• Journal of Nutrition and Health
• /
• v.38 no.10
• /
• pp.847-855
• /
• 2005

This study investigated and compared the daily activities and energy expenditure of normally-weighted and obese elementary school children. The participants were 115 boys and 115 girls (6th grade) at ten elementary schools in Busan. Time spent on each activity was evaluated using the twenty-four hour recall method. 1) The general characteristics of the normally-weighted and obese children did not differ, although the normally-weighted children exercised and used stairs more than the obese children.2) Among their classified activities, the children spent most of their time resting, study, leisure, physiology and hygiene, commuting, and housework in that decreasing order. Normally-weighted children spent less time tying down and in conversation with family and friends than obese ones. 3) The children's average activity factors were 1.47 - 1.50. The normally-weighted children's rest energy expenditure (REE) (1391.4 kcal,1264.7 kcal) was less than that of the obese children (1711.4 kcal. 1461.0 kcal) . The normally-weighted children's daily energy expenditure was less than that of the obese, but energy expenditure per body weight was less in obese children than in the normally-weighted. In conclusion, sedentary activities and energy expenditure per body weight was less in the obese compared to the normally-weighted children. Programs to help children perceive and practice desirable physical activities should be suggested for prevention of obesity in children. (Korean J Nutrition 38(10): 847$\sim$855,2005)

• Journal of the Korean housing association
• /
• v.17 no.5
• /
• pp.97-105
• /
• 2006

The purpose of this study is to provide the planning device of outdoor environment of housing area for children. This study was accomplished the analyzation of opinion and preference of 230 children, elementary school students in Daegu. The contents of survey included the general items of children, the characteristics of outdoor activities, and the opinion & preference about outdoor space of housing area. And the survey of children's preference was used the 5 Likert scale. The conclusion of this study are as follows : First, generally, the design guidelines of housing area were provided to adult user, but the guidelines for children are limited at play space and park. So, the design guidelines of housing area must be provided by the children's opinion, pointment, and dissatisfaction. Second, children have the definite opinion and can point the preference about the outdoor space of housing area. So, children's opinion can not be bypassed in the process for planning of housing area. Third, children prefer the outdoor space that was furnished the facilities for convenience of the children's outdoor activities. So, exiting guideline of the outdoor space of housing area must improve to children.

• Journal of the Korean housing association
• /
• v.17 no.1
• /
• pp.47-58
• /
• 2006

The purpose of this study is to provide the information about improvement method of the detached housing area for children's outdoor activities. This study was accomplished by two research methods; the evaluation of physical environment of two detached housing areas, and the analyzation of satisfaction & consciousness of 190 residents. Outdoor spaces of detached housing area were divided into 6 areas (play space, education facility, commercial facility, green space, street space, and empty space & parking lot). And then, 6 outdoor spaces were evaluated about the physical characters such as accessibility, network, safety, variety, functional, natural elements. Also, the survey for resident's satisfaction and consciousness was used the Likert scale. According to the result of this study, many parts of the detached housing area were not good for children's outdoor activities, and the resident's satisfaction was low. In the sample detached housing areas, negative factors were car and motorcycle. And many residents pointed out the lack of natural elements, variety, and safety of outdoor space in dwelling area. Finally, this study suggested the several constitution method for the children's activities based on the results of evaluation and survey.

• Korean Journal of Childcare and Education
• /
• v.11 no.2
• /
• pp.239-260
• /
• 2015

The purpose of this research is to understand the impact of integrated character education activities involving children's songs on children's emotional intelligence and empathic abilities. Research subjects were recruited from J preschool in H County. There were a total of 46 four-year old children who were divided into test and control groups. For 12 weeks, these children participated in activities two times per week for a total of 24 integrated character education activity sessions which consisted of learning and singing children's songs and integration of activities such as storytelling, music, science, building, movement, literature, and cooking. The summary of research findings is as follows: First, there was a significant difference in emotional intelligence between the test group which participated in integrated character education activities involving children's songs and the control group. Secondly, there was a significant difference in empathic abilities between the test group which participated in integrated character education activities involving children's songs and the control group. The result of this study is that writing songs for children and various developed programs should be needed for character education activities.

• Korean Journal of Childcare and Education
• /
• v.12 no.2
• /
• pp.89-112
• /
• 2016

The present study examined effects of human rights education activities using bullying fairy tales on young children's human rights attitudes and self-esteem. The subjects of the study were a total of 40 five years old. children. Twenty of children were assigned to an experimental group and the other 20 children were assigned to a control group. The experimental group participated in human rights education activities using bullying fairy tales 21 times, 3 times a week for 7 weeks and the control group participated in Nurui curriculum activities during the same periods.. The study results indicated that the experimental group showed more improvement in their human rights attitudes and self-esteem than the control group. Therefore human rights education activities using the bullying fairy tales used in this study might be an effective educational mothod to enhence young children's human rights attitudes and self-esteem.

• Korean Journal of Human Ecology
• /
• v.23 no.5
• /
• pp.807-823
• /
• 2014

The purpose of this study is to verify the effects of storytelling-centered arts educational activities based on the famous painting appreciation on young children's appreciation ability of pictures and creativity. The study was conducted with a total of 50 5-year-old young children in two classes of B Day Care Center in the city of J, Jeollabukdo. The children were randomly divided into an experimental group(25) and a control group(25). The storytelling-centered arts educational activities based on the famous painting appreciation was conducted for the experimental group for 12 weeks from April 29, 2013 to July 19, 2013. The activities were composed of 3 steps of 'appreciation-expression-exhibition & assessment' on the basis of 2-week basic units. The appreciation activities were composed basing upon the types of the famous painting appreciation and storytelling, and expression and exhibition & assessment activities were composed of 4 areas of arts(music/movement/language/art). The results of the study are as follows. First, the storytelling-centered arts educational activities based on the famous painting appreciation generally improved young children's painting appreciation abilities in all sub-areas(observation and description/artist's intention of subject expression/mood of a work/material and technique/artistic factors/attitude to the work). Second, the storytelling-centered arts educational activities based on the famous painting appreciation generally improved young children's creativities in all sub-areas(originality/fluency/flexibility/imagination).

• Journal of Agricultural Extension & Community Development
• /
• v.16 no.1
• /
• pp.125-152
• /
• 2009

The objective of this study, which applies the multiple-disciplinary approach to the developmental characteristics of children, is to study and develop a class model that can be applied to actual kindergarten classes in rural area. For this purpose, this study proposes teaching and learning methodologies for children based on English children's tales to help make the English education of children more effective and efficient. Based on the findings, the following suggestions should be considered for improving the English-education class model for kindergartners for rural areas: First, various activities based on the multiple-intelligence approach are important methods of children-oriented education advanced by the Sixth Children's Curriculum, helping children grow their independence and creativity. Second, various activities developed by this study on the basis of the multiple-intelligence approach to promote children's reading, listening, speaking, and writing abilities helped children improve their linguistic capacities, improve creativity, and remain motivated, which was reinforced by the differences found between the test group and the control group.

• Korean Journal of Human Ecology
• /
• v.23 no.4
• /
• pp.613-631
• /
• 2014

Personality education activities based on the roots of empathy program were designed and practiced in this study to investigate their effects on young children's empathic ability and emotional intelligence. The subjects of this research were 60 five years old of 2 classes in 'W' kindergarten in 'I' city, Jeonra Buk province. We randomly assigned 30 children of one class to the experimental group and 30 children of the other class to the controlled group. The personality education activities based on the roots of empathy program was by the researcher. The results of this study are summarized as follows. First, the personality education activities based on the roots of empathy program improved children's empathic ability. And that effects are shown in all sub-areas of empathic ability(sorrow/burden/joy/fear). Second, the personality education activities based on the roots of empathy program improved children's emotional intelligence. And that effects are shown in all sub-areas of emotional intelligence(recognition and expression of emotion/promotion of thinking by emotion/application of emotional knowledge/emotional reflective control).

• Korean Journal of Childcare and Education
• /
• v.13 no.6
• /
• pp.69-86
• /
• 2017

Objective: This study was conducted to investigate the effects of small-group arithmetic word problem activities with concrete materials on 5 year old children's mathematical ability and attitude. Methods: A total of 34 five-year-old children (control group 16 children, experimental group18 children) attending two kindergartens in P city participated in this study. Fifteen small-group arithmetic word problem activities with concrete materials were conducted in the classroom of the experimental group twice a week for eight weeks. Before and after the activities, all the participants individually took a basic arithmetic test, mathematical word problem solving test, and mathematical attitudes test. Results: First, we observed that the children in the experimental group achieved significantly higher scores on the mathematical ability tests, including the basic arithmetic test and mathematical word problems solving test when compared to the children in the control group. Second, we also found that children in the experimental group showed higher improvement in the mathematical attitudes test than their counterparts. Conclusion/Implications: The results of this study suggest that small-group arithmetic word problem activities with concrete materials are effective in improving children's mathematical ability and attitudes.

• Journal of the Korean Home Economics Association
• /
• v.42 no.8
• /
• pp.33-48
• /
• 2004

This study investigated the quality of after-school programs focused on artistic-physical activities, children's emotional regulation and social competence. The subjects were 224 elementary school children (1st through 6th grades) and 41 teachers. The measures were questionnaire(after-school activities), Assessment Profile for Early Childhood Programs(school-age), the Emotional Regulation Scale. and the Social Competency Scale. The data were analyzed by Cronbach's a, frequency, percentile, mean, and t-test. The results indicated that emotional regulation and, social competence were significantly different according to the quality of after-school programs： Children in a higher group of curriculum quality and interaction with teacher had better emotional regulation than did children in a lower group. Children in a higher group of curriculum quality and scheduling had better social competence(leadership and competence) than did children in a lower group.