• Korean Journal of Child Studies
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• v.27 no.4
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• pp.147-163
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• 2006

The purpose of this study was to investigate whether there are any differences among kindergarten teachers', primary school teachers', and children's mothers's perceptions-belief, knowledge, practice-about the educational articulation between kindergarten and primary school. The results of this study were as follows; First, there were differences among kindergarten teachers, primary school teachers, and mothers about the belief of articulation content. Second, in the knowledge of educational articulation, kindergarten teachers's understandings of the counterpart's curriculum were higher than that of primary school teachers's. Third, in the practice of educational articulation, kindergarten teachers and mothers were focused language and mathematics learning for educational articulation. But primary school teachers were focused school adjustment.

• Korean Journal of Comparative Education
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• v.28 no.3
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• pp.333-354
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• 2018

The study aimed to compare and analyze Nuri curriculum and contents for mathematics in Korea and the Common Core State Standards(CCSS) and New Jersey Preschool Standards for mathematics in the United States. With the results as basis, this study intended to provide suggestions and directions for improving Nuri curriculum of mathematics for young children. For the goal of this study, educational goals, categories of contents, and specific contents were reviewed. First, results of this study indicated that Nuri curriculum for mathematics provides comprehensive educational goals that promote problem-solving ability in everyday contexts with composing mathematical knowledge. On the contrary, CCSS and Preschool Standards provide specific educational goals that focus on children's mathematical skills and concepts. Second, the contents of both countries' curriculum concentrate on 'counting and cardinality', 'measurement', and 'spatial and geometric sense.' There are 5 categories of CCSS, 4 categories of Preschool Standards based on CCSS and one category of Nuri curriculum for mathematics. Third, there are the differences between the two countries' curriculum in continuity from kindergarten to first grade and description method for curriculum.

• Asian Pacific Journal of Cancer Prevention
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• v.15 no.6
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• pp.2847-2850
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• 2014

Background: Retinoblastoma is a rare malignant intraocular neoplasm. About 90% of cases feature a germline mutation in the RB1 gene and these will develop retinoblastoma during their early childhood. An association between mutations in germline cells and aging has been demonstrated. This suggests a higher incidence of childhood cancer including retinoblastoma among children of older parents. Materials and Methods: In the present study we aimed to determine the association of paternal and maternal age with an increased risk of retinoblastoma in a case-control study in Iranian population. The study was carried out on 240 persons who were born during 1984-2012 in Mahak and Mofid hospitals in Tehran, Iran. The statistical analysis included studying the mean age of parents and in order to know whether parental age of patients is different from parental age of control group, (t-test) compare averages test is used perfectly. By binary logistic regression, odds ratios (ORs) and 95% confidence intervals (CIs) were calculated. Results: The results of statistical analysis including the study of mean parental age by the use of (t-test) compare averages test showed a significant difference between parental ages of patients and controls. Logistic regression showed that coefficients were significant for maternal but not paternal age. Conclusions: Our findings indicate that advanced maternal age can increase the risk of retinoblastoma in offspring, but the paternal age has no significant effect.

• Journal of the Korean Home Economics Association
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• v.46 no.9
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• pp.125-135
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• 2008

The purpose of this study was to examine the effects of young children's age and information processing style in understanding spatial coordinates. For sampling the subjects of this study, Korean version K-ABC Intelligence Test(Moon, Soo-Back, 1997)was conducted with 165 children aged 5-6 who were attending I and G kindergarten in D city. From this pool 30 children who possessed sequential processing style and 30 children who possessed simultaneous processing style were sampled. In order to analyze the understanding of spatial coordinates, a test tool was formulated according to methodology of Blades & Spencer(1989) which was modified. Acquired data was subjected to descriptive and comparative statistical analysis. The following conclusions were arrived at: Firstly, there was significant difference between 5-year-olds and 6-year-olds in understanding spatial coordinates. The 6-year-old group got statistically higher grades than the 5-year-old group in locating a point on the coordinate plane and reading the coordinate numbers. Secondly, there was significant difference between children's information processing style in understanding spatial coordinate. Children with high simultaneous-low sequential processing showed higher performance in locating a point on the coordinate plane and reading coordinate numbers than children with high sequential-low simultaneous processing. Thirdly, after verifying statistical significance of interactivity between young children's age and children's processing strength, there was significant interactive effects in both tasks.

• STI Policy Review
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• v.1 no.2
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• pp.1-18
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• 2010

The development and maintenance of human capacity in economies is critical to long term competitiveness, but also for the overall health and environment of regions. Yet, human science and technology-based capacity is multidimensional and has interrelated characteristics which present certain policy challenges. This paper addresses a range of issues specific to a discussion on human capacity in S&T. First, the paper emphasizes the importance of acknowledging the complexity of human capacity issues and how they evolve along the STEM (science, technology, engineering, and mathematics) pipeline. The pipeline is an often used reference to describe the training and development in STEM disciplines, from early childhood education, to more advanced training, and finally to professional collaboration and interaction and serves as a useful organizing framework for the discussion of capacity along the career evolution process. Second, the paper offers an organizing framework for discussion of policy mechanisms that have been developed to address issues and gaps that occur along this STEM pipeline. Specifically, it contrasts the traditional mechanisms of building human capacity in STEM areas with newer "gap filling" and integrated approached to addressed human capacity disparities and priorities. Third, the paper addresses core challenges in human capacity in STEM, including the education and training, participation of women and underrepresented groups, brain drain/brain circulation issues, and the globalization of science. The paper concludes with a discussion of policy implication for the development of human capacity.

• Journal of Music and Human Behavior
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• v.7 no.1
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• pp.1-15
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• 2010

The purpose of this study is to inquire into the theoretical background of music therapy interventions for the improvement of mathematical concepts among young children with special needs. The researcher provides a basis of theoretical background about musical activities as an effective tool for young children to understand and promote their mathematical concepts, and the necessity of practical application in the field of mathematics education is suggested. Music, as a multi-sensory modality, has an ability to hold and maintain one's attention, and can be used as a memory aid and a powerful and effective motivator and reinforcer for young children. Therefore, musical activities can be used to facilitate mathematical concepts in the field of education for young children. Possible musical activities for promoting mathematical development are suggested, and the necessity for developing various musical activities is discussed.

• Communications for Statistical Applications and Methods
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• v.15 no.3
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• pp.465-481
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• 2008

Item response theory(IRT) estimates latent ability of a subject based on the property of item and item parameters using item characteristics curve(ICC) of each item case. The initial value and another problems occurs when we try to estimate item parameters of IRT(e.g. the maximum likelihood estimate). Thus, we propose the asymptotic approximation method(AAM) to solve the above mentioned problems. We notice that the proposed method can be thought as an alternative to estimate item parameters when we have small size of data or need to estimate items with local fluctuations. We developed 'Any Assess' and tested reliability of the system result by simulating a practical use possibility.

• Korean Journal of Childcare and Education
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• v.11 no.3
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• pp.129-148
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• 2015

The purpose of this study was to look into trends in research concerned with children's counting in Korea. A total of 59 studies on counting including journal articles, master's & doctoral theses were analyzed in terms of the period of time, content, and research methods. The results showed that 1) ${\frac{1}{3}}$ of the total studies on counting were published in 2001~2005, 2) the most frequent content was the developmental trend of young children's counting ability and then the relation between counting ability and various mathematical competence, 3) most of the studies targeted normal early childhood children from 3~5 years old and used the quantitative method. These results showed that the domestic research on counting have limits in the research topics, subjects, and methodology. The researcher presents three suggestions for further research. Frist, topics that are not enough revealed in the previous studies, for examples, counting backwards, counting by collections such as tens, fives, twos, and counting errors in young children need to be further studied. Second, counting behavior and ability of young children under 3 years olds need to be investigated. Third, there is a need to increase the studies using qualitative methods.

• Communications of Mathematical Education
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• v.24 no.1
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• pp.107-122
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• 2010

Mathematically gifted students' emotional changes during Mathematical Olympiad training camp were studied. The emotions of the gifted during the camp were fluctuated significantly by comparing their test scores with other camp attendants, while the morale was high at the beginning. The camp attendants were likely to overcome disappointment resulting from bad scores with putting more efforts on studying, which means their self-assessments for their mathematical talents are not affected by test results. From what characterizes the emotional changes of the gifted, we conclude as follows: First, they tend to be positive on grouping classes depending on the mathematical ability. Second, careful emotional supports and care were needed in ability grouping education. Third, it is important to let the gifted have more chances to communicate with other camp attendants. It is recommended to induce the gifted to put their focus on the learning goal. Fifth, the proper environment helps the gifted be indulged in studying mathematics.

• Korean Journal of Community Nutrition
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• v.27 no.5
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• pp.361-372
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• 2022

Objectives: The purpose of this study was to explore the effectiveness of the STEAM (Science, Technology, Engineering, Arts, and Mathematics) education program on the use of specific food groups in improving nutrition-related knowledge and attitude, dietary behavior, creative problem solving, and STEAM attitude. Methods: We selected two classes at a kindergarten in Jeollabuk-do, South Korea. A total of 44 kindergarteners from the two classrooms participated in this study. The experimental group and the control group were formed with 22 students each. The experimental group attended 11 STEAM classes on the use of the grain, fruit, and milk food groups. First, we performed the paired t-test to examine changes from pre-to-post classes for both groups. Then, we used ANCOVA to compare post-test scores between the experimental and control groups with the adjustment of pre-test scores. Results: The results demonstrate that the STEAM education program on the use of the food groups significantly improved (1) nutrition-related knowledge and attitude, and dietary behavior (P < 0.001), (2) creative problem solving (P < 0.001), and (3) STEAM attitude (P < 0.001) in the intervention group when compared with the control group. Conclusions: The STEAM education program on the use of food groups is effective in enhancing nutrition knowledge and attitude, dietary behavior, creative problem solving, and STEAM attitudes among kindergarten students.