• 아동학회지
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• 제16권1호
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• pp.167-181
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• 1995

The purpose of this study was to examine how the intervention of a literacy environment influences young children's literacy behavior in dramatic play. Four classrooms at S kindergarten and Y kindergarten in Seoul were randomly selected for this study. Each of the classrooms was designated as an experimental group: that is, experimental group A (38 children), experimental group B (34 children), experimental group C (35 children) and a Control group (40 children), respectively. Group C was provided with literacy materials, theme of dramatic play and teacher's intervention. Group B was provided with literacy materials and theme of dramatic play. Group A was provided with only literacy materials. It was found that the intervention of the literacy environment in dramatic play brought about an increase in children's total literacy behavior, increase in the frequency of children's reading behavior, and increase in the frequency and function of children's writing.

• 한국실내디자인학회논문집
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• 제23권5호
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• pp.183-191
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• 2014

Children stage is an important period the foundation of growth is accomplished. During the period, children are the most sensitive to environmental effects and experiences and interactions with surroundings can make lots of effects on their physical and cognitive development. Under the background of the above contents, a representative institution of the society, which is helpful to cultivate children's reading habit, will be children library. The purposes of this research are to analyze intensively reading room among the children library's spatial organization and compare/analyze cases of children library's reading room with the elements of interior environment. The methods of research are theory study and case study. Through the on-the-site visiting and shooting, interior environment design was investigated and then, it was arranged, analyzed and evaluated. Cases were analyzed by elements of interior environment design evaluation. As the result, comfort was the highest and variety was the lowest. Especially, Songpa children library showed various factors generally through the various designs. 7 evaluative elements of children library's reading room were mutually different, but there was a certain different in relation of them. Especially, variety and flexibility must be more strengthened. So, children can interests and joy in reading room various designs are requested by getting out of library's uniformed furniture and arrangement plan.

• 가정과삶의질연구
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• 제20권4호
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• pp.103-111
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• 2002

This study is to examine the relationship of HOME and personality with Preschool children's school readiness. The subjects were 138 children(4 to 6 year-old) and their mothers in Seoul, Gyunggi-do, and Chungnam. The instruments for this study were Cooperative Preschool Inventory(CPI), The Home Observation for Measurement of the Environment(HOME), and Children's Personality Test. The data were analyfed by Pearson's r, stepwise regression, ANOVA, Scheffe test for the post hoc test, and Cronbach a for the reliability in SPSS PC program. The major findings with the preschool children's school readiness were as follows. 1) That was significant correlations with HOME(language environment and encouragement of independence) and personality(sociability and familiarity). 2) That was explained significantly by sociability, encouragement of independence, language environment, and stimuli for development. 3) That was no sex-difference and was an increase by age. 4) There were significant differences in preschool children's school readiness, HOME, and personality by familial demographic variables.

• 한국주거학회논문집
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• 제5권1호
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• pp.29-45
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• 1994

The purpose of this study are to investigate the actual conditions of residing environment in children's room and it's utilization. Further, basic for the guidence and the effective preparation of children's room and children's residing environment in addition willbe produce through grasping the actual conditions of them.The subjects of this study were 214 5th grade elementary school children living in Taegu. The analysis of the data was done through SPSS pc programs.The major findings of this study can be summarized as follow;1. The greater part of children had their own room, and they had the desk, the book case and the clothes chest in their room. But the numbers of children with the bed were few in comparison to those. And a large number of children wanted to have the bed and the computer in their room.2. There were significant differences in the actual conditions of residing environcent in children’s room according to the independent variables. For example, the existence of children's room was variable according to farther's job(0.1% level).3. The case of having their own room in the period of the lower grades in elemtary school dccupied the highest percentage. A lage number of children passed away time mostly in the women'a guarters. In the cleaner of children's room, the case of doing themselves occupied the highest rate as 51 percent.4. There were significant differences in the actual conditions of utilization in children's room according to the independent variables. For example, the period of separation from their parents was variable according to mother's educational level(5%), father's job(0.1%)and the numbers of room(1%).

• 한국보육지원학회지
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• 제1권1호
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• pp.125-146
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• 2005

본 연구는 보육시설의 물리적인 환경 및 교사의 창의적인 역할수행과 유아창의성간의 관계에 대해 알아보고자 하였다. 연구의 목적을 달성하기 위해, 유아 182명을 대상으로 Torrance(1981)가 개발한 창의적 사고 검사인 TCAM(Thinking Creativity in Action and Movement)을 실시하여 창의성을 측정하였다. 또한 해당 어린이집 담임교사 28명을 대상으로 보육시설의 물리적 환경 및 교사의 창의적 역할수행에 관한 질문지 조사를 실시하였다. 그에 따른 연구의 결과는 다음과 같다. 첫째, 유아의 성별에 따른 유아의 창의성은 유의미한 차이가 없었으나, 유아의 연령에 따른 유아의 창의성은 창의성의 하위영역인 상상력에서 연령이 증가함에 따라 상상력이 유의미하게 높아지는 것으로 나타났다. 둘째, 물리적 환경의 질적 수준이 높을수록 유아의 창의성이 유의미하게 높아지는 것으로 나타났다. 셋째, 교사가 창의적인 역할을 유아에게 적극적으로 수행할수록 유아의 창의성은 유의미하게 높아지는 것으로 나타났다. 넷째, 보육시설의 물리적 환경 및 교사의 창의적 역할수행은 유아의 창의성과 유의미한 정적 상관이 있는 것으로 나타났다. 다섯째, 보육시설의 물리적 환경 및 교사의 창의적 역할수행은 유아의 창의성에 유의미한 영향을 미치는 것으로 나타났다. 따라서 보육시설의 물리적 환경의 질적 수준이 높고, 교사가 유아에게 창의적인 역할을 수행하기 위해 노력할수록 유아의 창의성이 더욱 성장하고 발달할 수 있음을 알 수 있다.

• 인간식물환경학회지
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• 제22권5호
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• pp.515-524
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• 2019

This study was conducted based on the fact that children in institutions for early childhood education located in cities lack the opportunity to experience nature. Therefore, urban parks are where it is possible to observe nature and natural environment, through which we examined the effects of nature activities on kindergarten children's curiosity and scientific problem-solving ability. The subjects of this study were 5-years old kindergarten children in attending public kindergartens in Cheonan and Asan and 42 children were randomly selected. The pretest and posttest were conducted on curiosity and scientific problem-solving ability before and after nature activities. The results showed that nature activities in urban parks had significant effects on improvement of kindergarten children's curiosity and scientific problem-solving ability (p <.05). Therefore, nature activities in urban parks had positive effects on preference for unknown and exploratory behavior, which are sub-factors of kindergarten children's curiosity. Nature activities also had positive effects on discovery and statement of the problem, creation and application of ideas, and conclusion to problem solving.

• 대한가정학회지
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• 제43권10호
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• pp.141-153
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• 2005

This study investigated the relationships among personal characteristics(sex, self-concepts, depression, fear, internal locus of control), home environment(physical and psychological environment, parenting style, attachment to mother), school environment(teacher support, peer victimization), and Korean-Chinese children's aggression in Yanji, China. Two hundred and two(90 boys and 112 girls) 6th graders rated themselves on a questionnaire. Correlation analysis, and multiple regression were conducted using SPSS Window vers. 12. Alienation to mother, and overt and relational victimization by peers were positively related, and communication with mother was negatively related to children's proactive aggression. Alienation to mother, and overt victimization by peers were positively related, and communication with mother, support by teacher were negatively related to children's reactive aggression. Alienation to mother, and overt and relational victimization by peers were positively related, and communication with mother and support by teacher were negatively related to children's relational aggression. The factor with the greatest contribution to explaining the aggression of Korean-Chinese in Yanbin was the alienation to mother.

• 대한가정학회지
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• 제48권1호
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• pp.15-26
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• 2010

The purpose of this study was to investigate the relationships between mothers' parenting efficacy and parenting behaviors, home environment, and preschool children's learning behaviors. The participants consisted of 244 preschool children and their mothers in Seoul and GyeongGi-Do. The children's teachers rated the learning behaviors of each child whose mother returned our questionnaire. The collected data were subjected to general descriptive statistical analysis, t-test, one-way ANOVA, and Pearson's productive correlation. Results showed that learning behaviors of preschool children were affected by their sex, age, and mother's education. In addition, there were negative relationships between mothers' parenting efficacy, parenting behaviors, and learning behaviors of preschool children.

• 아동학회지
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• 제6권1호
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• pp.75-92
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• 1985

The purpose of this study was to investigate the relationship between the psychological/physical home environment, and children's moral judgement and moral behaviors. The subjects for this study were a normal group of 58 children and a delinquent group of 54 children. The normal children were selected from elementary and middle schools in Taegu city, and the delinquent children were from two juvenile prisons in the Taegu area. Children's moral judgement scores were measured by levels of moral judgement as conceptualized by Kohlberg. The major findings of this study were that: 1) There were significant differences between the normal and delinquent groups on democratic conduct, permissive attitude, degree of intimacy between parent and child, and materialism orientation. 2) There were significant differences between the normal and delinquent group on life or death of real parent, living with parents, separation, bereavement or divorce, mother's age, father's educational level, and father's occupational level. 3) There were significant differences between the normal and delinquent group on children's moral judgement scales. 4) Father's educational level was the best index for predicting psychological and physical home environment variables and differences between normal and delinquent children on level of moral judgement.

• 대한가정학회지
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• 제34권3호
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• pp.305-325
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• 1996

This study was designed to compare mothers' beliefs of literacy development and home literacy environment and to explore how the children interacted with their mother during literacy activities and how they used the strategies to develop knowledge of literacy. The qualitative data was collected from multiple sources of naturalistic information and analyzed through triangulation of diverse methods including participant observations in the home, parental during literacy events, written logs kept by the mothers, the children's writing products, three emergent assessment forms, and photographs. The three preschoolers and their mothers provided different literacy experiences to support their children's emerging conventional literacy development. Child 1's mother highly valued the rich home literacy environment and the child 1's initiative interactions during literacy events. Child 3's home literacy context was very similar to her Montessori classroom's phonic approach and writing skills. Child 2 was provided with an inappropriate literacy environment at home through direct instruction and an emphasis on correct writing. All of the children were interested and attended to story. Child 1 interacted with her mother in expanded cycles as child's initiation, mother's clarification, and child's evaluation, compared with the child 2's simple cycle and the child 3's classroom-like cycle as mother's initiation, child's response, and mother's evaluation. The children and their mothers employed a number of diverse strategies to understand knowledge of literacy. Importantly parent education needs to emphasize the importance of playful one to one mother-child interaction, a functional holistic literacy environment., and strategies for expanding child's knowledge with parent as mediator.