• Journal of Christian Education in Korea
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• v.61
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• pp.165-201
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• 2020

The purpose of this study is to explore the development of language education of Christian early childhood education by exploring the change of pre-Christian preschool teachers through the development of biblical language education activities. Interviews, surveys, action plans, and reflections of 19 Christian education students who participated in the development of bible-based language education activities for children based on the language of early childhood language, were conducted from September 3 to December 28, 2018. The data were collected through a portfolio. By analyzing the collected data, the key categories were derived and categorized. For the objectification of data analysis and interpretation, two thematic and early childhood education specialists were identified. As a result, the preparatory Christian teacher experience for the development of bible-based langage education activities for young children was categorized into cognitive change, personality change and practical change. First, through the development of bible-based early childhood language education activities, Christian pre-service early childhood teachers have brought cognitive changes as 'processes not outcomes', 'integration not separation', 'living non-curriculum' and 'meaning not effect'. In developing bible-based language education activities for young children, Christian pre-service early childhood teachers experienced a cognitive change in the 'process of language education activities' rather than the developmental achievements and results of early childhood language education. Christian pre-service early childhood teachers recognized the necessity of 'integration of listening-speaking-reading-writing', not the separation of early childhood language education. They recognized the importance of 'informal language education in kindergarten life', as well as teacher-centered formal language education. In addition, they have made a cognitive change that 'child-centered meaningful language education experience' is more important than the effectiveness of early childhood language education. Second, in developing bible-based language education activities for young children, Christian pre-service early childhood teachers showed personality changes as 'confident teachers', 'professional teachers', and 'teachers with reflective thoughts and attitudes'. Finally, in developing bible-based language education activities for young children, Christian pre-service early childhood teachers recognized the power of positive language and practiced it to form habits of using the right language and to link Christian education with early childhood education. Through the development of bible-based language education activities for young children, Christian pre-service early childhood teachers are equipped with the heart attitude and enthusiasm required to become true early childhood teachers for young children in unpredictable educational conditions and rapidly changing educational realities. Teacher efficacy has improved. In the future, it is expected that various teacher education programs linking Christian education and early childhood education will be continuously and systematically implemented.

• Journal of the korean academy of Pediatric Dentistry
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• v.35 no.1
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• pp.92-101
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• 2008

The purpose of this study was to investigate the dental caries prevalence and occlusion pattern of children with deciduous dentition in Chonnam seashore area. Two thousand two hundred seventy two kindergarten children ranged 3 to 5 years of age were examined. The obtained results were as follows : 1. The rate of children with caries experience(dmf rate) in deciduous teeth was 66.8% at 3 years of age, 77.7% at 4 years of age, and 83.5% at 5 years of age and showed no significant gender differences(p>0.05). 2. The mean number of decayed, missing, filled deciduous teeth(dmft index) was 3.62 at 3 years of age, 4.73 at 4 years of age, and 5.96 at 5 years of age and showed no significant gender differences(p>0.05). 3. Most of the caries-prevailed tooth was mandibular 2nd primary molar and showed 39.48% at 3 years of age, 49.73% at 4 years of age, and 63.85% at 5 years of age. 4. The caries-experienced teeth in order were as follows : mandibular 2nd primary molar with 52.34%, mandibular 1st primary molar with 45.61%, maxillary 2nd primary molar with 38.81%, and maxillary primary central incisor with 38.86%, respectively. 5. In sagittal primary molar relationship, Class 1 occlusion pattern was 53.26%, Class 2 pattern was 1.41% and Class 3 pattern was 30.02%, respectively. Right Class 2 and Left Class 3 pattern was not observed.

• Journal of the korean academy of Pediatric Dentistry
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• v.29 no.2
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• pp.226-236
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• 2002

The purpose of this study was to get descriptive statistics of the contributing factors for early childhood caries and to predict the relationship of dietary, behavior factors and health status factors of the mother and child at pregnancy and after birth. 411 first caregivers of 5-year-old children in 12 kindergartens in Kangnung city were selected by stratified random cluster sampling. They were asked to fill out questionnaires and 364 of them responded. The obtained results were as follow: 1. Over the three-Fourth of children used nursing bottle or had breast feeding habit beyond the age of 1 year. 2. 8.7% of respondents didn't recognize the necessity of the preventive measures immediate after eruption of primary tooth, and only 35.1% replied that they had begun tooth cleaning. 3. Over 90% of children brush the teeth more than once per day. But over half (614%) of them brush their teeth without parents instruction. Sixty percent of children eat between the meals as often as 1-3 time(s) a day and the remainder at any times. 4. The first time of dental visit was for most children (87%) at over 3 years, recommending the earlier dental visit. Notwithstanding the rate of routine dental visit experience was relatively high(40.2%), implicating positive parents' attitude about oral health at Kangnung area. 5. The relationships between oral health state of the parents and the variables such as the timing of the first tooth cleaning, the frequency of brushing, the time of first dental visit, and the reason of first dental visit were not statistically significant. Together, there was no statistically significant difference between rural and urban area, private and public kindergarten, and boy and girl($x^2-test$, p>.05 or Fisher's exact test, p>.05).

• Korean Journal of Child Education & Care
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• v.18 no.4
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• pp.39-50
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• 2018

Objective: Social attention is paid to the issues concerning child care teachers' work multisibility and ambiguous legal status. Child care teachers are employees based on the "Labor Standards Act" and the "Child Care Act". They also play the role of kindergarten teachers based on the "Childhood Education Act" because of the Nuri curriculum. Based on the main tasks of the child care teachers who protect and nurture infants and toddlers, the Nuri curriculum education for infants is conducted. However, the duties and rights of child care teachers are disproportionate because there are many areas where teachers' professional roles do not suit their legal rights. Methods: The purpose of this study is to investigate how teachers perceive their own rights through field experience using qualitative method based on interpretative epistemology. Participants were 61 child care teachers working in the metropolitan area and used protocol description and focus group interview (FGI) for data collection. The collected data were derived as a central theme according to the data analysis method proposed by Creswell (2013). Results: Participants in the study described the 'Right and autonomy of education as a professional occupation', 'Right to request for improvement on working conditions, guarantee of living and to request for welfare system' and 'Right to guarantee of a teacher's status and adjustment of grievance.' They pointed out poor working conditions and welfare benefits at daycare centers, and emphasized that education and autonomy are necessary conditions to be strengthened for quality child care activities. On the other hand, they did not realize that 'Right to guarantee of a teacher's status and adjustment of grievance' was their right. And they have endured the infringement of this right. Conclusion/Implications: This study reveals the gap between teachers' responsibilities and rights, indicating the urgency of institutional arrangements. It is discussed that the social expectation for strengthening personality and professionalism as an infant and child specialist is increased and a practical alternative for the improvement of the right of teachers working in the child care field is needed considering the change of values about work.