• 유통과학연구
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• 제22권1호
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• pp.115-125
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• 2024

Purpose: This study is to analyze the purchasing process and distribution management requirements for teaching materials that have important meaning in the practical field of preschool education. Research design, data and methodology: A structured questionnaire was used to survey 103 childcare staffs regarding the purchasing process and distribution managements. The collected data underwent Likert's 5-point scale analysis and keyword grouping. Additionally, ANOVA was conducted to examine the distribution management demands based on demographic characteristics. Results: The purchasing of teaching materials involved more offline channels than online, and the purchase decisions were predominantly made by principals rather than teachers. Although the purchasing process is similar to that of general businesses, there are difficulties in purchasing due to the disorganized distribution channels and limited accessibility to product information. Additionally, the management of inventory for teaching materials is challenging due to limited personnel and storage. Childcare staffs have requirements for classification systems, evaluation criteria, environments and policies related to teaching materials distribution. The need to introduce a teaching material evaluation and certification system to ensure quality was not high. Conclusions: Most of the respondents recognized that strict management and measures should be taken for the distribution of teaching materials. There were differences in the demand of teaching material distribution depending on the respondents' status, age, education, and experience.

• 아동학회지
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• 제20권1호
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• pp.199-211
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• 1999

This study identified and explained the prototypes of belief systems about the kindergarten curriculum with the use of Stephenson's Q-methodology. The sample consisted of 15 preschool teachers and 15 college students majoring in early childhood education. A Q-deck composed of 48 cards was developed by the researchers and sorted by the subjects. The obtained Q-sort scores were analyzed by factor analysis. The findings revealed that the subjects were divided into 3 types: "the practical-disciplinary type" consisting of mostly of teachers, "the theoretical-openness type" consisting mostly of students, and "the compromising type" consisting of some teachers and some students.

• 한국가구학회지
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• 제21권5호
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• pp.403-412
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• 2010

Puzzles of various types were made of wood. Children aged 3 to 5 were play directly into a wooden puzzle, then, mainly in adults, the survey was conducted. Comparisons of affinity for the children, teachers, parents, survey were compared with the rating. As a result, the preferred material of the puzzle was in the timber. The type of puzzle children, teachers and parents preferred picture puzzle. For colors, teachers and parents of the puzzle as unpainted wood was preferred. In addition, the favorite play was the difference in difficulty and number puzzles. Therefore, the preference for children and adults aware of the puzzle with a big difference has been clearly identified.

• 아동학회지
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• 제13권2호
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• pp.217-228
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• 1992

The purpose of this study is to examine the effects of early full-time nonparental care during infancy/toddlerhood on children's socioemotional behaviors during the preschool period. Subjects for this study were 105 three- to five-year-olds from middle-class families in the U. S. A. Children were assigned to one of three groups according to their early care history. Children's social interactions with peers and caregivers during indoor free-play sessions in day care centers were observed for 20 minutes. The head teachers rated the children's social and emotional behaviors on two questionnaires. Mothers completed the Attachment Q-sort for attachment assessment for the preschoolers. In addition, mothers were asked to fill out a questionnaire on their parenting practices. Children who had received full-time nonparental care during infancy and/or toddlerhood were rated by their teachers as being more intellectually competent than children who did not receive full-time nonparental care during first three years of life. They were, however, rated by teachers and were observed by the researcher as being more aggressive than children with no full-time nonparental care. These children were observed to engage in less wandering/onlooking behaviors than children who had not had any full-time nonparental care. Children's attachment security scores and dependency scores did not differ as a function of early nonparental care histories. When the effects of early care patterns, sex of child, and current attachment security to mothers on aggressive behaviors of the preschoolers were examined by a hierarchical regression model, then any "pure" effects of nonparental care and of attachment security on child aggression were minimal after controlling for family background, child care center quality, and maternal childrearing practices. Strong buffering factors for the preschool children (family characteristics, parenting styles, and high quality nonparental care) mediated a possible risk factor of early nonparental care and promoted optimal outcomes for the children.

• 한국치위생학회지
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• 제11권5호
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• pp.603-613
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• 2011

Objectives : This study is to investigate factors that predispose the oral health education patterns of teachers at preschool institutions such as kindergartens and day nurseries, for which a comparison was made among the patterns, whereto the PRECEDE model was applied. Methods : A survey was conducted by two visits, a preliminary survey and a main survey, and teachers at the foregoing institutions personally filled in the questionnaire. Results : 1. With relation to epidemiological and social diagnosis, the largest number of respondents (53.7%) agreed on the need for oral health education, but at the same time, the largest number of respondents (40.3%) was unsatisfactory with oral health education given by them. 2. With relation to behavioral diagnosis, there were many cases where respondents taught their students to brush their teeth after meals and snacks. Oral health education was focused on safety and injuries. There was no significant intergroup difference (p>0.05). 3. Predisposing factors (a subcategory of educational diagnosis) showed the following results: As for the frequency of oral health education, most respondents at both institutions answered preferred once every six month (p>0.05). In the case of oral health checkup, 75.4% of respondents at kindergartens preferred once a year. 72.2% of respondents at day nurseries preferred the same frequency. They showed a statistically significant difference (p<0.05). In enabling factors, it was found that most respondents at both institutions collected information and teaching materials from mass media and public health centers respectively. In enabling factors, insufficient teaching materials, media and knowledge were found to be obstacles to oral health education. Conclusions : Oral healthcare providers' cooperation is required to diversify away from tooth brushing-centered education and to enrich oral health education. In addition, continuous supplements are required to make teachers at preschool institutions acquire expert knowledge and give oral health education with confidence. Moreover, it needs to train them for various education programs as well as to support them with educational media. Lastly, family members' cooperation is required to develop oral health education programs.

• 한국산학기술학회논문지
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• 제17권8호
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• pp.397-406
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• 2016

본 연구는 어머니의 양육효능감과 유아의 자아탄력성이 유아의 교육기관적응에 미치는 영향을 알아보기 위한 서술적 조사연구이다. 연구 대상은 A시 소재 7개 어린이집에 재원중인 만 3,4,5세 유아 162명의 어머니와 담임교사이며, 자료수집기간은 2016년 6월 1일부터 6월 30일까지였다. 연구도구는 어머니의 양육효능감, 유아의 자아탄력성, 유아의 교육기관적응에 대한 총 73개 문항이었으며, 수집된 자료는 SPSS(window용) 22.0 통계프로그램을 사용하여 빈도분석, 기술통계, Pearson's correlation coefficient 분석을 실시하였다. 연구결과는 다음과 같다. 첫째, 어머니의 양육효능감은 유아의 교육기관적응과 약한 정적(+) 상관관계를 보였다. 둘째, 유아의 자아탄력성과 교육기관적응은 전체 및 모든 하부요인에서 유의한 정적(+) 상관관계를 나타냈다. 셋째, 어머니의 양육효능감은 유아의 자아탄력성, 유아의 교육기관적응과 약한 정적(+) 상관관계를 보였으며, 유아의 자아탄력성은 유아의 교육기관적응과 강한 정적(+) 상관관계가 있는 것으로 나타났다. 이에 본 연구는 어머니의 양육효능감과 유아의 자아탄력성 및 유아의 유아교육기관 적응력이 서로 정적(+) 상관관계가 나타났는데, 특히 유아의 자아탄력성이 유아의 유아교육기관적응과 강한 예측 변인으로 나타나 유아의 유아교육기관적응력 증진에 유아의 자아탄력성이 영향을 끼친다 할 수 있다.

• 치위생과학회지
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• 제18권4호
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• pp.252-264
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• 2018

본 연구는 보육 교육기관 교사와 학부모를 대상으로 영유아 구강보건교육 프로그램 개발을 위해 구강보건교육 요구를 바탕으로 구강보건교육 내용의 우선순위를 분석하였다. 이를 위해 2017년 12월 26일부터 2018년 1월 21일까지 서울, 경기, 인천, 충청, 경상, 세종, 부산 지역의 보육 교육기관 교사 212명과 학부모 215명 대상으로 설문조사를 실시하였다. 영유아 구강보건교육의 요구는 교사와 학부모가 각각 89.7%, 88.8%로 높게 나타났고, 구강보건교육 담당자로 보육 교육기관의 교사와 학부모는 '영유아전담 치과위생사'를 가장 많이 선호하였다. 구강보건교육 내용의 우선순위 결정을 위해 대응표본 t-검증과 Borich 교육요구도, The Locus for Focus 모델 등의 3단계 분석방법을 활용하였다. 연구 결과, 구강보건교육 8개 영역의 40개 내용 모두 현재수준과 필요수준 간에 유의미한 차이가 있는 것으로 나타났고, 구강보건교육 내용에 대한 보육 교육기관의 교사의 최우선 순위는 7개 항목, 학부모의 최우선 순위는 9개 항목으로 두 집단의 최우선 순위를 확인할 수 있었다. 보육 교육기관의 교사와 학부모가 구강보건교육의 최우선 우선순위 내용은 5개 항목으로 '치아우식증의 진행과정', '치아우식증의 증상', '치아우식증을 예방하는 방법', '영구치의 맹출 순서', '치아 탈구 시 응급처치 방법'이었다. 보육 교육기관의 교사가 최우선으로 요구하는 구강보건교육 내용은 '유치의 맹출 순서', '영구치의 기능'이 추가되었고, 학부모가 최우선으로 요구하는 구강보건교육 내용은 '불소도포의 효과', '영구치의 개수', '부정교합의 예방법', '부정교합의 치료시기'가 추가되었다. 향후 영유아 구강보건교육 프로그램을 개발할 때에는 본 연구의 결과를 토대로 보육 교육기관의 교사와 학부모가 공통적으로 요구하는 최우선순위 구강보건 교육 내용 5개 항목을 포함하고, 보육 교육기관의 교사대상 구강보건교육에서는 7개 교육 내용, 학부모대상 구강보건교육에는 9개의 교육 내용이 우선적으로 반영된 피교육자 요구도 중심으로 영유아 구강보건교육이 개발되어야 할 것이다.

• 아동학회지
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• 제29권1호
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• pp.63-86
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• 2008

The study examined whether small group filial therapy for maladjusted young children and their mothers would improve children's interpersonal relationships. Two mother-child pairs participated in the program consisting 12 group parent education sessions by a therapist and 6 sessions of supervised play therapy. All 18 sessions ran 85-90 minutes once a week. Results showed positive changes on initiated interactions, co-play, emotional closeness and manifest joy in mother-child play interactions. Scores of playfulness rated by two trained observers during weekly group play time for the children showed improvement in terms of physical, social, and cognitive spontaneity, manifest joy and humor. Quality of children's interpersonal relationships in routine life of home and preschool was enhanced according to reports of mothers and preschool teachers.

• 가정과삶의질연구
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• 제27권6호
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• pp.13-20
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• 2009

This study investigates the effects of individual and classroom variables on peer victimization through the use of multi-level models. The participants were 297 preschool children recruited from preschools. Teachers completed rating scales that assessed peer victimization, aggression, and prosocial behaviors. Peer nomination was used to measure social preference and friendship. The results showed that the aggression level of classrooms as well as social preference and friendship were associated with peer victimization. The findings imply that the individual as well as the social context should be considered before preventive intervention programs for peer victimization are implemented.

• 아동학회지
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• 제22권3호
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• pp.17-29
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• 2001

In this study, children's representation of attachment was assessed by the Attachment Story Completion Task(Bretherton, Ridgeway, & Cassidy, 1990) administered to 101 5-to 6-year-old children(56boys, 45girls). Teacher-child relationship and social competence were evaluated by a questionnaire administered to preschool teachers. Based on the children's representation of attachment in their narrative responses to the story stems, 56.4% of the children were classified as having secure, 22.8% as insecure-avoidant, and 20.8% as insecure-disorganized attachments. Children with secure representation of attachment exhibited more social competence and fewer behavioral problems in the child-care setting than children with insecure representation of attachment. This study showed that the child's internal model of attachment formed from experience with caregiver is capable of transmitting social relationships outside the home.