• Korean Journal of Child Studies
• /
• v.34 no.4
• /
• pp.125-141
• /
• 2013

The following study to enhance children's creativity in the context of diverse cultures and ethnic groups, and utilizes various programs from different countries aimed at 5 year old children with the Nuri framework. The study also seeks to measure pre and post play behaviors, creativity levels, and thinking capabilities of the children, then compare these results with those from a control group. Analysis of the results indicates that children who experienced programs from various countries through a multicultural approach had much higher levels of fluency, adaptability, originality, and imaginative capabilities than children who had not experienced such programs. Among the children's creative play behaviors, intrinsic motive-magination, sensitivity-curiosity, longetivity-concentration, various forms of interest-challenge, and leadership-independence were all found to be significantly higher.

• Korean Journal of Human Ecology
• /
• v.21 no.4
• /
• pp.705-714
• /
• 2012

This study investigated the relationships among emotion knowledge, negative emotionality, and autobiographical memory in a sample of 131 three- to five-year-old children attending day care center in seoul. The collected data were analyzed using simple regression and hierarchical multiple regression. The main results of this study were as follows. First, children's emotion knowledge exerted negative effects on their negative emotionality. Second, children's negative emotionality had a positive influence on their autobiographical memory. Finally, the effect of children's emotion knowledge on their autobiographical memory was partially mediated by their negative emotionality. These findings provide a preliminary evidence that children's emotion knowledge and negative emotionality may predict their autobiographical memory.

• Korean Journal of Child Studies
• /
• v.19 no.1
• /
• pp.155-167
• /
• 1998

The purpose of this study was to analyze the quality of the constructive play of 3, 4 and 5 year-old children. The researchers used unit blocks as the instrument because they are the most representative examples of constructive play materials. The subjects were 73 children enrolled in a half-day early childhood education program. The children's block play was videotaped 8 times, for a total of 330 minutes. The videotapes were transcribed and assessments were made on the children's 233 constructions in terms of the developmental stage of block play, the variety of materials used, play duration, and play intensity. The data were analyzed through two-way ANOVA to check age and sex differences. The results showed that children's developmental stages of block play were low on the average and that girls did not show an active interest in block play. The results also implied that block play developed by play experience rather than by age. Therefore, this study was interpreted to highlight the importance of teachers' understanding, planning, and mediation of block play in order to induce high-quality constructive play.

• International Journal of Advanced Culture Technology
• /
• v.7 no.3
• /
• pp.79-85
• /
• 2019

This study examined the effects of a robotics curriculum based on "Bee-Bot" on the scientific problem-solving ability on 5-year-old children. A robotics curriculum was also designed to enhance their scientific problem-solving ability. This study examined a 4-week robotics curriculum was conducted 12 times for 4 weeks. For this study, 14 children in kindergarten A in Korea were set up as a treatment group and 18 children in kindergarten B in Korea as a control group. It was found that children in the treatment group who engaged in the robotics curriculum using "Bee-Bot" performed better on scientific problem-solving tests. This finding indicates that an enhanced planning experience using "Bee-Bot" was beneficial for improving young children's scientific problem-solving ability. The implications for designing appropriate curricula using "Bee-Bot" robots for kindergarteners are addressed.

• Korean Journal of Child Studies
• /
• v.29 no.3
• /
• pp.157-174
• /
• 2008

This study used the person-oriented approach to explore differences in narrative representations of 97 4-, 5- and 6-year old children (30 foster care, 40 biological family, 17 adopted). Using the MacArthur Story Stem Battery (Bretherton et al., 1990), observations were made to obtain children's narrative representations of content themes and performances. Descriptive statistics, ANOV A and hierarchical cluster analyses were performed. The results of this study were that : (1) Biological family children showed more empathy/helping representations. Foster care children and adopted children showed more anxious representations, and foster care children showed more dysregulated aggression. (2) Four clusters of foster care and adopted children and five clusters of family biological children were found.

• Journal of the Korean Home Economics Association
• /
• v.42 no.4
• /
• pp.167-177
• /
• 2004

The purpose of this study was to examine the relations of peer competence to children's interpersonal problem solving skills and mothers' parenting behavior. The subjects were 88, 6-year-old children and their mothers. Instruments used included the Peer Competence Scale, PIPS, and the revised version of IPBI. The data were analyzed with Pearson correlations, partial correlations, and stepwise regression. Children's sociability was explained mostly by mothers' intimacy-reasoning guidance, parental involvement, and children's positive alternative Solutions. Children's prosocial behavior was explained mostly by mothers' intimacy-reasoning guidance and children's positive alternative solutions. Children's leadership was explained most by mothers' involvement and Omit selling in parenting.

• Korean Journal of Childcare and Education
• /
• v.10 no.3
• /
• pp.137-158
• /
• 2014

The present study aimed to develop an instrument to assess young children's understanding of science inquiry skills. For the purposes of the study, based on analysis of literature and evaluation tools related to young children's science inquiry skills, five categories of understanding science inquiry skills including observing, classifying, predicting, measuring, and discussing were selected. Then 30 test items were developed and verified three times through opinions from science education and early childhood education professionals and teachers. Finally, a total of 19 test items within five categories were developed. The 19 items' item difficulty, item discrimination, and item internal consistency were verified statistically. In addition, concurrent validity and test-retest reliability of the items were verified by the significant correlation coefficients. The instrument developed in this study was administered to 300 children who were 3, 4, and 5 years old. The results showed that 5 year old children had better competence to understand science inquiry skills than 4 and 3 year old children, while there were no differences in the competence between boys and girls.

• Maxillofacial Plastic and Reconstructive Surgery
• /
• v.18 no.4
• /
• pp.718-725
• /
• 1996

Histiocytosis X is the abnormal proliferation of histiocytes and usually a massive aggregation of eosinophilic leukocytes. The clinical features and prognosises of subclasses of histiocytosis X depend on the severity and extent of the organ involvement. The subclasses include Letterer-Siwe disease(Acute disseminated histiocytosis X), eosinophilic granuloma, Hand-Schuller-Christian disease. Letterer-Siwe disease(acute, subacute form) refers to the form of disease that is most often fatal because of the widespread skeletal, extraskeletal lesion ; this usually affects infants and children less than 3 years of age. Eosinophilic granuloma(histiocytosis X, localized) refers to a chronic form of disease with skeletal lesion ; It usually affects children and young adult. Hand-Schuller-Christian disease(chronic form) refers to a chronic form of disease with skeletal, extraskeletal lesions. It usually affects children over the age of 3 years. In our hospital, 8 year old female patient visited complaining of hard swelling of mandibule body, left side and 6 year old female patient visited complaining of painful swelling of mandibular angle, right side. We diagnosed eosinophilic granuloma and curetted the lesiones and refered to Dept. pediatrics for chemotherapy. We present 2 cases to you with literatures.

• Clinical and Experimental Pediatrics
• /
• v.52 no.3
• /
• pp.269-276
• /
• 2009

Viruses are the most common cause of lower respiratory tract infections (LRTIs) in infants and young children and are a major public health problem in this age group. Viruses were identified in 54.9-70.4% of hospitalized infants and children with LRTIs in Korea. The viral pathogens identified included respiratory syncytial virus (RSV) A and RSV B, influenza (Inf) A, Inf B, parainfluenza (PIV)1, PIV2, human bocavirus (hBoV), human rhinovirus (hRV), adenovirus (ADV), human metapneumovirus (hMPV), human coronavirus (hCoV)-OC 43, hCoV-229E, hCoV-NL63, hCoV-HKU1, and human enterovirus (hEV). Coinfections with ${\geq}$2 viruses were observed in 11.5-22.8% of children. The occurrence of LRTIs was the highest in the first year of life. The specific viruses are frequently associated with specific clinical syndromes of LRTIs. LRTIs caused by RSV were predominant among younger infants. hRV accounted for a larger proportion of LRTIs in young infants than ADV and hBoV. hMPV was frequently detected in children >24 months old. The number of hMPV infections peaked between February and May, whereas hRV was detected throughout the year. Thus far, hCoV is a less common respiratory pathogen in cases of ALRI and URI in Korean children.

• Korean Journal of Childcare and Education
• /
• v.12 no.2
• /
• pp.219-238
• /
• 2016

The purposes of this study were to examine relations among attachment security, playfulness, and social competence during the preschool period and to investigate relative effects of attachment security and playfulness on preschoolers' social competence. A total of forty eight 4-year-old preschool children participated in the current study. Attachment security was assessed using the Attachment Q-sort during a two- or two and half hour home visit. Preschoolers' playfulness and social competence were evaluated by mothers. First, preschoolers' attachment security was significantly associated with their interpersonal adjustment. Preschoolers with secure attachment were rated by their mothers as having higher interpersonal adjustment. In addition, preschoolers' playfulness was significantly related to popularity/leadership and social participation. Second, when preschoolers' attachment security and playfulness were entered together to predict social competence, attachment security and sense of humor were significant predictors of preschoolers' interpersonal adjustment, and social and cognitive spontaneity significantly predicted popularity/leadership. With respect to social participation, preschoolers' physical spontaneity was a significant predictor. Findings of this study indicate that attachment security and playfulness tap into different aspects of social competence, suggesting that both are needed to be emphasized in the development of social competence during the preschool period.