• Korean Journal of Childcare and Education
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• v.16 no.3
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• pp.79-98
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• 2020

Objective: The purpose of this study was to examine children's disclosure to parents in different domains of their daily activities. Methods: The participants were 340 children(100 kindergarteners, 120 3rd graders and 120 6th graders in elementary school) and their mothers in Seoul and Gangwon-do, Korea. The data was analyzed with one-way ANOVA, paired t-test, and MANOVA. Results: First, 3rd graders and 6th graders experienced more daily activities than kindergarteners in most domains. Second, 3rd graders disclosed more than kindergarteners and 6th graders in most domains. The response of mothers with 3rd graders was most similar to their children's response about children's disclosure to parents. Third, the reasons for nondisclosure of children were different according to domains. The reasons for nondisclosure of children that mothers perceived were different from those of their children, especially in the school(institute)-related domain. Conclusion/Implications: The results of this study indicated that the aspects of children's disclosure to parents were different according to domains of their daily activities based on developmental stages. Mothers perceived their children's disclosure differently compared to their children. The results suggest that it is necessary to approach children's disclosure to parents based on domains of daily activities and developmental stages.

• Journal of People, Plants, and Environment
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• v.24 no.1
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• pp.75-84
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• 2021

Background and objective: This study was conducted to examine the effects of the theme-based garden book (photo book) making integration program on social skills and self-determination of college students with developmental disabilities. Methods: We analyzed the changes in social skills and self-determination of college students with developmental disabilities. The first step was defining the theme-based garden book (photo book) making integration program, which was done by focus group interviews (FGI) comprised of specialists in the industry and academia. The second step was carrying out 8 sessions of the program. The third step was examining the effects of the program on social skills and self-determination of college students with developmental disabilities. The participants of this study were 36 college students with developmental disabilities attending N University, and 17 students were in the experiment group and the other 19 in the control group. Results: The control group showed no statistically significant changes in the three sub-domains of social skills, while the experimental group showed statistically significant differences across all three sub-domains, such as cooperation(P < .05), assertion(P < .05), and self-control(P < .05). The experimental group, that participated in the program showed statistically significant differences across all four sub-domains of self-determination skills, such as behavior (P < .05), cognition(P < .05), school support(P < .05) and home support(P < .05). This proved that the theme-based garden book (photo book) making program contributed to bringing positive effects to self-determination and social skills. Conclusion: These results suggest that the theme-based garden book (photo book) making integration program could improve self-determination and social skills of college students with developmental disabilities. These positive changes are related to the high level of interest in theme-based garden design programs among college students with developmental disabilities, and thus these programs can be used effectively to improve social adjustment.

• Korean Journal of Child Studies
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• v.26 no.6
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• pp.73-88
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• 2005

This study aimed to develop a reliable and valid developmental test for toddlers and preschoolers. A trial form of the test with 230 items in 5 domains(cognitive, physical, language, social, and self-help) was constructed and administered to 200 children from 2 to 5-year-olds. Item analysis indicated that most items selected in cognitive, physical, and indicated domain were acceptable in terms of item response rate and item discrimination. However, some items in social and self-help domain did not show clear age trends in item response, but mostly were adequate in item discrimination. Based on item analysis, 112 items were selected for the final form : 24 items each for the cognitive, physical, and language domain; 20 items each for the social and self-help domain. Reliability indicated by internal consistency coefficients(KR-20) were high in all domains. Validity of the test was supported by inter-correlations among 5 domains(.61 to .93), and significant age differences in domain scores.

• Journal of Integrative Natural Science
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• v.17 no.1
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• pp.31-41
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• 2024

Calcium ions play an important role in development and intracellular signaling. Dictyostelium discoideum has 14 genes encoding calcium -binding proteins (CBPs), but the function of most CBPs during development has not yet been studied. In this study, we investigated the specific functions of CBP7, one of 14 CBPs, in development using RNA interference cell lines of CBP7, cell lines overexpressing CBP7, cell lines with point mutations in the EF-hand domain, and cell lines expressing fragment proteins. was intended to reveal. CBP7 consists of 169 amino acids and contains 4EF-hand domains. The CBP7-overexpressing cells showed complete loss of developmental process. These cells remained in the single-cell growth stage under development -inducing conditions, while wild-type cells formed aggregations within 6-8h of development and eventually formed fruiting bodies. The experiments using point-mutated CBP7 protein showed that all EF-hand domains of CBP7 were important for CBP7 to function during developmental process. These results suggest that CBP7 plays an important role in developmental processes across all EF-hand domains.

• Human Ecology Research
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• v.52 no.2
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• pp.189-198
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• 2014

The purpose of this study was to examine the effects of the We Start center visiting intervention program on the positive changes in the developmental areas and literacy interests of young children from low-income families. The subjects were 195 young children (109 in the experimental group, M=71.7 months; 86 in the control group, M=73.3 months) living in We Start areas (Ansan, Gwangmyeong, and Suwon cities) of Gyeonggi-do. The We Start center visiting intervention programs were conducted for 30-34 weeks in each city, and pre-tests and post-tests were conducted before and after the intervention programs. The instruments used were the developmental checklist and the literacy interests test The developmental checklist consisted of 7 domains (personality & sociality; language, reading, & writing; scientific thinking; mathematical thinking; arts; social learning; and physical development). The literacy interests test consisted of 2 factors (interest in literacy and interaction during activity). The scores on the developmental checklist showed positive changes in several domains (personality & social development; language, reading, & writing ability; scientific thinking; and social learning), but not in mathematical thinking, arts, and physical development. Second, the results of the literacy interests test showed positive effects on interaction during activity and the total score. In conclusion, the We Start center visiting program for young children from low-income families is an effective early intervention program to end the intergenerational transference of poverty in Korea.

• Journal of the Korean Society of School Health
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• v.10 no.2
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• pp.137-156
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• 1997

Most education materials on sexuality developed in the past 10 years have not been thoroughly evaluated. This study provides results from a content analysis of 5 education materials for primary, middle and high school student. The results of this study were as follows: The Analysis Framework was developed to measure content in the education materials. It was organized into six domains. They are "Human Development", "Relationship", "Personal Skills", "Sexual Behavior", "Sexual Health", "Society and Culture". Each was associated topics and age appropriate developmental guides. The standard for analysis was the developmental guide suggested by the analysis framework. Each education material was assessed for developemtal guidance and its appropriateness for primary, middle and high school students. The total number of "being" responses to each developmental guidance equaled the score the material earned. These scores then were judged as to how well each education materials was comprehensive. 3 of 5 education materials were addressed as less than half the developmental guidline. Certain education materials were less comprehensive than others. I want to know 'Sexuality' covered the fewest developmental guidliness (34.6%). Interstingly, certain domains received much more coverage across all education materials than others. Most education materials provided instruction concerning "Human Development" (62.6%), "Sexual Health" (61.0%). However, topics such as "Personal Skills" (16.2%), "Relationship" (44.1%), "Sexual Behavior" (46.8%), "Society and Culture" (48.6%) were rarely addressed. Three topic, "negotiation", "sexual fantasy", "sexual dysfunction", were never addressed by most of the materials. Because several of the education material contained gender and sexual orientation biases. Certain topics such as "sexual identity and orientation" and "Gender role" were not adequately addressed by most of the material. Unfortunately, the overall findings of this study revealed that most of the education materials were considered insufficient for students. Because this study focused on whether or not the education materials addressed the developmental guidlines, further research is recommended to evaluate and addressed each developmental guidline.

• Korean Journal of Child Studies
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• v.19 no.2
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• pp.133-146
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• 1998

This study was designed to assess the developmental sequence of children's understanding of social interaction and to test the effects of support conditions and behavioral domains on the understanding of social interaction. The subjects were one hundred 4- to 8-year-old children. The method was a doll play situation, composed of three different support conditions. Scalogram analysis was used to test the developmental sequence, and ANOVA and paired t-test were used to test the significance of differences in stages. The results of this study evidenced a sequential pattern in the 4- to 8-year-old children's understanding of social interaction. There were also significant differences between stages in the understanding of social interaction according to support conditions and behavioral domains. Higher levels of support produced higher stages of understanding and the understanding of positive social interactions were higher than those of negative social interactions at ages 4 and 5.

• Clinical and Experimental Pediatrics
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• v.63 no.11
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• pp.438-446
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• 2020

Background: Most developmental screening tools in Korea are adopted from foreign tests. To ensure efficient screening of infants and children in Korea, a nationwide screening tool with high reliability and validity is needed. Purpose: This study aimed to independently develop, standardize, and validate the Korean Developmental Screening Test for Infants and Children (K-DST) for screening infants and children for neurodevelopmental disorders in Korea. Methods: The standardization and validation conducted in 2012-2014 of 3,284 subjects (4-71 months of age) resulted in the first edition of the K-DST. The restandardization and revalidation performed in 2015-2016 of 3.06 million attendees of the National Health Screening Program for Infants and Children resulted in the revised K-DST. We analyzed inter-item consistency and test-retest reliability for the reliability analysis. Regarding the validation of K-DST, we examined the construct validity, sensitivity and specificity, receiver operating characteristic curve analysis, and a criterion-related validity analysis. Results: We ultimately selected 8 questions in 6 developmental domains. For most age groups and each domain, internal consistency was 0.73-0.93 and test-retest reliability was 0.77-0.88. The revised K-DST had high discriminatory ability with a sensitivity of 0.833 and specificity of 0.979. The test supported construct validity by distinguishing between normal and neurodevelopmentally delayed groups. The language and cognition domain of the revised K-DST was highly correlated with the K-Bayley Scales of Infant Development-II's Mental Age Quotient (r=0.766, 0.739), while the gross and fine motor domains were highly correlated with Motor Age Quotient (r=0.695, 0.668), respectively. The Verbal Intelligence Quotient of Korean Wechsler Preschool and Primary Scales of Intelligence was highly correlated with the K-DST cognition and language domains (r=0.701, 0.770), as was the performance intelligence quotient with the fine motor domain (r=0.700). Conclusion: The K-DST is reliable and valid, suggesting its good potential as an effective screening tool for infants and children with neurodevelopmental disorders in Korea.

• Journal of the Korean Association of Oral and Maxillofacial Surgeons
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• v.28 no.1
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• pp.31-41
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• 2002

Proline-rich proteins (PRPs) are major components of human saliva. In order to know the biological roles of PRPs, we explored the expression pattern and functional protein structures of PRPs by the immunohistochemical and various molecular biological methods. Polyclonal antibody against human gPRP was generated from rabbit by the injection of oral exfoliated cells specially treated by urea and SDS buffer. The PRPs began to be expressed both in the acinar cells and ductal cells from the EIDS (Early Intermediate Developmental Stage) of fetal salivary glands and became intense in the salivary epithelium in the LDS (Late Developmental Stage) and adult salivary glands. The polyclonal antibody against the gPRP showed the cross-reactivity with aPRP and bPRP, these results were relevant to the high homology among subtypes of PRP. However, the simulated protein structures of PRPs showed the characteristic repetitive whorling domains except the N-terminal signal peptide. The whorling domains were also contained the multiple amino acids of glutamine and glycine, which may provide the receptor binding or cross-linking sites of PRPs.

• Proceedings of the Korea Contents Association Conference
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• 2016.05a
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• pp.391-392
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• 2016

In Japan, the children with problem behavior have been called the difficult children. However, the definitions of the difficult children in the medical, health, childcare and education are different. As a result, it is difficult to support for the needs of children. In addition, the difficult children have been influenced by the subjectivity of the teachers. IN-Child (Inclusive Needs Child) is defined by the result of this study. IN-Child means "Child in need of inclusive education by a team, including experts. It does not depend on intellectual and developmental delays due to physical, mental, home environment." We developed the IN-Child record that enables the educational diagnosis of IN-Child. IN-Child record was made to organize and analyze of the items by experts including 3 researchers and 2 teachers. As a result, it was classified into two domains of "cause" and "effect". The domain of "cause" is classified by two domains of "physical" and "mental". The domain of effect is classified by two domains of "daily living" and "learning".