This study aimed to investigate the effects of shyness of 3 to 5-year-olds and the teacher-child relationship on peer play behaviors. For this purpose, a survey was conducted targeting 33 teachers working with 277 three to five-year-olds at child care centers located in Chungbuk, Korea. SPSS 19.0 was used to implement exploratory analyses and hierarchical regression analysis. It was found that children with low sociability and thoes with close relationships with teachers indicated the least play disruption. Children whose assertiveness and sociability were low and whose relationships with teachers were close were likely to do the most play interaction. However, regardless of the level of the lack of assertiveness and of the lack of sociability, children with close relationships with teachers had a higher level of play interaction. Children with a higher level of lack of sociability and in conflict relationships with teachers had a higher level of play disconnection. Findings of this study highlight the importance of considering the interplay of children's shyness and teacher-child relationships in the development of peer play behaviors.

The present study examined differences in children's behavior problems and peer interaction, and parental factors including self-esteem, depression and childrearing stress between atopic dermatitis(AD) and normal(non-AD) children in each gender, and analyzed the effects of the parental factors on the two variables of AD children. 165 AD and 1176 non-AD children of age 5 were selected from the 6th year data of the Panel Study on Korean Children. The results from t-test and multiple regression are as follows. First, only AD boys showed a higher level of behavior problems than non-AD boys, but peer interaction showed no difference between AD and non-AD groups. Compared with non-AD children's parents, mothers of AD children showed a higher stress level and mothers of AD boys had a higher depression level. But there were no differences in maternal self-esteem and paternal factors between the groups. Second, AD boys' behavior problems were related to maternal factors and paternal stress, and some characteristics of AD girls' behavior problems were related with some parental variables. But peer interaction of AD children had no relation with parental factors. Third, behavior problems were influenced by maternal stress in AD boys and influenced by maternal depression and parental self-esteem in AD girls.

This study investigated the relationships between socio-economic status of family, home environment stimulation, children's behavioral problems, and interactive peer play of preschool children. Surveys of 2,150 Korean mothers with their preschool children(Mean age= 51.9 months) from the Panel Study of Korean Children by Korea Institute of Child Care and Education were analyzed using structural equation modeling. Each variable's confirmatory factor analysis showed the correlation coefficient below .85, which made a satisfactory level of discriminant validity. The model fit to the data well, with an agreeable level of index. The major findings were as follows. First, SES did not significantly affected children's interactive peer play. Second, SES significantly affected home environment stimulation and children's behavioral problems. And the relationship between SES and children's behavioral problems are significantly mediated by home environment stimulation. Third, the relationship between SES and children's interactive peer play are significantly mediated by home environment stimulation and children's behavioral problems. These results help better understand the paths among the home characteristics and children's behavioral problems on children's social development. Interpretation and implication of the results have been discussed.

This reach is to comprehend the trend of father-related studies in Korea. The result of analyzing 161 father related thesis published from first issue until 2015.12 issue on 9 journals came out as below. First, father-thesis have increased. But the proportion of it remains for only 1~2% out of total 9 academic journals. Also the increased amount is very small considering the increasing rate of mother-thesis. In other words, the increased number of father-thesis is due to increased number of total amount of academic journals, which cannot be interpreted as the academic interest about fathering has grown. Second, almost of father-thesis were the empirical research and quantitative approach took the most part. Also father-thesis focus on 'what father's role is' and 'how much he does it'. Due to generalization of double-income family and an increase of interest about fathering, operational definition and a measurement issue is growing. Third, the topic of research which handles influence of father to child ranges from social relationship to social and emotional development. Also an interest of awarness development is growing. Meanwhile, research of father's influence to child development depends on cross-sectional data. Only few used vertical material.

The purpose of this study was to identify school adjustment groups by applying a Latent Profile Analysis(LPA) and to investigate the effects of children's emotional problems and study habits on determining the membership of these groups. LPA and multiple logistic regression were conducted using the data of 2,200 third-graders from the Korean Children and Youth Panel Study. The results are listed as follows. First, four school adjustment groups were identified: adjustment, approach to adjustment, maladjustment risk, and maladjustment group. Second, accomplishment value and mastery goal orientation were relatively strong predictors of membership of the school adjustment groups. Time management was also a significant variable that predicted the membership of maladjustment or the maladjustment-risk group. Third, attention problems and depression were the most consistent predictors of membership of maladjustment or the maladjustment-risk group. Physical symptoms and social withdrawal were also significant. Based on the results, implications for intervention to promote early school adjustment were discussed.

This study examined the effects of marital relationships, mother's parenting stress and positive parenting behavior on the behavioral problems of preschoolers. For this purpose, we created a structural equation model and examined the goodness of fit of the model using the RMSEA, SRMR, TLI, and CFI. The participants were 986 4-year-old preschoolers and their mothers taken from the 5th year of the Korea Children's Panel. The results of this study were as follows: First, a negative marital relationship had a significant negative effect on behavioral problems of preschoolers directly. And a negative marital relationship had a significant indirect effect on behavioral problems of preschoolers through the parenting behavior. Second, parenting stress had a significant negative effect on behavioral problems of preschoolers directly. And parenting stress had a significant indirect effect on behavioral problems of preschoolers through the parenting behavior. These findings imply that both improving marital relationships and regulating mothers' parenting stress and parenting behavior need to be emphasized when designing prevention and intervention programs aimed at improving the behavioral problems of preschoolers.

The purpose of this study was to forecast demand of childcare teachers based ion four different scenarios. In order to, the demand for childcare teachers from 2015 to 2024 were forecasted using time series techniques with data on the number of childcare teachers from 2003 to 2014. Results were as followings. Firstly, the demand for childcare teachers was expected to increase until 2019, but after 2020 steadily decreased in terms of scenario 1(child teacher ratio regulation). According to scenario 2(child teacher ratio based on 17 cities and provinces), the demand for childcare teachers was expected to need 440 teachers more until 2016. Then, according to scenario 3(two teachers each class), Scenario 4-1(one teacher and one staff each 2 toddler class and 3 older class) and scenario 4-2(one teacher and one staff each class), the demand of childcare teachers and staffs were estimated. These results implicated that childcare teachers and staffs supply policy would be established according to forecast demand.

The purpose of this research is to develop more effective and systematic courage-related education in the early childhood education field. Through the previous research and literature review, the concept of courage was redefined and the type of courage was derived. After choosing 25 pictures books which relate to courage, we analyzed using the type of courage and their features. The results were as follows. First, courage is an act of trying voluntarily and continuously according to established clear goals based on personal beliefs in order to overcome inner and external difficulties. Second, we divided the courage into five types - Physical Courage, Challenge Courage, Belief Courage, Social Courage, Creative Courage- and presented each characteristic. Finally, by analyzing 25 picture books on the theme of courage according to these types and characteristics, it was confirmed that these picture books can be an important basis for courage-related education and development of a courage scale.

The purpose of this study was to examine the influence of religious maturity of Christian teachers in child care centers on teacher-infant interaction, emotional labor and emotional intelligence. The survey was conducted on 173 Christian teachers of early-child classes who work in child care centers in Gyeonggi-do province. For the research analysis, frequency and Cronbach's ${\alpha}$ coefficient were calculated and regression analysis were conducted. The results are as follows. First, the affective and volitional factors from religious maturity of Christian teachers in child care centers have had a positive influence on the overall teacher-infant interaction. Second, the affective factor from religious maturity of Christian teachers in child care centers have had a negative influence on outward behavior, which is the lower variable of emotional work, and a positive influence on inner behavior. Third, the volitional factor from religious maturity of Christian teachers in child care centers have had a positive influence on perception of self-emotions, perception of others' emotion, emotional application, emotional control, and emotional intelligence overall.

The purpose of this study was to analyze the mediating effect of pedagogical content knowledge of science teaching on the relations among child care teachers' burnout, science teaching anxiety, and science teaching efficacy. For this study, questionnaires were distributed to 355 teachers working at child care centers in Jollanam-do. The analysis of data was conducted with SPSS WIN 18.0. The results of this study were as follows. First, child care teachers' burnout lowered their science teaching efficacy, and child care teachers' pedagogical content knowledge, as a mediating variable, reduced the negative effect of child care teachers' burnout on their science teaching efficacy. Second, child care teachers' science teaching anxiety lowered their science teaching efficacy, and child care teachers' pedagogical content knowledge, as a mediating variable, reduced the negative effect of child care teachers' science teaching anxiety as an independent variable on their science teaching efficacy. These findings imply there is a need to boost pedagogical content knowledge during in-service teacher education programs.

The purpose of this study was to analyze the effects of parenting beliefs and maternal gatekeeping on father's parenting involvement. The participants were comprised of 459 Korean and Chinese couples with children whose ages ranged from 3 to 5 years old. The subjects completed questionnaires on the BCPRS (Beliefs Concerning the Parental Role Scale), the PRI (Parental Regulation Inventory), and the parenting involvement sub-scale of the productive father's parenting scale. The main results were as follows. First, in the father's parenting involvement sub-scale, Korean fathers showed a higher value compared to Chinese fathers. Second, Korean mothers had non-traditional parenting beliefs than the Chinese mothers had. Third, in regards to maternal gatekeeping, Chinese mothers more frequently controlled father's parenting than Korean mothers. Fourth, it was found that parenting beliefs and maternal gatekeeping in both countries had a significant influence in father's parenting involvement.

The purpose of this study was to investigate the contents of pre-service early childhood teacher's practicum experience in kindergartens and child care centers through the analysis of practice teaching journals. The subjects of this study were a total 52 practice teaching journals of 26 pre-service early childhood teachers who completed their practicum in kindergartens and child care centers. This study analyzed the type of teaching practice management, the type of activities, and the contents of journal writings. The findings are as follows; First, pre-service teachers experienced a similar ratio of the type of teaching practice management in both types of teaching practice. Second, pre-service teachers performed more group activities in practicum in kindergartens, but more choice activities in practicum in child care centers. Third, the journal writing contents of pre-service teachers in both types of teaching practice mainly addressed the operating of educational and child care activities, and the execution of observing young children. But some categories of teacher's competency were hardly addressed. The results of this study could be used as basic data for designing early childhood practicum programs.

The purpose of this study was to investigate the stability and reciprocal effects of maternal parenting stress and perceived social support in early childhood. Specifically, we compared these relations for working and nonworking mothers. The second through fourth wave data of the Panel Study of Korean Children (PSKC) were used in this study. Data were analyzed using t-tests, correlations, and autoregressive cross-lagged modeling analyses. First, parenting stress of non-working mothers was higher than that of working mothers and working mothers perceived higher levels of social support compared to nonworking mothers. Second, both maternal parenting stress and social support were stable over time. Third, there were significant reciprocal effects between maternal parenting stress and perceived social support. Differences between working and non-working mothers were found in the paths from parenting stress to social support. The implications of the stability and reciprocal effects of parenting stress and perceived social support and the difference between working and non-working mothers in the relationship of the two constructs have been discussed.