Earticle

최근, 2015 개정 실과 교육과정에 포함된 초등학교의 SW교육 시수가 너무 부족하여, 더 많은 수업 시간을 확 보해달라는 요청이 증가하고 있다. 따라서 한국정보교육학회에서는 차기 2020 교육과정 개정을 위해 2014년부터 2016년까지 정보과 교육과정 표준 모델을 개발하였다. 그러나 KAIE 교육과정은 중고등학교 정보과 교육과정과 의 연계가 부족하고, 핵심 개념 중심의 성취기준으로 구성되어 있지 않아, 현장 교사들이 재구성하여 운영하는 데 어려움이 있었다. 이에 본 연구에서는 초등학교 현장 교사를 중심으로 델파이 조사를 실시하여 정보 윤리 영 역에 필요한 핵심 개념을 인터넷 예절, 개인정보 보호, 정보 생활, 저작권 보호 등 4가지로 선정하고, 그에 따른 성취기준을 제시하였다.

In recent years, There is a growing demand for more instructional hours because of the shortage of classes required for the software education included in the 2015 Revised Practical Arts Curriculum of elementary schools. Therefore, the Korea Association of Information Education developed the Informatics Curriculums Standard Model from 2014 to 2016 to revise the next 2020 curriculum. However, the KAIE curriculum lacks linkages with secondary school informatics curriculum and is not composed of core concept-based achievement criteria so that teachers have a lot of difficulties in reconstructing and operating the KAIE curriculum. In this study, four core concepts of information ethics were selected by conducting Delphi survey focusing on the teachers of elementary schools. In other words, we selected the core concepts of the information ethics domain: internet etiquette, personal information protection, information life, and copyright protection. Also, we suggested 16 specific criteria for the core concepts.

As the city expands, metropolitanization has also brought about changes in the human sphere of life. Changes in the area of living have affected the lives of all age groups, and important central facilities also show changes depending on the nature of the community. As a result of the influence of modern enlightenment, "school" as a child education facility has begun to play a central role in society. As the center of local living zone became the primary school after Perry 's Neighborhood Unit theory, facilities for children and adolescents became one important space. In addition to this, modern anonymous and individualistic social problems have become aware of the problems caused by the transformation into a society that does not require interrelationships, and attempts and activities to restore humanity are revealed. In other words, recognizing the importance of community and neighborhood uint, it is recognized that the role of members is important, and the role of community also depends on the region, and the character of community center space also changes. Therefore, we should not focus on the role of education facilities for youth and children as a central area of living zone, but should focus on the change of center space according to modern local characteristics and lifestyle.

The purpose of this study was to investigate the effects of school sandplay group counselling on self-injury behavior and attachment to elementary school students showing early self-harm behavior. The study consisted of 22 students in the sixth grade of elementary school located in a small and medium-sized city with a population of 870,000, and group counselling for school sandplay was conducted once a week for a total of 8 times, 40 minutes. In order to verify the effectiveness of group counselling for school sandplay, self-harm function evaluation (FASM) and attachment (ECR-R) were conducted before and after, and significant changes were observed in self-harm behavior (t=-3.823, P=.001) and unstable attachment (t=-3.078, P=.006)

Purpose:This study develops a chatbot for school violence prevention (C-SVP) among elementary school students. Methods: Among the analysis, design, development, implementation, and evaluation (ADDIE) models, ADD phases were applied to develop a C-SVP. Students’ learning needs were identified by constructing content with a design that attracted their attention. Subsequently, a formative evaluation was conducted on the developed C-SVP to test its applicability by ten elementary school students targeting the 5th and 6th grades. Results: The chatbot was designed using KakaoTalk and named “School Guardian Angel.” The formative evaluation revealed that the developed C-SVP was easily accessible and useful for elementary school students. Conclusion: The developed C-SVP is expected to be effective in preventing violence among elementary school students. However, further research involving children of various age groups is required.

Purpose: This study aimed to identify students' awareness of the use of a chatbot (A-uC), a type of artificial intelligence technology, for violence prevention among elementary school students. Methods: The participants comprised 215 students in the fourth to sixth grades in Chuncheon, South Korea, and data were collected via a self-reported questionnaire. Results: The mean A-uC score was 3.43±0.83 out of 5 points. The mean scores for the 4 sub-dimensions of the A-uC tool were 3.48±0.80 for perceived value, 3.44±0.98 for perceived usefulness, 3.63±0.92 for perceived ease of use, and 3.15±1.07 for intention to use. Significant differences were observed in A-uC scores (F=59.26, p<.001) according to the need for the use of chatbots in violence prevention education. The relationships between intention to use and the other A-uC sub-dimensions showed significant correlations with perceived value (r=.85, p<.001), perceived usefulness (r=.76, p<.001), and perceived ease of use (r=.64, p<.001). Conclusion: The results of this study suggest that chatbots can be used in violence prevention education for elementary school students.

Purpose: The role of local children’s centers is becoming more important as after-school care expands to South Korean elementary schools. As elementary school years are the time when children grow into healthy adults. Children in this period must grow with a feeling of happiness. The purpose of this study is to understand and explain the meaning of happiness experiences of elementary school students receiving community child care services, and to expand and apply nursing knowledge to child care at community child care centers through their happiness experiences. Methods: This qualitative study was conducted with 21 elementary school students who received program services at local children’s centers for more than 1 year. Participants conducted 1:1 depth interview. The interviews were analyzed by dividing them into themes. Results: Finally, five themes and 14 sub-themes were organized. The five themes were derived as “feeling of freedom and joy,” “healthy and pleasant feeling from being cared for,” “feeling smart and competent,” “feeling loved by someone special,” “feeling well-adjusted to school life.” This conclusion means that participants experience autono- my and enjoyment in daycare centers, positive care, strengthen emotional bonds, and help them adapt well to school. Conclusion: The participants in this study expressed happiness in various meanings at local children’s centers. This thesis informed that it is important for local children’s cen- ters to prioritize children’s happiness for education and care for children. This paper will contribute to society by presenting a nursing perspective on the development of commu- nity children’s centers.

Purpose: The purpose of the study was to determine factors associated with underweight and obesity in elementary school children in Korea. Methods: Study participants included 4,895 children attending 59 elementary schools across Korea. Children were grouped into underweight [< 5% body mass index (BMI)-for-age], normal weight (5%e85% BMI-for-age), and overweight/obese ( 85% BMI-for age). The questionnaire included demographic characteristics, health status, and diet and exercise behavior of children, and environmental characteristics of schools. Results: Twelve percent of the children were overweight or obese. The results showed that demographic (age and gender), health status (atopic dermatitis and poor subjective health), and the characteristics of diet and exercise (unbalanced diet and diet experiences) were associated with underweight (p < .05), while demographic (age and gender), health status (poor subjective health), behavioral characteristics (fast food consumption and diet experiences), and school environmental characteristics (rural area) were associated with overweight/obesity (p < .05). Conclusions: Programs and interventions to reduce underweight and overweight/obesity in Korean elementary schools must consider behavioral and environmental characteristics of children.

This study aims to identify whether unique anxiety profiles in school-age children and parents exist, and to determine whether these profiles differ from each other based on anxiety control beliefs (ACB) and parenting behavior. A total of 265 children (C) in grades 4 to 6 and their mother (M) and father (F) participated in this study. Latent profile analysis (LPA) revealed three anxiety profiles: (1) C high-MF mid profile, (2) CMF low profile, and (3) F high-CM mid profile. A multivariate analysis of variance (MANOVA) showed profile differences except for mother’s negative behavior. It is suggested that children’s cognitive vulnerability and parenting behaviors were likely to aggravate anxiety issues within a family contexts.

Purpose: This study describes the development of a violence prevention educational program for elementary school children using empathy (VPEP-E) that teachers can use during class. Methods: Hoffman's theory of empathy and Seels and Richey's (1994) ADDIE model were applied to develop this program. Results: The developed program consisted of eight sessions: "Orientation/ definition of violence and empathy", "Types and boundaries of violence", "Look into my feelings", "Say it with a facial expression", "Preventing non-empathic violence due to social prejudice", "Preventing physical violence", "Verbal and online violence prevention: empathic conversation", and "I can do well: review of the whole curriculum". The program was evaluated by 15 elementary school teachers, who considered it to be easily accessible to elementary school students. The final VPEP-E, which will be provided in eight times for 40 minutes each for fifth-grade students, will provide a basis for preventing violence by fostering empathy. Conclusion: We expect the developed educational program to be effective in preventing violence among elementary school students. However, further research involving children from various age groups is needed.

Purpose: This study was conducted to understand sexual knowledge, sexual attitudes, and the perceptions and actualities of sex education among parents of elementary school children. Methods: This is a descriptive study with a sample size of 337. SPSS version 21.0 was used for data analysis, including descriptive analyses, the t-test, and Pearson correlation analysis. Results: More than 50% of the participants responded that primary sex education for young children should be the responsibility of the parents and that education should be stared during the elementary school period. A moderate correlation was found between parents’ sexual knowledge and sexual attitudes (r=.44). Most parents were afraid to provide sex education because of their unfamiliarity with teaching methods and their lack of knowledge. However, 50 of the parents wanted to receive sex-related education. Conclusion: We found that parents would like to learn more about sex education from expert lectures or professional organizations. They were interested in topics including the sexual structure of males/females and sexual physiology. Open communication between parents and their children regarding sex-related issues is important. It is crucial to provide accurate and up-to-date sex education information to parents so that they can effectively teach their children at home.

Purpose: The purpose of this study was to investigate the effects of sexual abuse prevention education program linked to elementary physical and psychological development on sexual knowledge and attitude. Methods: The participants were the elementary school students of fifth and sixth grades in S city (experimental, comparison, and control group=96, 96, and 74, respectively). The experimental group received sexual abuse prevention education linked physical and psychological development, 6 sessions (3 sessions are physical and psychological development educations and 3 other sessions are sexual abuse prevention educations). The comparison group received sexual abuse prevention educations, 3 sessions (the same curriculum of the experimental group). The control group didn't receive any sexual education. The data were analyzed by x2 test and t-test, and ANOVA using the SPSS program. Results: The experimental group showed significantly better sexual knowledge and attitude than the comparison and control group. Conclusion: Sexual abuse prevention education program linked physical and psychological development is required for elementary school students, to improve the sexual knowledge and attitude.

Purpose: The purpose of this study was to investigate the effects of a self-esteem improvement program on self-esteem and peer attachment in elementary school children with observed problematic behaviors. Methods: This study is a quasi-experimental study with a nonequivalent control group pretest-post-test design. A total of 47 fourth grade elementary school students participated in this study. The program was provided for 45 minutes once a week; a total of 12 sessions were completed with a group in the classroom for the experimental group. Child Problem-Behavior Screening Questionnaire was used to measure problematic behavior. Self-esteem was measured using the Rosenberg's Self-esteem Questionnaire, and peer attachment was measured using the Inventory of Parent and Attachment. Measuring was performed right after the program was done (post 1) and 1 month after the program was finished (post 2). To compare the differences in self-esteem and peer attachment between groups, repeated measures analysis of variance was used. Results: Most participants in the experimental group were 10 years old (62.5%, range 10e11), male (52.0%) and with middle grade point average (64.0%). The self-esteem scores in the experimental group were significantly higher than those of the control group (F = 26.64, p < .001). The peer attachment scores in the experimental group were significantly higher than those of the control group (F = 6.48, p = .014). Conclusions: The self-esteem improvement program in this study improved the self-esteem and peer attachment in elementary school children. The self-esteem program helped acknowledge the peer's name and increased their connections. The program needs to be considered as a formal and consistent program.

Purpose: The purposes of this study are to examine differences in job satisfaction among professional groups including nurses, allied hospital professionals, social workers, and elementary school teachers, and to identify specific characteristics of job satisfaction of nurses. Methods: The study design was a cross-sectional exploratory study using secondary data analysis with the 2009 Graduates Occupational Mobility Survey. The sample was female new graduates. The differences in job satisfaction among professional groups were analyzed using logistic regression (satisfied vs. not satisfied). Results: Overall, 41.5% of nurses, 50.1% of allied hospital professionals, 58.2% of social workers, and 89% of elementary school teachers were satisfied with their job. Nurses were significantly less satisfied than the other professionals in 5 of the 11 job characteristics and had the lowest odds ratio (OR) when compared with elementary school teachers: work content (OR = 0.197, 95% CI [0.128, 0.304]), physical work environment (OR = 0.353, 95% CI [0.236, 0.529]), working hours (OR = 0.054, 95% CI [0.033, 0.088]), personal growth (OR = 0.242, 95% CI [0.160, 0.366]), and autonomy (OR = 0.188, 95% CI [0.123, 0.288]). Work content, physical work environment, interpersonal relationship, advancement system, and autonomy were significantly associated with the overall job satisfaction of nurses. Conclusion: Relatively dissatisfying job characteristics in nursing work environment that were significant predictors for nurses’ job satisfaction should be improved. Newly graduated nurses are at risk for job dissatisfaction. This can result in high turnover rates and can exacerbate the nursing shortage. Efforts to improve the work environment are needed.

This study utilized projective drawing tests to identify whether the gender difference on a projective drawing test reflects actual differences of their psychological conditions between boys and girls. Despite their lack of objective scoring criteria, drawing tests have revealed that boys are more problematic both emotionally and behaviorally than girls. In this study, gender differences were examined via the Emotional-Behavioral Drawing Test. Six evaluators score the psychological conditions of 172 elementary school children. Positive automatic thought and emotional reactivity were measured as covariates. Results indicated there were statistically significant gender differences in drawing scores, but there were no significant effects of covariates. Given these results, it is plausible that no significant differences in psychological conditions existed between genders, even though boys may draw more psychologically problematic drawings than girls. It is suggested to apply gender criterion to score all types of drawing tests because boys and girls are different in drawings and expressing emotions.

Purpose: This study examined the mediating effect of school nurses' self efficacy, which is one of the significant cognitive factors influencing cultural sensitivity, on the mutual relationships between multicultural attitude and cultural sensitivity in Korean elementary schools. Methods: A cross-sectional descriptive survey design was used. Participants were 157 school nurses in elementary schools located in Gyeonggi-do, South Korea. The survey instruments included Teacher Multicultural Attitude Survey, Teacher Efficacy Scale, and Multicultural Sensitivity Scale. Data were analyzed using three regression equations to test the mediation model. Results: The mean score of the school nurses' cultural sensitivity was relatively low. A positive correlation among multicultural attitude, self efficacy, and cultural sensitivity was noted. Self efficacy of school nurses showed a significant mediating effect on the relationships between multicultural attitude and cultural sensitivity. Conclusions: Given the meaningful influence of positive multicultural attitude on cultural sensitivity and significant mediator effect of self efficacy as a school nurse between the two variables, the strategies to cultivate a positive multicultural attitude and enhance school nurses' self efficacy in their unique role should be considered in a training program. School nurses' health care services will benefit from the improvement of cultural sensitivity toward young children from multicultural families.

Lowenfeld developed sandplay therapy as a technique that allows children's multidimensional thoughts and emotions to be expressed more freely, while at the same time combining not only visual but also tactile and sensory factors. Since then, sandplay therapy has been used as a psychotherapy technique in various clinical settings around the world, but there has been no evidence-based research on sandplay therapy and sensory processing ability. This study investigated the clinical effects of school sandplay group counseling on sensory processing abilities in 20 sixth-grade elementary school students with suicide ideation. School sandplay group counseling was conducted for 8 sessions in 12 weeks, from March 2023, to June 2023. The subjects were sixth-grade students with suicide ideation from an elementary school in Chungcheongbuk-do, South Korea, with a single group of 10 males (50%) and 10 females (50%) without a control group. The average age of the participants was 11.74, with a range of 11.25-12.15. The Korean version of the SIQ-JR and the Korean version of the AASP were used as pretest and posttest instruments. The data were analyzed using SPSS 29.0. the paired-sample t-tests indicated statistically significant changes in low registration (p = .025), and suicide ideation (p = 0.017). The results of this study suggest that school sandplay group counseling may have clinical effects on sensory processing abilities and suicide ideation in elementary school children with suicide ideation.

본 연구는 초등학생의 부모자녀 의사소통이 사이버불링에 미치는 영향을 살펴보고, 학교적응 유연성과 공격성이 이러한 영향에 어떠한 다중매개 효과를 나타내는지 분석하는 것을 목적으로 하였다. 수도권 2개 초등학교 4~6학년 학생 617명을 대상으로 부모자녀 의사소통, 학교적응 유연성, 공격성, 사이버불 링 수준에 대해 설문조사했다. 수집된 데이터는 SEM(Structural Equation Modeling)으로 분석하였다. 주 요 연구 결과는 다음과 같다. 첫째, 초등학생의 부정적인 부모자녀 의사소통은 학교적응 유연성과 공격 성을 완전매개로 사이버불링을 증가시켰다. 둘째, 초등학생의 낮은 학교적응 유연성과 공격성은 사이버 불링을 직, 간접적으로 증가시키고 있었다. 셋째, 다중매개효과 분석결과 부모자녀 의사소통에서 사이 버불링으로 이어지는 세 가지 경로: ‘부모자녀 의사소통 → 학교적응 유연성 → 사이버불링’, ‘부모자녀 의사소통 → 공격성 → 사이버불링’, ‘부모자녀 의사소통 → 학교적응 유연성 → 공격성 → 사이버불링’ 를 확인하였다. 본 연구의 결과는 초등학생 사이버불링의 예방과 중재에 있어 이들의 가정문제와 학교 적응의 문제를 함께 고려해야 한다는 것을 보여준다는 점에서 의의가 있다.

This study aimed to examine the effects of elementary school students’s parents-child communication (PCC) on their cyber bullying and to investigate the multi-mediating effects of their school adjustment resilience(SAR) and aggression on those effects. From two elementary schools in capital area, 617 4-6th students were surveyed about their PCC, SAR, aggression and cyber bullying. The gathered data were analyzed by Structural Equation Modeling(SEM). The important results of the study were as follows. First, elementary school students’ negative PCC increased their cyber bullying through complete medication of SAR and aggression. Second, elementary school students’ low SAR and aggression could increase cyber bullying directly as well as indirectly. Third, multi-mediating effects analysis found the three paths from PCC to cyber bullying: ‘PCC → SAR → cyber bullying’ , ‘PCC → aggression → cyber bullying’, ‘PCC → SAR → aggression → cyber bullying’. This study provides insights regarding how to devise effective cyber bullying prevention and intervention programs for elementary school students.

This study was an investigation of the effect of English as a Foreign Language at Elementary Schools (EFLES) in Japan on students’ later English language learning in junior high school. The participants were a total of 2,000 public junior high school students in grades 7, 8, and 9 (about 220-260 students in each grade for a three-year research period). The participants received from 10-90 hours of EFLES in grades 5 and 6 of local public elementary schools. The amount of EFLES implementation basically increased every year. The research question was: To what degree does EFLES affect the students’ future English skill development in vocabulary and grammar, reading, and listening measured by standardized tests administered respectively in grades 7, 8, and 9? The positive effect of EFLES was observed in the grade 7 students who had received 90 hours of EFLES classes since grade 4. An advantage was shown in higher English test scores for vocabulary and grammar, reading, and listening, though it did not reach a statistically significant level. In speaking tests conducted in grade 8, students’ scores improved each year to a statistically significant level with large effect sizes (d = 1.23, d = .80 for story-telling test).

이 연구는 우리나라의 초등학생들이 다양한 위기가 발생하였을 때 그에 대한 피해를 입기 전에 적절한 행동을 취하여 자신뿐만이 아니라 타인의 안전까지 지켜낼 수 있는 주체가 될 수 있도록 성장시키기 위해 학교의 안전역량을 강화할 수 있는 안전교육 혁신 방안을 제시하는 것에 목적을 두었다. 연구 목적을 달성하기 위하여 현재 초등학교에서 이루어지는 안전교육의 배경을 이해하고 실제 교육현장에서 겪고 있는 문제점을 분석하여 개선점을 도출하였다. 연구 결과, 이 연구에서는 초등학교에서의 안전교육 을 혁신하기 위한 방안을 다음과 같이 제시하였다. 첫째, 학교에서 실시되는 안전교육에 있어 초등학생들 의 회복탄력성(Resilience) 향상을 위한 노력이 필요하다. 둘째, 내실 있는 교육을 실천하기 위해서 학생들 이 생활하고 있는 지역적 특성을 고려한 안전교육 자료의 개발과 교수자의 역량 강화를 위한 체계를 마련하여야 한다. 셋째, 지역 사회 ․ 학교와 연계되어진 학생안전체험관 운영에 대한 발전이 필요하다.

This study aims to present innovative strategies for enhancing school safety capacity in order to nurture elementary school students in South Korea into individuals capable of taking appropriate actions before incurring harm in various crises, thereby protecting not only themselves but also others. To achieve the research objectives, the study analyzed the background of safety education currently conducted in elementary schools and identified areas for improvement by analyzing the issues experienced in actual educational settings. The study suggests the following strategies for innovating safety education in elementary schools: First, efforts are needed to enhance the resilience of elementary school students in the safety education conducted in schools. Second, for substantive education, it is necessary to develop safety education materials considering the local characteristics of the students' living areas and to establish a system for enhancing the capabilities of instructors. Third, the development of student safety experience centers linked with local communities and schools is required.