• Korean Journal of Human Ecology
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• v.19 no.3
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• pp.443-453
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• 2010

This study analyzed the effects of dramatic play using Economic-fairy tales on young children's basic- economic understanding and the consumer behavior. The participants in this study were 42 young children who attended a kindergarten in G city. The mean age of participants was 70 months. The experimental group participated in 'Dramatic play using Economic-fairy tales' while the control group participated in a 'Discussion activity using Economic-fairy tales'. The experiment used 'The Basic-Economic Concept Test' and 'The Consumer Behavior Test' in the collection of data and T-test was used to statistically analyze the data. Significant differences were found between the experimental group and comparison group in both the post-test score of Basic-Economic Understanding and of Consumer Behavior NOTE. In conclusion, the results of this study suggested that the technique of dramatic play using Economic-fairy tales which was developed in this study are probably effective in developing young children's basic-economic understanding and consumer behavior.

• Korean Journal of Child Studies
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• v.36 no.3
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• pp.139-154
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• 2015

The purpose of this study was to explore the process of scientific thinking as it is revealed through the cases of constructive play for young children. For this purpose, the researcher observed and interviewed six four-year-olds in the Jaemi Class while recording them with a camcorder during a free choice activity class in the morning from April 23 to June 25, 2012. The observations were analyzed in chronological order according to the changes of theories and structure as presented by the children themselves. The process of scientific thinking in constructive play for young children can be divided into presentation of naive theories, the abandonment of naive theories according to repetitive experiences and the discovery of inconsistency, the representation of alternative theories, and the abandonment of alternative theories according to repetitive experiences and the discovery of contradictions. On the basis of the results, constructive play has proved to serve a valuable educational function by inducing scientific thinking processes in children. On the basis of this finding, the researcher suggests the need to provide appropriate educational support to teachers.

• Journal of People, Plants, and Environment
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• v.23 no.2
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• pp.211-220
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• 2020

The purpose of this study was to analyze the frequency and contents of horticultural activities in 696 individual activities listed in 11 teacher's guidebooks of Nuri Curriculum for 5-year-olds, and to find out the perceptions of horticultural activities in the formal curriculum. The target horticultural activities that were selected were those using natural objects like potted plants, water, wind, soil, stones, etc. as the topic or subject of activities, and those with different topics but are mentioning plants or natural objects as an example at least twice. The 150 selected horticultural activities were classified by life-based theme, activity type, activity domain, and medium. As a result of examining horticultural activities by life-based theme, there were 150 horticultural activities (21.55%): 40 in Spring, Summer, Autumn and Winter (5.75%), 34 in Animals, Plants, and Nature (4.89%), 22 in Environment and Life (3.16%), 19 in Our Country (2.73%), and nine in Our Neighborhood (1.29%), nine in Various Countries of the World (1.29%), four in Health and Safety (0.57%), four in Living tools (0.57%), four in Transportation (0.57%), three in Kindergarten and Friends (0.43%), two in Me and My Family (0.29%; χ²=130.427, p < .001). As a result of examining horticultural activities by activity type, there were 61 free choice activities (40.67%), 80 large and small group activities (53.33%), and nine outdoor play activities (6.00%), indicating that outdoor play was the fewest activity type (χ²=54.040, p < .001). The results of analyzing horticultural activities by activity domain showed that there were 25 in conversation (16.67%), 19 in science (12.50%), 14 in art (9.33%), 14 in cooking (9.33%), 10 in fairy tales (6.00%), nine in music (6.00%), eight in language (5.33%), eight in number operation (5.33%), eight in others (5.33%), six in children's plays (4.0%), six in games (4.0%), four in body and movement (2.67%), three in stacking (2.00%), three in roles (2.00%), three in rhythm (2.00%), two in children's poems (1.33%), two in field experience (1.33%) and one in outside play (0.67%; χ²=87.600, p < .001). As a result of examining the mediums used in the horticultural activities, 46 activities (30.67%) directly used plants as the mediums, 11 activities (7.33%) used soil such as stones, gravel, and earth as the mediums instead of plants, four activities (2.67%) used dry plants such as branches and dry leaves as the mediums, and 89 activities (59.33%) used videos, photos of plants, and pictures of plants as the mediums (χ²=121.307, p < .001).

• Journal of the Korean Society of Earth Science Education
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• v.13 no.1
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• pp.29-39
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• 2020

In this study, to find out the learning effects and difficulties of role play activities to learn the earth's rotation and the sun's apparent motion, the degree of concept understanding through role play activities, difficulties arising from activities collected by interview, and eye movement during activities are analyzed. 22 fifth graders participated in this study and collected and analyzed experimental behaviors, post-interviews, and eye movement data during the role play of the students. The study found that students could explain the rotation and direction of the Earth through role play activities, but it was difficult to explain the apparent motion of the sun. Since it is difficult to perceive the sun's apparent motion through role play activities, the learning effect of the earth rotation role play activity is low.

• The Korean Journal of Elementary Counseling
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• v.5 no.1
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• pp.185-204
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• 2006

The object of this study is to inspect how much influence the play-based assertive training program has on the self-expression and learning attitude of elementary students. To perform this study, I set up two subjects of research. First, does the play-based assertive training program have influence on the self-expression improvement of elementary students? Second, does the play-based assertive training program have influence on the attitude of elementary students? I established 28 students in the third grade of K elementary school in Gongju City as experiment group for this research. In experiment group, 1 peformed play-based assertive training program in the class of discretion and extra-curricula activity twice a week and maintained the program for 6 weeks. By the standard of 12 times of performances, I put pre-test and post-test into operation. The major consequences revealed through above processes are followed: First, as the consequence of analyses of differences between pre-test and post-test about self-expression of experiment group adapted by play-using assertion training program, the level of self-expression was advanced meaningfully. Second, as the consequences of analyses of differences between pre-test and post-test about learning-attitude of experiment group adapted by play-based assertive training program, the level of learning-attitude was advanced meaningfully. Among 8 sub-fields of learning attitude, the field of superiority, accomplishment motives, concentration, self-study show statistically meaningful difference s respectively. The conclusion drawn from above consequences is that the play-based assertive training program is very effective in developing students' self-expression and attitude for learning.

• Reproductive and Developmental Biology
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• v.38 no.2
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• pp.63-70
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• 2014

Plasminogen activators (PAs) are serine proteases that convert plasminogen to plasmin. Two type of PAs are urokinase-type PA (uPA) and tissue-type PA (tPA). Plasminogen is present in most extracellular fluids. PAs play in various reproductive processes including implantation, ovulation and fertilization. In the spermatozoa, PAs and PAIs play a role in sperm motility and fertilization. PAs in the sertoli cell are stimulated spermatozoa maturation and sperm activation through the phospholipase A2. The oocyte maturation is the process for fertilization and implantation. PAs in cumulus-oocyte complexes (COCs) are related to oocyte maturation by protein kinase A and C. In the ovulatory process, PAs activity are changed and it are related to reducing the tensile strength of ovarian follicle wall. The uterine environment is important for reproduction and the uterus undergo tissue remodeling. In the uterus and oviduct of mammals, expression and activity of PAs are changed during estrous cycle. Thus, expression and activity of PAs are concerned to many reproductive functions. Therefore, PAs seem to important factor of regulator in reproductive events.

• Journal of Music and Human Behavior
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• v.6 no.2
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• pp.25-41
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• 2009

The purpose of this case study is to examine how group rhythmic playing can help enhance imitation skills for 3 children with developmental disabilities aged between 30-50 months. The program was composed of social musical play, the therapist's imitating the way young children played musical instruments, and the young children's imitating the way the therapist played musical instruments. Every session was videotaped, and the researcher and two music therapists checked the videotaped sessions to ensure the reliability of findings. The case study demonstrated the following results. First, the three young children who participated in the playing of rhythmic musical instruments showed an increase in imitation behaviors. Second, the infants exhibited the greatest change from 1 beat imitation according to the degree of difficulty of group rhythm musical instrument demonstrated. Third, the most radical change in the infants' ability to imitate appeared in Sessions 3-7 where the therapist imitated the operation and a performance of the infant. In conclusion, the activity of playing rhythmic musical instruments in a group generated improvement in the imitation ability of young children with developmental disabilities.

• Korean Journal of Microbiology
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• v.39 no.3
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• pp.135-140
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• 2003

Bacillus sp. secretes high levels of extracellular enzymes into the culture medium. The signal recognition particle (SRP) and the SRP receptor play a central role in targeting pre secretory proteins to the translocase. By the analysis of the DNA microarray of B. lentimorbus WJ5, it was detected that WJ5m12, antifungal activity deficient mutant induced by gamma radiation, had a down-regulated expression of the SRP receptor gene (B. subtitis srb homologue, srbL). To determine the relationship of SRP receptor to antifungal activity, srbL of B. lentimorbus WJ5 was amplified by PCR and ligated into pQE30 vector, and then transferred into WJ5m12. The transformant, WJ5m12::srbL, recovered the antifungal activity. From the 2-DE analysis, the several presecretory proteins accumulated in the mutant cell and decreased to a level of the wild type in WJ5m12::srbL. It seems that the srbL could play an important role in the secretion of the antifungal activity related proteins of B. lentimorbus WJ5.

• Asian Pacific Journal of Cancer Prevention
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• v.13 no.12
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• pp.6033-6038
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• 2012

This study was designed to identify beliefs about physical activity in cancer patients. Semi- structured interviews were conducted with 20 patients under treatment, who were invited to identify perceived barriers for not adopting a physically active lifestyle and to express their beliefs about physical activity. Content analyses revealed five main categories of beliefs including four types of barriers: (a) barriers related to the side effects of treatment; (b) barriers related to a lack of perceived physical abilities; (c) barriers related to a lack of interest for physical activity; (d) beliefs about the negative effects of physical activity, and (e) beliefs about the positive effects of physical activity. These findings extend the existing literature by indicating how stereotypes may play a role in explaining sedentary lifestyles in cancer patients.

• Korean Journal of Human Ecology
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• v.20 no.5
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• pp.897-915
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• 2011

The purpose of this study was to investigate the actual conditions and characteristics of weekly and daily child care programs for infants, to provide a basis for the improvement of infant care quality. Weekly and daily curricula of 18 classes for one and two-year-olds classes (9 for each ages) from childcare centers in D city were collected from Nov. 2009 to February 2010. The results are as following: first, classes for one-year-olds plan 6-25 activities and classes for two-year-olds plan 12-30 activities weekly, with differences in the number of weekly activities according to the childcare centers. The number of weekly activities should be planned considering infants' interest as well as educational continuity of the activities. Second, the investigation of daily activities showed that the routine activities planned for one-year-olds were for total of 310-600 minutes and for two-year-olds 310-540 minutes. Among these, on average of 66% of the time was planned for everyday life such as eating and napping. The rest of time was dedicated to indoor and outdoor free play. However a few centers allocated more time for group activities according to subjects compared to free play. A curriculum composed of group activities ignoring infants' individual developmental differences should not be encouraged. Last, the results of cluster analyses on weekly and daily curricula in terms of the number of activities and time, duration, number of group activities and time showed that curricula for infants could be characterized into two types: "free play" and "group activity" curricula.