The purpose of this study is to offer the fundamental data to the activity program of self-protection for self-help ability of 2-year-Olds in the educational fields, through using the activity program of self-protection of 2-year-Olds.
How the activity program of self-protection effects developm...
The purpose of this study is to offer the fundamental data to the activity program of self-protection for self-help ability of 2-year-Olds in the educational fields, through using the activity program of self-protection of 2-year-Olds.
How the activity program of self-protection effects developmentally on self-help ability of 2-years-old young children.
For this study, 6 children, 2 girls were 30.5-months old and 4 boys were 31.52 by average age, in 2-years-old Gilford class (made-up name) from H playing school which located in Youngtong-ku in Suwon city by March10, 2008.Also, this study used self-protection program to research the developmental effect on self-help ability.
The self-protection program was practiced by five subjects as ‘eating habits’, ‘clothing habits’, ‘housing life’, ‘health and sanitation’, and ‘safety play and temperance’. Also, the developmental effect on self-help ability of young children was observed by three periods, preceding period, middle period, and latter period, through following the self-protection program.
This study is possibly able to summarize five conclusions from the research results like followings;
First, in terms of eating habits, young children were going around classroom rather than eating meal with proper sitting way until finishing meal during preceding period. But they tried to show their effort to eat meal what they dislike during middle period. Finally they open showed self-help behaviors during latter period.
Second, in terms of clothing habits, young children put their bags on entrance and had difficulties to take off and arrange their clothes by themselves during preceding period. But they started to arrange their clothes awkwardly during middle period. Finally they started to arrange their bags to tray and clothes on shelf by themselves without any help from teachers during latter period.
Third, in terms of housing life, young children did not know how to use the facilities in house and outside properly during preceding period. But they started to imitate diction and behaviors of teachers or friends during middle period. Finally they started to understand reason and practice method for proper behavior as growing awareness to safety up compared to preceding period during latter period.
Fourth, in terms of health and sanitation, young children did not understand the notion to keep clean their body during preceding period. But they started to make sure their behavior constantly before their actions during middle period. Finally they could practice to wash their hands and brush their teeth by themselves during latter period.
Fifth, in terms of safety play and temperance, young children showed selfish behaviors that they fought with friends, scratched friends for toy possession, and threw toys during preceding period. But they started to shout or spoke in a loud voice for their opinion rather than offensive languages. Finally they started to show unselfish behaviors to other people in playing and say ‘let’s play together’ and ‘let’s do it together’ during latter period.
The purpose of this study is to offer the fundamental data to the activity program of self-protection for self-help ability of 2-year-Olds in the educational fields, through using the activity program of self-protection of 2-year-Olds.
How the activity program of self-protection effects developmentally on self-help ability of 2-years-old young children.
For this study, 6 children, 2 girls were 30.5-months old and 4 boys were 31.52 by average age, in 2-years-old Gilford class (made-up name) from H playing school which located in Youngtong-ku in Suwon city by March10, 2008.Also, this study used self-protection program to research the developmental effect on self-help ability.
The self-protection program was practiced by five subjects as ‘eating habits’, ‘clothing habits’, ‘housing life’, ‘health and sanitation’, and ‘safety play and temperance’. Also, the developmental effect on self-help ability of young children was observed by three periods, preceding period, middle period, and latter period, through following the self-protection program.
This study is possibly able to summarize five conclusions from the research results like followings;
First, in terms of eating habits, young children were going around classroom rather than eating meal with proper sitting way until finishing meal during preceding period. But they tried to show their effort to eat meal what they dislike during middle period. Finally they open showed self-help behaviors during latter period.
Second, in terms of clothing habits, young children put their bags on entrance and had difficulties to take off and arrange their clothes by themselves during preceding period. But they started to arrange their clothes awkwardly during middle period. Finally they started to arrange their bags to tray and clothes on shelf by themselves without any help from teachers during latter period.
Third, in terms of housing life, young children did not know how to use the facilities in house and outside properly during preceding period. But they started to imitate diction and behaviors of teachers or friends during middle period. Finally they started to understand reason and practice method for proper behavior as growing awareness to safety up compared to preceding period during latter period.
Fourth, in terms of health and sanitation, young children did not understand the notion to keep clean their body during preceding period. But they started to make sure their behavior constantly before their actions during middle period. Finally they could practice to wash their hands and brush their teeth by themselves during latter period.
Fifth, in terms of safety play and temperance, young children showed selfish behaviors that they fought with friends, scratched friends for toy possession, and threw toys during preceding period. But they started to shout or spoke in a loud voice for their opinion rather than offensive languages. Finally they started to show unselfish behaviors to other people in playing and say ‘let’s play together’ and ‘let’s do it together’ during latter period.
Keyword
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#자조능력
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