• Korean Journal of Childcare and Education
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• v.14 no.1
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• pp.227-248
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• 2018

Objective: The purpose of this study was to investigate the recognition and qualities of early childhood coding education in childcare center teachers. Methods: 158 childcare center teachers responded to 56 questions on a questionnaire extracted and revised from previous research. Frequency analysis and one-way ANOVA were applied for the data analysis. Results: Many teachers agreed that the software education policy was timely appropriate. Most of them needed the education in order to improve children's creativity and problem solving ability, and answered that it is appropriate to start the education at age 5. Most of them recognized that small group and free choice activities, play activities linked with daily life topics and coding programs by the childcare center teachers were desirable as educational methods. Provision of educational HW/SW environment was a relatively important element for effective implementation of the education. The coding educational qualities perceived by the teachers were not high, and were related to the age of the children they were in charge of and their computer literacy. Conclusion/Implications: The recognition of childcare center teachers was relatively positive, but it is necessary to educate the teachers to improve their recognition and qualities of the education in consideration of teachers' variables.

• Korean Journal of Child Studies
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• v.33 no.5
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• pp.117-137
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• 2012

The purpose of this study was to analyze 5'year' old children's responses in the process of reading picturebooks on sexual abuse and to explore the educational implications of the results. 42'five year' old children and 2 of their teachers participated as subjects in the study. Data was collected by means of observation, a diary record of the teacher's class, and an interview with teachers about children's responses in the process of reading picturebooks on sexual abuse during the free choice activities, and group activities in J and K daycare centers in Busan, Korea from July to September. The results were as follows : the analysis identified three patterns of responses; consistent responses, awkward responses, and confused and frightened responses. These result imply that selecting picturebooks for sexual abuse preventive education programs for young children needs to be given careful consideration. The importance of the teacher's reading skills and sociocultural cognition regarding sexuality in general were also discussed.

• Journal of People, Plants, and Environment
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• v.23 no.2
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• pp.211-220
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• 2020

The purpose of this study was to analyze the frequency and contents of horticultural activities in 696 individual activities listed in 11 teacher's guidebooks of Nuri Curriculum for 5-year-olds, and to find out the perceptions of horticultural activities in the formal curriculum. The target horticultural activities that were selected were those using natural objects like potted plants, water, wind, soil, stones, etc. as the topic or subject of activities, and those with different topics but are mentioning plants or natural objects as an example at least twice. The 150 selected horticultural activities were classified by life-based theme, activity type, activity domain, and medium. As a result of examining horticultural activities by life-based theme, there were 150 horticultural activities (21.55%): 40 in Spring, Summer, Autumn and Winter (5.75%), 34 in Animals, Plants, and Nature (4.89%), 22 in Environment and Life (3.16%), 19 in Our Country (2.73%), and nine in Our Neighborhood (1.29%), nine in Various Countries of the World (1.29%), four in Health and Safety (0.57%), four in Living tools (0.57%), four in Transportation (0.57%), three in Kindergarten and Friends (0.43%), two in Me and My Family (0.29%; χ²=130.427, p < .001). As a result of examining horticultural activities by activity type, there were 61 free choice activities (40.67%), 80 large and small group activities (53.33%), and nine outdoor play activities (6.00%), indicating that outdoor play was the fewest activity type (χ²=54.040, p < .001). The results of analyzing horticultural activities by activity domain showed that there were 25 in conversation (16.67%), 19 in science (12.50%), 14 in art (9.33%), 14 in cooking (9.33%), 10 in fairy tales (6.00%), nine in music (6.00%), eight in language (5.33%), eight in number operation (5.33%), eight in others (5.33%), six in children's plays (4.0%), six in games (4.0%), four in body and movement (2.67%), three in stacking (2.00%), three in roles (2.00%), three in rhythm (2.00%), two in children's poems (1.33%), two in field experience (1.33%) and one in outside play (0.67%; χ²=87.600, p < .001). As a result of examining the mediums used in the horticultural activities, 46 activities (30.67%) directly used plants as the mediums, 11 activities (7.33%) used soil such as stones, gravel, and earth as the mediums instead of plants, four activities (2.67%) used dry plants such as branches and dry leaves as the mediums, and 89 activities (59.33%) used videos, photos of plants, and pictures of plants as the mediums (χ²=121.307, p < .001).

• Journal of Korean Elementary Science Education
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• v.32 no.4
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• pp.437-451
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• 2013

This study was conducted as a part of the project to establish professional development system(PDS) for teachers in Korea. This study aimed to provide a case of running a professional learning community(PLC) of teachers in science education based on the collaboration of a national university of education and its affiliated elementary school, in search of learning by participants and implications for professional development of teachers as well as for science teaching in elementary schools. Teachers and researchers who participated in the PLC were able to accumulate meaningful experiences through 11 rounds of meetings. It was not easy to secure enough time for meetings, but they were able to boost their self-confidence for science teaching and enhance the quality of lessons through these gatherings. Participating teachers had a chance to share instructional design, planning, strategies and practices, which include cases of guiding free-choice research activities among students, thereby to be motivated for improved science teaching for the future. The researcher participating in this PLC was also able to understand the identity of an elementary school, especially the affiliated school, and identify the reality and difficulties related to science teaching in schools. Experiences of participating in PLC are expected to help improve the quality of science teaching in affiliated elementary school and pre-service teacher education of the university.

• Korean Journal of Childcare and Education
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• v.11 no.1
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• pp.305-327
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• 2015

The purpose of this study was to investigate the tendencies and general distributive features of creativity elements on activities in the Nuri curriculum teachers' guidebooks for the ages of 3-5. This was done by analysis of 1,883 activities related to creativity in the teachers' guidebooks. In order to analyze the data, the frequency and percentage of creativity elements were calculated. The results can be summarized as follows: First, the ratio of activities related to creativity was 95.1% for the age of three, 93.1% for the age of four, and 78.6% for the age of five. Second, the most common creativity element was cognitive element and the next was motivational element, and the least was dispositional element. Third, regarding themes, the frequency of creativity elements was highest in 'tools for living', and lowest in 'countries of the world'. Fourth, the creativity elements were more frequently found in group activities rather than free choice activities. Last, the frequency of creativity elements was highest in nature exploration, and was followed by social relations. The results of this study could be used as basic data for practicing activities related to creativity in the field of early childhood education.

• Journal of Arbitration Studies
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• v.26 no.1
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• pp.3-27
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• 2016

There is a need for disputes in sports to be settled by arbitration rather than a court ruling, taking the unique characteristics of sports into consideration. Arbitration is a form of alternative dispute resolution (ADR). A dispute resolution system is regarded as: an arbitrator is selected by the agreement between the parties, and a binding decision is made, which the parties obey, consequently resulting in a final resolution. To resolve a dispute upon arbitration, there must be an arbitration agreement upon the free will of the parties. In relation to the arbitration agreement, however, there are some cases in which sports organizations have an arbitration clause in the articles of association, regulations or player registration application that call for settling disputes by arbitration. In such cases, the validity of the arbitration agreement may create doubt whether or not this sort of arbitration has been made by mutual agreement. Consequently this is required to be legally examined. The activities of a sports organization are recognized as part of private autonomy, and they include even the rights that establish regulations or rules. Nonetheless, the powers that such sport organizations are able to establish are not allowed without limit. However, sports activities and autonomy shall be protected as themselves. Therefore, if we give priority to arbitration upon the independent arbitrator and fair process by establishing an independent arbitral organization in charge of sports disputes to handle the effective resolution of disputes and protect sports autonomy and ask for a court decision if one party disobeys the arbitration, or the sports arbitration prepositive principle, it seems helpful to resolve the unfairness of compulsory jurisdiction and the clause for sports arbitration and protect the player's right of choice and of claims for trial.

• The Journal of the Korea Contents Association
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• v.13 no.9
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• pp.455-466
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• 2013

The purpose of this study was to develop a school violence prevention program "Modujikimi" for young children to be embedded in IrobiQ, the teacher assistive robot. The themes of this program consisted of basic character education, bullying prevention education and sexual violence prevention education. The activity types included large group, individual and small group activities, free choice activities, and finally parents' education, which included poems, fairy tales, music, art, sharing stories. Finally, the multi modal functions of the robot were employed: image on the screen, TTS (Text To Speech), touch function, recognition of sound and recording system. The robot content was demonstrated to thirty early childhood educators whose acceptability of the content was measured using questionnaires. And also the content was applied to children in daycare center. As a result, majority of them responded positively in acceptability. The results of this study suggest that the further research is needed to improve two-way interactivity of teacher assistive robot.

• Journal of the East Asian Society of Dietary Life
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• v.19 no.1
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• pp.96-104
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• 2009

Three kinds of grape yakju (Kyoho, Campbell and Moru) and grape-free control were fermented with rice using koji of Aspergillus kawachii as a fermenting agent, and their fermentation characteristics were investigated. For the three yakju, reducing sugar content decreased slowly over 2 days fermentation after an initial rapid decrease. In case of Brix, the reducing sugar content increased gradually after increasing rapidly during the first 2 days of fermentation. The Kyoho and Moru groups displayed a gradual increase in reducing sugar content after an initial 2-day decrease, and the sugar content of the Campbell group increased gradually during fermentation. Uniformly, pH increased gradually after an initial 2-day decrease, however total acid increased continuously throughout fermentation. Alcohol content of yakju showed almost no change after increasing until day 6 (Kyoho) of day 4 (others), with the control displaying the highest content. Control $\alpha$-amylase activity decreased gradually after an initial 2-day increase, while that of the three yakju decreased throughout fermentation. Activities of $\beta$-amylase activities paralleled the results of reducing sugar. Concerning total anthocyanin, the Moru and Campbell groups displayed a rapid increase until day 2, a decrease until day 12, and a gradual increase thereafter. While the Kyoho and control groups displayed virtually no change after an initial 2-day increase until day 12, after which a gradual increase also occurred. In concerning sensory evaluation, Moru yakju scored highest for violetness, flavor of grape, and sweet taste, and also displayed a low alcohol content. These attributed Moru yakju the preferred choice.

• Korean Journal of Childcare and Education
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• v.9 no.2
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• pp.47-73
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• 2013

The purpose of this study is to explore the relationships that a popular three year old child has with other children and teacher. One popular child was selected among thirteen children using peer-nomination method and participated in this study. During free choice play time, the popular child's various activities and interaction patterns were observed and analyzed. The popular child in this study had a steady intimate friendship with his best friend most of the time. However, he showed a tendency to behave as he pleased and give orders to other children who he was not in a close relationship with. He did some deliberate and premeditated acts to get praise and love from his teacher. The teacher's compensations also reinforced his intentional actions.

• 대한공업교육학회지
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• v.43 no.2
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• pp.97-113
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• 2018

The purpose of this study was to investigate the process and meaning of the expansion of the technology education curriculum of general high school. For the study, research problems were set up according to the procedure of case study method, and cases suitable for research were identified and data were collected through interviews with the teachers of the schools. The examples used in the study were two high schools in Gyeonggi - do, and the collected data were visualized in concept form through semantic analysis process. The results of the two schools are summarized as follows. First, the revision of unit school curriculum has been started through crisis and challenge awareness. Second, it is necessary to use the free lecture system suggested in the 2015 revised curriculum. Third, students should change their perceptions of students and curriculum by enhancing class through various skills and education activities suitable for high school level. Fourth, we must continuously strive to develop professionalism as a technology teacher. It is difficult to expand the curriculum of the school because there is only one technology teacher in the general high school. However, through the cases of this study, it is expected that the importance of the technology subject and the change of awareness will be realized as various education activities for the career choice in the high school credit system. do.