• Journal of Korean society of Dental Hygiene
• /
• v.20 no.6
• /
• pp.963-972
• /
• 2020

Objectives: This study aimed to check the effect of preschool visiting oral health education programs and provide baseline data for an oral health education program that suggests the necessity of oral health education in children's living places. Methods: The preschool visiting oral health education was conducted with the parents of 3-year-old and 4-year-old children at a preschool in the jurisdiction of the Seoul Metropolitan Office of Education, with teachers observing the education, and oral health educators to examine the effect of the oral health education, the effectiveness of the education, the status of oral health care, and the degree of cooperation for the education. Results: Regarding oral health behaviors after the education program, the attitude toward brushing teeth after food intake increased from 2.86 to 3.17 and thinking of the relationship with dental caries and eating food increased from 2.57 to 2.90. The satisfaction with the children's health education was very high at over 4.9 points in most items. The teachers' interest in children's oral care was 4.26 points, and the degree of their cooperation for education was 4.41 points; 96.4% responded that they were willing to conduct reeducation. Conclusions: Children's oral health education should be conducted steadily and repeatedly.

• Journal of Nutrition and Health
• /
• v.40 no.4
• /
• pp.385-394
• /
• 2007

The purpose of this study was to determine the zinc status of preschool children in Ulsan. The study was conducted in 95 children aged 3 to 6 years by investigating the anthropometric indices and assessing the biochemical analysis. The blood was analysed to assess serum zinc and alkaline phosphatase. And a questionnaire for dietary intakes using 24-hr recall method were performed by mothers of 95 subjects. The dietary intakes of children were analysed to determine the prevalence of inadequate and excessive intakes of zinc with Dietary Reference Intakes for Koreans (KDRIs). WHL (Weight-Length Index) and Kaup index were used to define obesity. The overall prevalence of overweight and obese subjects were 14.7% and 6.3% by WHL, were 15.8% and 13.7% by Kaup index. The mean intakes of zinc by children aged 3${\sim}$5y and 6y were 5.5 ${\pm}$ 1.4 mg/d (75.7% RDA) and 6.7 ${\pm}$ 2.0 mg/d, respectively, that was the level exceeding the estimated average requirement (EAR) and the recommended intake (RI) of Korean Dietary Reference Intakes. Less than 1.3% and 7.9% of children had usual zinc intakes below EAR and RI of KDRIs, respectively. The percentages of children with intakes exceeding the tolerable upper intake level (UL) were 2.6%. The zinc nutritional status by biological assay was found that mean serum zinc and alkaline phosphatase (ALP) of total subjects were 64.0 ${\pm}$ 8.4 ${\mu}$g/dl and 72.8 ${\pm}$ 14.9 U/L, there was not a significant difference between boys and girls. The range of serum zinc level was 45${\sim}$89 ${\mu}$g/dl and children with a low serum zinc concentration by several cut-off points were 18.9${\sim}$55.8%, especially. Serum zinc level was positively correlated to the intakes of calorie, calcium, fiber, iron, zinc, zinc/kg and height (p<0.001). Serum ALP was positively correlated height, weight and WLI. The zinc intake of children aiso showed a positive correlation with height and weight. These results indicate that there were significant correlations between the zinc status and growth of preschool children. Preschool children in Ulsan have dietary zinc intakes that exceed the new DRIs. The present level of intake does not seem to pose a health problem, but if zinc intakes with fortified foods and supplements were considered, the amount of zinc consumed by children may become excessive.

• 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 academy of Pediatric Dentistry
• /
• v.11 no.1
• /
• pp.103-112
• /
• 1984

Eighty children, aged from 2 years 8 months to 5 years 1 month old, were examined to study the relationship between the preschool children's response at dental visit and the influencing factors. The results were as follows: 1, There was no significant relationship between the sexes and the children's response. 2. Children who experienced the painful dental treatment demonstrated significantly more negative dental response. 3. Children who stowed negative dental behavior at last dental visit demonstrated significantly more negative dental response. 4. Children of mothers with high anxiety scores demonstrated significantly more negative dental response. 5, Children who were unpleasant at hospitaization demonstrated significantly more negative dental response. 6. Children who thought they had dental problems demonstrated significantly the most negative dental response. 7. Children who abhorred the medical treatment demonstrated significantly more negative dental response.

• Korean Journal of Child Studies
• /
• v.18 no.2
• /
• pp.311-331
• /
• 1997

This study investigated the relationship between preschool children's social competence and perceived social support. The subjects were 85 children enrolled in 10 kindergartens and nurseries located in Seoul. Social support was assessed by children themselves with a social support dialogue Cask, "My Family and Friends," developed by Reid, Lamdegman, and Jaccard (1989). This task consists of 12 dialogues based on Vygotskian principles. Social competency was assessed by teachers with a slightly modified version of Song's Iowa Social Competency Scale (ISCS). The data were analyzed by frequencies percentiles, mean, one-way ANOVAs, and Pearson's correlations. Results showed that (1) Children perceived parents to be the best multi-purpose social providers: mothers for emotional support and fathers for instrumental support. (2) Children with unemployed mothers perceived higher maternal emotional, informational, and instrumental support than children with employed mothers. (3) Middle-class children perceived higher friendship support than upper-or lower-class children. (4) Friendship support was the one variable most significantly related to children's social competence.

• The Korean Journal of Community Living Science
• /
• v.21 no.4
• /
• pp.605-618
• /
• 2010

This study was to investigate the effects of children's temperament, parenting behavior, and parenting stress on preschool children's prosocial behavior. The subjects were 190 children consisting of five and six years old and their mothers and fathers. They were selected from 6 kindergartens. Data was collected using the children's prosocial behavior index, the children's temperament index, the parenting behavior questionnaire, and the parenting stress questionnaire. The results were statistically analyzed using t-test, correlation analysis and multiple regression analysis. The study showed that there were some significant differences in children's prosocial behavior according to the children's gender, but there were no significant differences according to the children's age. Correlation analysis indicated that the children's prosocial behavior and children's temperament had significant correlation, especially the children's adaptability and activity indicated high positive correlations. In addition, the children's prosocial behavior and mother's warmth acceptance behavior had significant high positive correlation, and father's rejection restriction behavior had significant high negative correlation. Also, correlation analysis indicated that the children's prosocial behavior and the mother's and father's stress of parent-child dysfunctional interaction and educational distress had significant negative correlations. It was also found that children's gender, mother's permissiveness non- intervention behavior, mother's educational distress, mother's stress of parent-child dysfunctional interaction, and father's stress of parent-child dysfunctional interaction were all significant predictors of the preschool children's prosocial behavior.

• Korean Journal of Child Studies
• /
• v.1
• /
• pp.65-81
• /
• 1980

This study is aimed at investigating the compensatory education which was already implemented or is being implemented in the U.S.A. and Japan; and at studying the types of programs and their characteristics; and at sounding out the possibilities of the application of such programs in family and social conditions is Korea. In order to achieve the above mentioned objectives, the established items for the study are as follows: (1) Various types of early children's education (2) Programs of compensatory education for the disadvantaged Children (3) Head Start Program, Early Training Project and Montessori School (4) Integrated Preschool Programs (5) Day-Care Center for employed mothers We investigated the various compensatory education programs for the preschool children who are in economically, socially, culturally disadvantaged conditions. Head Start Programs were federally supported programs for preschool children and opened as summer programs in 1965 for the first time. The purpose of Head Start has been to give preschool children the kinds of experiences they need in preparation for school. The Head Start children were found to be significantly better prepared for school than the normal children. However, after six to eight months, their initial advantages had virtually. disappeared and then the simple problem with Head Start and other such programs was that little long-term good could be evidenced unless the high quality educational environment was maintained. Therefore, to solve this problem, three other programs were funded as part of the overall Head Start. These three programs are the Parent-Child Center, Home Start, and the Child and Family Resources Program. The Early Training Project for disadvantaged children was implemented by Klaus and Gray of Peabody College in 1962. The program was a field research study concerned with the development and testing over time of procedures for improving the educability of young children from low income homes. Its major concern was to study whether it was possible to offset the progressive retardation observed in the public schooling careers of children, living in deprived circumstances. Children, who were trained through the Early Training Project were superior to control groups in the test of IQ and vocabulary as well as linguistic abilities, and preparation for reading. This project showed the possibilities which could prevent preschool children from being disadvantaged socially, culturally and mentally. In 1907, Montessori School was established by Maria Montessori in Italy and her school program has been introduced at present to several countries in the world as one compensatory educations. She first began her experimental methods with retarded children, followed by disadvantaged children from the tenements of Rome. The Montessori approach futures a prepared environment and carefully designed, self-correcting materials. The Montessori curriculum presents tastes that feature sequence, order, and regularity, in addition to those that develop motor and sensory skills. She was interested in children's intellectual development and in developing good work habits. One of the latest developed programs for disadvantaged children is "Integrated Preschool Program" which has successfully integrated handicapped and nonhandicapped children. Several studies have showed that handicapped children in integrated school environments are accepted by and interact with their nonhandicapped peers. In fact, this program provides a number of potential, and perhaps opportunities for nonhandicapped children to serve as valuable resources in fostering the development of their handicapped peers. Next we turn to Japanese programs which are divided into two different types. One is Day-Care Center which was established by Child Welfare Law and the other is kindergarten organized by School Education Law. The kindergarten opened in 1876 and it has been part of school systems since 1947 by the implementation of education law, and the Day-Care Center which started in 1890 for the employed mothers. was changed into Day-Nursery by the enactment of child welfare law in 1947. The laws and operational regulations for the Day-Nursery were set up and were put in effect by the establishment standard acts of children welfare facilities, and the Day-Nursery has been operated in various types by the increasing demand, chiefly because of the socio-economical changes of family structures in both urban and suburban areas. Nursery education for physically and mentally disadvantaged children is for those who are blind, deaf and dumb, mentally retarded; physically disadvantaged by accidents or diseases. Montessori education in Japan was started in 1968 and many research groups for studying Montessori were organized. In 1977, Montessori remedial education society was also organized in which they started a number of studies; a study for developing materials; in-service training for the remedial education; and seminars and lectures, etc It is strongly suggested that we study the early educations that are being implemented in Japan and a variety of compensatory educations that were already implemented in the U.S.A. and modify them for the organization of our own model and properly accommodate them to our social needs.

• Journal of the Korean Home Economics Association
• /
• v.23 no.3
• /
• pp.137-147
• /
• 1985

The purpose of this study was to investigate 1) color concept development in preschool children, 2) general color preferences using colored parers, 3) specific color preference using colored chairs, and 4) to determine the relationships of sex and age to general color preference. The present experiment with materials developed through the pilot experiment, was conducted with 70 3, 4, and 5-year-old children attending the Child development research institute of Yonsei Univ. as subjects. Data were analyzed with SAS package using frequency, percentage, $\chi$\sup 2\-test, C\sup 2\ and visualized by SAS graph with tektronix 4113.

• Korean Journal of Community Nutrition
• /
• v.10 no.1
• /
• pp.3-11
• /
• 2005

The purpose of this study was to examine the long term effects of breast feeding on growth, bone development and nutrient intakes in preschool children. Subjects were 62 preschool children. Anthropometric characteristics and bone mineral density of carpus were measured using DEXA. The questionnaire was composed of health status, life style, dietary behaviors, and dietary intakes and was completed by the children's mothers. The average age of the boys was 62.4 months and that of the girls was 62.1 months. Average birth height and weight of the subjects was 50.9 cm and 3.4 kg for boys and 50.3 cm and 3.3 kg for girls, respectively. The average height, weight, $\%$ body fat, and obesity index were 111.7 cm, 19.6 kg, $15.0\%$, $-2.1\%$ in boys and 109.4 em, 18.7 kg, $17.5\%$, $0.2\%$ in girls, respectively. Forty children were fed colostrum, 21 were fed breast milk, 29 were fed formula, and 12 were fed mixed milk. There was no significant difference in growth status between children who were fed colostrum and those who were not. Children who had mixed feedings were significantly taller than those who did not (p <0.001), and children who had colostrum had significantly higher bone mineral density than those who did not ($0.25 \pm 0.04 g/ cm^2$ vs. $0.23 \pm 0.04 g/cm^2$, p < 0.05). However, the different feeding methods did not show any difference in bone mineral density. Except vitamin $B_6$, folic acid and vitamin E, vitamin, mineral and calorie intakes did not meet the Korean RDAs. Calcium intake was especially lower than recommendations by as much as $62\%$ and $70\%$ in boys and girls, respectively. There was no significant difference in nutrient intakes between children who had colostrum and those who did not. However, children who were formula consumed significantly more animal fat than those who did not (p < 0.05). Neonatal feeding and breast or formula feeding seems to associate with height, bone mineral density and animal fat intakes in preschool children, based on the results of this study. A longitudinal study is needed to clarify this relationship.

• Korean Journal of Childcare and Education
• /
• v.10 no.2
• /
• pp.111-131
• /
• 2014

This study aims to research the use of smart devices of infants and preschool children, and their mothers' perception about it. Moreover, the goal of this study is to collect preliminary data about problems from the use of smart devices, and to prevent the problems. Therefore, the questions of inquiry for this study are: 1. How do infants and preschool children use smart devices? 2. How do mothers perceive their children using smart devices? Four hundred and forty mothers, who send their child to a day-care center or kindergarten in Busan, participated in this research and data among 397 of them were analyzed using PASW 18.0 program. The answers to a multiple-choice question were converted into a frequency and percentage. To verify the difference of factors, Chi-squared Test and One-way Analysis of Variance methods were used. The following are findings of this study: 1. Most of the families owning smart devices allow their children to use a smart device when children want it, and children use it for entertainment purpose before their bedtime. Children start to use a smart device mostly around the age of 4. Compared to girls, boys spend a longer time on smart devices playing mobile game. In addition, the research indicated that the children of younger mothers tend to use smart devices in earlier ages than the children of elder mothers. 2. Mothers of preschool children have higher perception about the availability of their child using smart devices compare to the mothers of day-care center. However, the research showed that elder mothers have more positive perceptions about all the other five lower factors, (e.g. educational characteristic, entertainment characteristic, design, safety, and smart recognition).