• Child Health Nursing Research
• /
• v.16 no.4
• /
• pp.314-323
• /
• 2010

Purpose: This study was conducted to develop and investigate the effect of a combined health promotion program for preschool children and their parents. Methods: Physical examinations were done for 993 preschoolers in 12 preschools. Their parents (n=727) completed a questionnaire on health status and health knowledge of their children and 35 teachers in preschools completed one on health knowledge of preschoolers. Based on the results of the physical examinations and survey, a combined health promotion program was developed. In order to evaluate the program, 35 teachers and 104 parents participated in the program. The effects of the program were tested and health knowledge before and after the program was analyzed. Results: Health knowledge of parents and teachers increased significantly after attending the combined health promotion program. Conclusion: In order to promote the health of preschoolers, parents and teachers need to participate in combined health programs that provide an opportunity for preschoolers to have a physical examination and their parents to learn about the health care for their children.

• Human Ecology Research
• /
• v.51 no.3
• /
• pp.341-353
• /
• 2013

The object of this study is to examine the relationship between temperament (emotionality, activity, sociability, and shyness) and the resilience (social competence and language ability) of preschool children from low-income families and the moderating effect of maternal warmth. The subjects were 86 low-income preschool children (42 girls and 44 boys; mean age, 70.57 months), their mothers and teachers, recruited from five daycare centers in Namyangju city and Ansan city located in Gyeonggi-do area. Each child's language ability was individually assessed with with the standardized measure, Preschool Receptive-Expressive Language Scale (PRES) and their teachers reported on children's social competence and parents reported on their child's temperament by questionnaire. The collected data was analyzed by correlation analysis and hierarchical regression. The main results of this study were as follows. First, children's emotionality in temperament and maternal warmth had main effects on social competence. Second, only monthly income level and sex had main effects on language ability. Third, maternal warmth moderated the effects of children's shyness in temperament on social competence and language ability as resilience. Findings could provide basic information for programs to promote resilience in preschool children from low-income families.

• Korean Journal of Human Ecology
• /
• v.11 no.2
• /
• pp.123-134
• /
• 2002

This study was designed to examine the relationships between three distinct dimensions of teacher-child relationship(closeness, conflict, and dependency) and various aspects of children's social competence. The subjects were 101 children at their ages of five to six years old (56 keys, 45 girls) in Jeonju city. The data were collected through preschool teachers by using self-administered questionnaire method. The results showed that teacher-child relationship was significantly associated with their social competence in preschool. Specifically, closeness in children's relationship with their teachers was fouled to be strongly correlated with children's social competence, white conflict between children and their teachers was negatively related with children's social competence. Finally, children's dependency on their Coachers was associated with children's problem behaviors.

• Journal of the Korean Home Economics Association
• /
• v.45 no.3
• /
• pp.43-56
• /
• 2007

The purpose of this study was to investigate the recognition differences between picture book makers(editors/writers) and picture book consumers(parents of young children/preschool teachers) about picture books. The study subjects were 69 children's book-editors(editors, designers), 72 children's book-writers, 78 parents of young children, and 79 preschool teachers. The results of this study were as follows. First, they differently recognized the effects of good picture books on children's development, and the contents and components of picture books. However, both groups preferred creative stories to traditional stories and agreed on the children's preferences of the book genre and characteristics. Second, picture book makers and consumers were differently aware of the quality of Korean picture books published in Korea but they agreed on the quality of foreign picture books. They thought that more picture books with better contents and formality on the imaginary, artistic, and real-life related themes needed to be published in Korea. Third, the book makers and consumers obtained information on the picture books in the book stores and libraries in most cases. The book makers were more interested than the consumer in the picture, writer, cover design, and publishing company of the books, whereas the consumers placed a higher priority in the purchase process. Both groups pointed out the non-professional editing and sales policy as the problems in the Korean publishing company.

• Korean Journal of Child Studies
• /
• v.36 no.3
• /
• pp.195-213
• /
• 2015

This study aims to uncover what kinds of difficulties preschool teachers are now confronted with when they begin to implement project based learning with young children, in order to develop contents for teacher education programs. From July 2012 to February, 2013, 9 teachers participated in implementing projects in preschool classrooms. For data generation and interpretation, observations of class projects, tape-recordings of teacher conferences, and interviews with the teachers were made. The findings were as follows: teachers' uncertainty regarding project itself, teachers themselves, child competence, and its sustainableness were the most critical obstacle to hinder the teachers in implementing self directed projects with young children. The results imply that the teachers' belief in child competence in doing projects is of great significance; their view that it is very difficult for them to do projects without viewing young children a co-constructor of knowledge. Therefore, the key element in developing contents for teacher education programs should include a richer understanding of young children' competence.

• Child Health Nursing Research
• /
• v.19 no.1
• /
• pp.49-58
• /
• 2013

Purpose: The purpose of this study was to describe current status in management of children with atopic dermatitis and to examine knowledge and care practices of preschool teachers. Methods: A survey using a self-administered questionnaire was conducted. Knowledge and practice were measured with the questionnaire by Park (2011). Data were analysed using SPSS.WIN 20.0. Results: Of the teachers, 81.3% managed children with atopic dermatitis depending on parents' needs and 58.9% reported difficulties due to limited knowledge and expressed a need for continuing education and provision of educational guidelines. Preschool teachers had a mean score for knowledge about atopic dermatitis of .75 out of 1 point. Among three domains of knowledge, signs & symptoms had the highest score and management, the lowest. The mean score for care practices for children with atopic dermatitis was 3.4 out of 4 points. Among the four domains of care practices, food had the highest score and dress & bedclothes, the lowest. Knowledge and practice of the teachers were different according to responsibility in management and educational need. The correlation between knowledge and practice was not significant. Conclusion: These results suggest that educational programs and strategies should be developed to increase preschool teachers' knowledge and improve care practice for children with atopic dermatitis.

• Journal of the Korean Home Economics Association
• /
• v.49 no.6
• /
• pp.1-12
• /
• 2011

This study investigated prevalence rates and differences in social behaviors, psychosocial adjustments, and language ability of preschool children who engaged in bully/victim subgroups: aggressive victims, passive victims, bullies, and non-involved. The participants were 297 preschool children and their teachers in Jeju City. The teachers measured children's peer victimization, social behaviors, and teacher-child relationships. Children's language ability and self-concept were also assessed by individual interview. There were significant differences in social behaviors, psychosocial adjustments, and language ability among the bully/victim subgroups. Aggressive victims included in a high risk group characterized by a high level of aggression, ADHD, peer rejection as well as conflicted relationships with teachers. Moreover, they had limited language ability. The findings highlight behavioral heterogeneity among the bully/victim subgroups in early childhood.

• Korean Journal of Childcare and Education
• /
• v.15 no.4
• /
• pp.59-81
• /
• 2019

Objective: The purpose of this study was to analyze the influence of early childhood science education instruction through the implementation of science teaching methods and science teaching attitudes of preschool teachers. Methods: This study was conducted on 52 female students in the early childhood education department of Early Childhood Science Education at G university in Gyeongbuk province. The data collected in this study were analyzed through reliability analysis, carbon scanners verification, and homogeneity verification; ANCOVA was used to verify the effectiveness of the program. Results: First, the results showed that the post-test belief of science teaching methods of the experimental group were significantly different than that of the control group. Second, the results showed that the post-test scores of science teaching attitudes of the experimental group were significantly higher than that of the control group. Conclusion/Implications: This study suggests that there were positive influences of early childhood science education instruction through the field practice on the belief of science teaching methods and science teaching attitudes of preschool teachers.

• Korean Journal of Childcare and Education
• /
• v.10 no.5
• /
• pp.83-100
• /
• 2014

This study aims to explore the relationships between preschool teachers' beliefs about the purpose of multicultural education and their attitudes and teaching efficacy with respect to multicultural education. For this purpose, 296 teachers, who were working at kindergartens and daycare centers, were chosen for this study and the survey method was used to collect data. The TMAS (Teacher Multicultural Attitude Survey), Multicultural Teaching Efficacy Scale, and teachers' belief about the purpose of multicultural education were used to evaluate teachers' multicultural-related variables. To analyze the data, frequency measurements, percentile, one-way ANOVA, and Pearson's product moment correlation coefficient were used. Through this study, these findings were found: 1) Teachers most perceive human relations as the purpose of multicultural education. 2) There is no relationship between the belief in multicultural education and the attitudes and teaching efficacy with respect to multicultural education. However, The attitudes about multicultural curriculum show meaningful differences, depending on the teachers' beliefs about the purpose of multicultural education. 3) The attitudes and teaching efficacy with respect to multicultural education are strongly related to each other. These findings are discussed with respect to the necessity of multicultural education curriculum development for preschool teachers.

• The Mathematical Education
• /
• v.50 no.1
• /
• pp.119-128
• /
• 2011

In this paper, we studied into a qualitative research to see mathematical understanding of preschool and kindergarten's teachers such as feeling attitude, parents' concern, difficulty of math teaching in kindergarten field, teacher's role, type of feed back, beauty of math, relationship of real life, and self philosophy of math education. We selected 10 teachers whose career was 7~10 years. Because this research way is qualitative, we can new aspect that teacher want to break their ignorance for math. Moreover, they would like to learn about math practicality, application, and beauty from art in professional training. Therefore we assert that fusion math lecture would support in the professional training for teacher, preschool or kindergarten's president training, and remuneration training.