The purpose of this study is to develop life safety education program for young children focusing on problem-solving method, apply it to early childhood education and verify the effect of young children's safety knowledge, problem-solving thinking and attitude.
Based on the research objectives, ...
The purpose of this study is to develop life safety education program for young children focusing on problem-solving method, apply it to early childhood education and verify the effect of young children's safety knowledge, problem-solving thinking and attitude.
Based on the research objectives, research question 1 and 2 were set and the specific research questions are as follows.
Research question 1. How will the problem-solving focused living safety education program for young children be organized?
Research question 2. What is the effectiveness on the young children's safety knowledge, problem-solving thinking, and attitude when the focused living safety education program focusing on problem-solving method for children is applied.
Based on the above research questions, the research was performed as the following procedures.
In the research question 1, the objectives of the living safety education program focusing on problem-solving method for young children were set up and the contents were organized to develop the problem-solving focused living safety education program for young children based on the analysis of the literature, the preliminary study and the current state and demand on the living safety education for young children. On the basis of this, teaching-learning methods and activities were organized after validating the content by early childhood education experts and teachers in the field. The program evaluation method was selected, and then the program was finally developed after the revision and supplement.
In the research question 2, the effectiveness of the living safety education program focusing on problem-solving method for young children developed in this study on the young children’s safety knowledge, safety problem-solving thinking, and safety attitude were verified.
The subjects of this study were composed of the two groups of young children aged 4 to 5 from S kindergarten and K kindergarten in C city in Chungcheongnam-do, respectively. The program was applied 2 to 3 times a week for 6 weeks from September 26, 2017 to November 10, 2017, a total of 13 times. For the research tools to verify the effectiveness of the program, 'safety knowledge' test tool developed by Hyosun Oh(2012) and 'safety knowledge for young children' test tool developed by Jinhee Yang(2013) were used after the revision and supplementation.
For the safety problem-solving thinking, 'safety problem-solving thinking' test tool developed by Hyosun Oh(2012) was used after the revision and supplementation. For the safety attitude, 'safety attitude' test tool developed by Hyosun Oh(2012) and 'safety attitude for young children' test tool developed by Myeongok Han(2016) were used after the revision and supplementation.
The results of this study are as follows.
First, as a result of organization of the life safety education program focusing on problem-solving method for young children as in research question 1, the purpose of the program was set as follows; learning about dangerous places and behaviors around living environment and knowing how to cope with accidents, protecting oneself and others from danger with respecting their lives, recognizing the risk factors of individual and group safety, and leading to a safety life. The first specific goal was to cultivate the knowledge about safety to protect oneself through the life safety education for young children. The second specific goal was to protect from danger and cultivate the safety problem-solving thinking through the life safety education for young children. The third specific goal was to recognize the risk factors of individual and group safety and cultivate coping ability and attitude through the life safety education for young children. The contents of the life safety education program focusing on problem-solving method for young children consisted of 'facility safety', 'product safety', 'safety of physical education and leisure activities', and 'prevention of child abduction and accident of losing a child'.
The teaching-learning methods of the life safety education program focusing on problem-solving method for young children consisted of 'problem identification', 'problem definition', 'hypothesis setting', 'hypothesis verification' and 'optimal hypothesis setting'. The assessment of the life safety education program focusing on problem-solving method for young children consisted of children assessment and evaluation of the program.
Second, in order to verify the effectiveness of the life safety education program for young children as in research question 2, the life safety education program for young children was applied to the experimental group and the life safety education in the 7 standards of the school safety education was applied to the control group and then the children's safety knowledge, safety problem-solving thinking, and safety attitude were tested. There was no significant difference between the two groups in the pre-test. However, in the post-test, the experimental group showed higher score on the three areas than the control group in the children's safety knowledge and safety problem-solving thinking, facility safety, which is a sub-area of safety attitude, product safety, safety of physical education and leisure activities, and prevention of child abduction and accident of losing a child.
In conclusion, the life safety education program focusing on problem-solving method for young children developed in this study is effective in improving the young children's safety knowledge, safety problem-solving thinking, and safety attitude, and suggests its applicability as a safety education program in early childhood education.
The purpose of this study is to develop life safety education program for young children focusing on problem-solving method, apply it to early childhood education and verify the effect of young children's safety knowledge, problem-solving thinking and attitude.
Based on the research objectives, research question 1 and 2 were set and the specific research questions are as follows.
Research question 1. How will the problem-solving focused living safety education program for young children be organized?
Research question 2. What is the effectiveness on the young children's safety knowledge, problem-solving thinking, and attitude when the focused living safety education program focusing on problem-solving method for children is applied.
Based on the above research questions, the research was performed as the following procedures.
In the research question 1, the objectives of the living safety education program focusing on problem-solving method for young children were set up and the contents were organized to develop the problem-solving focused living safety education program for young children based on the analysis of the literature, the preliminary study and the current state and demand on the living safety education for young children. On the basis of this, teaching-learning methods and activities were organized after validating the content by early childhood education experts and teachers in the field. The program evaluation method was selected, and then the program was finally developed after the revision and supplement.
In the research question 2, the effectiveness of the living safety education program focusing on problem-solving method for young children developed in this study on the young children’s safety knowledge, safety problem-solving thinking, and safety attitude were verified.
The subjects of this study were composed of the two groups of young children aged 4 to 5 from S kindergarten and K kindergarten in C city in Chungcheongnam-do, respectively. The program was applied 2 to 3 times a week for 6 weeks from September 26, 2017 to November 10, 2017, a total of 13 times. For the research tools to verify the effectiveness of the program, 'safety knowledge' test tool developed by Hyosun Oh(2012) and 'safety knowledge for young children' test tool developed by Jinhee Yang(2013) were used after the revision and supplementation.
For the safety problem-solving thinking, 'safety problem-solving thinking' test tool developed by Hyosun Oh(2012) was used after the revision and supplementation. For the safety attitude, 'safety attitude' test tool developed by Hyosun Oh(2012) and 'safety attitude for young children' test tool developed by Myeongok Han(2016) were used after the revision and supplementation.
The results of this study are as follows.
First, as a result of organization of the life safety education program focusing on problem-solving method for young children as in research question 1, the purpose of the program was set as follows; learning about dangerous places and behaviors around living environment and knowing how to cope with accidents, protecting oneself and others from danger with respecting their lives, recognizing the risk factors of individual and group safety, and leading to a safety life. The first specific goal was to cultivate the knowledge about safety to protect oneself through the life safety education for young children. The second specific goal was to protect from danger and cultivate the safety problem-solving thinking through the life safety education for young children. The third specific goal was to recognize the risk factors of individual and group safety and cultivate coping ability and attitude through the life safety education for young children. The contents of the life safety education program focusing on problem-solving method for young children consisted of 'facility safety', 'product safety', 'safety of physical education and leisure activities', and 'prevention of child abduction and accident of losing a child'.
The teaching-learning methods of the life safety education program focusing on problem-solving method for young children consisted of 'problem identification', 'problem definition', 'hypothesis setting', 'hypothesis verification' and 'optimal hypothesis setting'. The assessment of the life safety education program focusing on problem-solving method for young children consisted of children assessment and evaluation of the program.
Second, in order to verify the effectiveness of the life safety education program for young children as in research question 2, the life safety education program for young children was applied to the experimental group and the life safety education in the 7 standards of the school safety education was applied to the control group and then the children's safety knowledge, safety problem-solving thinking, and safety attitude were tested. There was no significant difference between the two groups in the pre-test. However, in the post-test, the experimental group showed higher score on the three areas than the control group in the children's safety knowledge and safety problem-solving thinking, facility safety, which is a sub-area of safety attitude, product safety, safety of physical education and leisure activities, and prevention of child abduction and accident of losing a child.
In conclusion, the life safety education program focusing on problem-solving method for young children developed in this study is effective in improving the young children's safety knowledge, safety problem-solving thinking, and safety attitude, and suggests its applicability as a safety education program in early childhood education.
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