• 한국생활과학회지
• /
• 제17권3호
• /
• pp.413-423
• /
• 2008

The purpose of this study was to consider the evaluations of curriculum and young children by kindergarten teachers. The investigation subjects for questionnaire were 637 (the directors, vice-directors, the head teachers, and teachers) who were selected by proportional stratified sampling method for population and the subjects for interview were 11 teachers out of previous subjects who have worked at Jeolla-Do. The questionnaire was based on preceding studies and the propriety of contents was validated. The followings are results of this study. First, according to the purpose of curriculum, more than half of kindergarten teachers answered that they do perform evaluation to validate the young children's developmental process and there were statistically no significant differences by variables of kindergarten teachers. This study was to see whether they perform the evaluation results of curriculum or not, they relatively perform and there were statistically differences by kindergarten teacher's working location, establishment type, level of education and age. This study was to see whether they reflect the evaluation results of curriculum, and it was revealed as they relatively reflect. Also, there were statistically significant differences by kindergarten teacher's working location. And, kindergarten teachers requested the appropriate evaluation curriculum that also requires the adequate education for teachers and organized supporting system as a implication plan. Second, as of material types for children's portfolio evaluation, teachers collect activity products at most, then activity picture, observation, standardized test, teacher's journal, recording or tape-recording, post-interview and data that were collected at home. And, kindergarten teachers requested the appropriate evaluation method and the supply of human resources as a implication plan for young children's evaluation.

• 한국생활과학회지
• /
• 제16권4호
• /
• pp.677-690
• /
• 2007

This study has a goal to read a trend of language research by analysing evaluation tools and methods that researchers have used for assessing young children's language abilities. Thus the study has chosen 237 language ability evaluation methods out of 121 young child's language ability evaluation researches. The treatises were selected from 4 types of early childhood education journals registered on the Korea Research Foundation. The data analysis was employed for processing the frequency and percentage of the collected data. The results were as follows: First, of single age groups the subject group most selected was five-year-olders and of mixed-age groups the subject group most selected was from three to five, and the number of subjects in researches were mostly below fifty children. The researches were sorted into an 'experimental/ investigational researching' type that has been frequently re-utilized by others, an 'interview type' using a data collection method, and a 'difference verification' type using a data analysis method which has been used in majority of studies. Second, the number of treaties that required data analysis has increased since 1996. Concludingly, the analysis of young child's language ability evaluation tools shows that the purposes of many researches were concentrated on studying children's knowledge about language, children's language functions such as speaking, reading, writing and listening, while evaluation contents were focused on speaking and writing.

• 한국콘텐츠학회논문지
• /
• 제13권11호
• /
• pp.551-561
• /
• 2013

본 연구의 목적은 현재 사용되는 유아 언어학습용 단어게임 애플리케이션의 내용 및 수준을 평가하고, 한글과 영어 단어 게임 애플리케이션 간의 차이가 어떠한지를 파악하는 것이다. 분석대상은 스마트폰, 태블릿 PC 애플리케이션 다운로드 센터에서 제공하는 유아 언어학습용 단어게임 애플리케이션으로 영어단어게임 애플리케이션, 한글단어게임 애플리케이션 각 30개씩이다. 분석도구는 CTR(Children's Technology Review)에서 개발한 소프트웨어 평가 도구(Children's Software Evaluation Instrument), 박희숙, 이영주(2007)의 멀티미디어 콘텐츠 평가 준거, 최수의(2003)의 모바일 콘텐츠 평가 준거를 참고로 유아의 발달적 특성을 고려하여 수정 보완한 평가 준거를 사용하였다. 연구 결과, 전체 단어게임 애플리케이션의 분석결과는 평가영역별 중 교육적 가치에서 가장 높은 점수를 받았으나, 디자인의 특성에서는 가장 낮은 점수를 받았다. 한글 영어 단어게임 애플리케이션 간의 비교에서는 영어단어게임 애플리케이션이 한글단어게임 애플리케이션보다 전체적으로 모든 영역의 점수가 높았다. 본 연구의 결과는 유아를 위한, 발달적으로 적합한 게임 애플리케이션의 개발에 도움을 줄 수 있을 것이다.

• Child Studies in Asia-Pacific Contexts
• /
• 제5권1호
• /
• pp.39-49
• /
• 2015

Not all parents are skilled in scaffolding their young children's numeracy learning. The present study investigated the effectiveness of a parent training program in promoting Filipino young children's number sense via card game playing at home. Participants were 161 young children and their parents; families were of a relatively low socioeconomic status. During the 10-week intervention period, parents in the experimental group received training on how to use number game cards to help their children acquire various numeracy concepts; parents in the control group received no special instructions. Children in the experimental group showed greater improvements in their performance on six number sense tasks (namely numeral identification, object counting, rote counting, missing number, numerical magnitude comparison, and addition) over the intervention period than did children in the control group. Findings of the present study suggest that providing simple training to parents on strategies for fostering their young children's number sense at home is important for giving children a good early start in basic number knowledge.

• 아동학회지
• /
• 제32권4호
• /
• pp.135-146
• /
• 2011

The purpose of this study was to explore the relationship between young children's play characteristics, interactive peer play and Preschool children's behavior. The subjects of this consisted of 235 3- to 5-year-old children resident in Gyeonggi Province. Collected data were analyzed with SPSS statistical software. The results of this study were as follows : First, there was a significant relationship between play characteristics, interactive peer play and Preschool children's behavior. Second, in terms of the degree of play characteristics in evidence, interactive peer play appears to be a reliable predictor of young children's behavior.

• 한국생활과학회지
• /
• 제20권3호
• /
• pp.583-594
• /
• 2011

The purpose of this study is to develop and evaluate a climate change education program for children in early childhood. The program was developed to enhance young children's ability to prepare for climate change. The program consists of 15 30-minute sessions. 38 5-year-olds (23 boys and 15 girls) participated in this program. The effects of this program were evaluated by the pre-school children's knowledge and problem solving abilities preventing climate change. Results showed that there was a significant experimental effect for knowledge of how to prevent climate change. Experimental group showed more knowledge than the control group. Also, there was a significant experimental effect on the problem solving abilities for preventing climate change. The experimental group showed greater problem solving abilities than the control group. The results of program evaluation revealed that this program was helpful for preparing young children for climate change.

• 한국식품영양학회지
• /
• 제31권3호
• /
• pp.335-344
• /
• 2018

This study aimed to develop and evaluate a sugars intake reduction program (SIRP) that was designed to increase the knowledge, attitude, and skills of Korean children aged 5 years regarding sugars intake reduction. A total of 101 children aged 5~6 years from 6 preschools participated in SIRP. SIRP consisted of 4 sessions including 10 activities (e.g., story-telling, arts, experiment, checking nutrition facts, pledge), delivered to children at preschools by nutritionists over a one-month period. Three letters were sent to parents throughout the program to inform them of the children's activities at the preschools and to provide additional information on reducing children's sugars intake. A total of 90 children completed the program; 83 parents of these children completed the SIRP evaluation survey. The children's sugars intake reduction score was significantly increased after attending SIRP. Teachers (n=6) who participated in this program agreed to improve their students' attitudes on reducing sugars intake and to decrease students' behaviors related to sugars intake. Parents agreed to improve their children's attitude on reducing sugars intake and to decrease children's behaviors related to sugars intake. The outcome showed SIRP improved participants' attitudes towards sugars reduction and increased the skills to reduce the sugars intake of children aged 5~6 years. Future studies should examine whether SIRP reduces actual sugars intake among children.

• 한국생활과학회지
• /
• 제17권1호
• /
• pp.35-43
• /
• 2008

The purpose of this study is to develop evaluation tools for young children's mathematical ability based on the content standards of NCTM and to verify the suitability of the tools. The tools consist of 5 sub-tests with 90 items, including number and operation, algebra, geometry, measurement, data analysis and probability. The tool analysis was examined with 300 three-to five-years-old children and 31 math education professionals. The results of this research are as follows : First, in order of age the passing rate increased. The gap between high and low score group reveals a statistically meaningful difference. Second, the internal consistency reliability coefficient, Cronbach ${\alpha}$, is .96. Test-retest reliability is around .90. The concurrent validity correlation between this tools and Choi Hye-Jin's test(2003) is .85. The analysis of the content validity was proved appropriately by math education professionals.

• 수산해양교육연구
• /
• 제21권1호
• /
• pp.78-95
• /
• 2009

The purpose of this study is to define areas and standards of kindergarten teacher's competency through survey research and interview with early childhood education community - kindergarten teachers, vice principals, principals, administrators, parents, and professors in early childhood education. Raw data from 62 interviewees were grouped into 25 codes including 'professional knowledge about young children's developmental characteristics, and labeled for representative themes. Based on the result of interview analysis, two areas of 'knowledge and skill' area (15 standards) and 'attitude and grounding' area (20 standards) were classified, survey researched for appropriateness and relative importance of each standard. 704 members of early childhood education community were collected through stratified sampling. The research findings indicate that 'observation and evaluation ability for young children' and 'affection for young children' showed high appropriateness in 'knowledge and skill area' and 'attitude and grounding area', respectively. In the relative importance analysis, 'understanding of young children's development', 'understanding of curriculum for young children', and 'understanding of young children's behavioral problem and counseling' for knowledge and skill area, and 'respect for young children', 'affection for young children', responsibility', 'positive attitude' for attitude and grounding area showed high relative importance in order.

• 한국보육지원학회지
• /
• 제19권1호
• /
• pp.43-67
• /
• 2023

Objective: This study aimed to validate a scale which could measure the correct mediation behavior of parents for their children's smart media use. Methods: The subjects were comprised of 514 parents of 5-year-old children. The collected data were analyzed using Jasp. Results: First, in the primary validation process, a total of 19 items and five factors were extracted through exploratory factor analysis. Through secondary validation process, we found that the scale model satisfies the goodness-of-fit evaluation criteria and is valid through confirmatory factor analysis. The newly constructed parents smart media mediation scale in early childhood emerged as a valid and reliable scale. Second, it was found that the more parents pursue 'active mediation', 'instructive mediation', and 'supervision', and avoid 'co-viewing', and 'technical restrictions', the more they had a positive effect on children's smart media usage capabilities. Third, the total score of smart media mediation for young children's parents was found to significantly differentiate young children's smart media overdependence, and self-regulation. Conclusion/Implications: The final smart media mediation scale for young children's parents was composed of 19 items, with five factors: 'co-viewing', 'instructive mediation', 'technical restrictions', 'active mediation', and 'supervision'.