• Journal of the Korea Convergence Society
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• v.9 no.12
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• pp.321-330
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• 2018

The purpose of this study was to investigate the differences in the perception of directors of child-care center about parental education according to types of child-care centers. The subjects were 147 directors of child-care centers who reside in Chungbuk, Sejong, and Jeonbuk. Data were collected through questionnaires. The collected data were analyzed using SPSS 18, and frequency analysis, chi-square method and ANOVA method and Tukey test was also used for the posttest. The results of this study are as follows. There was no difference in the recognition of the director about the necessity of the parental education depending on the type of child-care center. There was a difference in the recognition of the directors in relation to subjects of parental education, the execution method, and evaluation area of parent education.

• Korean Journal of Childcare and Education
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• v.10 no.6
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• pp.391-412
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• 2014

The Integrated Center for Early Childhood Education and Care established 595 centers in 2013 that are integrated kindergarten and nursery centers. The Japanese government revised the law for the Center for Early Childhood Education and Care in 2012 and published the standards for equipment, management, and curriculum for early childhood education and care in April 2014. Presently the standards for equipment and management for integrated centers for early childhood education and care is based on a higher level than kindergarten and nursery centers. Therefore, the quality of education and care that the kindergarten and nursery centers are currently providing can be expected to continue. However childhood education and care curriculum is excessively emphasized education. Because infants and toddlers of 0-5years are spending most of the day in integrated centers for early childhood education and care, the contents related to childcare should be strengthened.

• Journal of Korean Academy of Nursing
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• v.37 no.1
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• pp.125-134
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• 2007

Purpose: The study aimed to identify the effects of a newborn care education program on newborn care confidence and behavioral accuracy of primiparas in a postpartum care center. Method: This was a quasi-experimental study with a non-equivalent control group non-synchronized design. Subjects were 29 primiparas selected from a postpartum care center in D and P hospitals in Ulsan. The intervention was a newborn care education program which was composed of education with a booklet, demonstration, watching a video, and verbal encouragement. The outcome variables were newborn care confidence and behavioral accuracy. Data was collected from Feb. 1 to Mar 22 in 2005 with self-administered questionnaires and observation by researchers. Data was analyzed using the $X^2-test$, Fisher's exact test, t-test and ANCOVA. Result: The experimental group showed significantly higher score changes between the pre-test and post-test in confidence and behavioral accuracy than the control group. Conclusion: The newborn care education program showed positive effects on newborn care confidence and behavioral accuracy of primiparas in a postpartum care center. Therefore, we recommend that this program should be applied in postpartum care centers.

• Journal of agricultural medicine and community health
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• v.2 no.1
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• pp.30-35
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• 1977

Health care conditions in Korea are gradually improving along with the economic and social development. However, the volume of disease is still great, especially in rural areas. This study attempts, therefore, to initiate a comprehensive proposal of rural health care delivery system. The proposal is constructed three parts, problem of health care system, medical cost, medical education system. The proposal consist of the following components: I. The health care system 1. health sub-center is required to be locate in "Myun" the basis administrative unit of local government for delivering primary health care. But, in the viewpoint of medical economics, the primary health care is operated cautiously. 2. Health center is desirable to provide health services in coordinating the health sub-center and other private health institution. 3. The secondary health care is performed in regional combination hospitals, and the attitude that doctors accomodate this system is required. II. The medical cost, Insurance In the expenditure of medical care, the method of a third person's payment is required absolutely. III. The medical education system. 1. The medical education system (process) is changed from the medical education to regional doctor education. 2 In the nurse education system. nursing technical high school is resurrected.

• The Korean Journal of Food And Nutrition
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• v.23 no.3
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• pp.342-351
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• 2010

This study was conducted to investigate the dietary behavior of day-care center teachers and their meal attitudes during meal time in Jeonju area. Self administered questionnaires were collected from 266 day-care center teachers who worked in a national(public) or private day-care center. The Statistical data analysis was conducted using SPSS v. 12.0. All subjects were women, and 64.7% were married(p<0.001), over more than 60% were junior college graduates(p<0.05), and 73.7% had salaries greater than 1,000,000 won(p<0.001). The breakfast skipping ratio of the subjects was very high, and about 66.5% of the respondents had irregular meals. The snack intake ratios of the subjects in private day-care centers were higher than the subjects in national(public) day-care centers(p<0.001). Approximately 56% of the subjects responded that education about eating is very important for providing balanced nutrition to young children. About 84% of subjects had no experience with the continuing-education program for teachers(p<0.01), and they wanted to know more about balanced nutrition. The meal attitude education score during meal time was $4.53{\pm}0.36$. The relationship between meal attitude education and the dietary behavior of day-care teachers was significantly different based on the "frequency of overeating"(p<0.05) and "self-recognition of eating habit"(p<0.05). These findings suggest that a nutrition education program for day-care center teachers should be developed so that they can effectively manage meal attitude education for young children and provide good nutrition for themselves.

• Human Ecology Research
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• v.57 no.2
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• pp.257-270
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• 2019

This study the presents survey results of a families living with children with disabilities in northern Seoul (Nowon-gu and Dobong-gu) that provides various educational services. This study investigates the current usage and needs of community resources for children with disabilities by the families in the inclusive and segregated care as well as education centers to provide information for the effective implementation of the current system. A total of 109 surveys were distributed and 62 (57%) were returned. 44 families in the 14 inclusive care and education centers as well as 18 families in the 2 segregated care and education centers participated in this study. They were asked to report on access to community resources that include compulsory education, family support, medical treatment, counseling services, commuting support, ways to gain necessary information, current use, and further needs for community resources for their children. Research results indicated that families in two different types of child care centers needed differentiated community services. Parents who use a segregated child care center demanded physical accessibility and increased numbers of highly qualified teachers; however, parents who use the inclusive child care center require the unified information system for the community resources. Survey findings are discussed related to differences between the two types of child care centers. Implications for sharing comprehensive information through child care teachers and directors of child care centers and future research are also discussed.

• Korean Journal of Community Nutrition
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• v.11 no.4
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• pp.488-501
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• 2006

The purpose of this study was to develop various nutrition education materials, including an animated CD, for day care center children and their teachers and in order to apply the nutrition education programs systematically. We evaluated the effect of the nutrition education programs on nutrition knowledge in the first year, and the effect of the nutrition education programs on nutrition knowledge, food attitudes and eating behaviors in the second year in day care center children. In the first year, nutrition education foundational materials, such as the animated CD-ROM, videotape, textbook, panels, posters, slogans, leaflets, picture disks, hand puppets, stickers for compensation and poster boards were developed. The subjects were 537 children (286 boys,251 girls) aged four to six years. In the second year, nutrition education materials, such as the animated CD-ROM and textbook were developed. The nutrition education group included 368 children (177 boys 191 girls) aged four to six years, and the comparison group consisted of 108 children (54 boys,54 girls) Regarding the nutrition knowledge test results in the first year, the pre-test mean of children was 6.82, however, the post-test mean was 11.35 and showed a significant increase (p < 0.001). Regarding the nutrition knowledge test and the food attitude test results in the second yew, the nutrition education group had significantly higher scores than the comparison group in a post-test (p < 0.001). For the eating behavior test results, the post-test means between the comparison group and the nutrition education group were not significant. The test results show that several months of nutrition education is not enough to improve eating behaviors. As a result, nutrition education has improved nutrition knowledge and food attitudes in day care center children but short-term nutrition education was not sufficient to induce a change in eating behaviors. To improve eating behaviors in day care center children, nutrition education programs must be applied to day care center children in addition to their Parents and Persistent education will have to be continued.

• Korean Parent-Child Health Journal
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• v.8 no.1
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• pp.23-36
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• 2005

Purpose: The purpose of this study was to determine the effect of an education program promoting attitude, knowledge, and practice of safety for teachers in child care centers. Method: This education was provided at one public health center in Kyunggi Province. One group pretest-post test design was used, and knowledge on safety and emergency care, practice of safety, health belief and self confidence on safety practice were assessed from 74 teachers. Theoretical framework for this program was Pender's health promotion model. Result: After two hours group education session on safety management, knowledge on safety and emergency care was significantly increased and perception on the main cause of injuries was significantly changed. Practice on safety was significantly related to the knowledge, health belief and confidence on safety, and social support. Conclusion: The education program for teachers in child care centers regarding the child safety and emergency care was effective in promoting knowledge and perception on the main cause of injuries of infants.

• The Korean Journal of Emergency Medical Services
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• v.14 no.1
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• pp.19-29
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• 2010

Purpose : This study was conducted to examine the degree of recognition of safety education and its execution for child-care teachers at daycare center for the disabled children in Jeollanam-do. Ninety six child care teachers filled out the questionnaire and the results were as follows. Results : 1. The possibility of accident prevention by the day care teachers was a little higher in case of nearby education institution. The most appropriate period of safety education was within one month. 2. Majority of child care teachers had received safety and first-aid educations before and the education was done for less than 2 hours. 3. The best educational method was practice-centered education of off-duty time. The contents of first-aid education were bleeding, fall, shock, and burn. 4. The education material and book should be available to the teachers when they need the knowledge. 5. By the annual schedule, safety education should be conducted and provided to the parents. Conclusion : This study suggested that reinforcement of contents related to emergency situation and actual first-aid as well as theory education in the process of parent and teacher education should be conducted on the basis of information of general conditions related to safety and first-aid education at the daycare center for the disabled children.

• Women's Health Nursing
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• v.10 no.2
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• pp.109-118
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• 2004

Purpose: The purpose of this study was to develop a specialized education curriculum aimed at helping nurses prepare for running and managing a Maternal-Child Health Center (Postpartum Care Center). Method: This study was conducted by an academy and industry joint research group consisting of professors of Nursing, and nurses actually running a Postpartum Care Center. The group compiled job descriptions of nursing through document research, interviews and observation during site visits, surveys, and seminars. They then performed a feasibility study and developed the final curriculum. Result: The education curriculum is a 32-week(2semester) program compromised of a theory part (12 credits, 180 hours) covering maternal and infant care and business start-up and field practice (3 credits, 45 hours). Courses in the theory part include an antenatal care, overview and details of maternal care, starting a business and its management. Of these courses, the overview of a maternal care course was developed with web-based contents. Field practice is designed to give students opportunities to visit Postpartum Care Centers, observe the care provided, and get hands-on experience. Conclusion: The specialized education curriculum is a 32-week course comprised of 12 credits on theory of antenatal care, overview and details of maternal care, infant care, starting and operating a business and 3 credits of field practice.