• Korean Journal of Childcare and Education
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• v.2 no.2
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• pp.111-128
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• 2006

The goal of this study was to examine the relationship between teachers' efficacy belief and interactions between teachers and children of childcare teachers, and utilize the results as the basic data to educate of teachers. The subjects were 205 teachers at 48 childcare centers located in the Jeonlabukdo area. The results of this study are as follows: First, personal teaching efficacy and factors of interactions between teachers and children were significantly different by the types of childcare institution. Second, personal teaching efficacy was correlated positively with teachers' experiences. General teaching efficacy, personal teaching efficacy and factors of interactions between teachers and children were correlated positively with teachers' age. Third, factors of interactions between teachers and children were correlated positively with personal teaching efficacy. Lastly, personal teaching efficacy was the most powerful variable influencing interactions between teachers and children.

• Korean Journal of Child Education & Care
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• v.19 no.2
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• pp.165-176
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• 2019

Objective: The purpose of this study is to develop a measure of the Early Childhood Teacher's Guidance Efficacy Scale based on guidance and teacher-efficacy theory. Methods: This subjects were 243 teachers in Seoul and Gyeonggi-do. Results: An exploratory factor analysis was conducted on the data collected of 4 factors, namely, guidance efficacy for problem behavior, children understanding, home-connected, basic life habits. In addition, there are significant positive correlations between the sub-area score and the overall in the early childhood teacher's guidance efficacy scale(r = .26 ~ .72, p < .001). Internal consistency and split-half reliability of each sub scale were reasonably accept. Conclusion/Implications: 'The guidance efficacy scale for early childhood teachers' developed in this study is an appropriate tool. Therefore, the developed scale can become a useful tool to measure the overall guidance efficacy level of early childhood teachers.

• Korean Journal of Child Studies
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• v.31 no.2
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• pp.53-68
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• 2010

The purpose of this study was to explore the relationship between children's playfulness, the degree of preschool adjustment and behavior problems. The subjects were 118 children from 3 child care centers and 5 kindergartens in Kyungbuk province. Children's playfulness was measured through the children's playfulness scale (CPS) and the level of preschool adjustment was measured through the preschool adjustment questionnaire (PAQ). The modified version of Kim's (2000) Preschool Behavior Questionnaire (PBQ), created by Behar and Stringfield (1974) was used to measure the acceptability of children's behaviors. The regression and correlation analysis was performed through the use of SPSS 12, and the findings are as follows. First, there exists a meaningful correlation between the children's playfulness, the degree of preschool adjustment, and the acceptability of behavior problems. Second, the degree of preschool adjustment appears to be a reliable predictor of children's playfulness.

• Journal of Families and Better Life
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• v.31 no.1
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• pp.61-72
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• 2013

This study evaluated Kinetic Family Drawing according to preschoolers' external problem behavior. To achieve this, 120 preschoolers who were four or five years old were investigated and data were statistically analyzed using mean, and chi square analysis with the SPSS Win 13.0 program. The preschoolers' family drawings were analyzed by using the method in Kinetic Family Drawing(Burns & Kaufman, 1972). First, regarding characteristics, the preschoolers in the aggression group rotated certain person or drew the figure from behind, the preschoolers in the delinquency group drew long arms, the figure from behind, and angular forms. Second, regarding action depicted, the preschoolers in both aggression and delinquency groups perceived the lower activity level of their fathers, dangerous situations, and excluded family interaction. Third, regarding symbols, the preschoolers in the delinquency group drew objects such as balls. Finally, regarding drawing style, the preschoolers in the delinquency group drew edges and underline.

• Korean Journal of Child Studies
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• v.28 no.2
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• pp.71-89
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• 2007

The subjects in this study of parenting attitudes, children's behavior problems and attention ability were 111 5-year-old children and their parents. Data was analyzed by mean, frequency, percent, three-way ANOVA, and Pearson's correlation. Results showed that behavior problems and attention ability of children varied by the parenting attitude of mothers and fathers. Behavior problems of boys were higher than girls, and boys' attention abilities were lower than girls.' Interaction effects were found between parenting attitudes and gender in children's behavior problems and attention ability : fathers' autonomy correlated negatively with boys' behavior problems (r=-.47), task processing speed (r=-.37), and attention inconsistency (r=-.36). Children's behavioral problems correlated positively with attention inconsistency (r=.28).

• Korean Journal of Child Studies
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• v.27 no.3
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• pp.285-300
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• 2006

Social skills and behavior problems of 90 4- and 5-year-old children were analyzed by children's negative emotionality(sadness, anger, and fear). The instrument for measurement of social skills(cooperation, self-control, assertion, and responsibility) was the Preschool Level of the Korean Version of the Social Skills Rating System(Suh, Mee-Ock, 2004). Measures of behavior problems included internalizing(anxiety, immaturity, withdrawal, physical symptoms) and externalizing(hyperactivity, aggression) problems. Results showed that girls were higher in negative emotionality(sadness) than boys, and 5-year-olds were higher in social skills than 4-year-olds. Children with lower levels of negative emotionality were higher in social skills and lower in behavior problems than children with higher levels of negative emotionality.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.5
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• pp.417-426
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• 2019

This study examined to offer practical implications for the bullying for the prevention and response in early childhood education at the scene of the bullying that occur by to confirm the perception of the bullying to pre-service early childhood teachers. The survey questionnaire was completed by 313 pre-service early childhood teachers. SPSS Win program was used to perform frequency analysis, ANOVA. (1)The perception of bullying were significantly different according to grade and experience of child care practice, classroom observation, education program for taking preventive measure. (2)Teachers' perception about the action that can be seen as bullying followed by 'apply the violence, such as kicking, or were frequent', 'shared in things that often prevents','often to another carrier or shame in front of a friend'. (3)Perception about characteristics of bullying Perpetrators was 'aggressive behavior and talk much' and perception about characteristics of bullying victims was 'shy and not much'. (4)The reason of bullying perpetrators was 'Just for fun without a special reason' and the cause of bullying victims was 'problem of parents' child-rearing attitudes and home environment'. (5)Important institutions to combat bullying prevention followed by teacher, parents and family, community and the nation, preschool educational institution. Teachers guidance content of combat and prevent bullying was 'to be isolated from the class to infants continue to monitor'. Parents guidance content of combat and prevent bullying was 'communicate a lot and attention to children'. Early childhood education institutions guidance content of combat and prevent bullying was 'operations to come up with the bullying prevention education in educational time'. This study indicated that it is necessary to make efforts for increasing perception of bullying in pre-service early childhood teachers.

• Korean Journal of Childcare and Education
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• v.6 no.1
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• pp.137-155
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• 2010

This study investigates the relationships among adult attachment, satisfaction with life and affection-rejection parenting in preschoolers' mothers. The participants were 339 preschoolers' mothers in Daegu or Gyeongbok Province. The collected data were analyzed by single and multiple regressions, using SPSS PC(15.0 version). The results are as follows. (1) Adult attachment and satisfaction with life was positively associated with affection parenting in preschoolers' mothers. Adult attachment and satisfaction with life was negatively associated with rejection parenting In preschoolers' mothers. (2) The influence of adult attachment on affection-rejection parenting was rather higher than satisfaction with life in preschoolers' mothers. (3) The explanation power adult attachment on rejection parenting was rather higher than on affection parenting in preschoolers' mothers.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.6
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• pp.41-50
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• 2020

The purpose of this study was to identify latent classes in school readiness which were measured by both parents and teachers, and to test the relationship with school adaption, academic abilities, problematic behaviors, self-esteem, and happiness. Latent Profile Analysis (LPA), MANOVA, and one-way ANOVA were conducted using the data of 1,154 1st to 3rd grade elementary school students, and the data was collected between the 7th year (2014) to the 10th year (2017) from the Korean Children and Youth Panel Study. The results of study were as follows. First, four school readiness groups were identified: the consistent low group, parent perceived high group, the teacher perceived high group, the consistent high group. Second, the consistent high group and the teacher perceived high group showed relatively better academic abilities and school adaption than the consistent low group. Furthermore, the consistent high group showed higher academic abilities, self-esteem, and happiness, but lower problematic behaviors than the consistent low group. The findings of this study could be utilized as preliminary data for understanding school readiness to promote successful school adaption and psychological well-being of children.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.7
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• pp.2991-2999
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• 2012

In this study, a survey was carried out on 150 parents who have regular children attending integrated childcare centers in J area, through March 2 to March 10, 2012, with the purpose of figuring out the Effects of Attitudes toward Disabled Children on Integrated Childcare Attitudes in Regular Parents. The results are summarized as follows. First, the effect of attitudes toward disabled children on regular integrated childcare attitudes showed that cognitive and emotional factors had a statistically significant positive effect on regular attitudes. Second, the effect of attitudes toward disabled children on children's activities and teachers' concerns for integrated childcare showed that cognitive and behavioral factors had a statistically significant positive effect on children's activities and teachers' concerns. Third, the effect of attitudes toward disabled children on behavioral problems of integrated childcare showed that cognitive, emotional and behavioral factors had a statistically significant positive effect on behavioral problems. As for findings stated as above, there was a difference in integrated childcare attitude depending on regular parents' attitude toward disabled children. This implies that there is a difference in cognitive and emotional attitudes toward disabled children in regular parents, acting as positive factors that raise the integrated childcare attitude for the improvement of perception on these factors. Consequently, for the integrated childcare, both disabled children and regular children should admit each other's diversity and accept different each other's existence, and the perception change of parents, who try to respect and learn together, should be preceded.