• Child Health Nursing Research
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• v.8 no.2
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• pp.174-182
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• 2002

The purpose of this study was to investigate the experiences of accident and visiting emergency center, and the experiences of education about emergency care for parents. The subjects of this study were 117 mothers whose children are attending 9 different nursery schools or kindergartens. The instrument used in this study was developed by researchers and validated by nursing professor, first aid doctor and the president of nursery school, and consisted of 'most important thing in child rearing' ,'experiences of accident and visiting emergency center', 'type of trauma' and 'need for parent education program' the result of this study were as followed ; 1.There were 70.09％ of the experience of visiting emergency center among the subjects. The cause of visiting emergency center were high fever and convulsion(42.86％), and trauma by accident(28.04％) 2. The most common type of the indoor accident were fall down and slipping(76.92％), the common type of trauma were contusion (76.92％), abrasion(47.01％), laceration(29.06％), dislocation or fracture(12.82％), burn(10.26％), piercing(8.55％). 3.47.01％ of subjects had the experience of education about emergency care for parents. They were educated by child rearing journals (32.72％), small books which were published by hospitals or community health center (25.45％), mass media(21.8％), parent seminar (12.72％), nursery school or kindergarten (5.45％). In conclusion, the need of emergency care for children was strongly found. Therefore, on the basis of above results, the parent education program which fits their cognitive level and their health care needs So, it must be directed on the further study of parents' knowledge about emergency care for children. To enhance the effectiveness of program and accomplish the children's health promotion, advanced instructional media and demonstration must be included.

• Journal of Elementary Mathematics Education in Korea
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• v.10 no.1
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• pp.1-19
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• 2006

It is generally accepted that fostering creative thinking is a core in mathematics education and accumulating research products on that topic is really needed. In this study, I hoped to investigate and verify that in mathematics education it was possible to cultivate creative thinking through various and divergent activities, For this purpose, I delat with some illustrations, in which students learned mathematics through the operational activities using teaching tools, problem solving and problem posing activities, and finally they seemed to foster creative mathematical thinking. In conclusion of this paper, I have suggested that in math education those activities should be used to cultivate students' creative thinking in kindergarten or early elementary school. Also I asserted that it is urgently need to store up research products about various materials and methods for those mathematics teaching and learning.

• International Journal of Advanced Culture Technology
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• v.11 no.1
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• pp.221-231
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• 2023

Nowadays, more and more countries are paying attention to basic teaching, so it can be found that they are carrying out a new round of basic teaching reform. The fundamental purpose is to adapt to the economic, cultural and technological development of the 21st century, so that their nationals will not be eliminated in the competition of the world environment, the spiritual civilization and material life of the nationals can be further improved, and they can have an advantage in the competition and catch up with the advanced level of the world. The cultivation of preschoolers' mental health determines the future development of a person. Through the long-term practice of art teaching at the Longyuan Branch of the District Third Kindergarten of Guangxi, This paper summarizes some effective teaching methods to cultivate children's connection ability and sense of security through aesthetic education.Firstly, preschoolers' contact ability was studied, and the aspects such as the definition of contact ability and the reasons for the formation of contact ability were explored. Secondly, the development of preschoolers' sense of security, what to avoid in order to develop a good sense of security and the effects of security on children were investigated. Finally, several specific teaching cases were written based on these theories. Through these cases, aesthetic education was utilized to promote preschoolers' contact ability and develop a sense of security. The study mainly draws the following conclusions that if children want to have a successful career, a happy family in the future, it is crucial to have the ability of connect and security in childhood. Aesthetic education can promote the formation of children's ability of connection and security.Finally, I write specific teaching cases based on the above theories and practice, through which these cases use aesthetic education to promote the formation of children's contact ability and sense of security.

• Korean Journal of Child Studies
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• v.1
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• pp.65-81
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• 1980

This study is aimed at investigating the compensatory education which was already implemented or is being implemented in the U.S.A. and Japan; and at studying the types of programs and their characteristics; and at sounding out the possibilities of the application of such programs in family and social conditions is Korea. In order to achieve the above mentioned objectives, the established items for the study are as follows: (1) Various types of early children's education (2) Programs of compensatory education for the disadvantaged Children (3) Head Start Program, Early Training Project and Montessori School (4) Integrated Preschool Programs (5) Day-Care Center for employed mothers We investigated the various compensatory education programs for the preschool children who are in economically, socially, culturally disadvantaged conditions. Head Start Programs were federally supported programs for preschool children and opened as summer programs in 1965 for the first time. The purpose of Head Start has been to give preschool children the kinds of experiences they need in preparation for school. The Head Start children were found to be significantly better prepared for school than the normal children. However, after six to eight months, their initial advantages had virtually. disappeared and then the simple problem with Head Start and other such programs was that little long-term good could be evidenced unless the high quality educational environment was maintained. Therefore, to solve this problem, three other programs were funded as part of the overall Head Start. These three programs are the Parent-Child Center, Home Start, and the Child and Family Resources Program. The Early Training Project for disadvantaged children was implemented by Klaus and Gray of Peabody College in 1962. The program was a field research study concerned with the development and testing over time of procedures for improving the educability of young children from low income homes. Its major concern was to study whether it was possible to offset the progressive retardation observed in the public schooling careers of children, living in deprived circumstances. Children, who were trained through the Early Training Project were superior to control groups in the test of IQ and vocabulary as well as linguistic abilities, and preparation for reading. This project showed the possibilities which could prevent preschool children from being disadvantaged socially, culturally and mentally. In 1907, Montessori School was established by Maria Montessori in Italy and her school program has been introduced at present to several countries in the world as one compensatory educations. She first began her experimental methods with retarded children, followed by disadvantaged children from the tenements of Rome. The Montessori approach futures a prepared environment and carefully designed, self-correcting materials. The Montessori curriculum presents tastes that feature sequence, order, and regularity, in addition to those that develop motor and sensory skills. She was interested in children's intellectual development and in developing good work habits. One of the latest developed programs for disadvantaged children is "Integrated Preschool Program" which has successfully integrated handicapped and nonhandicapped children. Several studies have showed that handicapped children in integrated school environments are accepted by and interact with their nonhandicapped peers. In fact, this program provides a number of potential, and perhaps opportunities for nonhandicapped children to serve as valuable resources in fostering the development of their handicapped peers. Next we turn to Japanese programs which are divided into two different types. One is Day-Care Center which was established by Child Welfare Law and the other is kindergarten organized by School Education Law. The kindergarten opened in 1876 and it has been part of school systems since 1947 by the implementation of education law, and the Day-Care Center which started in 1890 for the employed mothers. was changed into Day-Nursery by the enactment of child welfare law in 1947. The laws and operational regulations for the Day-Nursery were set up and were put in effect by the establishment standard acts of children welfare facilities, and the Day-Nursery has been operated in various types by the increasing demand, chiefly because of the socio-economical changes of family structures in both urban and suburban areas. Nursery education for physically and mentally disadvantaged children is for those who are blind, deaf and dumb, mentally retarded; physically disadvantaged by accidents or diseases. Montessori education in Japan was started in 1968 and many research groups for studying Montessori were organized. In 1977, Montessori remedial education society was also organized in which they started a number of studies; a study for developing materials; in-service training for the remedial education; and seminars and lectures, etc It is strongly suggested that we study the early educations that are being implemented in Japan and a variety of compensatory educations that were already implemented in the U.S.A. and modify them for the organization of our own model and properly accommodate them to our social needs.

• Korean Journal of Child Studies
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• v.29 no.1
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• pp.293-303
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• 2008

The purpose of this study was to identify the relationships between children's information processing style and creativity. The subjects were 40 5-year-old kindergarten students in Busan. The K-ABC (Kaufman Assessment Battery for Children, 1987) test and Torrance's TTCT were used to examine the relationships between children's information processing style and creativity. This analysis showed no significant correlation between information processing style and creativity. On the other hand, the sequential processing style affected fluency and the simultaneous processing style affected originality, elaboration, and abstractness of titles.

• Korean Journal of Child Studies
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• v.29 no.1
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• pp.275-292
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• 2008

This study investigated the effects of a teaching process using dynamic assessment for a unit on young children's measurement ability. Subjects were 45 5-year-old children in a kindergarten in Busan. The instrument was the Dynamic Assessment Tools for Young Children's Measurement Ability (Hwang & Ko, 2(07). Assessment consisted of four steps: pre-test, learning, transfer, post-test. Results were that at post-test, there were significant differences in scores of measurement ability between the dynamic assessment and control groups. In the dynamic assessment group there was significant improvement in length, width and weight between pre- and post-tests and there were significant shifts of measurement strategies and measurement errors between the pre- and post-tests.

• Korean Journal of Child Studies
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• v.29 no.5
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• pp.97-111
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• 2008

This paper presents three related experiments designed to identify factors that may affect the level of intimacy between children and a robot placed in a kindergarten setting. In total, 68 children aged three to five took part in the experiments, where they were instructed to share four or five stickers with a robot as they wished. Data were collected by means of video-taping and by interviewing the motivations of the children for their conducts in the experiment. The results of the study suggest the following factors that may affect the extent to which a child feels intimacy towards a robot: gender, age, prior experiences with a robot, interaction time with a robot, and the perception of robot appearance design.

• Korean Journal of Child Studies
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• v.20 no.1
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• pp.29-44
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• 1999

A major concern in the area of moral education is to find an effective educational method capable of supporting maturity of moral reasoning in young children. The purpose of the present study was to evaluate the effects of distributive dilemma discussion on children's distributive justice reasoning. The subjects were fifty 5-year-olds selected from a kindergarten in the city of Kumi. 26 children participated in a 10 week discussion intervention; another 24 children constituted the control group. The experimental procedure consisted of 3 parts; a pre-test to determine the experimental and control groups, moral discussions on dilemma situations based on 10 stories for the experimental group, and a post-test for both groups. The moral discussions were audio-taped. The results showed that children in the experimental group used more varied and elaborate distributive justice reasoning as the discussions proceeded. Moral discussions facilitated distributive justice reasoning.

• Korean Journal of Child Studies
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• v.28 no.3
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• pp.201-217
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• 2007

Subjects included Hyomin Kim and Eunha Sohn (fictitious names) of Purum Class (a class for 5-year-olds) at 'H' Kindergarten. Subjects were selected after interviews with teachers and observation by the researcher. This study examined communication with classmates focusing on spontaneous dialog situations and functions. Results showed that Hyomin and Eunha exercised power in the art group and the math groups, respectively. The power exercise processes comprised a variety of behaviors including : to become similar with each other; to assign an exclusive seat; to act as an elder sister; to allow to do something; to keep a friend ata distance; to defend oneself; to threaten or persuade with a diversity of linguistic strategies; to teach like a teacher.

• Korean Journal of Child Studies
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• v.25 no.2
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• pp.59-69
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• 2004

The question addressed by the present research was whether repeated, careful reading of a few stories(Intensive Reading) is more effective than general, one-time reading of many stories(Extensive Reading). Unfamiliar stories were read to 105 kindergarten children from typewritten sheets of paper for 40 days(about 10 weeks). The Intensive Reading group heard 5 stories and the Extensive Reading group heard 40 stories. Effectiveness was measured by interest level during story telling and by narrative structure. Test scores were analysed by ANCOVA. No differences were found between the 2 groups; however, as a new area of study it could serve as a catalyst for research on story telling methods.