• International Journal of Advanced Culture Technology
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• v.8 no.3
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• pp.206-210
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• 2020

The purpose of this study is to find out the specific needs of 1st graders for parents and homeroom teachers. The research questions of this study are as follows. Research question 1. What does 1st grader want from parents? Research question 2. What does the 1st grader want for the homeroom teacher? There were 31 participants. Data collection was conducted by focus group interview. Requests for parents are summarized as 'what 1st graders want from parents', and requests for teachers are summarized as 'what 1st graders want from homeroom teacher'. As the detailed topics of 'What 1st graders want from parents' are 'I have too much work to do, so I want to reduce it', 'Don't just scold me' 'Like in kindergarten, play with me' and 'I'm so hard. Take care of me'. As the detailed topics of 'what 1^st graders want from homeroom teacher.' are 'At first it was exciting', 'Scary teacher, I hate it', 'Friendly teacher, good', 'Teacher, please praise me' and 'Teacher, please teach me fun'. We revealed that the emotional support of parents and homeroom teachers is important for 1st graders to successfully adapt to elementary school.

• The Journal of Korean Academic Society of Nursing Education
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• v.15 no.1
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• pp.81-88
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• 2009

Purpose: The purpose of this study was to identify the behavioral responses to a robot pet in pre-school children. Method: This activity for children was conducted for 5 days at a kindergarten and each session lasted 30 minutes. In order to measure children's temperament, Chun Heeyoung's Temperament Rating Scale was used. In addition, to investigate the behavioral responses to a robot pet, each session was videotaped. The videotape data was analyzed according to child-robot interaction. Result: On the average, subjects scored highest in emotionality and lowest in activity for the temperamental subscale. The videotape data revealed verbal, positive nonverbal, and negative nonverbal interaction. Conclusions: These results suggest that child-robot interaction reflects temperamental characteristics, therefore, to develop a nursing intervention program using a robot, it is necessary to consider individual differences and recreational factors to grab children's interest.

• International Journal of Human Ecology
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• v.12 no.1
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• pp.15-24
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• 2011

This study investigated childhood eating behavior, the influence of eating behavior on the positive and negative emotionality of children, and the pattern or eating behavior influence on emotionality depending on the age and gender of children. A total of 202 children (ages 5 to 7) were selected from 3 nurseries and 1 kindergarten ill Seoul and the survey data responses from teachers were analyzed. The results were as follows. First, children with higher levels of eating behavior showed a higher positive emotionality score compared to those with lower levels of eating behavior. The effect of gender was not significant and positive emotionality tended to increase in the 5 and 6 year old groups as the level of eating behavior increased; in addition, it was generally similar in the 7 year old group. Second, the children with lower level, of eating behavior showed a higher negative emotionality score compared to those with higher levels of eating behavior. The main effects by age and gender were insignificant; however, the interaction of age and eating behavior affected the negative emotionality of children. The eating behavior of children affects emotionality and children with better eating behaviors showed more positive emotional responses and less negative emotional responses in the same circumstances.

• Korean Journal of Child Studies
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• v.25 no.5
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• pp.95-110
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• 2004

This research employs the grounded theory approach among various qualitative methodologies in order to reach a deep understanding of both the experiential process that children undergo in block play and the essential meaning of it. The objects of this study are 22 children(female 7, male 15) in a 5-year-old class of K kindergarten at Guro district, Seoul. The result of this research shows that first, children take pleasure in block play because of the delight and sense of accomplishment in building, the joy in demolishing, and the happiness of embracing the world through dramatic play with building structures. Second, the characteristics of children's block play are popular subject of the play, decision of the subject, impromptu transformation and elaboration of building structures, and flow of the play according to friend/non-friend relationship. Third, the implicit rules shared by children have more significant influences upon the block play than the agreed rules at the beginning of semester.

• Korean Journal of Child Studies
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• v.31 no.5
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• pp.63-77
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• 2010

This study was to investigate the differences of 'math talks' between concept-based storybook reading and context-based storybook reading activities. The teachers carried out storybook reading activities with their children using either four concept-based storybooks or four context-based storybooks. Fifty-six storybook reading activities from seven kindergarten classrooms were observed. The data were collected through participant observations and audio recordings. The transcriptions of 'math talks' during storybook reading activity were classified in terms of the levels of instructional conversation, types of mathematizing, and the mathematical processes involved. The results indicated that the 'math talks' during the concept-based storybook reading activity were higher than those of the context-based storybook reading activity in terms of both the instructional conversation and in quantifying and redescribing of mathematizing. However, the 'math talks' during the context-based storybook reading activity were higher than those of the concept-based storybook reading activity in connecting and reasoning of the mathematical processes involved. These findings suggest that early childhood teachers need to improve the level of instructional conversation during math storybook reading activities.

• Korean Journal of Child Studies
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• v.34 no.2
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• pp.63-81
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• 2013

The purpose of this study was to investigate and conduct effective schemes to direct drama activities for three-year-old children and to examine its influence on them. This research subjects comprised 23 three-year-old children and 2 teachers attending classes at Gureum at SanDeul kindergarten in Seoul, Korea. The researcher first recognized that problems existed in the ways in which children's leading roles were limited by the actor's roles themselves and they therefore were constrained in their use of dramatic expressions while performing drama activities. The researcher also recognized that children's drama activities integrated with traditional culture were largely deficient. For more effectively direction of children's drama activities, action research method was conducted over two sessions. First, certain factors of plays and traditional culture were incorporated within children's drama activities. Second, certain factors of Madangguk and traditional culture were also incorporated within children's drama activities. Through undertaking this research project, children were given the opportunity to actively participated in drama activities, trained their range of imaginative expressions, improved their cooperation with peers and enhanced their interest in traditional culture. The research suggests that children's drama activities when integrated with plays and Madangguk could effectively enhance children's artistic and educational skill.

• Korean Journal of Childcare and Education
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• v.1 no.1
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• pp.21-35
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• 2005

The goal of this study was to examine the relationship between general creativity and musical creativity of children, and utilize the results as the basic data to develope of children' music education. The subjects were 50 children of a kindergarten located in the Jeonlabukdo area. The instruments employed were general creativity and musical creativity scales. The data were analyzed with the SPSS program. They were analyzed by Pearson Correlation. The results of this study are as follows: First, creativity was correlated positively with 'making of the melody'. Second, fluency was correlated positively with 'making of the melody', abstraction of title was correlated positively with 'making of the song words', and elaboration was correlated positively with making of the melody and expression by rhythmic movement.

• Journal of the East Asian Society of Dietary Life
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• v.24 no.5
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• pp.680-690
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• 2014

This study investigated the performance of hygiene management according to the capacity and food cost of foodservice in kindergartens as a measure of kindergartens foodservice hygiene management. Dietitians from the education office visited 50 kindergartens under the control of Dongbu District Office of Education during January, 2011. Kindergartens were 11 public and 39 private institutions. Over half of kindergartens (n=27) provided foodservice to 50~99 children. About 21 kindergartens had a foodservice cost per student per day of 2,000 won. Regarding personal hygiene, 'whether to wear an accessory or have a manicure' showed the best performance. 'Whether to have their health examined once every 6 months or keep their health records in 2 years' was rarely performed. For food materials, 'whether to buy food appropriate for the quality control standard of food materials' showed the highest performance. The highest performances for storage management of food materials and handling of food was 'whether to store goods within butlery at intervals more than 30 cm from the ground' and 'whether to heat and cook food more than $74^{\circ}C$', respectively. The highest performance for distribution of food and management of facilities was 'the hygienic management of cooking tools and facilities' and 'the proper installation of air-conditioning, heating and ventilation facilities', respectively. The results of this study show that capacity and food cost had the strongest effects on performance of personal hygiene. Especially, smaller facility size could increase performance of foodservice management.

• Journal of the Korean Home Economics Association
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• v.50 no.8
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• pp.113-123
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• 2012

This research has an objective of investigating the challenges that student teachers encounter during practicum, the difference between teachers' image based on sociodemographic variables, recognition and satisfaction for practicum, and the effect of teachers' image and practicum experience on the satisfaction for the practicum. The participants of this study included 500 student teachers who enrolled in the department of early childhood education in a 2 or 3-year college or a 4-year university and completed practicum in the Chungcheong area. The instruments for this study were Teacher's Image Scale, Practicum Experience Scale, Practicum Satisfaction Scale and a questionnaire for sociodemographic variables. The results were as follows: First, the highest level of teachers' image was obtained for student teachers enrolled in a 2-year college, completed practicum in large cities and finished practicum at an institution with a size of 3-6 classes. Also, the highest level of 'recognition for practicum' of student teachers was observed when they were instructed by a guidance teacher with a degree from a graduate school and with a first degree certification in public kindergarten. Second, the satisfaction for practicum of student teachers was mostly affected by' the atmosphere of the practice institutions', while personality affected the teachers' image.

• The Korean Journal of Community Living Science
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• v.22 no.3
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• pp.395-406
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• 2011

The purpose of this study was to identity the differences of creativity according to levels of attentional abilities in young children. The participants of this study were 204 5-year-old children from the kindergarten or daycare center in Busan. The tests was conducted by using ANT and TTCT for young children. The study used two independent t-tests to find out the differences of creativity between high and low young children of degrees of alertness, orientation and executive control. The results of the study are as follows; first, there was a significant difference in creativity, abstractness of titles, and elaboration between high and low young children of varying degrees of alertness. Second, there was not a significant difference in creativity between high and low young children of orientation. Third, there was a significant difference in creativity; fluency, originality, elaboration and resistance to premature closure between high and low young children of the executive control. Therefore, there was a close relation between attentional control abilities, especially the executive control and creativity of young children.