Background and objective: This study conducted a conjoint analysis on early childhood teachers to find out their preferences in horticultural activities that are used as a means of education in early childhood education. Methods: For the conjoint analysis, five attributes of horticultural activities were selected. Attribute 1 was method of horticultural activities, divided into two levels: exclusive and integrated horticultural activities. Attribute 2 was object of horticultural activities, divided into three levels: fruit crops, vegetable crops, and floricultural crops. Attribute 3 was activity type, divided into three levels: big and small group, free choice, and outdoor play. Attribute 4 was place for horticultural activities, and divided into two levels: indoors and outdoors. Attribute 5 was time for horticultural activities, divided into two levels: 30 minutes and 30-60 minutes. The orthogonal design was used to extract 20 profiles, after which we conducted a survey on 320 early childhood teachers and analyzed the valid responses from 257 teachers. Results: The preference of early childhood teachers showed highest importance in object (29.1%), followed by activity type (23.2%), activity method (17.4%), time (16.1%), and place (14.2%) (Pearson's R = .591, p = .008). By level of each attribute, the importance was high in exclusive horticultural activities for activity method, big and small group for activity type, vegetable and floricultural crops for object, indoors for place, and 30 minutes for time. Conclusion:The horticultural program preferred by early childhood teachers is comprised of big and small group activities using vegetable and floricultural crops, carried out indoors for 30 minutes as an exclusive class.

Background and objective: This study was conducted to identify the components of kindergartener horticultural education by deriving objective components of horticultural education using the Delphi survey method, and then to provide basic data that can be used when creating horticultural programs in the regular curriculum. Methods: A total of 32 experts including professors of early childhood education, kindergarten directors, horticultural therapy professors, and horticultural therapists were selected as the Delphi panel. Of the 32 selected, only 29 answered all three rounds of the surveys. For the first round of the survey, an open-ended questionnaire, was used, and in the second and third rounds closed-ended questionnaires were used. Results: Results indicated that under the category of the goals of horticultural education, there were 7 items related to the current problems of horticultural education, 16 items related to the need for horticultural education in the smart age, 18 items related to the direction of horticultural education, and 5 items related to the areas most suitable for horticulture education for young children in the Nuri Curriculum. Results in the category of the implementation of horticultural education indicated that 2 items related to horticultural education hours, 3 items related to the venue for horticultural education, 2 items related to the activity types applicable to the Nuri Curriculum, and 4 items related to the objects of horticultural activities were derived. As the current problems of horticultural education, the following items were identified: event-oriented activity (M = 4.24) and lack of kindergarten teachers' opportunities for systematic gardening education (M = 4.21). The results related to the necessity of horticultural education indicated the following items: education on respect for life through caring (M = 4.59), emotional intelligence and stability (M = 4.55), directly experience of the growth process of plants (M = 4.55), and development of the five senses (M = 4.55). Finally, within the direction of horticultural education: nurturing the desire to live with nature (M = 4.50), and learning about life (M = 4.44) was identified, which had higher averages. Within the areas of the Nuri Curriculum, which is most consistent with horticultural education, nature exploration (M = 4.69) and the integration of all areas (M = 4.59) were derived as priorities. Also, regarding the implementation of horticultural education, the following items were derived as the priority from the expert group: 30-40 minutes (M = 4.14) and 40-50 minutes (M = 4.14) for class periods, outdoor garden in a kindergarten(M = 4.66) for the venue of gardening education, outside play (M = 4.59) for the activity type, and vegetable crops (M = 4.55) for the objects of gardening activities. Conclusion: It is significant that the goal and implementation of kindergartner horticultural education were objectively derived through collecting opinions of expert panels. Based on the results of this study, a horticultur...

Background This cross-sectional study evaluated women’s attitudes toward the certification logos, labels, and advertisements for organic disposable sanitary pads (OSPs) and investigated what could be the main reason for them. Additionally, the present study examined whether a relationship could be found between these attitudes and OSPs purchasing behavior. Methods This study was conducted using a self-reported online survey of Korean adult women who have purchased OSPs. The study questionnaire had four sections, covering (1) characteristics of OSP purchasing behavior, (2) attitudes toward OSP certification logos, labels, and advertisements, (3) demand on government and companies for proper management, and (4) respondent’s sociodemographic information. The Cronbach’s alpha value of the questionnaire was 0.857. Results A total of 500 respondents completed the questionnaire. Overall, high reliability was found for the certification logos (3.73 ± 0.61), labels on the product packaging (3.71 ± 0.63), and advertisements of OSPs (3.41 ± 0.62). Respondents indicated that these had fairly positive effects on their decision-making regarding product reliability, product image, and their own purchasing behavior. The aspects most frequently affected from the informants were safety to human health. All attitudes toward OSP certification logos, labels, and advertisements that were evaluated in this study became more positive in the direction from non-buyers to occasional buyers and to habitual buyers (all P < 0.05). The most significant demand from the respondents for OSP companies and the government was to clearly indicate hazardous ingredients on the OSP packaging (42.0%) and to strengthen the sanctions for false advertising (37.8%), respectively. Conclusions The results of this study clearly indicate the importance of using certification logos, labels, and advertisements in the OSP market. These results can be utilized by OSP companies to improve the effectiveness of their marketing strategies or by policy makers and certifying bodies to manage the informants properly in the OSP market.