• 대한영양사협회학술지
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• 제18권4호
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• pp.385-399
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• 2012

The purpose of this study was to compare the perception of nutritional education among school administrators, parents, and school nutrition teachers at an elementary school. Questionnaires were distributed to 450 subjects (150 school nutrition teachers, 150 school administrators, and 150 parents) from June 15 to June 30, 2009, and 309 (84 school nutrition teachers, 104 administrators, and 121 parents) were analyzed. The results of this study were as follows. First, school nutrition teachers' perceived level (4.54) of importance of nutritional education was significantly (P<0.001) higher compared to school administrators (4.10) and parents (3.97). Second, demand for revitalization of nutritional education as perceived by parents (3.23) was significantly (P<0.001) higher compared to school nutrition teachers (2.61) and school administrators (2.51). Third, parents' satisfaction level of elementary school nutritional education was 3.23, followed by those of school administrators (2.83) and school nutrition teachers (2.50). There were significant differences in terms of satisfaction of elementary school nutritional education between school administrators, parents, and school nutrition teachers (P<0.001). Fourth, school nutrition teachers' demand for revitalization of nutritional education was significantly (P<0.001) higher at 4.24 compared to both parents (3.76) and school administrators (3.46). Fifth, with regards to bolstering nutritional education in elementary schools, it was deemed necessary for each school to have a school nutrition teacher. In conclusion, perception of nutritional education varied among school administrators, parents, and school nutrition teachers. In conclusion, a communication network between school administrators, parents, and school nutrition teachers should be established for revitalization of nutritional education at elementary schools.

• 대한지역사회영양학회지
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• 제22권5호
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• pp.401-412
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• 2017

Objectives: The purpose of this study was to investigate the current status of parents' monitoring of school lunch programs and to examine the relationship of parents' school lunch monitoring with their level of trust in school lunch programs. Methods: During November 2016, a web survey was conducted with 1,283 parents who had participated in monitoring of school lunch programs. A total of 621 parents completed the questionnaires (48.4% response rate) and the responses from 442 parents were analyzed (34.5% analysis rate) for elementary (n=196) and middle/high school parents (n=246), respectively. Results: Both the elementary and middle/high school parents most wanted to participate in monitoring 1~2 times per month, which was less frequent than their current practice. They showed the highest experience rate in 'food sanitation' area in both the prior training and actual practice of school lunch monitoring. They most responded 'increasing trust in school lunch programs' as a merit and 'lack of parents participating in monitoring' as a problem of school lunch monitoring. The average levels of trust did not differ between elementary and middle/high school parents. Multiple regression analyses showed that elementary school parents' level of satisfaction in the monitored school lunch programs was positively associated with the parents' level of trust in general school lunch programs. Monitoring frequency and parents' age, in addition to level of satisfaction in the monitored school lunch program, were associated with level of trust in general school lunch programs among middle/high school parents. Conclusions: There was room for change in parents' school lunch monitoring programs to meet parents' needs better. Well-managed school lunch monitoring programs contributing to parents' satisfaction with school lunch programs could increase parents' level of trust in school lunch programs.

• International Journal of Contents
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• 제9권3호
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• pp.42-47
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• 2013

The purpose of the present study was to investigate the degree of awareness toward child abuse behaviors, causes of child abuse, and the necessity of the parent education for child abuse prevention in the parents of elementary school students. Four hundred fifty parents of elementary school students participated for this study. The results were as follows. First, the parents generally were aware of emotional abuse and physical abuse, but not aware of neglect. In the comparison, according to parental education level and family income, highly educated parents and high-income parents were more aware of both emotional abuse and neglect. Second, most of the parents agreed on the causes of child abuse presented in the survey except the cause of having an unexpected child. Third, most parents agreed on the necessity of parent education programs for child abuse prevention. The discussion for the results and strategies for child abuse prevention was provided.

• 아동학회지
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• 제30권6호
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• pp.473-488
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• 2009

This research studied occupational view and perceptions of career education for elementary school by elementary school teachers and parents. Questionnaires were administered to 113 teachers and 523 parents. Data were analyzed by ${\chi}^2$ and t-test. Results showed statistically significant differences in teachers' occupational view by sex, educational background, field experience in elementary school, and experience of inservice teacher education; statistically significant differences in parents' occupational view by sex and age; statistically significant differences between teachers and parents in occupational views; and statistically significant differences between teachers and parents in perceptions of career education. Occupations providing stable livelihood were preferred by parents, by male teachers, teachers with masters' degrees, and by teachers whose education had included inservice training.

• 한국초등과학교육학회지:초등과학교육
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• 제27권3호
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• pp.296-306
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• 2008

The purpose of this study was to analyze the attitudes toward science and support for scientific activities of the scientific gifted students' parents and the general students' parents in elementary school. The objects of the study were 99 scientific gifted students and their parents and 433 general elementary school students and their parents. The instruments for the measurement of attitudes toward science included three scales: cognition :About value of science, affection toward science and science learning, and cognitive participation in scientific activities. The instrument to measure parents' support for scientific activities included two scales: indirect support and direct support. The results of the study showed that the attitudes toward science of scientific gifted elementary students' parents were more positive than the attitudes toward science of general elementary students' parents. Also the gifted elementary students' parents supported many more scientific activities for their children with various methods than the general elementary students' parents. Their preferring support methods for scientific activities included 16 items including the collection of information about science education, the record of TV science programs, purchase of scientific books, subscription of periodical publication about science, preparing material for scientific activities, and reading scientific book with children.

• 한국환경교육학회지:환경교육
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• 제23권1호
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• pp.36-49
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• 2010

The purpose of this study was to investigate whether elementary school parents' environmental literacy varied according to independent variables, to verify specific variables that affected their environmental literacy, and to analyze the correlation between elementary school students' and their parents' environmental literacy. Twelve elementary schools in Seoul and Gyeonggi-Do were chosen for purposive sampling. 342 questionnaires were used for analysis among the 350 questionnaires collected during the study, and their environmental literacy was measured through 55 questions consisted of 12 items for knowledge category, 22 for attitude category, 5 for behavior category, and 3 for skills category with 16 demographic variables. Statistical analysis was conducted on each of the variables that make up environmental literacy through mean t-test, F-distribution, Scheffe test, and Pearson correlation. The results of this study were as follows. (1) there is the difference according to age and career in parent's actual environmental literacy, but there is no difference in geneder, birthplace, residential type, religion and income. The parents in forties scored significantly higher than parents in thirties in subdomains of environmental skill and environmental interest in environmental literacy. And the parents with bachelor's degree scored significantly higher than parents with at least a high school diploma in subdomains of ecological knowledge, knowledge on environmental problems & issue, environmental skill and environmental behavior. (2) the most influential media on parents' environmental literacy is TV, then newspaper, internet and book follow. (3) the correlation between environmental crisis and environmental interest is the highest, but the mainly negative correlation is analysed between knowledge subdomains and other subdomains. (4) there is the correlation between elementary school students' and their parents' environmental literacy.

• 한국학교보건학회지
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• 제30권1호
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• pp.29-39
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• 2017

Purpose: This study was conducted to develop a secondhand smoking prevention education program for elementary school students with smoking parents and to identify its effects on their knowledge and coping skills related to secondhand smoke and their assertive behaviors towards secondhand smoke. Moreover, the study also intended to discover the program's impact on the students' coping assertiveness towards secondhand smoke from their smoking parents. Methods: For this nonequivalent control group pretest-posttest design study, elementary students who have smoking parents were recruited. They were assigned either to the experimental group (n=40) or to the control group (n=40). A secondhand smoking prevention education program was provided for the experimental group for 4 weeks. Results: The experimental group showed a significant increase in their scores for knowledge, behavioral coping skills, and coping assertiveness towards secondhand smoke from their parents. Conclusion: The findings show that this program could serve as an effective program for elementary students with smoking parents. Encouraging smoking parents to participate in the program could enhance the program's effect.

• 아동학회지
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• 제34권2호
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• pp.139-160
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• 2013

The purpose of this study was to examine the difference in perception among parents of preschoolers, parents of school aged children, teachers of child care centers and elementary school teachers regarding testing on the level of preparation for attending elementary school. Firstly, the results of the study revealed that elementary school teachers had notions regarding the level of preparation for entering school that were more specific than day care teachers and parents. Second, it was shown that effort and a sense of responsibility were most important for the improvement of the level of preparation for elementary school level studies. Third, the results of this study revealed that many respondents thought that there needs to be some form of testing of the level of preparation for school and the respondents further stated that this testing needed to be conducted by child care center teachers or experts in the field. Finally, it was shown that such a test of the level of preparation for school attendance should be developed by including questions on different areas of the intelligence, adaptability, function, tendencies and regulations in relation to the needs of preschoolers.

• 한국식품조리과학회지
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• 제31권2호
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• pp.162-174
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• 2015

The purpose of this study was to evaluate the current status of dietary habits and dietary life competency of elementary school parents, who are influential to the dietary life of their children and family. A survey was conducted with 362 elementary school parents living in Seoul and Gyeonggi province by using a self-administered questionnaire consisting of 53 questions on dietary habits, dietary life competency, home cooking frequency, and dietary education needs. The results were as follows: The scores of dietary habits and dietary life competency were 76.35 and 74.51 out of 100, respectively, suggesting a need for improvement. Parents with higher monthly income, demonstrated higher scores of both dietary habits and dietary life competency (p<0.001). As expected, female parents showed higher scores of dietary life competency than male parents (p<0.01). there was also a close relationship between the scores of dietary habits and dietary life competency (r=0.58). The parents with high scores for dietary habits and dietary life competency showed a significantly higher frequency of home cooking (p<0.001) compared to medium- or low-scored parents. Most parents answered that dietary education need to be started earlier, and that their main source of dietary life information was mass media. They also showed a preference for real experience and practice for dietary education. The above results showed that there is a close relationship between dietary habits and dietary life competency, and suggest that continuous education is necessary to improve the dietary habits and dietary life competency of elementary school parents. Because monthly income appeared to be the most influential socioeconomic factor for the parents' dietary habits and dietary life competency, continuous efforts on dietary education are necessary to reduce the score gaps in these categories.

• 한국보육지원학회지
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• 제15권1호
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• pp.57-73
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• 2019

Objective: This study aimed to examine the moderating effect of elementary school students' perception of open communication with their parents in relationship to smartphone dependency and school adjustment. Methods: Participants included 300 fifth and sixth graders attending P and A elementary schools in Gyeonggi Province. Descriptive analysis, correlation analysis, and hierarchical regression analysis were performed to analyze data. The level of significance was set at p < .05 for all analyses. Results: The results of the present study are as follows: First, male students showed higher levels of smartphone dependency than female students, and students' smartphone dependency increased according to age. The students' smartphone dependency was negatively associated with their school adjustment and their perception of open communication with their parents. Second, the students' perception of open communication with their fathers was found to moderate the relationship between smartphone dependency and school adjustment. Conclusion/Implications: These findings indicate that open communication between parents and their elementary school-aged children can buffer the adverse effects of smartphone dependency on school adjustment. This study provides implications for parent education and counseling to improve parent-child communication and subsequently build strong, positive family relationships.