over upper middle class and father's age is higher. Third, the variables affecting ethical consumption behavior of children consumers were self-regulation ability, materialism, altruism, personality tendency, household economic status. Materialism had a negative effect but self-regulation ability, materialism, altruism, personality tendency, and household economic status had a positive effect.

• 아동학회지
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• 제17권1호
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• pp.189-212
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• 1996

The purpose of this study was to investigate how parental childrearing behavior and children's sibling relationships are related to children's self-esteem. 440 middle class families consisting of two children and their parents were the subjects of this study. The research instruments included a childrearing behavior questionnaire, the Sibling Relationships Questionnaire (Furman & Buhrmester, 1985), and the Self-Perception Profile for Children (Harter, 1985). Analyses of the data included correlation analysis, canonical correlation, regression, stepwise multiple regression, and MANOVA with stepwise discriminant analysis as the follow-up test. The most powerful predictors of children's self-esteem were the Warmth-Acceptance of childrearing behavior and the Warmth-Closeness of sibling relationships. The self-esteem dimension was best predicted by parental childrearing behavior and by children's sibling relationships was Global Self-Worth. Behavioral Conduct was best predicted by the Rejection-Restriction factor of childrearing, and by Conflict (for boys) and Rivalry (for girls) factors of sibling relationships. Children's self-esteem was related more strongly to the Warmth-Acceptance and the Rejection-Restriction of opposite-sex parents. The effects of Permissiveness-Nonintervention were stronger in same-sex parent-child dyads. Parental childrearing behaviors accounted for boy's self-esteem better than girl's with the exception of Behavioral Conduct. Sibling relationships accounted for girl's self-esteem better than boy's. The $2{\times}2$ MANOVA revealed interaction effects of parental childrearing behaviors and sibling relationships on children's self-esteem. Two factors of Rivalry and Conflict in sibling relationships and all three factors of childrearing behaviors showed significant interaction effects, The childrearing factor of Permissiveness-Nonintervention and the sibling factor of Rivalry, which were relatively weak predictors of self-esteem when acting alone, gained power in explaining children's self-esteem within the interactional context.

• 아동학회지
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• 제9권2호
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• pp.29-59
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• 1988

Empathy was defined in this study as the vicarious affective response of a person to the perceived experience of another. The purpose of this study was to study the relationship between empathic development of children and intimacy with parents, socio-economic status, and children's empathic response to specific affective situations happy, sad, angry and fearful. The subjects for this study were 8-, 10-, and 12-year-old children attending an elementary school located in Seoul. Among the subjects, 158 boys and 149 girls lived with their parents, and 20 boys and 35 girls were reared in orphanges. They were from a residential area with higher, middle, and lower class families. The instruments consisted of two modified empathy measures and two questionnaires developed by the researcher. One of the empathy measures was based on Feshbach & Roe's affective situation test for empathy. In order to determine the eight themes, 20 children were interviewed individually about situations that made them "happy, sad, angry, and afraid". From the pool of responses, eight themes representing happy, sad, angry and fearful situations were selected. Each story consisted of a series of three pictures accompanying narration. Another modified empathy measure was developed by the researcher based upon Bryant's empathy scale. This measure consisted of 17 statements describing happy, sad, angry and fearful situations. The items in this scale were selected from a pilot study. The two questionnaires developed by the researcher were to test children's intimacy for their parents and feminity. The data was analyzed with T-test and F-test. Children's intimacy with their parents, particularly, son's intimacy with their mothers, was a significant variable in empathic development. Children living with their parents had higher scores on Feshbach & Roe's Empathy Test than those brought up in orphanages. In general, the older the children the higher the empathy score. Girls were more empathic than boys on Bryant's scale. The subjects showed their highest empathy score in the sad, and the lowest in the fearful situation. The older the children the higher the empathy score in the sad and angry situations. These results reflected children's life experiences and cultural differences. Particularly, mother-son intimacy found in this study contrasts with the mother-daughter intimacy found in American studies.

• 가정과삶의질연구
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• 제24권2호
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• pp.43-60
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• 2006

Using interviewing methods, this study was able to identify how fathering impacted the development of adult fathers between the ages of 28 and 45 through 1 to 2 hours. The subjects were 46 middle-class adult men's from the ages of 28 and 45. Twenty of the subjects had infants under the age of 36 months, thirteen had preschool children, 37 months to preschool, and the remaining fathers had primary school aged children. Results are as follows: First, fathering experiences impacted the development of self-identify, sense of intimacy, and sense of generativity during adulthood. Second, fathering experiences impacted the men's establishment of 'becoming-themselves.' Last, fathering experiences impacted the development of men's maturity.

• 가정과삶의질연구
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• 제25권4호
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• pp.87-99
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• 2007

Using ethnographic methods, this study identifies the meaning of paternal experiences through a series of individual one to two hour interviews with men who have grandchildren. The interviewees consisted of twelve fathers from fifty to seventy years of age and the middle SES class. The results were as follows. First, adult-children-marriage and parent transitions were found to be important changes for men on their father's perception of their role as a father. Second, fathers with grandchildren felt happiness due to their grandchildren and held grandchildren as being important. Third, protecting and supporting their families was the main focus of paternity. Forth, the period of paternal experiences with grandchildren can be called "the stage of strong grandfather identity" because men who have grandchildren put more importance in the relationship with grandchildren than do their own adult-children, and grandchildren themselves play an important role in establishing male identity.

• 영재교육연구
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• 제20권3호
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• pp.655-679
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• 2010

본 연구는 수학영재교육 담당교사의 교수학습 전문성 향상을 위해 수학영재 수업 사례를 주로 Flanders 언어 상호작용 분석법과 TIMSS 비디오 분석법을 이용하여 분석하고 이를 통해 수학영재 수업을 어떻게 해야 하는 것인가에 대한 시사점을 주고자 시작되었다. 본 연구를 통하여 수학영재교육 담당교사의 영재수업 질적 제고 방안에 대한 심층적인 이해와 반성적 성찰의 계기가 되어 더 나은 교사로서의 삶을 계획하고 영재수업 전문가로서 발돋움하는 기회가 되었으면 한다.

• 한국가정과학회지
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• 제10권2호
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• pp.77-87
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• 2007

This research investigated the eating out and snack intakes situation of five hundred eighty five $5^{th}\;and\;6^{th}$ graders living in the city and rural parts of Jeonbuk province. The results of this study are as followed: Nuclear families in urban area and rural community are 84.5% and 64.7% respectively. On the other hand, extended families are 7.9% in urban area and 18% in rural communities. Out of all the households, 34.3% (urban: 37.2%, rural community: 31.5%) answered they like to eat out. Over 50.3% preferred eating Korean style food and the reason was 'the taste': urban (71.4%) and rural community (67.8%). People living in urban communities seemed to eat out more frequently than rural places and $3{\sim}4$ times a month was the average. Usually people seemed to eat out during the weekends and in the evening time 84.3% (after 7:00 p.m.). Based on each family's living standard, people answered 'we hardly ever eat out' for those in the lower class (59.1%), the middle class said once or twice a week (47.1%), and the upper class (35.7%). It was obvious that people in the middle and upper class tend to eat out more frequently than those in the lower class. The most common period of time which snacks were taken was after school (38.5%), on the way back from educational institute (35.0%) and the choices of snacks which they purchased were frozen sweets (56.4%)chips & cookies (25.2%) beverages (9.9%) Fast foods (4.6%) and fried foods (3.9%) in order. Urban children seem to eat more frozen sweets and rural children ate more chips & cookies. Also, amount of snacks between meals showed a higher percentage to those who had more pocket money, The type of snacks were fruits (37.1%) chips and cookies et cetera (19.2%) instant foods (12.8%) dairy products (11.1%) confectionary (10.3%) fried foods (5.1%) in order. The result shows that urban children eat out more frequently than those in rural areas, Eating around 7:00 p.m. was most common and the middle and upper class tend to eat out more frequently than those in the lower class, Also, snacks were most often bought before and after school. After 10:00 p.m frozen goods and chips were the most preferred choice. Specially, the reason for eating fast foods was because of the pleasing taste. From this study, it is clear that eating out and having snacks became pervasive into our lives in both urban and rural areas. Hereafter, an appropriate eating habit should be correctly educated to elementary students by spoken words and textbooks in a curriculum. In reality, snacks are classified as being the leading factor of obesity. Therefore more products containing balanced nutrition should newly develop rather than snacks with high fat content.