• Korean Journal of Community Nutrition
• /
• v.20 no.4
• /
• pp.251-258
• /
• 2015

Objectives: The purpose of this study was to investigate how to manage food allergy of pre-school children, focusing on the current status of the food allergy in childcare facilities in Hanam which have less than 100 children. Methods: Targeting 159 preschool childcare facilities, survey was carried out for a month in March, 2015. Recovery rate was 66.7%. 106 surveys out of 159 were available for analysis using SPSS statistical program version 19.0. Results: Among 106 facilities, 58 (54.7%) reported that none of their children had a food allergy and 48 (45.3%) reported one more children had a food allergy. Total number of children having a food allergy was 71. Among them, the occurrences of food allergy in males were significantly more than that of the females (p<0.001). Further, children under 2 years of age had significantly more food allergy than the other ages (p < 0.001). The allergic inducing foods were nuts (23.3%), egg (17.8%), milk and dairy products (16.4%), fish and shellfish (13.7%), instant foods (12.3%), fruits (8.2%), soybean (4.1%), meat (2.7%), and cereals (1.4%) in order, and 6 children out of 71 were allergic to more than 2 food items. The clinical symptoms of the food allergy were a skin reaction (87.9%) and an oropharyngeal & respiratory reaction (12.1%). Majority of childcare facilities (80.3%) didn't serve alternative foods for children with food allergy. Necessity for food allergy education was significantly higher in facilities with food allergy issues than without such issues. Conclusions: The Center for Children's Foodservice Management need to educate workers of childcare facilities and parents about managing food allergy and enforce a plan to provide alternative menu to children with food allergies.

• Proceedings of the Korea Air Pollution Research Association Conference
• /
• 2006.04a
• /
• pp.540-541
• /
• 2006

• Journal of Environmental Health Sciences
• /
• v.35 no.2
• /
• pp.78-85
• /
• 2009

In this study, the hazard rate of the indoor environment of Children's Educational Facilities in Seoul was conducted, in order to determine how the indoor environments of these facilities, where infants and children spend the most time of their away from home day, can effect their health. The way of measurement and analysis were done according to the Indoor Air Quality Standard Method, and the Risk Assessment was accomplished with several significant ways - Hazard Identification, Exposure Assessment, Dose-response Assessment, Risk Characterization, which are deighed by National Research Council (NRC). On each exposure factors, documentary and questionary research such as Epidemiological study and Toxicological study were conducted. The result of the CTE (Central tendency exposure) of Formaldehyde and Benzene by Monte-Carlo simulation was $6.79{\times}10^{-6}$, $2.50{\times}10^{-7}$ which in the case of Formaldehyde exceeded the permitted standard ($10^{-6}$) of the US EPA. The RME(Reasonable maximum exposure) was $7.31{\times}10^{-5}$, $2.65{\times}10^{-6}$ which did not exceed $10^{-4}$, the maximum permitted standards in the US EPA.

• Journal of the Korean Society of Food Culture
• /
• v.36 no.4
• /
• pp.412-420
• /
• 2021

This study aimed to assess the association between the weight status and dietary behavior of preschool children. The survey included 412 preschool children aged 2-5 years in 31 childcare facilities in Gwangju. General characteristics of children and their mothers, weight, height, feeding type, complementary feeding, food allergy, and dietary behavior of children based on the Nutrition Quotient for preschoolers (NQ-P) questionnaire were considered. Children were classified into 4 groups by weight status; underweight, normal, overweight, and obese, based on the 2017 Korean National Growth Charts. The percentage of children in the respective groups was 5.3, 70.9, 10.7, 13.1%. Weight status was not related to breast feeding duration nor the starting time of complementary feeding. The NQ-P scores of underweight, normal, overweight, and obese groups were 55.4, 60.0, 60.8, 60.0. Among the three factors covered by the NQ-P, 'balance' and 'environment' scores of the underweight group were lower than that of other groups. Underweight children consumed beans, fish, and white milk less frequently. The 'moderation' scores of the overweight/obese group were lower than those of the normal or obese groups. Obese children more frequently ate processed meat and fast foods. Proper nutrition education is thus needed for not only obese children but also underweight children based on their age, along with their parents, and caregivers.

• Korean Journal of Community Nutrition
• /
• v.25 no.6
• /
• pp.451-463
• /
• 2020

Objectives: The purpose of this study was to develop and evaluate booklets and video clips to prevent children from picky eating. Methods: Based on a survey conducted on food preferences of preschool children aged 2 to 5 years, 14 kinds of less preferred vegetables were selected. Accordingly, educational videos, activity books, and teaching-learning guides were produced for preschool children using the 'food bridge' theory, and the educational materials were named "Friendly vegetables". Educational materials were distributed to childcare institutions, and their effectiveness was investigated for preschool children who were instructed on these materials once every 30 days from March to November, 2019. The children were examined for changes in their knowledge of names, colors, taste/texture, methods of cultivation, and preferences for vegetables before and after the instructional course. Results: The awareness of vegetables increased significantly in younger children and the picky eating group. When the assessment was carried out in terms of vegetable knowledge, it was observed that the younger the age or the pickier the in eating food, the more effective the education is compared to the counter part. The preference for vegetables also increased after the instruction compared to the pre-instruction period, but significant changes were seen only in the 2~3 year age group for boys and girls. Also, only the picky group of girls showed changes in preference. The children's average interest in the education materials was 3.85 points out of 5 points. Conclusions: Through this study, we have developed educational materials for standalone use in childcare facilities and confirmed that they have a significant effect on improving awareness and preferences related to vegetables. In summary, the younger the age or the pickier the child in eating food, the more effective the education. It is believed that additional education on mealtime guidance is needed which can alter the eating behavior of preschool children and improve their diet. It is proposed to widen the scope of use of the materials by collecting diverse opinions from child care teachers.

• Korean Institute of Interior Design Journal
• /
• v.14 no.5 s.52
• /
• pp.226-235
• /
• 2005

Since the late 20th century, digital technology has changed our environment in many ways. The representative advanced homes today embed digital facilities such as a sensor infrastructure, a networking system, and ubiquitous display. In this point of view, this study was intended to define the apartment residents' diverse needs for digital home design. The subjects are 400 wives who live in Busan. The findings are as follows; (1) The factors of the housing activities are extracted as 'guest hosting,' 'family entertaining,' 'digital network,' 'daily domestic affair,' 'non-daily domestic affair,' 'media using,' and 'bathing & exercising' activities. (2) The 'digital network activities' occurred more frequently in the households with non-employed wife and preschool children, and with employed wife and preschool and elementary school children. (3) The factors of the digital home system were extracted as 'safety & maintenance,' 'health & convenience,' 'educational & housekeeping,' and 'cultural & entertaining' systems. (4) The needs of non-employed wives for the safety & maintenance and the educational & housekeeping systems are varied by family life cycle and wife age. While, the needs of employed wives for the educational & housekeeping and the culture & entertaining systems are varied by dwelling-size and wife age.

• Korean Journal of Childcare and Education
• /
• v.2 no.1
• /
• pp.65-88
• /
• 2006

This study intended to activate public education, researched and analyzed real conditions of preschool education to know desirable directions of public education and help parents recognize public education. The final purpose is to offer basic materials to reestablish preschool education in the public education system. First, parents' recognition concerning preschool education in the public education system was much different from that of teachers. As for definitions of preschool education as a public education, parents understood that it means 'the nation and self-governing bodies manage aid both the public and private kindergartens', and teachers recognized that it means that 'the nation and self-governing bodies not only found operate public kindergartens but also aid manage educational funds of private kindergartens. Second, the examination of educational environments of kindergartens told that teachers and parents thought that opportunity to enter the kindergarten is not equal for all children in our country, and quality of kindergarten teachers is satisfactory. Also, they thought that curriculums of preschool educational organs have been set well according to children's developmental stages, education quality is different according to preschool education organs' foundation-types. They recognized that facilities and apparatus of preschools are satisfactory, security and neatness of preschools are satisfactory, too. Third, the examination of developmental directions of preschool education as a public education proved following facts; as for foundation-types of kindergartens in the future when promoting preschool education as a public education, parents answered financial support and supervision by the government, teachers answered aid and management of operational fees as well as support for teacher personnel expenses.

• Korea Science and Art Forum
• /
• v.19
• /
• pp.659-668
• /
• 2015

The Korean education program and environment do not meet the increasing demand of daycare by facility, manpower, and budget deficits although Korea has also been interested in the convergent human resource with integrated ideas by creative education since the introduction of the Nuri curriculum for 5 year old children in 2011. Thus, the purpose of this study is to establish the preschool education program and design the proper space for developing the creativity of children. The procedure of this study is as follows. First, this study proposes the direction for establishing the daycare programs after examining the existing Korean daycare facilities and programs based on documented references about designs for daycare facilities. Second, this study proposes the program plans based on the framework establishment for developing preschool education programs by combination of 5 types of children's behavior on play and 5 types of formative principles for creative education with play. Third, this study proposes the direction of designs and conditions of daycare facilities for effectively managing the programs previously mentioned. As a result of theprocedure, this study comprehensively delineates the education program models and space plans for developing the creativity of Korean children, and suggests the necessity of development model of continuous education program by establishment of frameworks and the significance of space for effectively managing the model.

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

• Journal of the Architectural Institute of Korea Planning & Design
• /
• v.34 no.11
• /
• pp.33-44
• /
• 2018

During the course of play, children gain special experience in a place where they can explore their surrounding environment and feel emotional stability. This experience of attachment to the place of play is very important in that play can serve as a measurement of the child's growth and development. Therefore, the environment surrounding the child should be understood as a meaningful place that affects a child's life beyond the place of play. The purpose of this study is to propose a spatial planning method where the formation of place attachment is considered in the design of child care facilities, as this is where preschool children spend much of their early formative years. The research methods are as follow: First, we surveyed the relationship between child development and place attachment through literature reviews and found that the factors that form place attachment were summarized as accessibility, complexity, segmentation and nature friendliness. Second, we examined the spatial characteristics of Mitsuru Senda, a Japanese architect who has been intensively studying children's play environments, as well as the characteristics of children's play proposed by his academic research. Finally, we analyzed the relationship between the spatial characteristics supporting play shown in Senda's work, and the four factors of place attachment formation and proposed a planning method for space design applicable to child care facilities.