• Journal of Korean society of Dental Hygiene
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• v.11 no.6
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• pp.973-983
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• 2011

Objectives : The oral care during early childhood plays an important role to maintain sound oral health during adulthood. As the number of children's using child care facilities is on the rise recently, the children's oral health awareness and behavior of the educators at nurseries and kindergartens are to be examined. Methods : A self-recording survey was conducted on 194 educators at the nurseries and kindergartens in Chungnam region. Results : The most frequently given snack was milk, 91.8 percent of the facilities had children brush their teeth, 63.4 percent made them apply fluoride and 56.2 percent kept children's toothbrushes in an ultraviolet rays sterilizer. There was a meaningful difference in the awareness of the necessity to educate children about oral health according to the offer of the opportunity to apply fluoride (p<0.05). A meaningful difference was found in the recognition of the necessity to educate children according to their grade (p<0.05) and to train teachers themselves (p<0.05). The most desirable persons in charge of oral health education were dentists in health centers (46.9%) in order. The more experience in teaching they have had (p<0.05), when they're married (50.5%) (p<0.05) and when they're not homeroom teachers (52.6 percent), the more regular checkups they have had (p<0.05). As for the importance of oral health and the results of regular checkups, those who had answered 'very important'(42.4%) showed higher rate of regular checkup (p<0.05) than those who had answered 'important'(23.9%). When teachers have the experience to get trained about oral care (96.3%), the practice frequency of brushing teeth was proved to become higher (p<0.05). Conclusions : The educators for children should recognize the importance of oral health education, educate children to practice oral health care, and the environment and systematic foundation should be established which the educators manage effectively.

• Korean Journal of Childcare and Education
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• v.9 no.3
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• pp.273-289
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• 2013

The goal of this study was to analyze the demands of parents of an after-school program. In order to do this, we looked at cultural centers and their curriculums. Cultural centers are one of the most popular private education centers for preschoolers, and are used for the operation of special activities. The research was conducted on preschool curriculums of 300 cultural centers, including cultural centers of department stores and supermarkets. The curriculum analysis was conducted for 400 preschool curriculums of three cultural centers, which had the most programs of all. The scope of the curriculum analysis was based on the 3rd Childcare Standard Curriculum for infants and Nuri Curriculum for preschoolers. As a result of the analysis, there were 12,286 programs for infants. The most popular topics for programs were comprehensive activity, physical activity, and music activity. There were 15,310 programs for preschoolers. Physical activity was the most popular topic among them. It was followed by drawing activity and number and operating activity. Analyzing the contents of these programs, we found that 'participating in physical activity' of physical exercise, and 'expressing artistically' of artistic experience were the most popular contents of infants. 'Expressing artistically' of artistic experience and 'control of body and basic exercise' of physical exercise were most popular contents for preschoolers. The results show that parents demand physical activity programs for infants and artistic activity programs for preschoolers. The results of the research should be considered when childcare centers try to make a special after-school program.

• Journal of the Korean Society of Food Culture
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• v.13 no.2
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• pp.107-118
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• 1998

A nutrition education program for teachers and caregivers of the preschool children can be most effective when it is based on a comprehensive needs assessment dealing with sociodemographic factors, dietary habits, and nutrition. The purpose of the present study was to investigate current dietary habits and nutrition knowledge of the teachers and caregivers of the day-care centers. Two hundred forty two teachers and caregivers were administered a questionnaire which was designed to ascertain informations on sociodemographic data, dietary habits and nutrition knowledge. Dietary habits of the teachers were found to be significantly different by sociodemographic variables; breakfast skipping/meal irregularities (age, p=0.011); frequency of snacking (education level p=0.031); preference for salty taste(age, p = 0.000, marital status p=0.038); preference for sweet tarte (age p=0.009); preference for vegetables (income level p=0.050); frequency of eating out (age p=0.028, marital status p=0.001); frequency of coffee drinking (age p=0.019). Daycare center teachers' nutrition knowledge level was found to be less than adequate expecially on nutrients that are liable to be deficient in young growing children and their food sources. Proportions of the teachers who answered correctly to the questions on foods rich in vitamin A, iron content of milk, bioavailability of calcium in plant foods were as low as 20.2%-54.5%. The most frequently used sources of nutrition information were mass media such as TV, radio, newspaper and magazines. Only 2.9% of the subjects reported that they obtain nutrition information from health professionals such as nutritionists/dietitians, physicians, and nurses. These findings are applicable at the planning and implementation stages of various nutrition programs for the improvement of dietary habits and nutrition knowledge of the teachers and caregivers of the daycare centers. Further studies are needed to investigate the effects of teachers' dietary of habits and nutrition knowledge on food habits of young growing children.

• Human Ecology Research
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• v.58 no.1
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• pp.1-12
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• 2020

This study examined if the effect of family functioning on preschoolers' school readiness can be mediated by mothers' affective parenting and preschoolers' self-regulation in the year before children enter elementary school. This study analyzed the 7^th year data of panel study of Korean children collected by the Korean Institute of Child Care and Education. Statistical analysis included 1,513 pairs of 6-year-old children and mothers. Descriptive statistics analysis, correlation analysis, structural equation modeling, and bootstrapping analysis were conducted using SPSS 22 and Amos 20. The primary findings were as follows. First, the sub-factors of preschoolers' school readiness composed of children's social and emotional development, approach to learning, cognitive development and general knowledge, and communication were positively correlated with family functioning, mothers' affective parenting, and preschoolers' self-regulation. Second, the result of structural equation modeling showed that the indirect paths from family functioning to preschoolers' school readiness through mothers' affective parenting and preschoolers' self-regulation were significant, while the direct path was insignificant. Third, bootstrapping analysis showed that mothers' affective parenting and preschoolers' self-regulation fully mediated the relationship between family functioning and preschoolers' self-regulation. The findings provide the grounds for families and parents with preschool aged children to implement effective support practices to maintain a functional family system that can promote preschoolers' school readiness.

• Korea journal of population studies
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• v.34 no.2
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• pp.45-64
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• 2011

This study examines changes and educational differences in parental time spent in childcare. Based on time diary data 1999-2009, it finds as follows. First, compared to 1999, parental time spent in childcare has increased in 2009. Unlike the tendency of convergence of time spent in childcare by sex in US, differences by sex have increased in Korea. Second, those who are highly educated tend to spend more time with children than their counterparts. For preschool aged children, parental time spent in physical care and playing has significantly increased by educational level. For school aged children, those who are highly educated are more likely than those who have lower level of education to help with children's study. Third, compared to 1999, time for leisure and economic activity has decreased in 2009 whereas time for commute, sleep, and care for others has increased.

• Child Studies in Asia-Pacific Contexts
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• v.7 no.1
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• pp.27-38
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• 2017

As the use of digital media is becoming more universal and is being used in early-childhood education, understanding the effects of digital media on development is required. The purpose of this study was to examine whether child performance on a spatial cognition task depends on the type of media used to present the task and if the effect of media type is different depending on child's age and sex. To do this, a spatial cognition task set (consisting of direction, rotation, symmetry, conjugation, and part/whole tasks) was prepared, and these tasks were presented to 60 3-, 4-, and 5-year-old children using paper- and tablet-based measures. Our results showed that the correct answer rate of task performance differed significantly when completing the task on a tablet than when completing the task on paper. Generally, response times when completing the tasks on a tablet was significantly shorter than when completing the tasks on paper. Although there was no interaction between the type of media and age, and partial interaction was found between the type of media and sex. This result implies an influence of digital stimulation on child performance on the spatial cognitive task. This study provides a basic understanding for follow-up studies to examine the consequences of exposure to digital stimulation.

• Journal of Gifted/Talented Education
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• v.18 no.3
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• pp.401-424
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• 2008

A science program based on constructivism was adopted to 24 preschoolers during 13 classes in a semester. Performance in TTCT and science problem solving tasks were measured before and after the program. When their performance was compared with that of the control group in the same educational centers, it was shown that they outperformed in both creativity measures and science problem solving tasks. There was no gender difference in the effect of this science program.

• Human Ecology Research
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• v.53 no.4
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• pp.405-412
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• 2015

This study investigated the moderating effect of negative emotionality on the association between teacher-child intimacy and peer interaction based on a differential susceptibility model. The participants were 252 three-year-old children recruited from a day care center and preschool located in Incheon and Gyeonggi province. The teacher-child relationship was measured on a Student-Teacher Relationship Scale. This measure is a type of teacher's report with ratings based on a teacher's daily observations. This scale is composed of closeness items on the degree of warmth and open communication in teacher-child relationships. Peer interactions were measured with a Penn Interactive Peer Play Scale. This measure is composed of play interaction items, play disruption items and play disconnection. Negative emotionality was measured with Child Behavior Questionnaire. Teachers measured teacher-child intimacy and peer interaction scales. Parents reported children's negative emotionality. The research showed that negative emotionality moderated the association of teacher-child intimacy, play interaction, play isolation and play disruption. The magnitude of association between teacher-child intimacy and play disconnection as well as play interaction was greater for high levels of negative emotionality. Teacher-child intimacy was significantly associated with play disruption only for high levels of negative emotionality. The findings of this study support a differential susceptibility model.

• The Journal of Korean Academy of Sensory Integration
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• v.21 no.3
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• pp.65-78
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• 2023

Objective : In this study, we aimed to investigate the effectiveness of family-centered intervention conducted with caregivers of children with autism spectrum disorder (ASD) in South Korea through a systematic literature review. Methods : Previous studies published from 2011 to 2021 were searched through RISS, KISS, and DBpia. The search terms applied included "autism spectrum" OR "general developmental disorder" OR "high-functioning autism" OR "Asperger's" AND "parent education" OR "family-centered intervention" OR "parent coaching" OR "parent training" OR "family participation." A total of 11 experimental studies were chosen based on the selection criteria. Results : According to the findings on the general characteristics of the study participants, intervention strategies, and effects of the intervention, it was observed that the majority of children with ASD who participated in the study were preschool-aged, and the majority of participating caregivers were mothers. The effects of family-centered interventions were evident in both children and parents. In children, the most significant effects were observed in interaction and communication skills. In parents, a reduction in parenting stress and an improvement in parenting efficacy were observed. The intervention strategies employed in the study varied, with sensory integration intervention, responsive communication, and interaction-centered intervention being the most commonly used, followed by developmental-centered intervention, positive behavior support (PBS), and parent-mediated intervention based on pivotal response treatment (PRT). Conclusion : The results of this study are significant in that they confirm that family-centered intervention is effective not only in improving the functioning of children with autism spectrum disorder, but also in reducing parenting stress and enhancing parenting efficacy, and provide evidence for clinical use.

• Korean Journal of Human Ecology
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• v.24 no.1
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• pp.137-148
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• 2015

The purpose of this study was to investigate the kindergarten teachers operation and demand of dietary education in Jeonbuk province. The study was carried out using a self administered questionnaire and the subjects were 148 kindergarten teachers. The questions were general characteristics of the subjects, operating status as frequency, place, education time, and training demand on dietary education. The results are as follows. All subjects were female(100.0%), more than half were 20's(62.8%) in their age, teaching career was 31.8% in less than 3 years, and 68.2% in more than 3 years. Frequency of the dietary education operation was 3 times per week(53.4%), place of education were classroom(81.9%), and education time was lunch time(87.5%). Twenty three point eight percent of the subjects recognized the facilities for education was lack, 32.6% of them did the education materials was lack. The desirable frequency of dietary education was 1~2 times per week(40.4%). About two third of the subjects(73.6%) recognized the objects of the dietary education was not only preschool children but also their parents. Most of the subjects(83.8%) had willing to get training, the proper training program was 10 hours(87.8%), and they prefer semester weekday(64.9%) than semester weekend(30.5%). Proper ratio in the core value of dietary education as environment : health : thanks was 31.8% : 40.9% : 27.2%. It is concluded that the demand on dietary education of kindergarten teachers is necessary for their education program in kindergarten.