Objective: The purpose of this study is to examine whether the 'Ordinance for Guaranteeing Children's Right to Play' is has been implemented well and investigate play practice in elementary school. Methods: For this study, a survey was conducted on 319 elementary school teachers in Jeollanam-do. Results: First, elementary school teachers' perception of the enactment of the 'Ordinance on Children's Right to Play' is high. And their perception is positive about the effect of the 'Ordinance on Children's Right to Play'. Second, among the roles of the Office of Education, play-related training and club support were relatively low. The role of the elementary school director was relatively low in the analysis and disclosure of play performance. Third, the time that children mainly play in school is the middle play time. The sufficiency and safety of play spaces differed by region. Fourth, the contents to be added to the 'Ordinance' are securing play space, budget support, and mandatory play time. Conclusion/Implications: In the future, 'Ordinance on Children's Right to Play' should go through a process of improvement so that children's play is realized as a right.

Objective: This study investigated the effects of the firstborn's gender and temperament on the fertility intention and follow-up childbirth of parents. Methods: A total 120 firstborns and their mothers were selected from the sample of the Panel Study on Korean Children. Child temperament traits were measured by Early Childhood Behavior Questionnaire(ECBQ) and mothers stated their fertility intention in 2009 when their first child was under 2 years old. Follow-up childbirth of mothers was assessed from the data of PSKC in 2016. Results: The results indicated that there was a significant difference by gender in follow-up birth. Among aspects of temperament, fertility intention was affected by the firstborn's inhibitory control and follow-up birth was affected by the firstborn's gender and discomfort. For mothers with a boy, the firstborn's soothability affected mothers' follow-up childbirth. Conclusion/Implications: These results imply that gender and temperament of the first child are connected to mothers' fertility intention and follow-up childbirth. Extra studies are required to clarify how those factors affect mothers' parenting or psychological status. Meanwhile, the firstborn's gender and temperament should be considered when developing support programs for families with one child in order to increase follow-up birth rate.

Objective: The purpose of this study was to examine the effects of young children's emotionality on their smartphone overuse and to verify the mediation effect of mothers' play participation on the relationship between young children's emotionality and their smartphone overuse. Methods: Research participants include 274 mothers and their children aged 2 to 4 years old. The mothers completed questionnaires. Data analysis was performed with Pearson's correlation coefficient and mediation analysis using SPSS 23.0. Results: The results of this study are summarized as follows. First, The young children's emotionality showed a positive association with their smartphone overuse. Second, Their emotionality was negatively associated with their mothers' play participation. Finally, the mothers' play participation was found to partially mediate the relationship between young children's emotionality and smartphone overuse. Conclusion/Implications: The results of this study suggest that it is necessary to provide parent education for supporting mothers' play participation to prevent children from developing smartphone overuse.

Objective: The purpose of this study is to analyze the mediating effects of mother's smartphone addiction on the relationship between mothers' parenting stress and young children's smartphone addiction. Methods: This study conducted a survey targeting a total of 327 mothers with young children between the ages of 3-5 years that were attending kindergartens and daycare centers in Gyeonggi-do, Gangwon-do, and the Busan region. After exploring the relationship between mothers' parenting stress, mothers' smartphone addiction, and young children's smartphone addiction based on the collected data, this study comparatively analyzed the complete mediation and partial mediation models by using the structural equation. Results: The mothers' smartphone addiction played a partial mediating role in the relationship between mothers' parenting stress and young children's smartphone addiction. In other words, the mothers' parenting stress and mothers' smartphone addiction were important variables for young children's smartphone addiction. Conclusion/Implications: This study aims to provide basiv data for the prevention of problems caused by young children's smartphone addiction, by exploring the paths of mothers' parenting stress and mothers' smartphone addiction which have effects on young children's smartphone addiction.

Objective: The main purpose of this study was to investigate the direct effect of preschoolers' behavioral inhibition and indirect effects through maternal overprotective parenting and autonomy support on preschoolers' anxiety. Methods: A total of 295 preschoolers and their mothers were the subjects of this study. Mothers completed a questionnaire that included measures of their parenting behavior, preschoolers' behavioral inhibition and anxiety. Data were analyzed using structural equation modeling. Results: First, preschoolers' behavioral inhibition had a direct effect on their anxiety. Preschoolers with higher behavioral inhibition displayed higher levels of anxiety. Second, maternal overprotective parenting mediated the relationship between preschoolers' behavioral inhibition and anxiety. Third, maternal autonomy support mediated the relationship between preschoolers' behavioral inhibition and anxiety. Conclusion/Implications: The findings of this study emphasize the importance of reducing maternal overprotective parenting and promoting autonomy support to prevent preschoolers' anxiety. These findings could be used as a foundation for developing parent education programs for mothers with behaviorally inhibited preschoolers.

Objective: The purpose of this study was to examine the effects of maternal parenting stress and mother's ego-resilience on mother-child attachment. More specially, mother-child attachment for higher grade elementary school children was examined according to the internal working model. Methods: Participants were 190 mothers of fourth and fifth grade elementary school children. The Maternal Parenting Stress Scale(Shin, 1997), the Scales of Ego-resilience(Yoo & Shim, 2002), and Inventory of Parent Attachment(Yang, 2006) were used to measure variables. Collected data were analyzed by descriptive statistics, t-test, correlation analysis and multiple regression analysis. Results: The major findings were summarized as follows: First, there were no differences between mother-child attachment according to children's gender. Second, mother-child attachment was negatively correlated with maternal parenting stress and positively correlated with ego-resilience. Next, maternal parenting stress_interaction and ego-resilience explained mother-child attachment_trust. Last, maternal stress_interaction explained mother-child attachment_isolation. Conclusion/Implications: In conclusion, the study results showed that maternal parenting stress and ego-resilience influenced mother-child attachment. based on the results, the implications of this study were discussed.

Objective: The study aimed to examine the impact of a supportive school environment on children's prosocial behavior by investigating the sequential mediating effects of children's self-esteem and happiness. Methods: Results of the study were obtained by analysing data collected from 633 nine-year-old children in the 10th wave of the Panel Study on Korean Children(2017). The data were analyzed by descriptive statistics, correlation analysis and significance of mediated pathways using SPSS 23.0 and PROCESS macro 3.3. Results: First, children's self-esteem did not have mediational effects with respect to a supportive school environment and children's prosocial behavior. Second, children's happiness had mediational effects with respect to a supportive school environment and children's prosocial behavior. Lastly, a supportive school environment affects children's self-esteem, which affects children's happiness, thereby promoting children's prosocial behavior. Conclusion/Implications: In order to promote children's prosocial behavior, we should put emphasis on developing a supportive school environment, and increasing children's self-esteem and happiness. It is important that teachers treat children and classmates treat each other with a warm attitude so that they can value themselves and feel happiness in their lives.

Objective: The purpose of this study was to develop an education program using music activities for promoting young children's creativity and personality and to analyze the impact of this program on the creativity and personality of young children in child care classrooms. Methods: The study consisted of how the creativity and personality education program using music activities for young children was developed and the impact of the program on 5-year-old children's creativity and personality. The experimental treatment was conducted on a total of 16 occasions for eight weeks. The data were collected through the preschooler Creativity test(K·CCTYC) and The Empathy Index for Children and Adolescents (IECA) and Skill Situation Measures were used to analyze the effects of experimental treatment with paired t-test. Results: First, the program had positive effects on fluency, flexibility, originality and imagination of creativity. Second, the program had positive effects on empathy ability and prosociality. Conclusion/Implications: The effectiveness of the creativity and personality education programs using music activities for promoting young children's creativity and personality and the ways to promote young children's creativity and personality in early childhood educations institutes were discussed.

Objective: In this study, we tried to verify the effects of program by constructing an effective maker education program that can cultivate the maker's capabilities through voluntary production activities by utilizing various technologies and tools. Methods: First, prior research on maker education and the station teaching strategy was considered, and interviews and surveys were conducted on prospective early childhood teachers in order to find out the degree of demand for maker education. The final program was finalized through verification of the contents validity. Results: The developed program was applied to a total of 49 prospective early childhood teachers (24 in the experimental group, 25 in the comparative group) attending U College, and it was found to be effective in enhancing convergence talent, education knowledge of early childhood teachers' technology, and self-directed learning skills. Conclusion/Implications: These findings show that the preliminary early childhood teacher maker education program using station teaching strategy has educational value that can be used as an effective teaching method in early childhood education.

Objective: The purpose of this study is to analyze the mediating effect of teacher's ego resilience in the relationship between the social support of colleague teachers and teacher-child interaction. Methods: A survey was conducted on 181 teachers working at early childhood education institutions located in Gyeonggi and Chungbuk regions. The structural equation model was verified with the Mplus 6.0 program. Results: First, the social support of colleague teachers directly affects teacher's ego-resilience and teacher-child interaction, and teachers ego-resilience has a significant effect on teacher-child interaction. Second, the teachers ego-resilience was found to be partially mediated in the relationship between the social support of fellow teachers and teacher-child interaction. With bootstrapping, the mediating effect of teachers ego-resilience was found to be statistically significant between the social support of colleague teachers and teacher-child interaction. Conclusion/Implications: Social support of fellow teachers plays an important role in the positive expression of teacher-child interaction, and the quality of relationships with children can be further enhanced by promoting teachers ego-resilience that mediates the two variables.

Objective: The purpose of this study was to examine the parallel dual mediating effects of positive and negative affects in the relationship between adult attachment and self-compassion of teachers in the early childhood education and care centers. Methods: Two hundred and six teachers participated in the survey who were recruited from kindergarten and child care centers in Seoul and five provinces in South Korea. The data were analyzed by means of frequency, percentages, Cronbach's reliability coefficient and Pearson's correlation using SPSS 25.0 and model 4 provided in The PROCESS macro for SPSS 3.4 version. Results: First, the teachers' degrees of anxiety and avoidance in their adult attachment were below the median scores. Those of positive and negative affects, and their self-compassion were close to the median scores. Second, there were parallel dual mediation effects of positive and negative affects between anxious attachment and self-compassion of teachers. Meanwhile, only positive affect had a mediating effect in the path of teachers' avoidant attachment and self-compassion. Conclusion/Implications: This study confirmed that it is important to raise positive affect by lowering each level of anxiety and avoidance in their attachment for teachers in order to improve their self-compassion. It implied the need to provide support for attachment stability enhancement and to pay attention to improve their self-compassion.

Objective: The purpose of this study is to verify the effect of childcare teachers' positive human relationships in childcare centers on care sensitivity to children through their work immersion. Methods: The subjects of this study were child care teachers who were conveniently sampled from Incheon City. A total of 380 surveys were distributed, and a total of 334 surveys were analyzed, Poor or incomplete questionnaires collected were excluded. The. Sobel Test and Baron & Kenny's multi-regression were used for the analysis with the SPSS 23.0 program. Results: Child care teachers' positive relationships with directors, with their fellow teachers, and with parents had an influence on teachers' care sensitivity to children. Teacher's positive relationships with their fellow teachers and with parents had an influence on teachers' work immersion, which mediated the relationships between teacher's human relationship and their care sensitivity to children. Conclusion/Implications: The positive relationships of child care teachers directly and indirectly affect their sensitivity to children through teachers' work immersion.

Objective: This study aimed to analyze the counseling contents of daycare center teachers by using text mining and semantic network analysis methods to find the necessary support directions for daycare teachers and to improve the quality of child-care. Methods: Five hundred thirteen cases of counseling recorded on the open bulletin board of online counseling (Naver Bands for Nursery Teacher Counseling) were collected, and frequency analysis, centrality solidarity analysis, and machine learning-based topic analysis were conducted using the NetMiner4.3 program. Results: First, 'teacher-to-child ratio' was highest in the frequency. Second, 'colleagues' were all high in all centrality analysis. Third, machine learning-based topical analysis shows that the topics were categorized as subjects about 'childcare and education', 'working environment that supports professional development' and 'working condition', and among them, 'first-time teacher concerns' accounted for 44% of the total counseling content. Conclusion/Implications: This study implied that it is necessary to provide high-quality child-care and education to infants by lowering the 'teacher-to-child ratio', and a systematic program is needed to help improve effective communication skills in interpersonal relationships such as between parents, fellow teachers, and principals. In addition, self-development and efforts to improve teachers expertise should be prioritized in order to improve infant care quality and quality of teachers.