• Title/Summary/Keyword: pre-school children

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Comparison of salty taste assessment, high-salt dietary attitude and high-salt dietary behavior by stage of behavior change among students in Daegu (대구지역 학생들의 싱겁게 먹기 행동변화단계에 따른 짠맛 미각판정치, 짜게 먹는 식태도와 식행동 비교)

  • Hwang, Hye-Hyun;Shin, Eun-Kyung;Lee, Hye-Jin;Hwang, Tae-Yoon;Kim, Young Ae;Lee, Yeon-Kyung
    • Journal of Nutrition and Health
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    • v.49 no.1
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    • pp.36-42
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    • 2016
  • Purpose: This study was conducted for comparison of salty taste assessment, salty taste preference, high-salt dietary attitude, and high-salt dietary behavior by stages of behavior change among school-aged children and adolescents. Methods: A total of 1,595 students (1,126 school- aged children, 469 adolescents) from 43 elementary schools and 17 middle and high schools in Daegu were tested using salty taste kits and surveyed using questionnaires on stages of behavior change, high-salt dietary attitude, and behavior. Results: Adolescents showed a significantly higher result for salty taste assessment than school-aged children (p < 0.01). In salty taste assessment, the students of pre-contemplation stage (n = 498) and contemplation stage (n = 686) showed higher scores than students of action stage (n = 351) and maintenance stage (n = 60). Regarding the salty taste preference, students of maintenance stage preferred the lower two samples (0.08%, 0.16%) and students of pre-contemplation stage preferred the higher two samples (0.63%, 1.25%). High-salt dietary attitude scores and dietary behavior scores were highest for students of pre-contemplation stage and were lowest for students of maintenance stage. Conclusion: Salty taste assessment, high-salt dietary attitude, and high-salt dietary behavior were significantly different by stages of behavior change among school-aged children and adolescents. This study suggests the need for examination of the stages of behavior change before nutrition education for effective education.

Elementary School Children's Alternative Conceptual Types and Change After Conflict Situations on the Movement of the Moon (달의 운동에 관한 초등학생들의 대안개념 및 인지갈등 상황 후 변화)

  • Lim, Cheong-Hwan;Kim, Hye Jin
    • Journal of The Korean Association For Science Education
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    • v.30 no.8
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    • pp.1110-1122
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    • 2010
  • The purpose of this study was to identify elementary school students' alternative conceptual types of the movement of the moon and to find out how these types change when confronted with cognitive conflict situations. To find out alternative conceptual types, 206 sixth graders were sampled, and to investigate how the alternative conceptual types were changed by cognitive conflict situations, and 30 students were systematically resampled by alternative conceptual types. Data were collected through the pre- and post-test instruments, including five items that were used for testing the students' alternative conceptual types and changes after conflict situations. After the pre-test, students were instructed to determine the change of the alternative preconceptions using conflict situations. We found that a majority of students had various kinds of alternative preconceptions formed from their early years of elementary school. The cognitive conflict situations were effective for the conceptual change of the movement of the moon. Specifically, in all groups, the subjects' understanding of "the movement of the early evening crescent moon" changed scientifically.

The effects of interaction based on contingent regulation between teacher and underachiever in elementary mathematics - Based on Vygotsky theory - (수학 학습 부진아와 교사의 유관 조절식 상호작용의 효과 - Vygotsky 이론을 중심으로 -)

  • 류성림;정윤경
    • Journal of Educational Research in Mathematics
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    • v.12 no.3
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    • pp.371-388
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    • 2002
  • The purpose of this study is to analyze the effects of interaction based on contingent regulation between teacher and underachiever in elementary mathematics. For this purpose, research questions are established as follows; (1) Is there any difference between contingent regulation and natural regulation in mathematics achievement\ulcorner (2) Is there any difference between contingent regulation and natural regulation in affectionate perspective\ulcorner (3) Is there any difference between contingent regulation and natural regulation in adult regulation\ulcorner Two classes of fifth grade Children(10 children) were sampled from an elementary school in city of Daegu. One of them was assigned to the contingent regulation group and the other to natural regulation group. An experiment was conducted for 7 weeks. Two kinds of test instruments were used : pre-test and post-test. The pre-test scores guaranteed that both groups were homogeneous. Post-test was used to identify two effects(research questions (1) & (2)) and the post-test scores were analyzed by t-test. The results were as follows. (1) There was significant difference between contingent regulation and natural regulation in mathematics achievement. This means that experiment group was higher than control group and the interaction effect of contingent regulation was higher in post-test. The self-control indicated in experiment group. (2) There was slightly significant difference between contingent regulation and natural regulation in affectionate perspective. This means that experiment group turned to slightly positioner in post-test. (3) There was significant difference between contingent regulation and natural regulation in adult regulation. In other words, level of contingent regulation changed depending on underachievers' ability but level of natural regulation didn't change. Therefore, I suggest that contingent regulation based on Vygotsky theory would provide effective mathematics education for underachievers in elementary mathematics.

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The Effects of Trunk Muscle Strength Training on Sitting Balance of Children with Spastic Cerebral Palsy (체간 근력 강화 훈련이 경직성 뇌성마비아의 앉은 자세 균형에 미치는 효과)

  • Oh Jung-Lim
    • The Journal of Korean Physical Therapy
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    • v.15 no.4
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    • pp.255-298
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    • 2003
  • The purpose of study was to evaluate effects of a trunk muscle strength training on sitting balance of children with spastic cerebral palsy. Five individuals with spastic cerebral palsy(three females. two males; mean aged 6.6) participated three times a week over 6 weeks. Five individuals with spastic cerebral palsy(three females. two males; mean aged 7.0) who did not receive strength training served as control. BPM(Balance Performance Moniter) was used to measured sitting balance and EMG(electromyograph, NORAXON, USA) was used to measured activities of abdominal and erector spine muscle. The obtain result are as follows. 1. The result of this study were following that maximum perturbation area and perturbation velocity were significantly reduced strength training group compared with control group(p<.05). 2. The result of this study were following that maximum perturbation area and perturbation velocity were significantly reduced after strength training compared with pre strength training in strength training group(p<.05). 3. The result of this study were following that maximum perturbation area and perturbation velocity were not significantly reduced at interval of six week in control group(p<.05). 4. The result of this study were following that abdominal muscle activity was significantly increased strength training group compared with control group(p<.05). 5. The result of this study were following that erector spine muscle activity was significantly increased strength training group compared with control group(p<.05). 6. The result of this study were following that abdominal muscle activity and erector spine muscle were significantly increased after strength training compared with pre strength training in strength training group(p<.05). 7. The result of this study were following that abdominal muscle activity and erector spine muscle were not significantly increased at interval of six week in control group(p<.05). In conclusion, the result of this study suggest that improved sitting balance and increased activities of trunk muscle by trunk strength training in spastic cerebral palsy. The result was proposed that therapeutic approach of spastic cerebral palsy with impaired sitting balance should use trunk strength training.

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The Effects of Interpersonal Relationship Improvement Program Applied MMTIC on Self-esteem and Interpersonal Relationships of the Middle School Students (MMTIC 활용 대인관계향상프로그램이 중학생의 자존감, 대인관계에 미치는 효과)

  • Kim, Hee-Sook
    • Journal of Korean Public Health Nursing
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    • v.21 no.1
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    • pp.85-94
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    • 2007
  • Purpose: This study examined the effects of Interpersonal Relationship Improvement Program Applied MMTIC on self-esteem and interpersonal relationships. Method: The survey was carried out from September to November, 2005. The subjects were 32 middle school students in G City. To test the effects of the Interpersonal Relationship Improvement Program Applied MMTIC, the subjects were divided into two groups, 16 in the experimental group and 16 in the control group. The research design used in this study was a nonequivalent control group pre-test and post-test design in quasi-experimental research. The research tools included MMTIC(Murphy-Meisgeier Type Indicator for Children), self-esteem scale, and interpersonal relationship scale. The collected data was analyzed using Chi-square test, paired t-test, and t-test on the SPSS/WIN 10.0 program. Result: Significant differences were found in the self-esteem scores and interpersonal relationship between the middle school students who had participated in the Interpersonal Relationship Improvement Program Applied MMTIC and those who did not. Conclusion: Therefore, it appears that the Interpersonal Relationship Improvement Program Applied MMTIC is a useful nursing intervention for improving the self-esteem and interpersonal relationships of middle school students.

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Identification and Measurement of Hospital-Related Fears in Hospitalized School-Aged Children (학령기 입원아동의 병원관련 공포에 관한 탐색연구)

  • 문영임
    • Journal of Korean Academy of Nursing
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    • v.25 no.1
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    • pp.61-79
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    • 1995
  • When children are admitted to hospital, they have to adapt to new and unfamiliar stimuli. Children may respond with fear to stimuli such as pain or unfamiliar experiences. One goal of nursing is to help hospitalized children to adapt effectively to their hospital experience. Accordingly, nurses need to assess childrens' fears of their hospital experience to contribute to the planning of care to alleviate these fears. The problem addressed by this study was to identify and measure hospital-related fears(hereafter called HRF) in hospitalized school-aged children. The study was conceptualized with Roy's model. A descriptive qualitative approach was used first, followed by a quantitative approach. This study was conducted from November 30, 1989 to January 12, 1991. The sample consisted of 395 hospitalized school-aged children selected through an allocated sampling technique in nine general hospitals. The HRF questionnaire (three point likert scale ) was developed by a delphi technique. The data were analyzed by an SAS program. Factor analysis was used for the examination of component factors. Differences in the HRF related to demographic variables were examined by t-test, analysis of variance and the Scheffe test. The crude scores of the HRF scale were transformed into T- scores to calculate the standard scores. The results included the following : 1. Forty-four items were derived from 188 statements identifying the childrens' hospital-re-lated fears. These items clustered into 14 factors, fear of injections, operations, bodily harm others' pain, medical rounds, physical examinations, medical staff, disease process, blood and X-rays, drugs and cockroaches, tests, harsh discipline from parents or staff, being absent from school, and separation from family. The 14 factors was classified into four categories,'pain','the unfamiliar','the un-known' and 'separation'. 2. The reliability of the HRF instruments was .92(Cronbach's alpha). In the factor analysis, Cronbach's alpha coefficients for the 14 factors ranged from .84 to .86 and Cronbach's alpha coefficients for the four categories ranged from .70 to .84. Pearson correlation coefficient scores for relationships among the 14 factors ranged from ,11 to .50, and among the four categories, from ,44 to ,63, indicating their relative independence. 3. The total group HRF score ranged from 45 to 130 in a possible range of H to 132, with a mean of 74.51. The fears identified by the children were, in order, injections, harsh discipline by parents or staff, bodily harm, operations, medical staff, disease process, and medical rounds ; the least feared was others' pain. The fear item with the highest mean score was surgery and the lowest was examination by a doctor. HRF scores were higher for girls than for boys, and for grade 1 students than for grade 6 students. HRF scores were lower for children whose fathers were over 40 than for those whose fathers were in the 30 to 39 age group, and whose mothers were over 35 than for those whose mothers were in the 20 to 34 age group. HRF scores were lower when the mother rather than any other person stayed with the child. The expressed fear of pain, the unfamiliar, the un-known and of separation directs nurses' concern to the threat felt by hospitalized children to their concept of self. This study contributes to the assessment of fears of hospitalized children and of stimuli impinging on those fears. Accordingly, nursing practice will be directed to the alleviation of pain, pre-admission orientation to the hospital setting and routines, initiation of information about procedures and experiences and arrangments for mothers to stay with their children. Recommendations were made for further research in different settings and for development and testing of the instrument.

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Development of A Parent Education Program to Improve Anger Control Ability of Parents of Elementary School Children (초등학생 부모의 분노조절능력 향상을 위한 부모교육 프로그램 개발)

  • Lee, Jae-Taek
    • The Journal of the Korea Contents Association
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    • v.16 no.5
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    • pp.668-685
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    • 2016
  • When the parents are unable to control anger properly, it can have a negative effect on their children. Therefore, parents need anger control ability very much. The purpose of this study is to develop a parent education program to improve anger control ability of parents of elementary school children so that it could help them to perform their parental role. The development of the program followed the procedure of analysis, design, development, execution, and assesment. In the analysis stage, previous studies were examined to explore in depth the ways to improve anger control ability. In the design stage, the goals were confirmed and learning objective for each session was defined, and according to this, the contents of education were selected. In the development stage, 8 sessions of education activities were formulated with 2 hours for each session and experts were consulted to examine the validity of the contents. In the execution stage, the operating method was proposed and the program was applied with a total of 8 sessions, 1 session for a week. In the final assessment stage, the effect of the program was assessed. Assessment of the program was carried out by both quantitative and qualitative methods. The quantitative method was verified by pre-and-post comparison, and analyzed by Wilcoxon Signed Ranks Test. For the qualitative method, questionnaire and interview were used. After the program was implemented, the pre-and-post comparison was carried out. The result shows there was significant improvement in both anger control ability of parents and parenting efficacy. Also, participants reported the program was very helpful for increasing parenting skills in many aspects. Lastly, the researcher of this study proposed the direction for further development of the program.

Development and effects of Nanta program using speech rhythm for children with limited speech sound production (말소리가 제한된 아동을 위한 말리듬을 이용한 난타 프로그램의 개발과 효과)

  • Park, Yeong Hye;Choi, Seong Hee
    • Phonetics and Speech Sciences
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    • v.13 no.2
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    • pp.67-76
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    • 2021
  • Nanta means "tapping" using percussion instruments such as drums, which is the rhythm of Samulnori, a tradtional Korean music. Nanta speech rhythm intervention program was developed and applied for the children with limited speech sound production and investigated its effect. Nanta program provided audible stimulation, various sound loudness and beats, and rhythms. Nanta program consists of three stages : Respiration, phonation and articulation with the rhythm. Six children with language development delay participated in this study. Children were encouraged to explore sounds and beats and freely express sounds and beats. Along with the rhythm, children also were encouraged to produce speech sounds by increasing the length of syllables in mimetic and imitating words. A total of 15 sessions were conducted twice a week for 40 minutes per session. For exploring the effectiveness, raw scores from preschool receptive-expressive scales (PRES) and receptive-expressive vocabulary test (REVT) were obtained and compared before and after therapy. The results demonstrated that significantly improved receptive (p=.027) and expressive language scores (p=.024) in PRES and receptive (p=.028) and expressive (p=.028) vocabulary scores following intervention using Wilcoxon signed-rank test.These findings suggest that the nanta rhythm program can be useful for improving language development and vocabulary in children with limited speech sound production.

Effects of an animal-assisted therapy program on social-emotional development and learning-related social skills in children with developmental disabilities (동물매개치료 프로그램이 발달장애아동의 사회정서발달 및 학습관련 사회적 기술에 미치는 영향)

  • Lee Yun Ju;Kim Ok Jin
    • The Journal of the Convergence on Culture Technology
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    • v.10 no.1
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    • pp.11-18
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    • 2024
  • The purpose of this study was to investigate the effects of an animal-mediated therapy program on children with developmental disabilities on social skills related to social-emotional development and learning, which are important in modern society. The subjects of the study were children with developmental disabilities at a special school, and the animal-mediated therapy program consisted of 12 sessions. The study was divided into experimental and control groups and conducted pre- and post-test by measurement items. SPSS 25.0 was used to analyze the data. First, children with developmental disabilities in the experimental group who participated in the animal-mediated therapy program showed a significant difference (z=-2.20, p<.05) in the overall social-emotional development compared to the control group, and statistically significant values were found in the subfactors of non-dependence on teachers, interaction with peers, and achievement motivation. Second, the experimental group who received animal-mediated therapy showed a significant effect (z=-2.20, p<.05) in all factors of learning-related social skills. In conclusion, animal-mediated therapy was found to have a positive effect on the social-emotional development and learning-related social skills of children with developmental disabilities. Based on the results of this study, it is recommended that more specific and systematic programs should be developed and applied to enhance the social-emotional development and learning-related social skills of children with developmental disabilities for a healthy life.

Development of Content Structure of Healthy Dietary Education Program for the Parents of Multicultural Families (다문화가정 자녀를 위한 건강식생활 부모교육 프로그램의 내용 체계 개발)

  • Kim, Jung-Hyun;Lee, Myung-Hee
    • Journal of Korean Home Economics Education Association
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    • v.30 no.4
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    • pp.113-126
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    • 2018
  • This study aims to develop the content structure of healthy dietary education for multicultural family parents who guides their children to the correct and desirable applications at home. This study is an exploratory study intended to establish the contents of healthy dietary education for multicultural family parents. For the methodology we investigated dietary behaviors of children of multicultural families. As a result of examining closely the necessity and contents of healthy dietary education for the multicultural families parents including food safety, nutrition, and food culture. Based upon the above findings, the goals of healthy dietary education for parents were set up, its content area and sub-area(education topics) were composed and fixed, and finally, topic-specific goals and 12 content elements were extracted, detailed and systematized for pre schoolers and elementary school children.