• Korean Journal of Human Ecology
• /
• v.16 no.2
• /
• pp.237-250
• /
• 2007

This study was to provide date for developing a effective educational program which would be helpful for teachers to understand children's daily activities more properly. From two kindergartens, 20 children were observed for 3 consecutive hours. The observer followed the target child, gathering data during 30-second "windows". This observation lasted for three hours per day and each child was observed 60 times. The proportion of major activities such as education, play, work, and conversation in children's daily activities was compared. Results showed that children of Waldorf program were more exposed to and engaged in play than children of Theme-based program, whereas children of theme-based program were exposed to and engaged in academic activities than those of Waldorf program.

• Korean Journal of Child Studies
• /
• v.18 no.1
• /
• pp.143-162
• /
• 1997

This qualitative study explores the development of young Korean children's reading stances and responses to children's books and discusses their literacy development in relation to school reading experiences. Rosenblatt's theory (1978) of aesthetic and efferent stances is used to characterize the relationship between the reader and the text. A teacher's reading stances in the official school world are analyzed and their relationships to children's stances and responses are discussed. The teacher's efferent stance encouraged her children's responses to he efferent as well. It also influenced children's assumptions and expectations about the teacher's reading activities, so that the children came to view these activities only as ways of obtaining factual knowledge and practicing literacy skills. The children's own interests and intentions during free play time are described in order to understand children's reading stances in the unofficial school world. The children showed various types of stances during free play time even though they were encouraged to take only one type of stance, i.e., an efferent stance, in the official school world. The findings are discussed In terms of their implications for classroom practice and literacy research.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.18 no.12
• /
• pp.264-275
• /
• 2017

Objective: This study examines the effects of children's art activities through forest experience in relation with Nuri curriculum on environmental sensitivity. Method: A survey was administered to an experimental group of 20 children as well as a control group of 20 children for statistical analysis. after 16-class art activities through forest experience were performed to children aged 4 at a daycare center for 50 days. Result: Children's art activities through forest experience in relation with Nuri curriculum had a positive effect on their environmental sensitivity. In particular, their art activities had a positive effect on their self-awareness, self-regulation, empathy and motivation in the experimental group, supporting the educational effects and benefits of developmental children's art activities through forest experience in relation with Nuri curriculum. In other words, art activities through forest experience are useful in terms of providing children with creative expression activities in art by leading to observation and exploration, as well as educational experiences that have positive attitudes toward the environment. Conclusion: As children's art activities through forest experience have a positive effect on their environmental sensitivity, more useful information on teaching-learning methods will be able to be provided to early childhood teachers in the field. Consequently, children's art activities through forest experience need to be actively introduced in the field of early childhood education as an alternative for learning nature and improving environment-friendly emotional intelligence.

• Korean Journal of Childcare and Education
• /
• v.19 no.1
• /
• pp.69-92
• /
• 2023

Objective: This study was to develop a creative problem-solving(CPS) program conducive to the improvement of young children's creativity, creative problem-solving competence, social and communication skills. The program was based on the picture books, focusing on young children's cooperative activities. Methods: In order to verify the effectiveness of the program, 99 five-year-old children were induced to participate in it. In order to verify the effectiveness of the program, data were analyzed in advance and post hoc test was conducted using the SPSS 22.0 program. Results: This program had positive effects on children's creativity, creative problem-solving competence, social and communication skills. Conclusion/Implications: The purpose of the program was to solve the problems we face in our daily life creatively through cooperative activities. The creative problem-solving(CPS) program for the young children focused on cooperative activities using the picture books was very effective in improving young children's creativity, creative problem-solving competence, social and communication skills.

• Education of Primary School Mathematics
• /
• v.7 no.2
• /
• pp.85-99
• /
• 2003

In this paper, firstly examined various proofs types that cover informal empirical justifications by Balacheff, Miyazaki, and Harel ＆ Sowder and Tall. Using these theoretical frameworks, justification activities by 5th graders were analyzed and several conclusions were drawn as follow: 1) Children in 5th grade could justify using various proofs types and method ranged from external proofs schemes by Harel & Sowder to thought experiment by Balacheff This implies that children in elementary school can justify various mathematical statements of ideas for themselves. To improve children's proving abilities, rich experience for justifying should be provided. 2) Activities that make conjectures from cases then justify should be given to students in order to develop a sense of necessity of formal proof. 3) Children have to understand the meaning and usage of mathematical symbol to advance to formal deductive proofs. 4) New theoretical framework is needed to be established to provide a framework for research on elementary school children's justification activities. Research on proof mainly focused on the type of proof in terms of reasoning and activities involved. But proof types are also influenced by the tasks given. In elementary school, tasks that require physical activities or examples are provided. To develop students'various proof types, tasks that require various justification methods should be provided. 5) Children's justification type were influenced not only by development level but also by the concept they had. 6) Justification activities provide useful situation that assess students'mathematical understanding. 7) Teachers understanding toward role of proof(verification, explanation, communication, discovery, systematization) should be the starting point of proof activities.

• Journal of Families and Better Life
• /
• v.10 no.2
• /
• pp.293-312
• /
• 1992

The purpose of the present study was to investigated the effects of music lesson and musical and rhythmic activities on young Children's musical abilities and musical conservation concepts. Two kinds of tests aiming to measure musical abilities and musical conservation concept were administered to 117 children aged 5- to 7-year-old. The amount of music lesson at home was investigated. and musical and rhythmic activities at two preschools were observed and them evaluated in terms of their quality . The major findings were as follows ; 1)The individual music lessons at home played a significant role in developing young children's musical abilities and musical conservation concepts. 2) Young children's musical abilities and musical conservation concepts were significantly affected by the quality of musical and rhythmic activities. Especially, the quality of musical and rhythmic activities had significant effects on listening, rhythmic activities, and musical creativity among musical abilities. As to musical conservation concepts. only tempo conservation concept was affected by the quality of musical and rhythmic activities. The balanced activities in the five domains of music education were discussed. some suggestions of improving the quality of music education were provided.

• Korean Journal of Childcare and Education
• /
• v.17 no.1
• /
• pp.41-63
• /
• 2021

Objective: The purpose of this research was to examine the effects of an 'Ice' project, a topic chosen based on children's interests to discover the improvement of scientific and mathematical abilities, and creativity of four-year-old children. Methods: For this research, 34 four-year-old children from M childcare center were selected. Seventeen children were placed in the experimental group and the remaining 17 children were placed in the comparison group. After the project was completed, to observe the differences between the two groups, the Mann-Whitney U test was conducted. Results: First, the 'Ice' project had an effect on improving children's scientific abilities and its subfactors. Second, the 'Ice' project hadsignificant effects on improving children's algebraic and geometric mathematical skills. Third, excluding the resistance to premature closure among the subfactors of creativity, the 'Ice' project contributed to improve children's creativity and all sub-factors. Conclusion/Implications: The 'Ice' project activities, a subject chosen from the interests of children, led active play participation from children and brought positive effects in immersion of play and activity. Such effects proved to affect children's scientific abilities, mathematical abilities, and creativity, and suggest this research can be used as base line data in follow-up research on various project activities.

• Korean Journal of Child Studies
• /
• v.19 no.1
• /
• pp.85-99
• /
• 1998

The purpose of the present study was to study the effect of cognitive-social learning activities on children's social knowledge and prosocial skill. The subjects of the study were five- and six-year old kindergarten children. 57 children were in the experimental group and another 57 children were in the control group. A six-week cognitive-social learning intervention program was implemented using activities for social knowledge and social skills. Cognitive- social learning activities developed in the present study brought out effective results on improving children's social knowledge and prosocial skill.

• Korean Journal of Child Studies
• /
• v.23 no.4
• /
• pp.89-104
• /
• 2002

Associations between parents' knowledge of their adolescent child's daily activities, 3 sources of parental knowledge, children's feelings of being controlled, and the child-reported parent-child relationship were explored among 161 seventh grade, 158 eighth, 145 tenth, and 142 eleventh grade boys. Children's spontaneous disclosure explained more parental knowledge of their daily activities than parental solicitation or parental control. For 10th grade children, the association between parental control and children's feelings of being controlled was moderated by the mother-child relationship. Tenth and eleventh grade children's disclosure were more strongly associated with parent-child relationship than with parental control and children's feelings of being controlled.

• Korean Journal of Childcare and Education
• /
• v.14 no.5
• /
• pp.85-99
• /
• 2018

Objective: This purpose of this study was to analyze articles and research trends in children's free-choice activities in major domestic journals published from 1998 to 2017. Methods: Registered research papers in academic journals from 1998 to 2017 for the National Research Foundation of Korea were analyzed in terms of trends in their annual submission numbers, research subject, research type, research area. and research theme. Results: The quantity of the studies has more than doubled since 2010 but has decreased in recent years. Studies about free-choice activities for young children held the majority of research subjects while physical subjects such as literature, class, and education plans were in the minority. Furthermore, qualitative research, fusion qualitative, and survey were the most common research types while literature review studies were less common. Most research themes were studies about contemplation, actual conditions and perception, factor analysis, and programs of free-choice activities for young children. Conclusion/Implications: Considering the results of this study, further studies on free-choice activities for young children must be conducted.