• Child Health Nursing Research
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• v.21 no.1
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• pp.55-63
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• 2015

Purpose: The purpose of this study was to identify cell phone addiction in school-age children and factors influencing addiction. Methods: The participants were 163 parents of elementary school students in the 1st to 4th grades. Data were collected through self-report questionnaires completed by the parents, and analyzed using the SPSS/WIN 19.0 IBM program. Results: Of the children, 86.5% were reported as being average users, 9.2%, at risk users, and 4.3%, at high risk users. Cell phone addiction in the children was significantly different according to games played by the children and parents' monthly income. Significant factors influencing cell phone addiction in the children were children's self-control, games played by the children, parents' cell phone addiction and parental control for children's cell phone use, explaining 24% of variance in cell phone addiction. Conclusion: The findings indicate that cell phone addiction in school-age children is influenced by parent-related factors as well as personal factors. Therefore approaches to education programs on cell phone use in school-age children should include parent-related factors as well as personal factors of the children.

• Journal of the Korean Society of Child Welfare
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• no.59
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• pp.183-208
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• 2017

The purpose of this study was to identify groups depending on the change trajectory of child maltreatment in childhood and early adolescence. For this study, the data from waves two through six (2011-2015) of the Korean Children and Youth Panel Survey (KCYPS) were used. Participants included first-grade (n=2,300) and fourth-grade (n=2,325) elementary school students. A latent class growth model (LCGM) using Mplus 7.21 was adopted to classify the types of developmental trajectories of child maltreatment. The main results were as follows: First, in physical abuse, childhood from the second to the sixth grades was classified into four groups: decreased, low maintenance, increased, and no maltreatment type. In addition, early adolescence from the fifth grade of elementary school to the third grade of middle school was also classified into the same types. Second, in emotional abuse, childhood was classified into three groups: decreased, increased, and no maltreatment type. Early adolescence was classified into four groups: decreased, low maintenance, increased, and no maltreatment type. Third, in neglect, childhood was classified into four groups: maintenance, low decreasing, low increasing, and no maltreatment type. Early adolescence was classified into three groups: maintenance, low increasing, and no maltreatment type. According to the change of child maltreatment by developmental period, physical abuse continued from childhood to early adolescence, whereas emotional abuse and neglect increased in early adolescence compared to childhood. This study is meaningful in classifying latent classes depending on maltreatment types. Theoretical and practical implications were suggested based on the study results.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.3
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• pp.391-399
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• 2017

The purpose of this study is to verify the causal relationship between social withdrawal and peer alienation among Korean children. The survey study participants were 2,110 children in 2nd, 3rd, 4th, and 5th grades. The 5-year longitudinal data (Korean Child and Youth Panel Survey; KCYPS) of 1st grade elementary school student cohort was used. Latent Growth Modeling was applied to analyze the causality over time of social withdrawal and peer isolation. The results revealed that the trajectories of children's social withdrawal decreased over time. Children's social withdrawal showed significant individual differences in terms of initial value and rates of change. The initial value and slope of children's social withdrawal had an effect on the peer alienation in the 3rd grade; however, there was no significant effect on the peer alienation in the 5th grade.

• Journal of the Korean Home Economics Association
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• v.43 no.5 s.207
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• pp.131-147
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• 2005

The purpose of this study was to provide a better understanding of foreign-born Korean children's early school adjustment in the U.S. The interaction between the foreign-born Korean children in the U.S. and several of the children's microsystems, including family, school, and peer was assessed to meet this purpose. The study subjects were 43 foreign-bom Korean children who were sampled from Korean Sunday Language schools and who attended local schools in the Boston area, MA, USA. Quantitative analysis was conducted to identify which variables of interest predicted the early adjustment of this group of children. Furthermore, in-depth interviews were conducted with mothers of the children from the top and bottom groups 1) the most successful (in the top quartile) and 2) the least successful adjustment groups (in the bottom quartile) sorted by scores on the Peabody Picture Vocabulary Test-Revised (PPVT-R). The interview results were analyzed to elicit maternal perceptions/beliefs on education, in general, and those of home-school relationships, in specific. Several conclusions can be drawn from both the quantitative and qualitative analyses. The results of multiple regression and path analysis showed that the children's language development predicted their adjustment, but the effects of the other two variables, peer relationships and school experiences, on the adjustment of children, were mediated through the children's language. Moreover, common themes and patterns in the responses to a series of open-ended questions emerged from the interviews with the two groups of mothers. The two mothers of the least successful group were concerned about their children's future and school success, but thev did not show anv responsive attitudes toward achieving this goal. By contrast, the mothers from the most successful group were self-determined with regard to their children's education and had strong beliefs and values on how to raise their children in the new culture. The implications were discussed.

• Journal of Convergence for Information Technology
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• v.9 no.11
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• pp.149-158
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• 2019

The purpose of this study is to investigate the effects of ego-resilience on life satisfaction and the mediating effects of school adjustment between them among first graders, and to provide basic data for improving children's life satisfaction. For this purpose, the investigator collected data from 601 first graders at 25 elementary schools in the Jeonju area and analyzed them with the SPSS 22.0 and AMOS 22.0 statistical programs. The findings were as follows: first, there were significant correlations among the three factors of children's life satisfaction, ego-resilience, and school adjustment; and secondly, both of their ego-resilience and school adjustment had impacts on their life satisfaction, and their ego-resilience had influences on their life satisfaction via school adjustment. These findings indicate that there is a need for supports at various levels to increase the school adjustment abilities of first graders as well as their ego-resilience in order to improve their life satisfaction.

• Journal of Digital Convergence
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• v.12 no.5
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• pp.281-293
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• 2014

This study is to help fine some factors of how the Initial food consumption ability affects articulation production and intelligibility in children at aged 4-15 with cerebral palsy. According to the factor analysis of articulation production, here are some positive articulation productions; the ability of mumbling and swallowing food, biting and swallowing and liquid diet, the experience of food consumption therapy, the use of specific methods or tools for food consumption, the behavior-problem during a meal and the beginning of the neck control. Therefore, the study finds that the Initial food consumption ability in children with spastic cerebral palsy may affect articulation production and intelligibility.

• Journal of Music and Human Behavior
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• v.20 no.1
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• pp.75-97
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• 2023

This study aimed to investigate the effect of cognitive-motor interaction-based instrument playing on the early social skills of children with autism spectrum disorder (ASD). Nine children with ASD, averaging 5.6 years of age, participated in twelve individual sessions lasting 30 minutes each. The intervention comprised five stages: self-regulation, motivation to engage in social interaction, acceptance of a partner in co-playing activities, interpersonal coordination with a partner, and engagement in joint music playing. To evaluate changes in early social skills, joint attention and social interaction behaviors were observed, and the Social Responsiveness Scale (SRS-2) was administered pre- and post-intervention. Social synchronization was measured through a dyadic drum task, measuring synchronization accuracy, duration, and timing. Following the intervention, all nine children demonstrated increased early social behaviors, although there were no significant differences in SRS scores. Moreover, synchronized movement improved significantly in accuracy and maintained duration but not in reaction time. This study highlights the significance of recognizing the cognitive-motor interplay as crucial element in facilitating early social skills development in children with ASD.

• Korean Journal of Social Welfare
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• v.68 no.1
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• pp.225-248
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• 2016

This study explores the effects on development of poor children by community-based orchestra educational activities and the orchestra educational activities factors for promoting the effects using longitudinal data are those collected for "The Evaluation of the Impact of Our Neighborhood Orchestra on Children's Learning" made by the Seoul Philharmonic Orchestra. For these purposes, this study employed a latent growth model analysis of the factors such as depression, aggressive behavior, communality and interpersonal relationship of development of poor children and evaluation, satisfaction, outsiders'attention and participation of facilitative factors. The result shows that they displayed significantly positive development in depression, aggressive behavior, and interpersonal relationship. It appears that the evaluation on music achievement had a positive impact on the rate of change in communality, while the evaluation on attitude had an impact in the initial value of depression, aggressive behavior, and communality, also the sense of satisfaction had a positive impact on the initial value of communality and interpersonal relationship in conditional models. And parents' attention and participation had a negative impact on the initial value of aggressive behavior, while the attention and participation of the community showed a positive impact on the initial value of depression and aggressive behavior. Based on these results, this study attempted to broaden the understanding of the development of poor children taking part in orchestra-based educational activities and provide a practical basis for social workers' direct invention, and look for new ways by shedding light on the merits of the cultural/art education of poor children that engage in the community-based orchestra educational activities.

• Korean Journal of Child Studies
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• v.26 no.5
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• pp.205-216
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• 2005

This study investigated aspects of caregiver's input relating to the early development of nouns and verbs. Subjects were 34 Korean-Chinese children in Yanji, China. At 1 year of age each child's spontaneous speech during interaction with his/her caregiver was videotaped for about 30 minutes. The children's spontaneous utterances were transcribed and coded on the lexical level(nouns and verbs) and the pragmatic level. Children's speech was recorded, transcribed and coded again at 2 years of age. Results showed that children used more verbs when they were older; there were no differences between the two ages in mother's pragmatic utterances but when they were two-years-old children used more actionoriented utterances and object-described utterances. Mother's input was related to children's pragmatic utterances.

• The Journal of Korean Academy of Sensory Integration
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• v.9 no.1
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• pp.53-61
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• 2011

The purpose of this study is to investigate the types and functions of observations at the stage of child assessment. We can use various methods of evaluation. It includes observation, interview, and standardized tests. Most of occupational therapist using sensory integrative approach usually evaluate their clients based on observations especially in the period of initial assessment. The accurate observation is closely connected with reliability and validity of the assessment. Here present some types of observation and the things we should check in ordinary observing moments. It will be considerable aspect when we study how to improve observation ability of the therapists in the future.