• Human Ecology Research
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• v.56 no.2
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• pp.157-165
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• 2018

Using data from the Panel Study on Korean Children, this study investigated whether children with high levels of problem behaviors adjusted more poorly on the $1^{st}-grade$ than children with low levels of problem behaviors, and whether there was evidence of intra-individual stability in behavior problems over time. Data were analyzed by use of the Latent Growth Model and group differences analyses. Three findings were noteworthy. First, there was evidence of intra-individual and inter-individual variability in behavior problems between poor- and non-poor household children. Second, children with higher initial levels of internalizing and externalizing behaviors at 4 years had lower school readiness scores at 6 years. Finally, children with lower levels of school readiness at 6 years had lower school adjustment scores in $1^{st}$ grade. The results discuss implications for future research and policies for preschool children. With mediating effect of school readiness, developmental trajectories of child's problem behavior have been found to be predictors of delayed achievements in school. The results show that intervention programs are necessary for children with high levels of problem behavior. This study also showed that children who experienced poverty at home could have more difficulties in school readiness and school adjustment.

• Korean Journal of Child Studies
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• v.10 no.1
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• pp.26-42
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• 1989

This study was designed to investigate the relation between mother's interaction strategies and self-regulation of young children from a Vygotskian perspective. The hypotheses of this study were: 1) The self-regulation of young children will improve with increase in age, 2) the use of mothers' interaction strategies will increase as child's age decreases, 3) mothers' directiveness in the mother-child interaction depends on the age of child and socio-economic level, and 4) mothers' directiveness in the mother-child interaction will have negative relationship with child's self-regulation. The subjects of this study were 60 mother-child dyads with three different age-of-child groups (3-, 4-, and 5-year-olds). They were further divided into higher and lower socio-economic groups. A puzzle task was used for the measurement of self-regulation. The task consisted of two identical puzzles with one used as the model. The collected data were analyzed by ${\chi}^2$, one-way and two-way analysis of variance, and Pearson's r. Self-regulation of the young children improved with increase in age (P < .05). The use of mothers' interaction strategy decreased as the children's age increased (P < .05). Mothers' directiveness in the mother-child interaction was influenced by the age of child (P < .01) and by socioeconomic level (P < .05). There was a negative correlation (r=-.848) between the mothers' directiveness in the mother-child interaction and the child's self-regulation (P < .001).

• Korean Journal of Child Studies
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• v.36 no.4
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• pp.229-242
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• 2015

The purpose of this study was to investigate young children's nonsymbolic arithmetic ability according to task difficulty. The participants in this study comprised 43 2-year-old children and 48 4-year-old children recruited from 5 childcare centers located in Seoul, Korea. All tasks were composed of comparison, addition, subtraction, multiplication and division tasks. In addition, each arithmetic task varied with the ratio of the two quantities; low level(1:2), middle level(2:3), high level(4:5). The results revealed that 2 & 4-year-old children could perform a large numerical range of nonsymbolic arithmetic tasks without influences from previously learned mathematics. This finding suggests that children have a degree of numerical capacity prior to symbolic mathematics instruction. Furthermore, children's performance on nonsymbolic arithmetic tasks indicated the ratio signature of large approximate numerical representation. This result implies that large approximate numerical representation can be used in arithmetical manipulations.

• Journal of Families and Better Life
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• v.10 no.2
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• pp.293-312
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• 1992

The purpose of the present study was to investigated the effects of music lesson and musical and rhythmic activities on young Children's musical abilities and musical conservation concepts. Two kinds of tests aiming to measure musical abilities and musical conservation concept were administered to 117 children aged 5- to 7-year-old. The amount of music lesson at home was investigated. and musical and rhythmic activities at two preschools were observed and them evaluated in terms of their quality . The major findings were as follows ; 1)The individual music lessons at home played a significant role in developing young children's musical abilities and musical conservation concepts. 2) Young children's musical abilities and musical conservation concepts were significantly affected by the quality of musical and rhythmic activities. Especially, the quality of musical and rhythmic activities had significant effects on listening, rhythmic activities, and musical creativity among musical abilities. As to musical conservation concepts. only tempo conservation concept was affected by the quality of musical and rhythmic activities. The balanced activities in the five domains of music education were discussed. some suggestions of improving the quality of music education were provided.

• Korean Journal of Childcare and Education
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• v.15 no.4
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• pp.115-134
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• 2019

Objective: This study was aimed to analyze the effects of activities using picture books for young children's language development and to identify factors that caused differences in these effects by applying meta-analysis. Methods: We conducted a homogeneity test of effect sizes on 21 Korean studies published in academic journals from 1990 to February 2018 and calculated the effect size by applying a random effect model. Additionally, we conducted a meta-ANOVA to investigate whether the effect sizes differed by types of language development, picture book activities, and environmental variables-such as place, time, and agent. Results: The results indicated that the effect sizes of the 21 studies were heterogeneous and the total effect size was 0.90, which was significantly large according to Cohen's standard. The effect sizes also varied by types of language development, picture book activities, and environmental variables. Conclusion/Implications: To increase the effects of activities using picture books for young children's language development, this study suggested the importance of picture book activities to be integrated with other play areas, teaching methods, and other print materials for the development of literacy abilities, and the link between home and early childhood education institutions.

• The Journal of the Korea institute of electronic communication sciences
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• v.14 no.3
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• pp.595-600
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• 2019

Educational tools for infants and younger students are becoming smarter as ICT-based digital technology convergence extends according to the development of technology. As the digital interaction function of smart education tools gives students greater immersion and fun, a learning might become a play to the students. The technologies used in the implementation of smart education tools come from the disciplines of robotics, computer engineering, programming, and engineering and mathematical foundations and these can be integrated into the field of education itself. This paper designs and implements a product based on optimized physical computing for R&D and education in consideration of the characteristics of educational tool robots used in the field education. It was developed to enable physical education for sensing information processing, software design and programming practice training that is the basis of robot system.

• Korean Journal of Childcare and Education
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• v.17 no.1
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• pp.19-37
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• 2021

Objective: This study aimed to explore the effect of the national preschool curriculum on children's development in Korea, focusing on teachers' daily practice. By comparing the effect of the teachers' curriculum practice to that of quantitatively measured free play, it tried to add practical implications beyond the statistical significance. Methods: Participants were 512 three-year-old children who participated in the Panel Study of Korean Children and their teachers. National curriculum practice and free play time at the age of three was put in the hierarchical linear regression models to discover children's developmental outcomes at the age of four, in domains of language, cognitive development, and social development. Results: Results demonstrated the significant positive influence of national curriculum practice on every domain of developmental outcomes. However, no facilitative influence of free play time was observed. Conclusion/Implications: The importance of teachers' practice of the national curriculum was emphasized. It was implied that the quantity of free play time itself did not assure the sound development of children. Policy implications were discussed regarding teacher practice and education.

• Korean Journal of Childcare and Education
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• v.18 no.5
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• pp.79-99
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• 2022

Objective: This study was conducted to examine the significant factors affecting media device addiction using the data mining technique for large-scale data from the Panel Study on Korean Children Survey (PSKC). The PSKC data of this study were gathered from the elementary school students in their 10th survey (1,286 3rd grade students). Methods: The SPSS 21.0 program was used for data mining decision tree analysis, and the results are as follows. Results: First, the most important predictor of media device addiction was planning-organization which was among the sub-factors of executive function. Second, as a result of the decision tree analysis, the children with the highest probability of addiction to media devices were ones that had difficulties in planning and organizing, had mothers with a permissive parenting attitude felt difficulties in controlling behavior, and were alone at home for more than two hours a day without any adult supervision. Conclusion/Implications: The results of this study can help guide the direction of future research related to children's addiction to media devices by exploring and analyzing factors that significantly affect children's addiction to media devices.

• 한국벤처창업학회:학술대회논문집
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• 2023.11a
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• pp.157-161
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• 2023

현대 사회가 급변하면서 가족 구조와 형태가 다양해지고, 여성의 경제 활동과 맞벌이 부부가 증가함에 따라 영유아 대상 돌봄에 대한 요구는 다양하게 변화하고 있다. 그러나 보육기관 증설 및 운영 시간 연장 등으로 보육의 공공성을 강화해 나가는 것에 반해, 유아 교육기관의 질과 영유아 상호작용에 큰 영향을 미치는 유치원 교사의 근무 여건 개선은 아직 미흡한 실정이다. 유치원 교사는 영유아의 성장과 발달에 결정적이고, 무조건적인 영향을 미치기 때문에 교육의 질을 결정하는 가장 중요한 요인이라 할 수 있다. 그럼에도 긴 근무 시간, 저임금, 학부모의 지나친 요구, 부진한 복지제도 등의 열악한 근무환경에서 직무스트레스와 그에 따른 심리적 소진을 경험하고 있다 본 연구에서는 유치원 교사가 지각하는 직무스트레스와 심리적 소진의 관계에서 자기자비와 마음챙김의 조절 효과를 규명하여 유치원 교사들이 흔히 겪을 수 있는 일반적인 어려움을 예상해보고 그 요인을 찾아 분석함으로서 유치원 교사의 스트레스를 예방하거나 감소시키기 위한 지원 방안 및 유치원 교사를 위한 교육프로그램 개발의 기초 자료로 활용되는 데 그 목적이 있다. 이를 위해 경기도 내 유치원에 근무하는 교사 200명을 대상으로 직무스트레스척도(MTOSFQ), 심치적 소진척도(MBI), 자기자비척도(K-SCS), 마음챙김척도(FFMQ)를 사용하여 설문을 실시한 후 SPSS v22, 독립표본 t검정, 일원배치 분산분석, 선형회귀분석과 매개효과 검증을 위해 위계적 회귀분석을 실시하고자 한다.

• Clinical and Experimental Pediatrics
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• v.46 no.2
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• pp.122-127
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• 2003

Purpose : Baby-walkers are used by many parents because of the convenience they provide in keeping children occupied, quiet, happy, and in stimulating ambulation. But, these devices have more risks than benefits. Therefore, we performed a study to evaluate the effects of baby-walkers on motor development of human infants according to the hours used in a day, total duration(months), and types of injuries associated with the walkers, and to establish effective methods. Methods : 1,045 questionnaires were filled out by parents who had a baby whose aged between 8 months and 15 months that visited local pediatric clinics and medical centers in Chonju and Iksan from May 1, 2002 to July 31, 2002. They were analyzed in a control group that didn't use babywalkers, a low-user group that used baby-walkers less than 2 hours a day and a high-user group that used them more than 2 hours a day. Results : The mean age of the 1,045 babies whose parents responded to the question investigation was $12.6{\pm}2.4$ months. The number of babies who used the baby-walkers were 811(77.6%). Crawling and walking alone were delayed in the high-user group. The parents who knew the side effects of the baby-walkers totalled 392(48.3%). Conclusion : The findings of this study revealed that many parents didn't know the effects of baby-walkers on motor development in their infants and the risks associated with baby-walkers. Therefore, we should educate parents on the risks of baby-walkers and recommend reducing the use of baby-walkers.