• 대한의용생체공학회:의공학회지
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• 제20권1호
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• pp.21-27
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• 1999

최근 들어 많은 관심에 대상이 되고 있는 동차 사고시 어린이 승객의 부상현상을 해석하기 위하여 범용 동력학 패키지인 DADS를 이용하여 3세 어린이 모델을 개발하였다. 모델은 모두 14개의 요소들과 12개의 조인트로 구성 시켰으며 부스터를 장착한 시트에 3점식 벨트를 체결한 형태로 개발되었으며 썰매를 이용한 전방 충돌 시뮬레이션 결과 기존의 더미를 이용한 실험 결과와 일치하는 응답 특성을 얻을 수 있었다.

• Advances in biomechanics and applications
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• 제1권3호
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• pp.143-158
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• 2014

Forearm fractures in children are very common among all pediatric fractures. However, biomechanical investigations on the pediatric forearm are rather scarce, partially due to the complex anatomy, closely situated, interrelated structures, highly dynamic movement patterns, and lack of appropriate tools. The purpose of this study is to develop a computational tool for child forearm investigation and characterize the mechanical responses of a backward fall using the computational model. A three-dimensional 10-year-old child forearm finite element (FE) model, which includes the ulna, radius, carpal bones, metacarpals, phalanges, cartilages and ligaments, was developed. The high-quality hexahedral FE meshes were created using a multi-block approach to ensure computational accuracy. The material properties of the FE model were obtained by scaling reported adult experimental data. The design of computational experiments was performed to investigate material sensitivity and the effects of relevant parameters in backward fall. Numerical results provided a spectrum of child forearm responses with various effective masses and forearm angles. In addition, a conceptual L-shape wrist guard design was simulated and found to be able to reduce child distal radius fracture.

• 대한가정학회지
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• 제37권12호
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• pp.91-102
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• 1999

The purpose of this study was to investigate the father-child relationship. The final sample for the data analyses included 83 three-year old children and their lathers. The instrument of study was the 'generative fathering'(by Yee et al, 1999). This measurement consisted two areas, first is the father's involvement in child rearing, and second is the responsibility on child rearing. And the child attachment security was observed through Attachment Q-Set(Waters, 1987) in the child's home. The results were following: 1. The mean of the child's attachment security was .33 and the range of attachment security was from -.07 to .79. 2. Father had higher responsibility on rearing, more involved in the child care. 3. The child's attachment security was predicted by the father's involvement in rearing. The father's responsibility didn't show the relationship with the child's attachment security. Especially among the subcategories of involvement, the activity with child had a significant relation to attachment security. So the father's interaction with child was meaningful for the child to develop the internal working model.

• 한국주거학회논문집
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• 제24권1호
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• pp.1-10
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• 2013

Number of children cared by child care centers has getting up almost half of the from zero to five year age group in korea. Home care children' activities are reported more active and natural than those of center care children. So this study seek the design guidelines for the residential core model of child care centers as second home in korea. The residential core model by Anita Lui Olds was selected and ten domestic center cases were surveyed for guidelines. Firstly, daily-residential core model is learning by daily life at home, and is equiped with cooking kitchenet and group activity area in group room. Secondly, play-residental core model is learning by playing by self, and is equiped with acting, eating and reading common area clustering two or three group room. Thirdly, eco-residental core model is learning by eco-friendly activities, and is equiped with companying, cooperating and sharing area. Fourthly, project-residental core model is learning by project by self, and is equiped with drawing, experimenting and presenting common area. Fifthly, the space of residential core model is organized with three or four group room and clustering living or common area. The larger the center is, the more the cluster is vertically. Facility area and outdoor playground per child is about 7 and $3m^2$.

• 아동학회지
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• 제33권5호
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• pp.53-70
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• 2012

The purpose of this study was to investigate the effects of task conditions (physical similarity between the spatial product and the reference space, presentation place of the spatial product) on children's spatial representation. The participants consisted of 40 3-year-olds and 40 4-year-olds. The results of this study are as follows. Both 3-year-olds and 4-year-olds were capable of a greater degree of spatial representation when there was a high level of physical similarity between the spatial product and the reference space, and when the presentation place of the spatial product was in the reference space. 4-year-olds were capable of more accurate spatial representation than 3-year-olds. There was no significant difference in the children's spatial representation depending on the type of spatial product (scale model, map). The results revealed that the physical similarity between the spatial product and the reference space and the presentation place of the spatial product are essential in young children's spatial representation. Additionally, the results indicated that spatial representation of children develops gradually from when they are three to when they turn four.

• Human Ecology Research
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• 제53권4호
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• pp.405-412
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• 2015

This study investigated the moderating effect of negative emotionality on the association between teacher-child intimacy and peer interaction based on a differential susceptibility model. The participants were 252 three-year-old children recruited from a day care center and preschool located in Incheon and Gyeonggi province. The teacher-child relationship was measured on a Student-Teacher Relationship Scale. This measure is a type of teacher's report with ratings based on a teacher's daily observations. This scale is composed of closeness items on the degree of warmth and open communication in teacher-child relationships. Peer interactions were measured with a Penn Interactive Peer Play Scale. This measure is composed of play interaction items, play disruption items and play disconnection. Negative emotionality was measured with Child Behavior Questionnaire. Teachers measured teacher-child intimacy and peer interaction scales. Parents reported children's negative emotionality. The research showed that negative emotionality moderated the association of teacher-child intimacy, play interaction, play isolation and play disruption. The magnitude of association between teacher-child intimacy and play disconnection as well as play interaction was greater for high levels of negative emotionality. Teacher-child intimacy was significantly associated with play disruption only for high levels of negative emotionality. The findings of this study support a differential susceptibility model.

• 아동학회지
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• 제20권4호
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• pp.213-229
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• 1999

This study examined the effectiveness of an Emotional Education Curriculum. The subjects were 55 five-year-old children attending a kindergarten located in Kangbuk-gu, Seoul. Using the pre- and post-test model, the Thinking, Feeling, Behaving Curriculum was employed two to three times a week for 15 weeks in the experimental group. Data were analyzed by t-test and ANOVA. This study indicates that the Thinking, Feeling, Behaving Emotional Education Curriculum was effective in understanding young children's emotional self-perception and empathy, but the curriculum was only partially effective in improving young children's social behaviors.

• 가정과삶의질연구
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• 제8권1호
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• pp.83-100
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• 1990

The purposes of the study are to understand of rural family life cycle(FLC) and to get a FLC model for the twentieth in rural area. Data for the study were collected from 603 farm households in rural area. The major findings are as follows; 1) The age of first marriage was 21.5 years old(urban : 22.4), the first bearing 23.2(24.2), the last bearing 31.7(32.6), the first child marriage 47.2(46.5), and the last child marriage 59.7(52.7). The number of child and interval were 3.9 persons and 2.9 years respectively. From the survey results, the rural family life cycle was established. Establishment stage(from the marriage to the 1st child birth) : 21-23 yrs. Extension stage(from the 1st child birth to the last child birth) : 23-32 yrs. Complete extension stage(from the last child birth to the 1st child's marriage) : 32-47 yrs. Shrinking stage(from the 1st child's marriage to the last child's marriage) : 47-60 yrs. Complete shrinking stage(from the last child's marri ge to the death of husband) : 60-63 yrs. Dissolution stage(from the death of husband to the death of wife) : 53-75 yrs. 2) In general, the older the age, the younger the first marriage age, the greater the number of child, and the longer the interval of child bearing. The last child's marriage was too last to have the period of recovery stage. In terms of FLC by marital chorts, the later the year of marriage, the older the age of the first marriage and first baby bearing, the smaller the number of child, and the faster the launching stage. The higher the educational level, the older age of the first marriage and the first baby bering, the smaller the number of child, and the shorter the interval of child bearing. 3) Two types of rural FLC model for the twentieth were formulated. Type A was formulated based on the survey results and type B was formulated based on 『'88 population dynamics survey』 of Economic Planning Board(EPB). 「TYPE A」*Establishment stage(from the marriag to the 1st child birth) : 22.5-23.5 yrs. one child : the 1st child's marriage(49.5yrs), the death of husband(64.2yrs), the death of wife(71.7yrs) two children : the last child's birth(25.7yrs), the last child's marriage(51.7 yrs) three children : the last child's birth(27.9yrs) the last child's marriage(53.9yrs) 「TYPE B」*Establishment stage(from the marriage to the 1st child birth) : 25.3-26.3 yrs. one child : the lst child's marriage(52.3yrs), the death of husband(67.0yrs), the death of wife(74.5yrs) two children : the last child's birth(27.8yrs), the last child's marriage(53.8 yrs.) three children : the last child's birth(29.3yrs), the last child's marriage(55.3yrs).

• 아동학회지
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• 제10권1호
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• pp.26-42
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• 1989

This study was designed to investigate the relation between mother's interaction strategies and self-regulation of young children from a Vygotskian perspective. The hypotheses of this study were: 1) The self-regulation of young children will improve with increase in age, 2) the use of mothers' interaction strategies will increase as child's age decreases, 3) mothers' directiveness in the mother-child interaction depends on the age of child and socio-economic level, and 4) mothers' directiveness in the mother-child interaction will have negative relationship with child's self-regulation. The subjects of this study were 60 mother-child dyads with three different age-of-child groups (3-, 4-, and 5-year-olds). They were further divided into higher and lower socio-economic groups. A puzzle task was used for the measurement of self-regulation. The task consisted of two identical puzzles with one used as the model. The collected data were analyzed by ${\chi}^2$, one-way and two-way analysis of variance, and Pearson's r. Self-regulation of the young children improved with increase in age (P < .05). The use of mothers' interaction strategy decreased as the children's age increased (P < .05). Mothers' directiveness in the mother-child interaction was influenced by the age of child (P < .01) and by socioeconomic level (P < .05). There was a negative correlation (r=-.848) between the mothers' directiveness in the mother-child interaction and the child's self-regulation (P < .001).

• 아동학회지
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• 제26권5호
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• pp.217-232
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• 2005

This study examined the effects of an art program based on multiple intelligence theory on children's creativity and spatial ability. The art education program focused on three processes : perception, production and reflection. Subjects were 68 five-year-old children. The experimental design was 'The Untreated Control Group Design with Pretest & Posttest'. ANCOV was employed for statistical analysis. Results were that the children in the experimental group scored significantly higher on creativity and spatial ability than the children in the control group. Results imply that an art education program based on multiple intelligence theory can be an effective teaching model for improving children's creativity and spatial ability.