• Korean Journal of Child Studies
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• v.38 no.1
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• pp.233-249
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• 2017

Objective: This study examined the effects of maternal grandmothers' positive parenting behavior and mothers' self-differentiation and positive parenting behavior on self-concept in late childhood. Methods: A total of 341 $5^{th}$- and $6^{th}$- grade elementary school children and their mothers participated in the study. Children were surveyed regarding perceptions of their mothers' positive parenting behavior and their own self-concept. Mothers responded to questionnaires regarding both positive parenting behavior of their mothers and their own self-differentiation. The data were analyzed using SEM. Results: Maternal grandmothers' positive parenting behavior had an indirect effect through mothers' self-differentiation and positive parenting behavior on children's self-concept. Mothers who perceived positive parenting behavior in their mothers in their childhood showed positive parenting behavior (as perceived by their children), and those children reported a higher level of self-concept. Mothers who perceived their mother's parenting behavior in their childhood more positively reported a higher level of self-differentiation, and those mothers showed more positive parenting behavior (as perceived by their children), which led to more positive self-concept in children. Conclusion: The findings specify the pathways from maternal grandmothers' positive parenting behavior to children's self-concept through mothers' self-differentiation and positive parenting behavior in an aspect of the intergenerational transmission of parenting. The findings also emphasize the importance of mothers' positive parenting behavior for positive self-concept in late childhood.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.13 no.1
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• pp.38-46
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• 2002

Disaster psychiatry is a new emerging area of psychiatry, in which psychiatrists help to minimize psychological impact of a disaster and to reduce secondary morbidities. In our society, more children and adolescents are facing disasters nowadays. Thus, the necessity for the disaster psychiatry is increasing. After a trauma, children express various symptoms in relevance to their age, development, and their environmental support. The recovery from the disaster and its long-term effect are also influenced by those factors. Psychiatric intervention in a disaster consists mainly of crises intervention and supportive psychotherapy, which includes counseling the victims, educating and providing information to the public, providing support and consultation to the community, and referring of at-risk or severely impaired individuals for more intensive clinical evaluation and care. In addition to a summarized concept of disaster psychiatry, this article presents the adverse psychological effects of children and adolescents exposed to disaster and issues related to the psychiatric intervention.

• Korean Journal of Childcare and Education
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• v.9 no.2
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• pp.263-283
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• 2013

This study analyzed picture book "Who Pooped on my Head?" by using semiotic theories and considered involved meaning of the text. Because characteristics of children's development and picture book should be in harmony, it is necessary to understand the text in-depth. As a result of analysis, the text helps psychological stability and contains the meaning and value that guides children into social value or norm. Analyzing the text by using Greimas' Semiotic square, the meaning that following bowel movement standard is socially established behavior was involved. It seems that giving up instinct and accepting standard are process to extend thought. In conclusion, this study confirmed that the meaning and value that support cognitive and emotional development was contained in the picture book, "Who Pooped on my Head?".

• Child Health Nursing Research
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• v.9 no.3
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• pp.294-300
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• 2003

Purpose: The purpose of the study was to investigate the status of visual health behavior of school-age children and to identify the predicting variables of the school-age children's visual health behavior. Method: The subject was 764 children in grades 4 to 6, enrolled in 2 elementary schools located in urban area. The data were analyzed using t-test, ANOVA, correlation analysis, and stepwise multiple regression. Result: The findings were as follows: 1. The mean of the score of the visual health behavior of school-age children was 41.59(SD=7.22) and there was a significant difference according to grade. 2. There were significant correlations between visual health behavior and self-efficacy for visual health behavior (r=.51, p=.000), motivation for visual health(r=.45, p=.000), perceived benefits(r= .34, p=.000), self-concept(r=.32, p=.000), knowledge of visual health(r=.30, p=.000), health perception for vision(r=.16, p=.000), health locus of control(r=.11, p=.002), and perceived barriers(r=.-.12, p=.000). 3. Self-efficacy for visual health behaviors, knowledge of visual health, motivation for visual health, self-concept, health perception for vision, and perceived benefits were identified as predictor variables of the visual health behavior of the school-age children from the stepwise multiple regression analysis. The total percent of variance accounted by these 6 variables were 36.9％. Conclusion: From the result, it is suggested that the development of comprehensive visual health education program including the component of self-efficacy, health motivation and self-concept to promote the visual health of school-age children.

• Korean Journal of Child Studies
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• v.14 no.2
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• pp.79-94
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• 1993

The purpose of this study was (1) to investigate whether linguistic contrast helps children map a new word into a specific semantic domain when a new word is introduced, (2) to examine the existence of a hierarchy of domains into which children will place a new word, (3) to examine whether children's existing lexicons affect how children map a new word. A total of 320 children from 3 to 6 years of age were drawn from Pusan, Korea. The children were divided into one of four age groups. There were 80 children in each age group. In each group, children were randomly assigned to one of four groups; the linguistic contrast group exposed to color, the linguistic contrast group exposed to shape, a label group and control group. All of the children were tested for production and comprehension of the new word. The results of this study were as follows; (1) The linguistic contrast helped children learn the meanings of a new word. Especially, children age 4 or more showed a significant effect for linguistic contrast; however, it was not sufficient to teach 3-year-old the correct, referent of a term. (2) There was a hierarchy of domains into which children mapped a new word. There was no significant effect for domains into which 3-year-old children mapped the new word, but from 4 years of age children showed a preference for assuming a new word refered to an object's shape rather than its color. (3) Children's existing lexicon had no effect, on how children comprehend a new word.

• Communications of Mathematical Education
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• v.29 no.4
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• pp.589-623
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• 2015

This study is to find out a way to foster self-directed learning math skills for the low-income youth at child care centers. Taking advantage of EBS materials, we found the youth, low-income youth in particular, were positively influenced to learn mathematics in the way of self-directed and action learning. This program gives a model of the self-directed math learning using the EBS mathematics materials. From the survey of this study, we found see that students started to have a positive attitude for learning and they started to gain new mathematical concept, and improved their problem solving, reasoning, communication and representation skills with these new leaning environments. This study tells us that this type of cooperative learning could help them to have an objective assessment, and gave a positive impact on self-directed learning.

• Child Health Nursing Research
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• v.19 no.2
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• pp.102-110
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• 2013

Purpose: This study was done to develop a theory on the early childhood caring experience of North Korean refugee mothers and how such caring affects how they deal with the socio-psychological problems they face as North Korean refugees. Methods: Data were gathered by indepth interviews, participant observation, and medical records, and were analyzed using the Grounded Theory methods of Strauss and Corbin (1998). Results: From open coding 62 concepts, 23 subcategories and 11 categories were derived, and the North Korean refugee mothers' caring experience was revealed to be 'hopeful upbringing'. A central theme common to the participants was 'coexistence of expectations and worries'. Conclusion: The results of this study provide theoretical grounds to understand North Korean refugee mothers' child care experiences and offer personalized nursing and a deeper understanding of their needs by looking at their experience. Findings may also be useful to help nurses who care for North Korean refugee mother-child dyads in the community and in clinical settings to gain insight on this special needs group, and facilitate the development of interventions based on better understanding of the mothers' experiences.

• Korean Journal of Child Studies
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• v.10 no.1
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• pp.1-10
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• 1989

This study compared the effects of open and directed teaching styles on creativity and mathematical achievement. The subjects were 32 three- and four-year-old children enrolled in the Home Economics Laboratory Nursery School at the University of Arkansas during the fall semester of 1987. In this study, the open teaching style was a child-oriented method of teaching with the help or guidance rather than the actual instruction of teacher, while the directed teaching style was a teacher-oriented method of teaching with actual instruction of the teacher. Forty-eight activities and materials relevant to mathematical concepts appropriately designed for the subjects were used. The nursery school children were divided into morning and afternoon groups. Utilizing a Latin square design, the children in the morning group were taught by the directed teaching style for four weeks followed by a three week period of no planned mathematical activities, then taught by the open teaching style for four weeks. The children in the afternoon group followed the same schedule except the open teaching style was first. At the end of the two four-week sessions of mathematics experiences Thinking Creatively in Action and Movement and selected items of Tests of Basic Experiences 2: Mathematics were administered. The scores of each of the two tests were analyzed using a t-test of dependent measures for the two teaching styles, the sex, and the age of the children. Children taught using the directed teaching style showed a significantly higher originality and mathematical achievement scores than those taught using the open teaching style. Differences for sex and age revealed that the directed teaching style was a significantly better method of instruction to foster the originality for boys and the mathematical achievement for four-year-old children.

• 재활복지
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• v.22 no.2
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• pp.175-212
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• 2018

The purpose of this study was to identify factors that affect the optimal selection of rehabilitation therapy and explore a processing model of rehabilitation decision-making for parents of children with cerebral palsy. A ground theory of Strauss and Corbin(1988)was used. Thus, collecting data was classified into open coding 140 concepts, 29 sub-categories and 8 categories. As a result of analysis, we identified that the main phenomenon was 'finding optimal therapy in trial and error' and parents experienced 6 stages including 'embarrassment', 'confusion', 'maximization', 'wandering', 'strategy', and 'balance'. Furthermore, 'rehabilitation-daily life balance' was a key category for continuation of treatment. This qualitative study discribed factors influencing determination of treatment and its continuation, and suggested a processing model of parents' decision- making for rehabilitation of their children.

• Korean Journal of Social Welfare Studies
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• v.43 no.2
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• pp.31-60
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• 2012

This case study tried to explore the food insecurity experiences of poor households with children, since 'food insecurity experiences' of poor households represents economic inequality and social deprivation in the midst of a affluent society. Interviewees in this reports reported that they have found difficulties with buying right or enough food materials due to short of income. As well, they have usually experienced the selection and use of only low-grade foods, substitution for more cheap food materials, limitation of available food materials(especially, meats and fruits), and monotonous diets in their everyday lives. Sometimes, their children skipped their meals due to their monotonous diets. To sum up, I could identify that they(poor households with children) had experienced many components of 'food insecurity' constructs in their daily lives. In spite of, there are some distinction between reports through food insecurity scale and records of interviews and the various foods-supply programs have supplemented their food insecure situation. Therefore, we should give consideration to these in the use and interpretation of the results of food insecurity scales.