Ok Seung Yang

DOI: Vol.4(No.0) 2-3, 1999

N/A

학회자료

DOI: Vol.4(No.0) 4-5, 1999

N/A

Hee Jin Kim,Jung Song

DOI: Vol.4(No.0) 7-24, 1999

The purpose of this study was to examine the relations among maternal ideas about the importance of children`s social skills, maternal perceptions about task difficulty, maternal management of children`s peer relationships, and their children`s peer competence. The subjects were 230 Korean mothers and their children. The results showed that first, mothers who considered children`s social skills to be important and who thought the task of helping their children develop social skills easy tended to involve their children`s peer relationships more frequently. Second, mothers who frequently managed their children s peer interactions tended to have children with higher peer competence. Third, mothers who considered children`s social skills to be important and who thought the task of helping their children to be easy tended to have children with higher social abilities.

Myn Gyun Kwon

DOI: Vol.4(No.0) 25-49, 1999

The purpose of the study is to understand the language interaction of Korea children and their mothers during story-reading times. A mother`s focus of attention on deriving inferences on stories was discussed with relation to the mother`s reading stance on the joint-reading activity and the text characteristics. It seems that a mother`s reading stance on the joint-reading activity is related with inferring specific aspects of stories and encourages her child`s response according to the stance. The text characteristics such as the degree of explicitness on inferential link also affects the mother`s inferential activities. Even though the present study needs to be replicated with other books and other child-adult dyads, Korea mothers seem to focus more on evaluative inferences on deriving meaning from text.

Olivia N . Saracho

DOI: Vol.4(No.0) 51-70, 1999

This study documented the participation of 48 families in a family literacy program. They participated in a five-month intervention program where they learned to select strategies, activities, and materials based on children`s interests and skills to promote young children`s literacy development. The study provides a description of a family literacy program that assists family members to develop skills and understandings that create a supportive literacy environment in their home. Family members used an assortment of strategies and skills to generate literacy experiences (e.g., reading stories, telling stories, discussing stories, interacting about stories, teaching vocabulary, dramatizing stories, writing experiences) that promoted their children`s literacy development. Family members planned and demonstrated literacy activities that assisted their young children to learn literacy practices and behaviors. Family members used strategies and skills that promoted the children`s language and literacy learning as they engaged in family literacy. Literacy teaching in this context can reinforce interpersonal communication between children and family members.

Sook Jah Kim,Sung Ae Chi

DOI: Vol.4(No.0) 71-88, 1999

The basic premise of this study was that provision of teacher-mediated mathematical play activities in a cooperative learning situation may help young children engage in authentic learning experiences. Under this assumption, the purpose of this article was to explore how teacher`s intervention affects the development of cooperative skill in children using mathematical play activities. The method used in this study was microethnographic and was confined to interpretative classroom research. During a four-week period, 10 mathematical play activities were implemented three times per a week. The play activities were intervened by the teacher. Of the ten activities observed, four classroom interactions were selected for transcription. Field notes were taken and 10 self-evaluation papers were collected from the teacher. It was noted that the children improve their cooperative skills, and with teacher intervention in the form of contingency teaching the children became more sociable learners. Therefore, it was proven that by providing mathematical learning experiences combined with teacher play intervention young children became more cooperative and interactive with the peers.

Holly E . BrophyHerb,Alice Sterling Honig

DOI: Vol.4(No.0) 89-107, 1999

Seventy-eight unmarried adolescent mothers, ages 14-19 years, completed an open-ended interview at 3 weeks postpartum to ascertain their perceptions of the nursing care they received during labor and delivery, and immediately after childbirth. Qualitative analyses of interview data revealed mothers` perceptions of components of satisfaction or dissatisfaction with care. These results emphasize the importance of the attentiveness and emotional support of nurses and other early education professionals in the process of providing care to adolescent mothers.

Young Hee Kim

DOI: Vol.4(No.0) 109-125, 1999

There is a growing consensus in the field of early childhood special education that more alternative assessment procedures need to be used for determining eligibility for services of young children. The perceptions of 30 parents about the ability of an activity-based assessment and a traditional, norm-referenced test to assess the functional skills of young children with special needs and to measure parent satisfaction in their participation during the assessment were studied. Caregiver Assessment Questionnaire on functional skills and parent satisfaction was used to generate parental perceptions. Findings revealed that parents perceived the activity-based assessment to be significantly more able to assess the functional skills of young children with special needs, and to provide parental satisfaction in their participation during the assessment procedure than a traditional standardized assessment.

Sidsel Hadler Olsen,Nora Linden,Elin Eriksen Oedegaard

DOI: Vol.4(No.0) 127-138, 1999

In this paper the authors locate the Norwegian kindergartens within a schooling background and give a short summary of the new curricula for the kindergartens and schools in Norway. In 1997 the country introduced a new curriculum for the whole compulsory education system which gives 10 years of compulsory schooling and the right to three years higher education. The authors discuss the new kindergarten curriculum in the light of a change in Norwegian society and the schooling based on the principle of $quot;inclusion$quot;. The authors also discuss the effect this has on the children concerned.

Jung Na,Myung Lim Chang,Eun Sil Park

DOI: Vol.4(No.0) 139-154, 1999

N/A

Michael F . Shaughnessy

DOI: Vol.4(No.0) 155-164, 1999

N/A