• Journal of the Korean Home Economics Association
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• v.43 no.5 s.207
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• pp.199-219
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• 2005

The purpose of this study was to investigate the prevalence and to identify the related factors of overweight among young children. The study subjects were 138 children, aged 3-5, attending child care centers in the Kyungbuk area. We assessed a wide range of collected variables including general characteristics, anthropometric data, dietary habits, stress, food preferences, and food frequencies of young children, and anthropometric data and general characteristics of their parents. The results of this study were analyzed with $\chi$$^{2}$_ or t-test using SPSS package program. The subjects were classified into two groups using the weight for length index WLI criteria: normal group(n=101) and overweight group(n=37). Forty-nine percent of mothers of overweight children did not recognize their child's current overweight status. Scores for encountering criticized-violent situation stress, hurt-pride stress and total stress were higher in the overweight group than in the normal group. The frequency of snacking and the appetite of the overweight group were increased compared to those of the normal group. The overweight group had higher preferences for salad, kimbab, boiled rice with meat, vegetables and Chinese noodles, chicken, shell, banana, soybean milk, hotdog, and potato than the normal group. The overweight group showed higher consumption frequencies of pan-fried foods, egg, laver and strawbery compared to the normal group. Therefore, our results suggest that obese young children, as well as their parents, need more nutritional counseling education about dietary habits, food preference, recognition of normal weight and strategies for actively coping with stresstopreventandtreatobesityandtomaintainhealth. .

• Korean Journal of Child Studies
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• v.22 no.3
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• pp.151-165
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• 2001

This study of children's perceptions own and desirable mothers was based on data gathered from answers to questionnaires by 46 preschoolers living in Chunju. The children listened to the stories of 3 picture books based on the interactionist, maturationist, and behaviorist theories of child development. Parenting behaviors were rated by standards of support and control dimensions. The subjects perceived their own mothers' developmental beliefs in rank order of maturationist, behaviorist and interactionist. Most parenting behaviors were perceived to be punishment. The subjects ranked the developmental beliefs of the most desirable mothers in order of maturationist, interactionist, and behaviorist. The most desirable parenting behaviors were perceived to be affectionate expression, recognition, and cooperation. There was no relationship between own and mothers' developmental belief.

• Journal of Families and Better Life
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• v.25 no.4
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• pp.181-196
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• 2007

The present study was to investigate child care teather's and parents's recognition and need about child counseling and to analyse differences between them. The subjects for this study were 244 child care teachers and 260 mothers of the day care centers. The major finding were as follows; Most child care teachers are aware of child counseling through lecture, pre-service education, and internet. Most mothers hear about child counseling through internet. They think that child counseling is very effective for young children, especially for negative experience and emotion. Most child care teachers think that they can administer child counseling. especially daycare centers. But mothers think that special facilities is the most appropriate place by child counseling. Child care teachers and mothers regard the credibility of human being as personal characteristics required for child counseling. Counseling specialists are to be the most appropriate person for followed by child care teather's and parents. And they think that special training is needed for child counseling. but few of them receive special training. They perceive the necessity of professional education in child counseling. but they rarely experience related education of child counseling. Especially, they feel lack of time and information. They also want to apply to child counseling children education after learning it through counseling association or by observing real situations in child counseling center using morning time or during weekends. Most mothers and child care teachers know play therapy, art therapy. bibliotherapy, sand play therapy.

• Proceedings of the Korea Contents Association Conference
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• 2006.11a
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• pp.783-787
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• 2006

The 'spatial senses' mean environments and the instinctive responds to objects in the environments. The infancy is an important period to develop the basic capacity of the 'spatial senses'. Since young children can develop the 'spatial senses' throughout the actual and active search, it is essential for them to do experience through their physical actions. This paper proposes four motion based-contents for improving the spatial sense of young children: a bubble game, a cyber goalkeeper game, a mud-huddle game, and a shape recognition game. The proposed four games are implemented to the virtual learning environments. Also, the virtual learning environments utilize the realistic interfaces which can recognize motions of young children and then interact with the games as they do the movement at the virtual environments provided. Using the realistic interfaces not only develops young children's spatial sense but also offers them the pleasure and interest of self-study.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.12
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• pp.8400-8407
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• 2015

The purpose of this study was to understand the subjective perception of Related group's Concerning the Identity of Community Children Center. Q methodology was applied of the study. 23 Q-statements were created based on selected 337 statements and were classified by 40 candidates who related Community Children Center. The obtained data were analyzed by means of PC Quanl program. The result showed that the identity of Community Children Center were classified in 4 types. The types included "Type I: the leading agency for children, families and communities", "Type II: Agency that operated by dedication and commitment" "Type III: Center that complements the family" "Type IV: Systematic operational support standardization is required. In conclusion, the results of the data revealed the importance of the various recognition-types of individuals related to the identity of the community children's center.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.8
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• pp.389-396
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• 2016

This article aims to help improve day care qualitatively to offer base data for applying the standard childcare curriculum and improve the management, by analyzing the teacher's recognition, organization and management on the 3rd standard childcare curriculum. For this, we examined teacher's recognition, organization and management on the 3rd standard childcare curriculum and determined how much a teacher of an infant class and a teacher of a young children class conduct for every sector. A questionnaire was prepared to study the recognition, organization and management on the $3^{rd}$ standard childcare curriculum and the selected study subjects were educare teachers in G-do. T-test and one-way analysis of variance were conducted with the collected research data. The study results are as follows. First, the educare teachers mostly recognized the $3^{rd}$ standard childcare curriculum. Second, they were properly organizing and managing the 3rd standard childcare curriculum. Third, all the teachers of an infant class and a young children class were conducting the $3^{rd}$ standard childcare curriculum for every sector.

• Korean Journal of Human Ecology
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• v.19 no.4
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• pp.601-612
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• 2010

It is widely known that language functions in our brains are lateralized to the left hemisphere and spatial recognition functions are lateralized to the right hemisphere. It is also known that handedness is closely related to the lateralization of brain functions. However, at what point in the brain‘s development the lateralization of brain functions takesplace is still disputed. This study sought to find differences in linguistic and spatial abilities between left-handed and right-handed children, and provide objective data on the relationship between the handedness and the brain lateralization. 19 left-handed children and 20 right-handed children aged 5 were chosen through questionnaire for this study and the K-WPPSI simple intelligence test was used to check the homogeneity of two groups. The results showed that the differences inlinguistic and spatial ability between left and right-handed children were not statistically significant.

• The Korean Journal of Elementary Counseling
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• v.7 no.1
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• pp.205-226
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• 2008

The purpose of the study you have seen is to verify the effectiveness of existing quantitative research and to put the Empathy Training Program to practical use for participating children. From looking into this, the changes in empathic understanding that came to light in relationships between teacher and children and children and children are sure to have that effect. For this work, I established the following subject of inquiry: What kind of changing processes can be seen in the empathic understanding of participating children in the Empathy Training Program? To resolve the above line of inquiry, six female sixth grade elementary school students were chosen and they progressed through twelve sessions of the Empathy Training Program. The children were given a sentence completion exam, recognition work, neat writing exam and a school adaptation exam both before and after participation in the program, making data for analysis. To analyze, first, participants had one or two meetings of forty to fifty minutes each. Progress through the program's curriculum was recorded and through the repeating and copying method, to be sure participating children's empathic understanding was revealed, empathic language and behavior was routinely chosen. Next, according the above criteria I looked into visible changes of the participating children's empathic expressions, classifying and analyzing changes in empathic understanding and six instances of common changes in the emphatic understanding of the participants relationships were analyzed and put together. Next I will summarize the findings we have seen in this research: First, if we look into changes in common empathic understanding from the beginning, using the criteria of empathic language, each individual showed understanding at the beginning and passed and progressed through stages of care, insight and emotional expressions. Second, when we looked at the criteria of empathic behavior from the beginning to the end, one's line of vision and ability to concentrate one's attention was connected. Next, the act of nodding one's head looked like a brief nod at first but at the end, it was not just a simple nod but rather they could feel deep empathy. The condition and substance of the facial expression was seen to match and at the very end the child was expressive and stretched out arms to hold and pat the other person and the act of holding hands could also be seen. Among lots of empathic behavior the final stage was shown by half of the children. Third, from the first stage to the last stage there were many cases revealed. The more the children went the more complete their empathic language became. Their vocabulary increased and became more diverse with empathic actions. Also, when comparing actions and expressions from the beginning with the end, visible expressions became more natural and sincere at the end. The result of the research we have seen is that through receiving experience of empathic understanding, participating children showed a sense of self-confidence and they looked to make peaceful expressions while not being aggressive or defensive about problems. In addition, from understanding empathic expressions, participating children's relationships felt closer. This outcome within this group in this case will be applied and the formation of empathic understanding can be used by the children internally to solve their own problems, acquire close relationships with their teachers and others. It will also contribute to smooth classroom management.

• Korean Journal of Human Ecology
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• v.5 no.1
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• pp.1-13
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• 2002

The purpose of this study was to verify the effectiveness of the parent education program through play to improve the relationships between mothers and children. The subject of this study consisted of 30 mothers with 4-7 aged child attending S-day-care center located in Ik-San. In order to examine the effectiveness of the parent education program through play, two groups were divided into 15 participants each. The experimental group participated in the parent education program for total 8 sessions(2 sessions per week over the 4 weeks) while the control group didn't. The instrument were 'Maternal Affection & Control Resources Scale developed by Cho, Bok Hee(1991) and 'Teacher-Child relationship Scale' by Pinata & Steinberg. Teacher-Child relationship Scale was modified to be appropriate for use with this program. Parental acceptance level was measured by modified Parental Acceptance Scale (P.P.A.S.) by porter(1954). The data were analyzed by SPSSWIN program. The statistical methods for data analysis were frequency, t-test. paired t-test. The main results of this study were as follows : First, the mothers who participated in the parent education program through play showed improvement in affectionate attitudes than before. Second, the mothers who participated in the parent education program through play have been improved in familiarity and have been decreased in conflict of relationships of mother-child than those who did not participated in. Third, the mothers who participated in parent education program through play improve the recognition on respect to children's emotion, emotional expression right, uniqueness of children's temperament and needs to children's independency and autonomy.

• The Journal of Korean Academic Society of Nursing Education
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• v.19 no.2
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• pp.137-150
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• 2013

Purpose: The purpose of this study was to identify the degree of safety education requirement in child daycare center teachers. Method: The data using questionnaire were collected from eight child daycare centers located in Seoul, Gyounggi-Do, and Kwangwon-Do. Final participants were 133 child daycare center teachers. Results: The degree of safety education requirement were as follows: education need of safety knowledge ($4.26{\pm}.50$), safety education need of daycare center ($3.29{\pm}.60$), recognition about safety education training ($3.94{\pm}.58$), and confidence of safety care practice ($2.75{\pm}.43$). There is significant correlation between education need of safety knowledge and safety education need of daycare center (r=.495, p<.001), education need of safety knowledge and recognition about safety education training (r=.555, p<.001), education need of safety knowledge and confidence of safety care practice (r=.201, p=.020), safety education need of daycare center and recognition about safety education training (r=.464, p<.001), and recognition about safety education training and confidence of safety care practice (r=.187, p=.032). Conclusion: On this study, child daycare center teachers' safety education requirement was relatively high. It is recommended that safety education for them should be done for children's healthy life.