• Journal of Convergence for Information Technology
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• v.10 no.3
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• pp.126-133
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• 2020

The purpose of this study is to investigate the effects of job satisfaction and life satisfaction on teacher-children interactions in kindergarten teachers. The tests of Job satisfaction scale, Life Satisfaction scale, Teacher-Children Interactions scale were administered to 320 public and private kindergarten teachers located in Gyeonggi-do, Gangwon-do. The statistical method employed for data analysis was Pearson's correlation analysis and multiple regression analysis. The results of study were as follows. First, the higher factors of job satisfaction (the teaching consciousness, development, innovation, autonomy, fellowship, and reward), the higher the teacher-children interaction. The higher the workload, the lower the verbal interaction between teacher-children. Second, the higher the life satisfaction of kindergarten teachers, the higher the emotional, verbal, and behavioral interaction between teachers and children. Third, the relative influences of the predictors on the overall interaction between teacher and children are life satisfaction (β=.24), development (β=.22), and fellowship (β=.16) and the explained variance are 25%.

• Journal of Korean Elementary Science Education
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• v.30 no.1
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• pp.51-60
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• 2011

The purpose of this study was to investigate gifted students' verbal-nonverbal interactions in small grouped classes and to classify them into characteristics. For this study, an instrument to measure gifted student's verbal-nonverbal interactions was developed. The subjects were 16 students of 5th and 6th grades at H-area gifted center in rural area. Video recorded was classified each 5minutes by researchers. The results were as follows; First, verbal interactions were about 27% and non-verbal interactions were about 73%. Activities unrelated to learning were about 20%. Second, high achievement gifted students enjoyed verbal interactions including discussions. Third, gifted students can be classified 3 types(Spoken-centered, Written-centered and Played-centered) by interactions. The results revealed that gifted student's verbal-nonverbal interactions played an important role in communication between students and teacher as well as students. Small-grouped instructions according to characteristic and levels of gifted students are needed in gifted science education.

• Educational Technology International
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• v.13 no.1
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• pp.49-77
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• 2012

The development of mobile devices and network technology is changing the ways in which people communicate with one another. Mobile text message has emerged as one of the most frequently used form of communication, which also gave rise to various non-verbal texts such as emoticons. Nonetheless, the use of text messages has largely been denied in education because text messages often involve colloquial and non-verbal texts considered inappropriate or grammatically incorrect by the teacher. In efforts to provide a theoretical framework to better understand mobile e-text communication, this research compared the practical usages of non-verbal texts in the mobile e-learning environment. The study developed three types of text messages according to the degree of using non-verbal texts and their phraseology as instructors' messages, which were then distributed to 259 students via mobile text messaging. The perceptions of students were analyzed using a semantic differential scale and a questionnaire. The results showed clear differences in students' perceptions of non-verbal text and traditional text, and that optimally designed non-verbal texts turned out to encourage the students' interaction the most out of the three types of text messages. Following the discussion of the results, an expanded theoretical framework beyond Ong's concepts of orality and literacy is also suggested to understand the evolution of mobile e-text communication in education.

• Journal of the Korean Home Economics Association
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• v.46 no.1
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• pp.117-129
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• 2008

In present study, using 1572 low-income families and 266 Head Start teachers from Family and Child Experiences Survey (FACES) in the U.S., we examined the effects of mothers' reading and the characteristics of interaction between teacher-child interaction on 4-and 5-year-olds' cognitive development represented by their verbal and numerical abilities. Frequencies of mothers' reading at home consistently predicted higher scores of children's Peabody Picture Vocabulary Test and Woodcock Johnson Applied Problems. Teachers' sensitivity and permissiveness in their interactions with children in classroom were positively related to children's verbal abilities and teachers' sensitivity predicted better numerical abilities of children after controlling for mothers' reading and the characteristics of family and teacher. The findings shed light on the contributions of teacher behaviors and familial factors to children's cognitive development calling for attention to the need for parent education on cognitively stimulating family environments and continuing education for early childhood teachers focusing on quality interactions with young children.

• Korean Journal of Childcare and Education
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• v.17 no.2
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• pp.121-142
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• 2021

Objective: The purpose of this study is to examine the mediating effect of teacher-child emotional, verbal, and behavioral interactions on the relationship between teacher playfulness and children's peer abilities. Methods: The research method used the questionnaire method to collect data on 420 children aged 3-5 years old, targeting 108 homeroom teachers working at early childhood education institutions located in Seoul and Gyeonggi area. The collected data was analyzed using the IBM SPSS 23.0 statistical program and the PROCESS macro of Hayes (2013). Results: This study confirmed that teachers' verbal, emotional, and physical interactions are closely related to young children's peer competence. In addition, it was confirmed that the teacher's playability is an important variable that affects not only the emotional, verbal, and physical interactions between the teacher and the infant, but also the peer competence of young children. Conclusion/Implications: The results of this study have significance as basic data that suggests that it is necessary to improve the playability of teachers and increase the quality level of the multifaceted aspects of teacher-infant interaction in order to support young children's peer competence.

• Korean Journal of Child Studies
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• v.18 no.1
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• pp.23-38
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• 1997

This study investigated the difference between infant verbal and nonverbal interactions with a partner (teacher or peer). The subjects were 20 two-year-old infants 00 boys and 10 girls, mean age 31.3 months). Verbal and nonverbal interactions were videotaped during one hour of indoor free play per child in the Center. In verbal interaction, (1) boys spoke to themselves more than girls did, and (2) girls gave orders (imperatives, requests, and prohibitions) to peers and teachers more than boys did. In non-verbal interactions, (1) girls nodded to teachers more than boys did, (2) boys came closer to peers more than girls did, and (3) girls refused by gestures to peers more than boys did. In conclusion, the majority of the boys could be classified as peer-oriented and physically active in their interactions.

• International Journal of Contents
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• v.9 no.3
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• pp.29-34
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• 2013

This study attempted to compare usability of auditory interfaces, which is a comprehensive concept that includes safety, utility, effectiveness, and efficiency, in personal computing environments: verbal messages (speech sounds), earcons (musical sounds), and auditory icons (natural sounds). This study hypothesized that verbal messages would offer higher usability than earcons and auditory icons, since the verbal messages are easy to interpret and understand based on semiotic process. In this study, usability was measured by a set of seven items: ability to inform what the program is doing, relevance to visual interfaces, degree of stimulation, degree of understandability, perceived time pressure, clearness of sound outputs, and degrees of satisfaction. Through the experimental research, the results showed that verbal messages provided the highest level of usability. On the contrary, auditory icons showed the lowest level of usability, as they require users to establish new coding schemes, and thus demand more mental effort from users.

• Journal of The Korean Association For Science Education
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• v.33 no.7
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• pp.1450-1470
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• 2013

The purpose of this study was to develop elementary science programs that used multi-level instruction and to analyze verbal interaction patterns in science classes that applied these programs. For this study, the 27 children from the fifth grade at B elementary school, located in Gyeonggi-do, were selected and separated into heterogeneous groups of four students. Verbal interactions occuring in two groups during each class were recorded using video. Elementary science programs using multi-level instruction were developed to target a fifth grade second semester 'Lesson 1. Human Body'. This program provided a mission form for each group and evaluation form for each child. A mission form depending on the children's level has different colors and levels of difficulty for questions. The evaluation form is composed of questions suitable for a child's level in reaching the goal with key concepts. The verbal interaction was mostly categorized into the cognitive domain and the affective domain for analysis. The cognitive domain was subdivided into question, response, making solution, receiving opinion, and the affective domain was divided into behavioral participation and students' attitude. Results of study showed that the frequency of the cognitive domain was higher than the frequency of the affective domain. In the cognitive domain, the median-level was of highest frequency in the children. In the affective domain, high-level was of highest frequency in the children. In terms of both the cognitive and affective domains of children, low-level exhibited the lowest frequency. Verbal interaction frequency was no difference between high-level and median level in cognitive and affective aspects, so median-level children were actively participating in activities similarly with high-level children. There were more types of interactions question, response, making solution, students' attitude in the median-low level children's verbal interaction than high-median level children's verbal interaction.

• Journal of the Korean Chemical Society
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• v.58 no.4
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• pp.406-417
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• 2014

The importance of small group activity has recently been emphasized in the gifted education in science because of the increased needs to foster the human resources that could explore through the communication and collaboration. In this study, we investigated the characteristics of the verbal interaction according to the learning styles of the gifted-students in science in the small group activity and examined how learning style affected the interaction within a group in order to seek an effective grouping strategy. The competition, cooperative, and dependent students with learning style in the small group 1 and the cooperative, cooperative, dependent students in the small group 2 were assigned by the 6 science high school students. The analyses of the results revealed that the small group 1 showed the asymmetric interaction of the low level, whereas the small group 2 showed the symmetric interaction of the high level. In other words, the frequencies of in-depth interaction in the small group 2 were higher than those in the small group 1, and also students in the small group 2 were equally involved in the activity rather than the small group 1. These results suggested that the grouping by the students' learning styles in the small group activity should affect significantly the participation decision in activity and the level of verbal interaction. Educational implications of theses findings were discussed.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.5
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• pp.1395-1406
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• 2016

The purpose of this study was to examine the effects of interaction based mother-child art therapy on the change of child and mother's interactions in a child who was in trouble due to attachment problems. The subject in this study was a six-year-old child who faced difficulties in peer relationship building and who were maladjusted to kindergarten because of unstable attachment and negative feedback from his parents. Also, he showed serious problem behaviors at home. The ABA design was adopted among single-subject research designs, and the Target child was observed in the sessions in terms of the subfactors of Marschak's Behavioral Rating Scale to gather data related to the changes of child and mother's interactions. As a result of analyzing the collected data, there were positive changes in all the subfactors that were the child's verbal/nonverbal interactions, the mother's verbal/nonverbal interactions and mother-child interactions. Therefore the interaction based mother-child art therapy that was designed to boost child and mother's interactions was effective at furthering the mother-child interactions of the child with attachment problems.