• 아동학회지
• /
• 제14권1호
• /
• pp.39-57
• /
• 1993

The primary purpose of this study was to develop an educational tool that can be used in teaching young children about different types of sex roles. The secondary purpose was to observe and analyze the effects of watching different sex role video programs on preschool children's sex role stereotypes and to determine the lasting effects. The subjects of this study were 89 six year-old kindergarten children, forty five were girls and forty-four boys. Each child was interviewed individually and tested at three different points in time: 1 week before the treatment, immediately after the treatment, and 4 weeks after the treatment. Three different statistical procedures were used in analyzing the data: ANOVAs for sex differences in sex role stereotypes. ANCOVAs for the different effects of traditional sex role programs and reversed sex-typed sex role programs, and ANCOVAs and Lindquist type III ANOVAs for the lasting effects of the treatment. The findings of the study indicated that (1) the children showed sex differences in the scores of sex role stereotypes of own, opposite sex and child activity; (2) there were differences in the scores of sex role stereotypes in terms of own and opposite sex. That is, viewing the reversed sex-typed programs caused a decrease in children's sex role stereotypes; and (3) the traditional and reversed sex-typed sex role programs tested four weeks after treatment showed significant lasting effects of sex role stereotypes in terms of opposite, composite and adult activity. In conclusion, the results of this study suggest that the sex stereotypes of kindergarten children can be changed through sex role VTR programs.

• Parasites, Hosts and Diseases
• /
• 제41권1호
• /
• pp.57-61
• /
• 2003

Total of 7,495 children including 3,908 boys and 3,587 girls from a kindergarten and 15 primary schools were examined for head lice infestation (HLI). The overall prevalence of HLI in this study was found to be 5.8%. Head lice were much more commonly detected in girls than in boys with prevalence of 11.2% and 0.9%, respectively. Sixty-nine children with HLI were treated with 1% lindane shampoo alone (group 1), and 45 children with HLI were treated with 1% lindane shampoo and oral trimethoprim/sulfamethoxazole (group 2), and follow-up visits were conducted 2 and 4 weeks later, The children who still had HLI 2 weeks after the primary treatment were treated again. At the 2-week follow-up visit, the treatment success rates of groups I and 2 were 76.8% and 80.7%, respectively, and at the 4-week follow-up visit, the rates were 91.3% and 97.8%, respectively. No statistically significant synergistic effect was observed for the combination of a 1% lindane shampoo and oral trimethoprim/sulfamethoxazole.

• 한국산학기술학회논문지
• /
• 제10권7호
• /
• pp.1685-1695
• /
• 2009

본 연구는 프로젝트 스펙트럼의 한 영역인 언어영역활동을 실험집단에 적용해 봄으로써 창의성에 어떤 효과가 있는가를 분석하는데 그 목적이 있었다. 이러한 연구 목적을 달성하기 위하여 다음과 같은 연구문제를 설정하였다. 프로젝트 스펙트럼의 언어활동이 유아의 창의성에 어떤 효과가 있는가? 연구대상은 광주광역시에 위치한 W유치원에 재원중인 만 5세반 유아 40명(남아 26명, 여아 14명)을 실험집단으로 M유치원에 재원중인 만 5세반 유아 40명 (남아 22명, 여아 18명)을 통제집단에 임의 배정하였으며, 15주에 걸쳐 실험집단에는 프로젝트 스펙트럼의 언어활동을 통제집단에는 유치원 교육과정의 언어생활영역에 근거한 언어활동을 총20회 실시하였다. 본 연구의 실험을 수행한 결과 프로젝트 스펙트럼의 언어활동을 수행한 실험집단이 통제집단의 유아들보다 창의성에 있어서 효과적이었다.

• Parasites, Hosts and Diseases
• /
• 제38권1호
• /
• pp.41-43
• /
• 2000

The infestation status of head louse among children attending primary schools and kindergartens in Chinju-shi, Kyongsangnam-do, Korea, was investigated between June and July 1999. Out of 2,288 children examined, 3.9% of boys (48/1,242) and 23.5% of girls (246/1,046) were infested with nits or adult/nymphs of lice. The effectiveness of lindane shampoo (1% gamma benzene hexachloride solution) was evaluated after one or two time applications to all the children infested. The negative conversion rate of pediculosis was 93.5%. Effective control measures are needed to control and prevent such ectoparasite infestation amongst children.

• 아동학회지
• /
• 제9권1호
• /
• pp.1-17
• /
• 1988

This study was designed to investigate the relation between perspective-taking skills and communication abilities of young children. The major purposes of this study were to study the relation between perspective-taking skills and communication abilities, to investigate the relation perspective-taking skills and communication abilities with differing listeners, to investigate sex differences in communication abilities within the higher group the perspective-taking skills with differing listeners, and to determine differences between the sexes in communication abilities within the higher group of perspective-taking skills in different situational conditions. Sixty kindergarteners (30 boys and 30 girls) were tested on their perspective taking abilities and divided into two groups, the higher and the lower groups. Five instruments were used in this study: spatial, affective and cognitive perspective-taking tests, expression-ability test, and a communication ability test. The collected data were statistically analyzed by using Pearson's r, point biserial coefficient correlations (rpb), t-test, and three-way analyses of variance with one factor repeated measurement. There were significant relations between spatial, cognitive perspective-taking skills and kindergartener's communication abilities. There were no significant differences in communication abilities in differing listeners and situational conditions. In the group whose level of perspective taking-skills was high, differences between the sexes were found in spatial, and affective perspective-taking skills, only in case of differing listeners.

• 한국생활과학회지
• /
• 제16권6호
• /
• pp.1153-1168
• /
• 2007

The purpose of this study is to investigate if and how much a family art therapy can influence a runaway middle school girl's self esteem, communication with parents, and family relations. Study subjects are a middle school girl (called S) and her parents, receiving a total of 13 sessions of art therapy from January 3 to March 28 of 2007, held at P-kindergarten located in Kyungbuk province, with each session of 90-120 minutes. Research instruments adopted for the study are a comparison between pre-test and post-test regarding S's self-esteem and a measure of dynamic relationship between S and her parents determined by KFD (Kinetic Family Drawing) in pre- and post-tests. The results are as follows. First, family art therapy shows its effect on the runaway middle school girls' self-esteem. Second, family art therapy proves to be effective on child-parent communication. Third, family art therapy displays positive influence on family relations.

• 한국방사선학회논문지
• /
• 제5권6호
• /
• pp.325-328
• /
• 2011

본 연구는 일본의 후쿠시마 방사선 누출에 관한 유치원의 유아와 학부모의 인식을 조사하여 국민건강자료를 제공하는데 의의가 있으며, 2011년 7월 G광역시 H유치원 학부모 101명과 유치원에 재원중인 만5세아 54명 총 155명에게 설문지를 배부하여 회수된 설문지 학부모 97명 만5세아(남27명, 여23명) 50명 총 147명의 자료를 조사하여 분석하였다. 결론적으로 일본 후쿠시마 방사선 누출 피해에 대해 언론의 역할이 대단히 중요하며, 유치원에서도 구체적이고 실제적인 교육과정으로 유아와 학부모에게 교육, 홍보해야만 국민복지 향상에도 도움이 될 것이다.

• 한국생활과학회지
• /
• 제18권2호
• /
• pp.353-362
• /
• 2009

The study aims to investigate the children's adaptability to early school circumstances and their relationships to teachers and to peers. The examination was done on 110 children aged 4 or 5 at a kindergarten and two child care centers in Seoul. Their 'adaptability to early school' and their 'relationships to teachers and to peers' were rated by their teachers. On the whole, the children subjects are on good terms with their teachers and peers, and they adapt well to early schools. But according to age groups, there were significant differences in the teacher-to-child relationships. Compared to boys, girls show more' adaptability to the early schools', more 'closeness to teachers' and more 'prosociality in peer group'. The 'closeness to teachers' has a positive relation to the 'sociability', 'prosocial behaviors' and 'leadership of peer group', but the 'conflict with teachers' has a negative relation to the peer group relationships. And the' children's relationships with teachers and with peers' were significantly related to their early school adaptability. The 'prosociality', the 'closeness' and the' dependency' were significantly related to the' adaptability to early school' in order.

• 아동학회지
• /
• 제31권4호
• /
• pp.49-60
• /
• 2010

This study sought to investigate and assess the development patterns of children, aged from 3 to 5, by means of a longitudinal approach. The children's developmental patterns are classified according to five curriculum areas; physical health, social skills, expression, language, and exploration-. The developmental patterns are analyzed in detail according to the observation period, children's ages, and their genders. The subjects consisted of 108 children in A city. A research assistant was asked to observe and keep records of the children's behaviors at three distinct times -early, middle, and late in the school year. The 'observational scale for children' was used as the measurement tool. The data which was thus collected was then subject to statistical analysis. The major findings of the study are as follows. First, there were significant differences in all five curriculum areas according to the children's age and observation period. That is, five-year-old children showed higher scores than three- and four-year-old children. Second, there were significant differences in the social development within five curriculum areas according to the children's gender and the observation period. That is, girls exhibited higher scores than boys.

• 한국보육지원학회지
• /
• 제17권1호
• /
• pp.65-84
• /
• 2021

Objective: The objective of this study was to investigate the mediating effect of children's emotional intelligence on teacher-child intimacy perceived by children and peer acceptance. Methods: The participants were 134 five-year-old children(71 boys, 63 girls) attending daycare centers and kindergarten in Seoul and Gyeong-nam province. Children were interviewed to measure teacher-child intimacy and peer acceptance. Teachers completed rating scales to measure children's emotional intelligence. Data were analyzed using descriptive statistics, Pearson's correlation coefficient, three step mediated regression analysis and a Sobel test. Results: The main results are as follows. first, there were significant positive correlations of teacher-child intimacy, emotional intelligence, and children's peer acceptance. Second, children's emotional intelligence had a partial mediating effect on teacher-child intimacy and peer acceptance. Conclusion/Implications: The results of this study demonstrates links between early teacher-child relationships and children's emotional and social development. In order to promote children's peer acceptance, it is necessary to build an intimate teacher-child relationship and to improve children's emotional intelligence based on that relationship.