• 한국건축시공학회지
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• 제13권3호
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• pp.227-234
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• 2013

본 연구에서는 3종 조강시멘트에 비해 경제성을 개선하고, 1종 보통포틀랜드시멘트에 비해 조강성능을 개선한 조기강도 개선형 시멘트를 사용한 조강콘크리트의 양생온도 및 물시멘트비에 따른 굳지 않은 콘크리트 특성 및 조기강도 발현 특성을 검토함으로써, 이를 활용한 조강콘크리트의 실용화를 위한 기초자료를 제시하고자 하였다.

• 한국보육지원학회지
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• 제17권6호
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• pp.53-72
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• 2021

Objective: This study aimed to reveal early childhood teachers' perceptions of teacher competency for ESD using concept mapping and demonstrating its importance. Methods: 16 early childhood teachers in charge of 3-5 year olds conducted statement writing, and then the importance of selected statements were rated by 160 early childhood teachers in charge of 3-5 year olds. Selected statements were analyzed through multidimensional scaling and hierarchical cluster analysis. Results: Early childhood teachers perceived teacher competency for ESD in early childhood as concept mapping with two-dimensions and six clusters. The following six clusters were established (1) ethics for sustainable development, (2) willingness to participate in ESD, (3) development and operation of a sustainable development curriculum, (4) recognition and practice of environmental issues, (5) realization of value for sustainable development, and (6) practical thinking for ESD. And then among the six clusters, the most important cluster was recognized as 'ethics for sustainable development', and among the statements 'having an open mind to understand multiculturalism and the disabled' was considered relatively important Conclusion/Implications: Based on these results, we discussed the importance of teacher competency for ESD in early childhood, development of teacher competency scale, and preparation of a teacher education plans for each competency.

• 수산해양교육연구
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• 제24권1호
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• pp.56-78
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• 2012

This study which is an alternative exploration for improving the quality level of instruction considering the perception of the teachers in early childhood education field on instructional design is to develop Differentiated Instructional Design Model coincides with the purpose of differentiated instruction curricula and with instructional design principles, and to find out whether the model has significant effect on development of teacher's professionalism. With these purposes, the perception of 343 teachers from early childhood education institutions are investigated, and after component variables are set by drawing the instructional design model available in early childhood education field and reviewing the literature of differentiated instruction model, the Differentiated Instructional design Model for Early Childhood are developed based on FGI(Focus Group Interview) expert evaluation. The experimental study of 88 teachers working in childcare facilities was implemented for effectiveness verification. As a result, first, most teachers consider the priority on making the lesson plans as the development of early childhood and Kindergarten Educational Subjects, and they realize the development of instructional design model which contributes on lesson planning and implementation is much needed. Second, the Differentiated Instructional design Model for Early Childhood are developed, which consists of the cyclic process - pre-lesson phase, lesson implementation phase, and assessment phase -based on development characteristics of early childhood. Third, the experiment of the developed model showed that the scores of experimental group is significantly higher than those of comparative group in knowledge and technique development aspect, and self-understanding development aspect among the aspects of development of teacher's professionalism.

• 한국생활과학회지
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• 제21권1호
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• pp.71-82
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• 2012

The purpose of this study is to examine perceptive change in attitude toward infancy and early childhood among university students' who were exposed to a human development lecture on infancy and early childhood. This study aims to investigate the significance of education in shaping attitudes related to child development and the importance of infancy and early childhood as developmental stages. This study also seeks to provide basic data for expanding and systematizing relevant educational programs. Fifteen university students who attended a lecture on human development were divided into four groups with three groups containing 4 members and one group containing 3 members. The following results were obtained: 1) Before attending the lecture on human development, students perceived infancy as a period dominated by feelings of helpless, indifference, and a general lack of knowledge or ability to interact with their environment; 2) Before attending the lecture on human development, students perceived early childhood as an initial period of transition that can potentially influence one's future; 3) After attending the lecture, students were better able to rationalize the developmental importance of infancy and early childhood. 4) After attending the lecture, students displayed broader understanding of the importance of early childhood on human development. This study also discusses the necessity for continuous and systematic provision of programs to help adults develop a positive perception of infancy and early childhood as a developmental process related to parenting skills.

• Journal of Preventive Medicine and Public Health
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• 제54권6호
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• pp.451-460
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• 2021

Objectives: This study aimed to determine the associations between parental depression and early childhood development among children aged 36 months to 59 months in Indonesia. Methods: From Indonesia's Basic Health Survey (RISKESDAS) 2018, this study included 6433 children aged 36 months to 59 months and their parents. Maternal and paternal depression was examined using the Mini International Neuropsychiatric Interview survey instrument, which was previously translated into Indonesian. The study also used the Early Child Development Index to measure child development and its 4 domains (cognitive, physical, socio-emotional, and learning). Multivariate logistic regression analysis was performed to determine the association between parental depression and early childhood development. Results: Overall, 10.3% of children aged 36 months to 59 months were off-track for development. After adjusting for biological, parental, and social characteristics, children born to parents with depression were found to be 4.72 times more likely to be off-track for development (95% confidence interval, 1.83 to 12.15). Conclusions: Children of depressed parents were more likely to be off-track for development. The findings highlight the need for early diagnosis and timely intervention for parental depression to promote early childhood development.

• International Journal of Advanced Culture Technology
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• 제11권4호
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• pp.163-168
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• 2023

The purpose of the study was to examine the mediating effect of early childhood teachers' professional development in the relationship between intrapersonal intelligence and teacher-child interactions. We conducted a cross-sectional study with 324 early childhood teachers working at kindergartens and child-care centers in South Korea. The empirical data using survey questionnaires were collected by administering the Adult Introspective Intelligence Scale, the Professional Development Scale for Early Childhood Teachers, and the Teacher-child Interactions Scale. SPSS and Hayes' PROCESS macro weres utilized. The results showed the statistically positive correlations between the major variable and the mediating effect of early childhood teachers' professional development in the relationship between intrapersonal intelligence and teacher-child interactions.

• 아동학회지
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• 제32권5호
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• pp.151-165
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• 2011

The purpose of this study was to examine the relationship between the information literacy of preschoolers and their developmental trends. The subjects in this study were 122 preschoolers. After taking tests in information literacy and early childhood development, the collected data was analyzed. The findings of the study were as follows : First, there were gaps among the preschoolers in the level of early childhood development according to the relative levels of their information literacy. When a post-hoc analysis was carried out to investigate intergroup differences in detail, there were statistically significant gaps between the preschoolers with excellent information literacy and those with intermediate-or poor information literacy, and between the preschoolers with intermediate information literacy and those with poor information literacy. Second, the differences in terms of the levels of information literacy and the impact these differences made to their body, cognition, language, sociability and emotions which comprise the five subfactors of the early childhood development inventory were checked after the mutual influence of the five subfactors was controlled. As a result, statistically significant gaps were apparent in all the subfactors of early childhood development according to relative levels of information literacy. The preschoolers who had a better level of information literacy exhibited a statistically significantly better level of development in every subfactor.

• Clinical and Experimental Reproductive Medicine
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• 제48권4호
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• pp.362-367
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• 2021

Objective: The impact of early mechanical removal of cumulus cells on fertilization and embryonic development is not yet precisely known. This study aimed to investigate the effects of early and late cumulus cell removal on fertilization, polyspermy, embryonic development potential, blastocyst development, and clinical outcomes. Methods: A prospective study was conducted of patients who underwent in vitro fertilization between September 2019 and October 2020. Sibling oocytes were randomly allocated after insemination to early cumulus cell removal at 6 hours (group I) and late cumulus cell removal at 16-18 hours (group II). If total fertilization failure (TFF) was determined to have occurred at early cumulus cell removal, rescue intracytoplasmic sperm injection (ICSI) was performed. Fertilization, embryonic development, and pregnancy outcomes were compared. Results: A total of 912 oocytes were assigned to group I (458 oocytes) and group II (454 oocytes). Fertilization, polyspermy, embryo quality, and pregnancy outcomes were not significantly different between both groups. Rescue ICSI enabled fertilization of 79.2% of the TFF oocytes. Conclusion: Early cumulus cell removal at 6 hours had no significant difference in fertilization, polyspermy, embryo development, or obstetric and perinatal outcomes compared to late removal. Early cumulus cell removal combined with early rescue ICSI may have the potential to help couples with TFF.

• Archives of Pharmacal Research
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• 제27권1호
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• pp.86-93
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• 2004

Nitric oxide (NO) has emerged as an important intracellular and intercellular messenger, controlling many physiological processes and participating in the fertilization process via the autocrine and paracrine mechanisms. This study investigated whether nitric oxide synthase (NOS) inhibitior (L-NAME) and L-arginine could regulate in vitro fertilization and early embryonic development in mice. Mouse epididymal spermatozoa, oocytes, and embryos were incubated in mediums of variable conditions with and without L-NAME or L-arginine (0.5, 1, 5 and 10mM). Fertilization rate and early embryonic development were significantly inhibited by treating sperms or oocytes with L-NAME (93.8% vs 66.3%,92.1% vs 60.3%), but not with L-arginine. In contrast, fertilization rate and early embryonic development were conspicuously reduced when L-NAME or L-arginine was added to the culture media for embryos. Early embryonic development was inhibited by microinjection of L-NAME into the fertilized embryosin a dose-dependent manner, but only by high concentrations of L-arginine. These results suggest that a moderate amount of NO production is essential for fertilization and early embryo development in mice.

• 아동학회지
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• 제21권3호
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• pp.41-51
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• 2000

This study discusses the interpretation and application of a post modern perspective to child development knowledge and early childhood teacher education. The survey of literature focused on the post modern approach to child development knowledge and early childhood teacher education, research in the reassessment of child development knowledge as it is challenged by the post modern perspective, and deconstruction of both child development knowledge and early childhood teacher education. It was concluded that child development knowledge is necessary but insufficient to early childhood teacher education. In the post modern perspective, the movement toward fostering "reflective practitioners" and basic knowledge base is more significant. Therefore, the responsibility of academics is to walk the fine line between presenting a formal knowledge base so that students gain assumption to guide their thinking and practice, critiquing both theory and derived practices.