• Journal of Preventive Medicine and Public Health
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• 제50권4호
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• pp.228-239
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• 2017

Objectives: This study aimed to examine the association between preschool education experiences and adulthood self-rated health using representative data from a national population-based survey. Methods: Data from the Korean Labor and Income Panel Study in 2006 and 2012 were used. A total of 2391 men and women 21-41 years of age were analyzed. Log-binomial regression analyses were conducted to examine the associations between preschool education experience and self-rated health in adulthood. Parental socioeconomic position (SEP) indicators were considered as confounders of the association between preschool education experience and adulthood subjective health, while current SEP indicators were analyzed as mediators. Age-adjusted prevalence ratios (PRs) and the associated 95% confidence intervals (CIs) were estimated. Results: Compared with men without any experience of preschool education, those with both kindergarten and other preschool education experiences showed a lower prevalence of self-rated poor health (PR, 0.65; 95% CI, 0.47 to 0.89). In women, however, such an association was not evident. The relationship of preschool education experiences with self-rated poor health in adulthood among men was confounded by parental SEP indicators and was also mediated by current SEP indicators. After adjustment for parental and current SEP indicators, the magnitude of the associations between preschool education experiences and adulthood subjective health was attenuated in men. Conclusions: Preschool education experience was associated with adulthood self-rated health in men. However, this association was explained by parental and current SEP indicators. Further investigations employing a larger sample size and objective health outcomes are warranted in the future.

• 동아시아식생활학회지
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• 제25권2호
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• pp.372-385
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• 2015

The purpose of this study was to develop and evaluate a nutritional education program for preschool children in association with Center for Children's Foodservice Management, childcare facilities and home in order to provide nutritional knowledge and change food attitudes in children. The program was repeated three times using the same educational theme and consisted three steps. Step 1 involved visiting education with teaching tools by a dietician. Step 2 involved home education with a worksheet and participating in events with parents. Step 3 involved repeated education with a textbook by a preschool teacher education reports sent to the center. The subjects of this study were 3 to 5-year-old children at 89 childcare facilities located in Busanjingu. Interest in meals at childcare facilities, dietary guidance for parents of children, and dietary attitudes of children were evaluated before and after education. Number of parents interested in meals managed by childcare facilities (kitchen visiting, meals observation, progress of children's education) increased after education. Mean scores for meal awareness in parents in the form of three questions (proper food distribution, hand washing before mealtime, nutritional and hygienic satisfaction with meals) significantly (p<0.05) increased after education. Mean dietary guidance for parents' scores for all questions except table manner significantly (p<0.01) increased after education. Mean dietary attitudes for children in the form of six questions (try to eat various vegetable, eat meals without leaving, wash hands before mealtime, eat cleanly, reduce sodium intake and keep table manner) also significantly (p<0.001) increased after education. As a results, the nutritional education program applied in this study, positive influenced children's nutritional knowledge and dietary attitudes, and parents' dietary guidance of children.

• 한국실내디자인학회논문집
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• 제19호
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• pp.83-90
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• 1999

The aim of this study to present useful information on effective space composition by understanding education process of a preschool for children's education and required interior space for this process. The 6th education process of a preschool as the criteria on this study would be classified into 5 spheres as follows : Health life, Social life, Expression life, Language life. survey life. And the required interior space would largely be classified into interesting sphere and home sphere. As a result of analyzing the space composition, we can draw conclusion as follows : First, the interior spaces for properly doing children's education process have close relations. So, each sphere too independent or too unified is not good. That is to say, each sphere has closely organic connection for enhancing efficiency. Secondly, children's service spaces are considered to in children's education process. And the space had better be made for children only considering their physical states. Finally, we have to in advance process. And the space had better be made for children only considering their physical states. Finally, we have to in advance understand educational aim and program because space composition can be changed according to the aim of education process.

• 한국실내디자인학회논문집
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• 제39호
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• pp.100-107
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• 2003

The purpose of this study is to help create environments for early childhood education according to the principles of Constructivism. Generally, preschools in Ulsan Metropolitan City were used as samples for this study More particularly, 116 kindergartens were surveyed by telephone to evaluate their education programs. Four kindergartens that completely or partially used Constructivism in their programs were chosen as primary subjects for this study The results of this study were as follows: First, it was discovered that preschool education in Ulsan uses an integrated education model based on activities and Montessorie. Constructivist programs were also present using Project Approach, Reggio Emilia and Piaget. Second, the number of infants per class averaged 29.3. The average infants per playroom was 2.38$m^2$. It seems, therefore, that there is a lack of sufficient space for activities. Playroom furniture is primarily used for storage and it lacks variety and flexibility of use. The interior of preschools in related to materials, color and images also showed little difference among schools. Third, it was found that virtually every play space did not have adequate water playing and sand playing sections. Instead, the space for the large-muscle activities of big groups was used for this purpose. Fourth, kindergartens that use the principles of Constructivism plan to specialize their activities. Those only partially using Constructivism showed conventional tendencies and small play spaces that would be defined as inadequate according to Constructivism. This study, therefore, demonstrates that preschool education based on Constructivism are not being well-implemented in concert with other programs.

• 인간식물환경학회지
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• 제23권1호
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• pp.55-65
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• 2020

This study conducted a survey on 163 parents in Korea to investigate their interest in plants, experience in growing plants, and perception on horticultural activity programs (HAP) for their children. Most children (80.4%) of the respondents had experience participating in HAPs, and most of their experience occurred during school hours in preschool educational institutions more than once a month (60.3%). The more interest in plants and experience in growing plants the parents had, the more experience the preschoolers had in participating in HAPs, which implies that the experience of the parents with plants affected their children's participation in HAPs. Parents' most preferred location of HAPs was preschool educational institutions, and most preferred time was school hours with a frequency of more than once a week (57.1%), which is more frequent than the current status of HAPs in preschool educational institutions. Parents also responded that the most preferred instructors of HAP has are those with a professional background in horticulture. Among the activities in HAP for preschoolers, parents most preferred cooking (M = 4.05) activity, and they did not dislike any of the activities. They responded that the facilities for HAP needed to be improved to make HAP more active in preschool educational institutions. Overall, based on the current results, developing suitable HAPs and facilities for preschoolers, fostering professional HAP instructors, and educating parents about horticulture would enhance HAPs in preschool educational institutions, thus providing preschoolers with many benefits of HAPs.

• 대한지역사회영양학회지
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• 제9권6호
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• pp.742-752
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• 2004

The purpose of this study is to offer information related to recommended dietary allowances for young children and food guidelines for preschool children in Sweden. Sweden, located in Europe, is the most developed country for young child care system. Swedish nutrition policy background, Swedish recommended dietary allowances for young children, and food guidelines of early childhood education center in Sweden were used. The number of Swedish child care centers increased from 70,000 in 1970 to 700,000 in 2000. The Swedish Institute of Public Health promoted children's indoor and outdoor activity. The aim of the Swedish public health contains children's safety, good food habits, and eating food safely. Swedish Food Administration made recommended dietary allowance and food guidelines for children care centers. The aim of food guidelines was to increase energy, calcium, iron, and dietary fiber intake. Swedish RDA contains minimum and maximum intake as well as mean intake for macro and micro nutrients. The fat intake ratio of energy is increased for younger children. For preschool children, the food guideline is determined by dietary allowances for breakfast, lunch, and snack respectively. Food guideline contains meal time schedule, menu for each meal using food model, amount of food for age group, and recommended dietary allowance for each meal. It is recommended for Korean early childhood education center: 1) Korean RDA for young children should be made range of intake, minimum and maximum intake. 2) Food guideline should be make for Korean child care center. 3) Korean child care centers should offer an afternoon snack twice for children who return home late. 4) Nutrition education program for preschool teachers should be developed for children's good eating habits and health promotion.

• 한국교육논총
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• 제38권2호
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• pp.127-141
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• 2017

본 연구에서는 연변 지역간 유아교육여건의 현황을 분석하고 정책적 시사점을 제기하였다. 분석변수로는 기관수, 학급당 유아수, 정교사당 유아수, 정교사비율, 유아당 사용면적수, 유아당 도서량을 사용하였고 가장 간단한 불평등 측정지수인 범위와 표준편차를 사용하여 연변의 지역간 현황을 분석하였다. 2011년, 2012년, 2013년의 통계자료를 활용하여 분석한 결과, 연변 지역간 유아교육여건은 분석변수와 측정지표에 따라 다양한 양상을 보였으나, 전반적으로는 개선되고 있다. 그러나 일부 지표에서는 지역간 격차가 심화되고 있고 결론에서는 분석결과를 바탕으로 유아교육의 기회균등을 제고하기 위한 정책적 제언을 제시하였다.

• Journal of Nutrition and Health
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• 제54권5호
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• pp.515-533
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• 2021

본 연구는 유아를 대상으로 한 영양교육의 중재효과를 평가하고, 과일·채소의 선호도 및 영양지식 향상에 효과적인 영양교육 유형을 분석하기 위해 체계적 문헌고찰과 메타분석을 수행하였다. 메타분석의 효과크기 결과에 따르면 유아 대상 영양교육은 과일·채소 선호도 및 영양지식을 유의적으로 향상시켰으며, 일반영양교육 보다는 과일·채소 중심 영양교육이 유아의 과일·채소 선호도 및 영양지식 향상에 더 효과적이었다. 또한 유아의 과일·채소 선호도 및 영양지식 향상을 위해서는 원예활동, 요리활동 및 오감활동 등의 직접 노출 활동을 포함하는 영양교육이 더욱 효과적이라는 것을 확인할 수 있었다. 본 연구는 유아대상 영양교육의 효과를 입증했을 뿐만 아니라, 유아의 과일·채소 선호도 및 영양지식 향상에 가장 효과적인 영양교육의 형태를 도출했다는 점에서 의의가 있다.

• 아동학회지
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• 제38권3호
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• pp.33-48
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• 2017

Objective: This study examined the relationships among sleep problems, executive function and social behavior during the preschool period. In addition, the mediating role of executive function between sleep problems and social behavior was investigated. Methods: A total of 304 preschool children participated in this study. The data were collected through maternal reports. Results: First, preschoolers' sleep problems were found to be significantly related to overt aggression and prosocial behavior. Second, preschoolers with sleep problems displayed lower levels of executive function. Third, preschoolers' executive function was significantly associated with social behavior. Lastly, preschoolers' executive function fully mediated the relationship between sleep problems and overt aggression, and between sleep problems and prosocial behavior. That is, preschoolers' sleep problems had effects on overt aggression and prosocial behavior, only through the effects on executive function. Conclusion: This study contributes to the sleep literature by examining the role of executive function and emphasizes the importance of forming a healthy sleep habit during the preschool period.

• International Journal of Advanced Culture Technology
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• 제6권4호
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• pp.233-239
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• 2018

The purpose of the study was to examine the effects of preschool teachers' qualification (education level, teaching experience, major, and certification) and competency variables (teaching efficacy and teacher-child interaction) on young children's development (cognition, language, and social development). The data came from $5^{th}$ Wave of Panel Study on Korean Children (PSKC) from the Korea Institute of Child Care and Education, and the multiple regression analyses as well as Pearson's correlation analyses were used. The results showed the positive associations between teachers' competency (teaching efficacy and teacher-child interaction) and child development. However, we did not find significant effects of teachers' qualification on young children's development. Based on the results, we proposed a policy implication that teacher qualification needed to be discussed with teacher competency to improve teacher quality.