Pediatric breast disease is uncommon, and primary breast carcinoma in children is extremely rare. Therefore, the approach used to address breast lesions in pediatric patients differs from that in adults in many ways. Knowledge of the normal imaging features at various stages of development and the characteristics of breast disease in the pediatric population can help the radiologist to make confident diagnoses and manage patients appropriately. Most breast diseases in children are benign or associated with breast development, suggesting a need for conservative treatment. Interventional procedures might affect the developing breast and are only indicated in a limited number of cases. Histologic examination should be performed in pediatric patients, taking into account the size of the lesion and clinical history together with the imaging findings. A core needle biopsy is useful for accurate diagnosis and avoidance of irreparable damage in pediatric patients. Biopsy should be considered in the event of abnormal imaging findings, such as non-circumscribed margins, complex solid and cystic components, posterior acoustic shadowing, size above 3 cm, or an increase in mass size. A clinical history that includes a risk factor for malignancy, such as prior chest irradiation, known concurrent cancer not involving the breast, or family history of breast cancer, should prompt consideration of biopsy even if the lesion has a probably benign appearance on ultrasonography.

at Salina. She earned her B.S. from Sogang University in Korea and a Ph.D. from UCLA. She was an ASEE postdoctoral fellow at Naval Air Warfare Center Weapons Division. She was 2004 Wakonse Teaching fellow and 2006 Peer Review of Teaching fellow at K-State. Her interests in scholarship of teaching include cross-curricular innovation.

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Objectives The purpose of this study was to examine the relationship among belief in play, teaching efficacy in play, and teacher-child interaction of early childhood teachers. Specially, this study was to investigate the mediating effect of physical environment on the relationship among belief in play, teaching efficacy in play, and teacher-child interaction of early childhood teachers. Methods The study participants were 264 early childhood teachers working in daycare centers in B and Y province. Questionnaires about belief in play, teaching efficacy in play, physical environment, and teacher-child interaction were used to collect data through emails and mails. Data were analyzed using descriptive statics, Pearson correlation, Step-wise multiple regression, and Sobel test for mediating effect. Results First, it was found that there was a positive correlation among belief in play, teaching efficacy in play, physical environment, and teacher-child interaction. Second, it was found that belief in play, teaching efficacy in play, and physical environment were predictive variables of teacher-child interaction. Third, the mediating effect of physical environment among belief in play, teaching efficacy in play, and teacher-child interaction was found to be partially significant. Conclusions This result is meaningful in that physical environment is also important to improve teacher-child interaction besides belief in play and teaching efficacy in play.