The objective of the current study was to compare the execution of hygiene and safety management according to the characteristics of children’s food service stations, with the ultimate objective of providing sanitary and safe food service to children. To this end, the study conducted surveys of 73 public and private pre-schools with fewer than 100 children in district A from July 30 to October 31 2015. The differences were evaluated by t-test and analysis of variance. The confidence and validity of the results were analyzed by six food ingredient and facilities management questions, three personal hygiene and facilities management questions, four environmental management questions, and five storage and treatment management questions; for a total of 18 questions. The cumulative distribution of the four factors was 61.569%, and the Cronbach’s alpha was 0.821, which indicated that the results were reliable. The results revealed that public pre-schools (a) and home-based pre-schools (b) had different levels of food ingredient and facility management, but no differences in the number of cooks, number of children served, type of food distribution, and the existence of mass food service facilities. The results of the study may be used to develop hygiene and safety management manual and educational contents to promote the health of the children served.

『弟子規』는 기초한자 교육 및 인성교육을 위한 童蒙書다. 그 중에서도 한자 학습보다는 윤 리도덕교육에 더 큰 목적을 둔 책이라 할 수 있다. 책은 “總敍”를 포함하여 총 여덟 항목으 로 구성되어 있지만, 주제는 셋으로 요약할 수 있다. 첫째는 부모에 대한 효도와 長者에 대한 공경, 둘째는 사회생활과 처세의 방법, 셋째는 배움과 실천에 관한 내용이다. 대부분 孔子를 대표로 하는 유교사상을 바탕으로 하여, 인간의 기본 도리와 처세법을 자세히 설명해 놓고 있다. 내용 중에는 21세기 현실생활과는 다소 부합되지 않는 낡은 사상과 행동지침이 포함되 어 있어 논란이 되기도 하지만, 전체적으로 보아 전통문화 창달과 인성교육에 유익한 교재라고 판단한 중국 교육계에서는 현재 『弟子規』 閱讀과 교육을 활발하게 전개시키고 있다. 중국 의 ‘國學’ 열기와 함께 인성교재의 핵심으로 활용하고 있는 『弟子規』는 개인주의와 황금만능 주의가 팽배한 현대사회의 아동들에게 전통문화를 이해시키고 바람직한 가치관과 인간성을 회복시키는데 크게 도움이 될 것으로 사료된다. 이런 현상에 대한 치밀한 분석은 우리나라에 서 『四字小學』 등과 같은 교재로 한자 및 인성교육을 시키는데 있어서도 적지 않은 도움이 될 것으로 기대된다.

Qualitative consumption is a trend in the children clothing market and watching TV of childcare-entertainment reality programs are becoming popular. This study examines the watching degree of childcare-entertainment reality TV programs of parent buyer (30s) and potential buyer (20s) and we investigate their shopping orientation of children wear. We did the survey research of 200 consumers with SPSS statistical analysis including the review of internet news, paper, and books on children wear shopping orientation. The results are following: first, the longer the watching time of childcare-entertainment reality TV programs, the higher shopping orientation, such as following the fashion of child stars, and the higher the watching preferences on childcare-entertainment reality programs, the greater shopping orientation in following childcare-entertainment reality programs star when they are purchasing children's clothing. Second, potential consumers as well as parent consumers were affected by watching the childcare-entertainment reality programs. Watching childcare-entertainment reality TV programs could give the impact when they were shopping children’s clothing because they wanted to follow the fashion of childcareentertainment reality programs TV star. Accordingly, the exposure of the childcare-entertainment reality programs for children clothing is found to be positive to the both current and future consumers.

Paper-folding is an educational activity to enhance a creativity of children because a paper-folding game is to create various 2D or 3D shapes by folding a plane square paper with both hands. However, since previous paper-folding games provide folding designs as books, children may need a guidance of a teacher or may degrade interest. In addition, existing computer-based games have simple interfaces with one or two fingers and thus they are difficult to have direct influence on children's physical development and creativity enhancement. In this paper, we propose a computer-based paper-folding game which children fold a real paper with two hands and a computer with a camera gives various feedback. The proposed game is developed based on the CAI concept and contains elements of the Keller's ARCS theory.

본 연구의 목적은 중요한 요인이 될 수 있는 어머니의 코칭역량 및 양육효능감이 유아의 창의적 인성에 어떠한 영향을 미치는지에 대해 알아보았다. 이를 위하여 만 3∼5세 유아 214명 의 어머니를 대상으로 설문지를 회수, 수집하여 분석하였다. 이와 같은 과정을 통해 얻은 연구 결과를 요약하면 다음과 같다. 첫째, 어머니의 코칭역량, 양육효능감, 유아의 창의적 인성의 일반적 경향을 살펴본 결과, 어머니의 코칭역량의 하위요인인 성장역량이 가장 높게 나타났고, 어머니의 양육효능감의 하 위요인별로 살펴보면 양육자신감이 높게 나타났으며, 유아의 창의적 인성의 하위요인별로는 독특성이 높게 나타났다. 둘째, 어머니의 일반적 특성에 따른 어머니의 코칭역량과 양육효능 감, 창의적 인성 간에는 유의미한 정적 상관관계가 있음을 알 수 있었다. 셋째, 어머니의 코칭 역량을 구성하는 하위요인 중 실행역량과 의사소통역량이 유아 창의적 인성에 상대적으로 영 향력이 있는 것으로 나타났다. 즉 어머니의 코칭역량이 높을수록 유아의 창의적 인성에 긍정 적 영향을 미치는 것으로 나타났다. 본 연구는 어머니의 코칭역량이 유아 창의적 인성을 돕는 중요 변인을 제시함으로써 부모 코칭프로그램의 개발 및 부모교육에 활용될 수 있는 자료를 제공하였다는데 의의가 있다.

이 연구는 청소년기 자녀를 둔 중년 여성들이 학생상담자원봉사활동 참여 경험을 통해 청소년기 자녀 에 대한 이해 변화와 자기성장을 이루어가는 과정에 대해 살펴보고자 하였다. 이를 위해 한 지역의 학생 상담자원봉사협의회에서 4년 이상 봉사활동을 하고 있는 주로 40대에서 50대의 여성 봉사자 9명과 심층 면담을 실시하였다. 먼저, 청소년기 자녀 이해 변화 과정에 대하여 살펴보면 다음과 같다. 첫째, 학교 현 장의 아이들을 접하면서 이들은 청소년기 아이들에 대해 이해하게 되었다. 둘째, 청소년기 자녀 이해 과정 에서 이들은 자녀의 마음 읽기, 기다려주기 등 공감적 이해를 할 수 있는 계기를 갖게 되었다. 셋째, 상담 봉사 경험을 하게 되면서 자녀 양육태도도 점검하게 되고 부모-자녀관계의 개선을 위해 자신을 변화시키 고 있었다. 넷째, 상담교육과 경험을 통해 얻은 의사소통기술이나 대화법 등의 실제적 적용은 자녀와의 의 사소통에도 긍정적인 영향을 주며 자녀와의 관계 개선에도 기여하고 있었다. 이와 함께 연구 참여자들은 봉사활동 경험을 통하여 자기성장의 의미를 터득하고 있었다. 첫째, 상담 관련 교육을 받고 공부하는 과정 에서 봉사자들은 자기주도 학습 기회를 가지게 되었다. 둘째, 상담 관련 교육과 경험은 자기이해와 자기반 성의 기회를 제공하고 있었다. 셋째, 학생상담봉사활동을 통해 자기만족감, 성취감을 느끼고 있으며, 자아 존중감 향상에도 영향을 주는 것으로 나타났다. 넷째, 상담봉사활동을 통하여 타인의 관점을 이해하고 존 중할 수 있는 태도도 기르고 있었다. 다섯째, 학생상담자원봉사협의회의 회원으로 함께 활동하며 소속감 과 사회적 지지 향상에 도움을 얻게 되었다.

In recent years, leading digital technology companies have shown a strong interest in enabling children to send electronic word of mouth (eWOM). Recasting children from passive to active participants in marketing communications, this shift expands children’s marketing practices from how a company influences children via traditional marketing communications to how children influence a company’s marketing practices through eWOM. This paper aims to enhance our understanding about the use of children’s eWOM in marketing communications when children’s eWOM and children’s marketing begin to intersect. The eWOM literature demonstrated the effects of eWOM on product sales without identifying the sender (King, Racherla, & Bush, 2014). The extension of the effects from aggregated sender to children needs careful study in light of children’s marketing literature which showed children have distinct characteristics in the context of traditional marketing (Cross, 2002). In this study, we examine the positive expectation of business impact that explains firms’ adoption of children’s eWOM and further investigate the normative concerns about the social influence of children’s eWOM.

Introduction An individual’s Persuasion Knowledge is his or her knowledge of the persuasive nature of messages (Freisted and Wright 1994). Most adults are assumed to have this knowledge that enables them to be sceptical of persuasive messages, and to incorporate this information in their decision-making about promoted products. Children are viewed as vulnerable to persuasive messages (Nelson 2016) because they have not developed the appropriate knowledge base to be sceptical of messages (Mallinckrodt and Mizerski 2007) and thus unable to discount the claims made by marketers. This lack of ability to be sceptical is argued to lead to “…the vulnerability of young audiences to the negative effects of advertising” (Nelson 2016, p. 169) like obesity, materialism, poor quality of life and higher rates of mortality. Because of the wide acceptance that young children are particularly vulnerable to persuasive messages, advertising targeting children has been banned in several countries and proposed for others (Mizerski et al. 2016; Wang 2016). Many studies about Persuasion Knowledge or Advertising Knowledge (communication research) have been published over the 40 plus years since Ward (1972) first discussed the concept. However, few studies have tested whether Persuasion Knowledge is an antecedent to children’s sceptical responses to persuasive messages. The 11 studies that have tested the link (see Mizerski et al. (2016) for a review) used a wide variety of single item or reflective measures (measures that reflect the construct). They provide inconsistent findings except that the child’s age is positively associated with acquiring knowledge about persuasive messages like advertising or playing advergames. For example, while most researchers assumed or argued a positive link between young children’s persuasion knowledge and their scepticism, Buijzen (2007) and Christenson (1982) failed to find this link. Robertson and Rossiter (1974) reported children’s understanding of persuasive intent (commercials persuade one to buy things) was positively related with young children’s scepticism, but assistive intent (commercials tell one about things) was negatively related. The inconsistent findings of children’s responses to commercial messages may be due to more than the lack of consistent measures. The use of reflective rather than formative measure of young children’s persuasion knowledge may be another reason for inconsistent findings. “Young” children are those under eight years old (Mizerski 1) shashaatperth@gmail.com et al. 2016), but a lack of sufficient persuasion knowledge has been found with children over 16 years old (Carter et al. 2011). Most recent studies have adopted the Freisted and Wright (1994) Persuasion Knowledge Model that is based on the information processing of an adult buyer. Adults tend to have obtained Persuasion Knowledge so their knowledge may be captured with measures that reflect the construct. Young children are in the process of obtaining Persuasion Knowledge. The ability to understand the source of the message and the persuasive intent of the source are often cited as antecedents to having Persuasion Knowledge. These constructs form over time and cause persuasion knowledge (Nelson 2016). Therefore, it should be a formative measure. Measuring social class is a classical formative measure because causal elements like where you live and your profession can’t be accurately calculated for children. Social class forms over time. The use of a reflective measure when a formative measure should be used leads to several problems (Diamantopoulos and Siguaw 2006; Diamantopoulos and Winklhofer 2001), particularly an increase in Type II errors-“false negatives” (MacKenzie, Podsakoff and Jarvis 2005). For example, this means ruling out a causal element of persuasion knowledge when it is causal. This paper will compare existing single item or multi-item reflective measures used with young children, with a formative measure of the Persuasive Knowledge construct. The best way to validate a construct is to test it with external variables empirically and theoretically linked to the construct, including both antecedents and consequences (Diamantopoulos and Winklhofer 2001). Three variables, theoretically and/or empirically linked with young children’s Persuasion Knowledge, are tested in a baseline model to assess the external validity of the construct. These variables are age (Ward 1972), responses toward persuasive marketing messages (such as scepticism) and affect toward the persuasive messages (Mizerski et al. 2016; Wang 2016). Therefore, it is expected that the goodness-of-fit measures for the model using the formative measure of young children’s Persuasion Knowledge will provide a better fit to the data than the reflective measures. To further test the formative nature of young children’s Persuasion Knowledge, two additional models are tested. Researchers are responsible to set the weights of indicators of a formative construct, so a formative model with expert knowledge weights is developed (Figure 1). The indicators or elements of a formative construct should be able to reveal different facets so another model with different facets is developed. Consistent findings of the two models and the proposed baseline model will further support the formative nature of this construct. Apart from content validity and external validity, we also test the measures of the construct with another data set (Mallinckrodt and Mizerski 2007) to test the models’ generalisability. The Mallinckrodt and Mizerski study used children from a different cultural background (Australian vs. Chinese young children), but have similar ages and measures of Persuasion Knowledge and external variables. Further confirmation of the structure of the measurement model is provided if the same relationships are found with the second data set. Methodology Sample The population to be sampled are young Chinese children. China was selected because it has the largest population of young children, is the largest market for toys and a children’s toy is the stimulus product in the experimental study. The sample frame is day care schools in a Northern Chinese city of approximately eight million people. Procedure This is an experiment-based study with a control group. After individual exposure to a toy TV advertisement for a “magic ruler” that can be made into many different shapes with a Dinosaur shape shown in the ad, participants were each asked to answer questions. Cartoon pictures of the question options accompanied by verbal statements were used to reduce the possibility of misunderstanding young children’s responses on Persuasion Knowledge related questions. To reduce any effects of young children choosing the first option they see, pictures or options were shown in a random order. Children were told that there is no right or wrong answer, and they could withdraw at any point. Measures Persuasion knowledge was measured three ways; including a single-item measure, a summated-items measure, and a formative measure. Through an analysis and coding of 20 studies that tested the effect of young children’s persuasion knowledge (Mizerski et al. 2016), six items were found to measure the Persuasion Knowledge construct. The single-item measure used is the children’s understanding of the advertisers’ intention to make them ask their parents to buy (parent-buying intent). This was treated as the most important aspect of persuasion knowledge by several researchers (Carter et al. 2011; Mallinckrodt and Mizerski 2007). A summated-items measure included six items, frequently used in prior scholarly work. The formative measurement model was built using the same six items but by changing the direction of influence, with the causal flow from measures to the construct. Other variables include the children’s scepticism, their belief of false claims made in the ad and affect toward the toy TV advertisement (see Figure). After a CFA analysis with five questions, the scepticism factor score was derived as a standardised measure that followed a normal distribution. Scepticism ranged from -0.59 to 1.35, with an average of 0.07 and SD of 0.68. Belief of false claims (named as “false beliefs”) shown in the TV advertisement indicated that most children did not believe the two false claims included in the ad (84% and 69% respectively). Affect towards the toy TV ad was measured using one question: “Do you like this video?” to which most children (88%) indicated yes. Results, Discussion And Implication Fifty-four different patterns or combinations of the six persuasion knowledge items were found. This pattern show substantial heterogeneity in children’s Persuasion Knowledge, and further illustrates that young children are accumulating or forming their Persuasion Knowledge (Friestad and Wright 1994). In addition, these items have low correlations to one another that are typical of a formative measure. These findings of variability of knowledge levels and weak association between them indicate the potential multiple-dimension, formative nature of the construct of persuasion knowledge for young children. This may apply specifically to young children who are at the stage of increasing their learning abilities and developing or forming their knowledge. No relationship was found in the structural models using the reflective single-item measure and summated-items measure of persuasion knowledge, and the models showed a poor fit. However, relationships were found in the structural model that applied the formative measure of persuasion knowledge, with good model fit (see Table 1). Because a formative measure is supported, we tested the formative nature of Persuasion Knowledge on a previous study’s data (Mallinckrodt and Mizerski 2007). A formative model using that study’s data showed the same relationships between Persuasion Knowledge and its external variables. This consistency supports a formative measure of young children’s persuasion knowledge. Any review of future or past research should note the possible impact of using reflective measures of young children’s Persuasive Knowledge. To generalise the findings more research needs to be done for different product categories and age groups. More product categories, such as food and movies, and age groups could be taken into consideration. While few studies have tested the association of young children’s Persuasion Knowledge to scepticism toward the message, even fewer have tested the link of scepticism to young children’s responses to the advertised product (e.g. like, prefer, choose). Most of these studies do not find a link. If having Persuasion Knowledge doesn’t influence a young child’s desire for the brand, why teach it (e.g. Nelson 2016) or ban advertising because the children don’t have Persuasion Knowledge? Perhaps using a formative measure the link will be found.

본 연구는 어린이 기호식품에 대한 초등학생들의 인식과 섭취 실태/행동을 알아보고, 또 성별 및 학년과의 연관성을 알아보고자 수행되었다. 일개 도시의 13개 초등학교 주변에서 무작위 추출된 초등학생 306명(남 188명, 여 118명)에 대하여 직접면담법에 의한 설문조사를 수행하였다. 전체적으로 20% 이상의 학생이 어린이 기호식품에 대한 지식이 없었으며 또 어린이 기호식품에 대한 정보원이 없었다. 또한 60% 이상의 학생이 1주일에 1~2회 이상 학교주변 어린이 기호식품 판매업소를 이용하는 것으로 나타났다. 어린이 기호식품에 대한 정보 습득 경로로는 학교가 37%로 가장 많고, 다음으로 가정 16%이었다. 어린이 기호식품에 대한 의식 및 행동을 나타내는 요인들 중에서 지식과 정보 습득 경로는 성별과 유의한 연관성이 있었다(p < 0.05). 또 지식, 정보 습득 경로, 태도, 섭취 이유에 있어 학년과 유의한 연관성이 있었다(p < 0.05). 남자 어린이가 여자 어린이보다 지식 수준은 높았으나(p < 0.05), 태도는 낮고 또 섭취 빈도가 높았다. 학년이 높을수록 어린이 기호식품에 대한 지식과 태도 수준이 높아지고 다양한 정보 습득 경로를 가졌으나(p < 0.05), 또한 섭취 빈도가 높았다. 이러한 결과는 조사대상자의 지식과 태도/행동의 불일치를 나타낸다. 그러므로 학생들의 주요 정보 습득 경로인 학교급식 프로그램과 학교 및 가정에서의 식품위생/안전교육이 더욱 향상되어야 함을 나타낸다. 더불어 학교주변에서 불량식품에 대한 규제도 강화되어야 할 것이다.

The current study was conducted to facilitate appropriate hygiene and safety management in children’s food service stations, with the ultimate objective of providing sanitary and safe food service to children. In order to develop questionnaire items, literature review was conducted, in addition to detailed interview of working-level personnel at a children’s food service management support center. This resulted in a total of thirty questions on personal hygiene management, food materials hygiene management, and facilities hygiene management. Using the questionnaire, seventy-one food service stations for children in District A in Seoul that serve less than one hundred children were surveyed to analyze the reliability, construct validity, and correlation in the developed measurement tool. The developed measurement tool consisted of ten task and environmental hygiene management questions, five personal and cooking hygiene management questions, four food ingredient and storage hygiene management questions, and four food service operation and management question; with a total of twenty-three questions, in four factors stated above. The cumulative distribution of the four factors was 54.698%, and Cronbach’s α value was 0.672~0.853, which indicated that the study was reliable. The results of the analysis indicated that each of the factors were correlated, the study was satisfactory, and the tool was valid for evaluating hygiene and safety management practices in children’s food service stations. Finally, in order to enhance practical utility of the developed measurement tool, the significance and limitations were described.

이 연구는 가람놀이, 아라놀이, 어울림으로 구성된 『우리는 너나들이』협동 활동이 유아의 사회적 능 력을 키우는데 영향을 미치는가를 알아보기 위한 것으로 연구자의 만5세 유아 28명을 대상으로 연구되었 다. 유아의 사회적 능력 신장을 실행목표로 누리과정과 연계하여 협동 활동을 구안하고 환경을 조성하였 으며, 『우리는 너나들이』지도 계획을 수립하고 활동자료를 제작하여 수업에 활용하였다. 또한, 『우리는 너나들이』협동 활동과 연계한 다양하고 창의적인 지원 프로그램을 전개하였다. 연구 결과, 교사의 사회적 능력 평가, 또래평정법, 학부모와 동료교사의 증명을 통해 유아의 사회적 능력 향상을 확인하였다. 협동 활동에 대한 유아의 인식은 개념과 필요성, 관심, 실천 등에서 폭 넓고 깊게 변화되었다. 이에 유아 협동 활동의 일반화 가능성을 확인하고 당연성을 갖게 되어 다양한 관련 연구와 동료와의 협력 체계를 제언한 다.

The purpose of this study was to examine the difference of middle school students’ game-oriented life according to their game usage patterns. The subjects of the study was 1,861 school students included in the panel data from the survey conducted by The National Youth Policy Institute. For data analysis, SPSS WIN 21 program was used to conduct one-way ANOVA. The result shows that the frequency of game play, the number of hours they play game on weekdays and weekends and the time span of game play were related to the game-oriented life. However, this tendency was not applied to those who don't play game at all. This suggests it could be more desirable to regulate students to play game for an appropriate amount of time rather than prevent them from playing games at all, when it comes to the matter of the potential problem according to playing games.

The purpose of this study was to determine the relationship between children’s dietary self-efficacy, general characteristics and mother’s parenting self-efficacy among elementary school students. Mother’s parenting self-efficacy was significantly higher as parents’ educational levels increased (p<0.001), as family monthly income level increased (p<0.001), and when father’s job was professional or managing work (p<0.001). Children’s dietary self-efficacy was meaningfully higher when parents’ educational levels were higher (p<0.01), and family income level was higher (p<0.01). Mother’s parenting selfefficacy showed a correlation with children’s dietary self-efficacy (p<0.001). All factors comprising parenting self-efficacy, such as ‘general parenting self-efficacy’ (p<0.001), ‘healthy parenting self-efficacy’ (p<0.001), ‘communication parenting self-efficacy’ (p<0.001), ‘educational parenting self-efficacy’ (p<0.001), and ‘control parenting self-efficacy’ (p<0.001) showed correlation with children’s dietary self-efficacy. It is suggested that in order to improve children’s dietary self-efficacy and mothers’ parenting self-efficacy, families, schools, and communities must put forth a concerted effort. By complementing existing nutritional programs focusing on nutritional knowledge, one can develop a education program and social support to enhance children’s dietary self-efficacy and mothers’ parenting self-efficacy.

본 연구는 2015년 9월 23일~ 11월 25일까지 총 10회기를 진행하였고, 주 1회 10회기에 걸쳐 방과 후 활동을 프로그램 시간으로 활용하였다. 연구대상은 전라북도 I시에 위치한 ○○초등학교로 해당학급의 교사들의 관찰과 추천사항을 통해 주변사람들의 눈치를 보며 자신의 감정표현을 못하고, 자신감이 부족하여 말수가 적고, 수동적인 참여를 하는 2학년 ∼6학년 재학생 아동 5명으로 구성되었다. 연구결과는 사전‧사후 관찰 결과를 통해 산만하 거나 상대방에 대해 부정적으로 표현하던 아동들이 중후반기 단계부터 활동에 집중도가 높아지고 자신의 표현을 적극적으로 하는 변화된 모습을 보였다. 하지만 선정된 대상들이 학급 담임교사들의 추천에 의해 선정된 아동들로 위축아동보다는 자기표현과 감정조절 및 행동조절능력에 미숙한 아동들로 이루어져있음을 관찰을 통해 확인하여 양적인 결과에 어려움이 있었다. 연구 대상 선정 시 양적연구도 함께 진행을 한다면 보다 확실하고 명백한 연구결과를 확인가능하다.

본 연구는 방과 후에 지역아동센터를 이용하는 초등학교 저학년의 학생을 대상으로 통합적 미술활동을 적용한 동물매개중재 프로그램이 아동들의 사회성에 어떠한 영향을 미치는지 알아보기 위하여 2015년 5월부터 7월까지 진행하였다. 동물매개중재 프로그램은 지 역아동센터에서 주1회씩 10회기 동안 이루어졌다. 연구결과 전체적으로 산만하고 불안했던 아동들의 자아상이 또래와의 관계와 배려심이 점점 향상되어가고 있음을 알 수 있었다. 이러한 아동들의 변화는 치료도우미견과 함께 하는 활동. 놀이를 통하여 타인을 배려하는 마음과 통합적 미술활동을 적용한 긍정적인 감정표현으로 또래와의 상호작용 능력이 향상되었다. 이러한 연구결과는 통합적 미술활동을 적용한 동물매개중재 프로그램을 통하여 아동의 타인을 배려하는 마음과 긍정적인 감정표현으로 또래와의 상호작용 능력의 향상으로 아동들의 사회성에 긍정적인 영향을 미치는 것으로 해석할 수 있다.

This study is to investigate the effect of the pet insect therapy. The pet insect program was provided with 7session from May 2014 to July 2014. The measures used in this study includes self-esteem scale, social competence scale and stress scale. For analyses, t-tests with pre-test and post-test scores of experimental group and control group by SPSS 18.0. Regarding the results insect group who participated in the pet insect program showed higher mean scores in Self-Esteem scale, Social Competence Scale and stress Scale than those of control group. Mean score differences were statistically significant in at least p<0.01 level. The study results means that the pet insect program had effects on the improvement of Self-Esteem, Social Competence and reduce stress for elementary school children.

This study was carried out in order to investigate Korean food acculturation by married immigrant women and how it affects their children’s eating habits. Using an in-depth interview method, 26 domestically residing married immigrant Chinese, Vietnamese, and Indonesian women in Korea were surveyed to investigate adaption to Korean food at the time of their immigration, their current dietary life, their preferred Korean food, major factors in managing their children’s eating habits, etc. The results reveal that depending on the married immigrant women’s country of birth, which plays an important role in a family’s dietary life and health, acculturation phenomena occurred in which the specific eating habits of each country were grafted into Korean food. Furthermore, due to their school-age children’s display of acceptance of both their homeland’s and Korea’s food culture, we believe that this can become a pivot point for non-governmental diplomacy where Korean food can be understood along with the mothers’ countries.

본 연구는 에니어그램 코칭을 적용한 유아 셀프리더십 프로그램을 개발하여 유아들의 셀프리더십 향상을 도모하고자 한다. 이를 위해 에니어그램 코칭의 기본원리 세 가지를 적용하였으며 다음과 같다. 첫째, 모든 유아에게는 신성이 있다. 둘째, 유아에게 필요한 해답은 모두 그 유아의 내부에 있다. 셋째, 해답을 찾기 위해서는 파트너가 필요하다. 이 세 가지 기본 원리를 바탕으로 유아 셀프리더십 프로그램을 만들었으며, 유치원 교육과정에서 적용할 수 있는 프로그램을 만들고자 하였다. 에니어그램 코칭을 적용한 유아 셀프리더십 프로그램 내용은 총 8회기로 다음과 같다. 1회기는 “서로 인사해요”, 2회기는 “나 자신을 이해하기”, 3회기는 “나 자신을 조절하기”, 4회기는 “나는 멋진 어린이”, 5회기는 “나는 과제를 잘해요”, 6회기는 “나는 무엇이든 해결해요”, 7회기는 “나는 즐겁게 지내요”, 8회기는 “나는 칭찬을 좋아해요”로 구성하였다. 본 연구의 의의는 개인의 효율성과 잠재력을 극대화시키는 에니어그램 코칭을 접목하여 유아셀프 리더십 프로그램을 개발함으로써 유아를 위한 에니어그램 코칭 셀프 리더십을 실용화할 수 있는 실천방안을 제시하였다는 점에 있다.