• 교육시설
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• 제9권2호
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• pp.37-50
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• 2002

Computers have become an indispensable part of everyday lives in 21st century. This is particularly true in early childhood education; multimedia use in kindergarten has rapidly grown in the last decade. Although ample research had been done on the issues of teachers' role in multimedia settings and selecting quality materials, few studies have been done on the proper environment for multimedia use in early childhood education. In this regard, this research examines the current status of multimedia use-animated illustration films, CD-ROM titles, and internet-in kindergarten. In addition, computer environment in kindergarten is investigated in order to provide guidelines for appropriate facilities and equipments. For smooth integration of computer activities into a school system, computers are located in ordinary classrooms in more than half of kindergarten in Seoul. Computers are used in independent lab settings in the last of the kindergarten in Seoul and there are four different types of lab settings. Among them computer at perimeter style is preferred for the ease of student-teacher, and student-student interactions. The importance of environment for early childhood education cannot be overestimated. It is so critical for early childhood education that the people in this field regard the environment as 'the third teacher' next to parents and teachers. Therefore the multimedia environment should also be considered seriously for the maximum use in early childhood institutions.

• 한국실내디자인학회논문집
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• 제14권2호
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• pp.161-168
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• 2005

Kindergarten is the first educational experience of toddlers, where they experience living in a group environment. Carefully designed, it is intended to provide an environment for nurturing the systematic growth and development of youngsters. Through effective stimulation, young children display their abilities as they independently learn in the controlled setting of Kindergarten. This study advocates the support of educational activities through the use of systematic and scientific architectural design in order to achieve the challenging goals and results desired of Kindergarten education. Upon determining the current state of Kindergarten architectural design, I have sought to apply innovative architectural concepts which can be used to design desirable learning environment for Kindergarten aged children. In calculation of area, the average gross building area is minimum $2.3m^{2}/p$ and optimum $2.5m^{2}/p$. The area of classroom is optimum $6.8m^{2}/p$.

• 한국컴퓨터정보학회논문지
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• 제4권4호
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• pp.218-225
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• 1999

본 연구는 유치원교사의 근무년수별 컴퓨터활용의 차이와 유아를 위한 컴퓨터교육의 실태를 알아보고자 함에 목적을 두고 있다. 이에 따른 연구결과를 보면 유치원교사의 근무년수별 컴퓨터활용도에서는 유의한 차이가 나타났고 ($x^2$=138.486, df=36, p＜.001), 유치원교사의 근무년수별 컴퓨터를 배우고자하는 선호도에서도 유의한 차이가 나타났지만 ($x^2$=519.566, df=64 p＜.001), 유치원교사의 근무년수별 컴퓨터활용프로그램에서는 유의한 차이가 나타나지 않았다. ($x^2$=75.42, df=80, p＞.50) 이는 유치원교사의 컴퓨터활용이 유아를 위한 교육목적위주로 이루지는 것이 아니라 문서관리외에 다른 용도로 이루어짐을 알 수 있다. 따라서 본 연구는 유치원교사의 컴퓨터을 이용한 교육적 활용을 위한 프로그램개발과 연구가 지속적 이루어져야 함을 시사한다.

• 한국인터넷방송통신학회논문지
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• 제16권6호
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• pp.217-223
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• 2016

본 연구는 예비유아교사들의 테크놀로지 활용의도에 영향을 미치는 테크놀로지에 대한 지각된 사용용이성, 지각된 유용성, 테크노스트레스 변인들 간의 예측력을 규명하는 것을 목적으로 하였다. 이를 위해 예비유아교사 교육을 받고 있는 64명 대학생을 대상으로 설문조사를 실시하고 중다회귀분석을 통해 분석하였다. 연구결과 첫째, 지각된 사용 용이성은 지각된 유용성에 유의한 영향을 미친것으로 나타났다. 둘째, 지각된 사용용이성은 테크노스트레스에 부적인 영향을 미친 것으로 나타났다. 마지막으로 지각된 유용성은 테크놀로지 활용의도에 유의한 영향을 미쳤으나 테크노스트레스는 테크놀로지 활용의도에 부적인 영향을 미친 것으로 나타났다. 이러한 결과를 통해서 예비유아교사들이 테크놀로지를 보다 쉽게 사용할 수 있고 테크노스트레스를 완화할 수 있도록 테크놀로지 사용에 관한 다양한 교육의 기회가 주어져야 할 것으로 보인다. 나아가 테크놀로지가 유아교육환경에서 유용한 교수학습매체로서 활용될 수 있는 다양한 전략들이 개발되어져야 할 것이다.

• 아동학회지
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• 제30권5호
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• pp.167-178
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• 2009

The purpose of this study was to look into the meaning of kindergarten experiences of first graders with the use of phenomenological research. The participants of this study were 10 elementary school students. Through eleven interviews per person and journal writings, the voice of participants was condensed into three categories : (1) Kindergarten life was new and delightful; (2) they were limited in assertion of their rights; and (3) they experienced separation and longing. We should understand children's experience by their explanations and give consideration to children not as objects but as subjects. By doing so, we can provide more meaningful experiences to children in kindergarten.

• 한국컴퓨터정보학회논문지
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• 제25권2호
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• pp.157-162
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• 2020

본 연구는 유치원생 대상 심폐소생술 교육 효과를 분석하여, 최초반응자로서의 역할이 가능한지 파악하고 향후 유치원생 대상의 심폐소생술 교육 프로그램 개발 및 활성화를 위한 기초자료로 사용하기 위하여 진행되었다. J시 소재 일개 유치원 6세, 7세반 어린이를 대상으로 10주간 5회의 심폐소생술 교육을 반복하였으며, 피드백 장비를 활용하여 객관적 자료를 수집하였다. 자료 분석은 SPSS 23.0 for win 통계 프로그램을 이용하여 t-test와 paired t-test 분석을 하였다. 연구결과, 반복 교육 후 가슴압박 깊이, 가슴압박 적정 속도, 적절한 가슴압박 위치 모두 유의하게 증가하였다. 결론적으로 유치원생 대상 심폐소생술 교육에 효과가 있었으며, 유치원생들도 최초반응자의 역할 수행이 가능할 것으로 보여진다.

• 대한영양사협회학술지
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• 제24권1호
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• pp.62-74
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• 2018

The purpose of this study was to investigate dietitians or nutrition teachers' perception of sugar reduction and usage of sugars in school meal service. A survey was conducted for dietitians or nutrition teachers at elementary, middle, and high schools in Gyeonggi and Incheon. Survey data were analyzed according to the experience period and school types of dietitians or nutrition teachers. The numbers of subjects according to work experience period were 134 (44.2%) for <5 years, 68 (22.4%) for ${\geq}5$ and <10 years, and 101 (33.3%) for ${\geq}10years$. Among the subjects, 168 (55.4%) were nutrition teachers at kindergarten/elementary schools, and 135 (44.6%) were at middle/high/special schools. Perceptions of sugar reduction programs were higher in kindergarten/elementary schools than in middle/high/special schools. The perception of added sugar use increased with more work experience, and interest in sugar reduction was higher in kindergarten/elementary schools than in middle/high/special schools. Practice for added sugar reduction increased with more work experience, and the most common method for reducing sugar was use of natural sugars. The main reason for not reducing added sugars in school meals was due to preference. Nutritional education for students increased with more work experience and was higher in kindergarten/elementary schools than in middle/high/special schools. The major nutritional education methods were using school homepage (37.4%), sending family letters (37.4%), and using principle's discretion time (18.4%). Organic sugar and rice taffy were used more at kindergarten/elementary schools, and white sugar, brown sugar, and white syrup were used more at middle/high/special schools. The most common menu using added sugars was stir-fried dishes (stir-fried pork, chicken, and vegetables).

• 교육시설
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• 제11권1호
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• pp.39-46
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• 2004

The objective of this study is to propose the architectural basic data for the planning of kindergarten attached to the elementary school. For this study, we selected and investigated 23kindergartens in Gwangju city. The results of this study are as follows. 1) The elementary school in separated style had the advantage of securing educational space and reducing interference with students of elementary school. But it had the problem in using the facilities of elementary school. So we have to consider the kindergarten to be located near by dinning room, multi-purpose hall. 2) Concentrating the entrance, it makes the inside and outside space use easily. For the actual use, we have to establish facilities for convenience in outer-space. 3) For each room, we suggest guides as follow. The classroom and the playroom have to be combined for flexibility and supervision. In the planning of toilet, it must have sliding door for confirm the inside situation and reasonable height partition to consider the student's body-size. The shape of teacher's room must be open-type for supervising children but protect the entry of children. There is consideration for the material room and the sleeping room for all-day-long class.

• 교육시설
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• 제2권2호
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• pp.51-64
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• 1995

This study investigates possible of linkage between kindergarten infants and the lower level elementary school students so aims to take a triangular position which direction of architectural space plan. The results of the study are as follows: 1) The results of analysis which infants and lower level elementary school students' behavior and activity showed similar play patterns in space attitude, rule of space use, similar to satisfaction and kinds of play, the time required, groups scale and place of play. 2) Architectures of kindergarten and lower level elementary school can classify style of selfhelp-singleness, establishment as an annex-singleness, establishment as an annex-attachment and divides space of education, management, service and analogized kinds of necessary space. 3) Infants of four, five years old and six, seven years old(first, second elementary school students) are similar to physical, intellectual, emotional development and have special characters of successions so kindergarten and lower level elementary school buildings must be necessary for organic linkage and intergration.

• 아동학회지
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• 제20권3호
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• pp.245-257
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• 1999

This study investigated illustrated Koran fairy tales as material for teaching kindergarten science. The 64 books selected for this study were analyzed by the standards set forth in the Exploring Life segment of the 5th Revision of Kindergarten Teaching Procedures (1993). The story-structure strategy was based on the structural pattern suggested by Moen(1991). Results showed that the structural elements of the illustrated fairy tales could be classified into 7 categories and 8 types of content patterns. After validating the adaptability of the fairy tales for use in teaching Kindergarten science, the books were cataloged by type and category.