• 음성과학
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• 제14권3호
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• pp.147-160
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• 2007

This study was aimed to evaluate effect of parents-centered speech intervention program on overall speech and language performances of children with cochlear implant. Ten pairs of mother and child were selected and assigned into two groups: intervention group(G1) and control group(G2). G1 included 5 children with cochlear implant and their mothers who joined the parents-centered program. G2 consisted of 5 children with cochlear implant and their mothers did not participate in the program. To evaluate their speech and language abilities, examination instruments(Preschool Language Scale, and Language Comprehension and Cognition Test) were analyzed. Performances of pre- and post-treatment were analysed by ANOVA procedure. The results were as follows: There were significant differences of speech and language performances between pre- and post-treatment in G1. But there were no significant differences in G2(therapists centered program). G1 showed better performances in language comprehension than G2. This study revealed that parents centered language intervention program would be effective for speech and language development for children with cochlear implant.

• 아동학회지
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• 제25권3호
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• pp.1-14
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• 2004

This study focused on the development and application of learning cycle model for promoting children's creativity and problem solving ability. The learning cycle approach consists of four phases : awareness, exploration, investigation, and concept application. The program consists of 20 scientific activities. A total of 70 children participated the 10 week program to examine the effectiveness of this model. The experimental design included a pretest, treatment, and posttest. Results showed that the experimental group children scored significantly higher on the creativity and problem solving tests in the posttest than the control group children.

• 대한가정학회지
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• 제47권5호
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• pp.49-57
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• 2009

The purpose of this study was to investigate the correlation between self-report, peer nomination, and teacherreport of peer group rejection among preschool children. Moreover, we examined the influence of self-concept, language skills, social behaviors, and hyperactivity on peer group rejection. The participants were 297 4 and 5 year children recruited from preschools and day care centers. Teacher completed children’s social behaviors and children were interviewed to assess their self-concept and language skills. The results indicated that teacher-report was significantly correlated with self-report and peer nomination. According to informants, the associations between peer rejection and children's characteristics were different.

• 한국치위생학회지
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• 제5권2호
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• pp.147-157
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• 2005

The purpose of this study was to assess how mothers' oral health cognition influence on dental caries status of their children. The 194 children and their mothers were selected for this study. The children were 5, 6, 7 years old in the three day care centers in Ulsan, Korea. Date were collected by oral examination on children and self-administrated questionnaire on their mothers. The questionnaire was surveyed mothers' cognition of oral health and their socio-demographic characteristics. The findings of this study were summarized as follows: 1. The higher mother's income, the lower infant's dental caries, there was significant relation. 2. There were no significant relationship between dental caries preventive cogniton, infant's preventive treatment, between-meals intake and infant's dental caries. 3. There was significant relationship between morther's toothbrushing frequency and infant's dental caries.

• 한국유기농업학회지
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• 제19권spc호
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• pp.63-66
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• 2011

An Intergenerational Horticultural Program in a rural community in Korea was tried out to enhance social interaction between elderly citizens and children, to promote the positive self-esteem of the elderly in a rural community, to change the attitude of children towards the elderly, and to create a rural community full of vitality. The clients were 20 elderly (60-80 years old) and 40 preschool children (6-7 years old). The activities in this program included seed of hope, round autumn garden, dish garden, in the vegetable patch, flower decoration for the Chuseok Festival, rainbow flower basket, heart card, fragrance of love, and a kimchi party. The results were a decrease in depression among the elderly from 44.0% to 33.7%. General satisfaction among the elderly was 100%. The desire to rejoin among the elderly was 100%. General satisfaction among the children was 100%. The desire to rejoin among the children was 93.5%.

• Child Health Nursing Research
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• 제30권2호
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• pp.129-141
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• 2024

Purpose: The study investigated the relationships between key variables, including the level of parenting knowledge, acculturative stress, depression, and the strengths and difficulties associated with their children's emotions and behavior, among North Korean refugee mothers who faced the challenging task of adapting to Korean society while raising their children. Methods: A descriptive study design was used. Data were collected from 130 North Korean refugee mothers between September and November 2023. Results: The participants had very limited parenting knowledge, and 82.3% of them scored 21 or higher on the depression scale used in community epidemiological studies. Higher levels of parenting knowledge and lower levels of depression were associated with lower levels of acculturative stress. Moreover, higher levels of depression were associated with more emotional and behavioral difficulties in children. Maternal depression, age, and employment status were identified as factors that influenced emotional and behavioral problems in preschool-aged children. Conclusion: These findings underscore the importance of providing parent education and mental health support programs for North Korean refugee families in order to improve parents' parenting skills and emotional well-being.

• 대한지역사회영양학회지
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• 제28권6호
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• pp.509-522
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• 2023

Objectives: This study is intended to develop a curriculum for kindergarten food and nutrition education aimed at preschool children, reflecting government policy and meeting the demands of preschool settings. Methods: Existing educational materials were analyzed, and key elements of the 2019 Revised Nuri Curriculum ("Nuri Curriculum") and Guidelines for Nutrition and Food Education in Kindergartens, Elementary, Middle, and High Schools ("Guidelines") were examined as foundational information for developing the curriculum for food and nutrition education. Results: Basing ourselves on the five domains of the Nuri Curriculum, "Physical Activity and Health," "Communication," "Social Relationships," "Art Experience," and "Natural Science Inquiry," we integrated three areas from the Guidelines, namely "Dietary Habits and Health," "Dietary Habits and Safety," and "Dietary Habits and Culture," to structure the curriculum for kindergarten food and nutrition education. Three specific domains, "Nutrition and Health," "Food and Culture," and "Safe Dietary Practices," were tailored for preschool children, each comprising core concepts, content elements, and educational materials. In the "Nutrition and Health" domain, core concepts such as "nutrition" were addressed through content elements such as "balanced eating" and "vegetables and fruit," while "health" included elements such as "eating regularly" and "nutrients for disease prevention," each with two educational content components. The "Food and Culture" domain focused on "food" with content on "local foods (vegetable-garden experience)" and "food culture" with content on "our dining table (rice and side dishes)," "our agricultural products," "global cuisine (multiculture)," and "considerate dietary practices," each with four educational content components. The "Safe Dietary Practices" domain included core concepts such as "hygiene" with content on "hand-washing habits" and "food poisoning management," and "safety" with content on "food labeling." Conclusions: The systematized curriculum for kindergarten food and nutrition education aligns with the Nuri Curriculum and is interconnected with the Guidelines. This curriculum can be used as foundational material for developing educational resources tailored to the characteristics of preschoolers, contributing to effective implementation in early childhood education.

• 대한지역사회영양학회:학술대회논문집
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• 대한지역사회영양학회 2005년도 춘계학술대회
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• pp.112-112
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• 2005

• 대한지역사회영양학회:학술대회논문집
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• 대한지역사회영양학회 2005년도 10th Anniversary International Symposium
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• pp.98-98
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• 2005

• 한국대기환경학회:학술대회논문집
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• 한국대기환경학회 2008년도 추계학술대회 논문집
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• pp.222-223
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• 2008