• Korean Journal of Child Studies
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• v.26 no.5
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• pp.105-121
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• 2005

Data were collected from 120 teachers at 67 childcare centers in Seoul and Kyunggi-Do. The Assessment Scale for Day Care Programs(Rhee et ai., 2003) was used to observe teachers' interaction behaviors. Subjects responded to the teachers' job stress scale developed by the author and a modified version of teachers' efficacy scale based on the Science Teaching Efficacy Belief Instrument(Enochs & Riggs, 1990). Data were analyzed with descriptive statistics, Pearson correlations, and hierarchical regressions. Results showed that quality of teachers' interaction behaviors correlated negatively with teachers' job stress, and positively with teachers' personal efficacy; teachers' belief of efficacy moderated the relationship between job stress and teachers' interaction behaviors.

• Korean Journal of Child Studies
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• v.29 no.5
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• pp.151-164
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• 2008

The purpose of this study was to develop a mother-infant interaction intervention program based on enhancing sensitivity to infant cues. Subjects were 9 infants, 3-26 months of age and their mothers, 6 Korean, 2 Mongolian and 1 North Korean. The intervention program was based on the Nursing Child Assessment Satellite Training model(NCAST; Barnard, 1994); data were analyzed by Wilcoxon Signed Rank Test and Mann-Whitney Test. Results were that the interaction score and infant caring confidence score of the intervention group was higher than the non-intervention group. Mother's sensitive responses to infant cues enhanced the degree of mother-infant interaction.

• Korean Journal of Human Ecology
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• v.9 no.1
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• pp.5-13
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• 2006

Interaction Scale between Teachers and Infants for childcare Teachers(ISTI) was constructed based on the research data completed by the Bradley, Caldwell & Corwyn's IT-CC-Home and kinds of Interaction Scales with a participation Infants childcare teachers and Child Studies professor, Child Studuies doctoral course students. The results of this study were; First, the study found that the 29 items of the ISTI were categorized into four factors by 205 Infants for childcare teachers: Involvement, Variety, Responsivity, Permission. Second, these factors exhibited a high correlation interactively. Third, the ISTI showed a high correlation with teachers' performance scale. Further ISTI is a vaild and reliable scale for the measurement of Interaction Scale between Teachers and Infants for childcare Teachers.

• Korean Journal of Child Education & Care
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• v.18 no.4
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• pp.91-108
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• 2018

Objective: The main purpose of this study was to investigate the change of mother-child interaction and perceptions of parenting and play after participating in parent counseling education program which is combined physical contact play activities with client-centered counseling technique. Methods: The subjects were 6 mothers and their child who attended more than 7 out of 8 times in the program, which carried out totally 8 sessions, once a week for 90 minutes. Marschak Interaction Method (MIM) and semi-structured questionnaire about parenting and play were used to assess the change. Results: First, mothers' interaction with their child was become more nurturable and mutual engaged, and facilitated their child's challenge simultaneously providing structure. Second, child-directed interaction was increased rather than mother-directed, and the waiting time for their child's attempt became longer. Conclusion/Implications: The parent counseling education program changed the mother-child interaction more positively. This study has the implication in terms of combining play with education and counseling, but there is the limitation of generalization due to qualitative analysis based on limited cases.

• Korean Journal of Childcare and Education
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• v.18 no.1
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• pp.1-22
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• 2022

Objective: This study attempted to verify the effectiveness of parent education programs which emphasize parents' direct interaction with young children even when using digital devices. For this purpose, parents' play beliefs and their interaction with their children were evaluated by taking a pre-test and post-test. Methods: The subjects of this study were parents of young children attending child care centers. The collected data were analyzed by one-way covariate analysis (ANCOVA) to find out if there was a significant difference in post-test scores after controlling the pre-test as a covariate to minimize possible errors between groups before the experiment. Results: Parents, who had participated in the parent education program which emphasized parents' direct interaction with young children when using digital devices, showed higher increases of play support beliefs and parent-child interaction than the comparative group. Conclusion/Implications: This study confirmed that in order to develop digital fluency from early childhood, parents should avoid indiscriminate use of digital devices at home, maintain direct interaction with their children even when giving them digital devices to play with, and support healthy growth by way of continuing sensitive interaction with their children.

• The Journal of Pediatrics of Korean Medicine
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• v.27 no.2
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• pp.11-19
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• 2013

Objectives The purpose of this study was to identify the importance of goodness of fit in mother-child temperamental interaction (MCTI) and the child problem behaviors. Methods The behavior problem of 180 child outpatients from traditional Korean medical clinic was measured with Korean version of Child Behavior Checklists, and the temperament of child and their mother was measured with Junior Temperament and Character Inventory and Temperament and Character Inventory-Revised-Short. The MCTI was calculated as the difference of the temperament score between mother and child. The correlation and linear regression analysis was performed to examine the effects of temperament on Child Behavior Checklists. Results The MCTI on Harm-Avoidance was the significant factor for explaining the internalizing problem (B=-.154, t=-10.130, p<.001), externalizing problem (B=-.045, t=-3.340, p=.001) and total problem (B=-.298, t=-7.574, p<.001). We also confirmed that the temperament of mother and child significantly correlated with the child behavior problems as provided previously. Conclusions These results showed that the temperament interaction between mother and child is an important factor for predicting problem behaviors in child clinical sample. The goodness of fit in MCTI and problem behavior should be considered as pivotal element in traditional Korean pediatrics.

• Korean Journal of Childcare and Education
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• v.17 no.1
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• pp.105-124
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• 2021

Objective: The purpose of this study was to explore the pathway from mothers' overprotective parenting to their child's peer play interactions mediated by internalizing problems, that is, social immaturity and withdrawal. Methods: Surveys were conducted on mothers and teachers of 341 children aged three to five. SPSS 22.0 was used to analyze the data using descriptive statistics. Structural modeling analysis was also implemented to test theoretical model using AMOS 21.0. Results: Maternal overprotective parenting, which increased social immaturity of their child, indirectly reduced the child's positive interactions with peers during play. Mothers' overprotection led to a higher level of withdrawal of their child while the effect of children's withdrawal on their peer play interaction was not significant. Because overactive parenting of mothers had no direct effect on peer play interaction, the complete mediation model representing a path from maternal overprotection to children's peer play interaction via their internalizing problems was partially supported. Conclusion/Implications: This study shows that overprotective mothers hinder their child to experience confident and mature manners, and eventually lead their child to be socially unskillful and incompetent. It was suggested to explore more individual characteristics of mothers and children to help overprotective mothers to take a step back.

• Korean Journal of Childcare and Education
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• v.6 no.3
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• pp.103-125
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• 2010

The purpose of this study is to investigate effects of 1 or 2 years old infant to target infant care facilities and the sense of family activities conducted in conjunction with the infant's physical development and infant-parent interaction. The purpose of this study, research questions are as follows. First, child care center-family linked sensory activity is effective in the infant's physical development? Second, child care center-family linked sensory activity is effective in the infant-parent interaction? The subjects of this study are 56 infants of 1-2 year old and their mother or father 56 people in S and D infant care facilities in K city. S infant care center, experimental group, carry out child care center-family linked sensory activity. D infant care center is control group to apply an integrated program. The child care center-family linked sensory activity are conduct on 24 times, 3 times a week, totally 8 weeks. The results were as follows. First, child care center-family linked sensory activities are partially effective on the infant's physical development than the control group. Therefore, in order to promote the development of the infant's physical development, home and child care center will be done in conjunction with sensory activities are needed. Second, child care center-family linked sensory activities had positive effect on infant-parent interaction than the control group. Therefore, to improve infant-parent interaction, it is necessary to carry out child care center-family linked sensory activities. In conclusion, child care center-family linked sensory activities are correlated in positive effects on the physical development of infants and the infant-parent interaction.

• Korean Journal of Childcare and Education
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• v.12 no.3
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• pp.197-210
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• 2016

The purpose of this study was to examine the effects of young children's stay hours on kindergartens or child care centers on their language, cognition, and social development with teacher-child interactions as a mediator. For this purpose, the data from the 2013 Panel Study on Korean Children were analyzed using the GLM and pattern analysis. The results of the GLM analysis were as follows. First, the main effects of the stay hours on child development were statistically significant Second, the main effects of the level of teacher-child interaction were also statistically significant on the results of child development. Third, the moderating effect of teacher-child interaction level between the stay hours and child development were also significant. The results showed that young children's stay hours effected their language, cognitive, and social development and teacher-child interactions mediated these effects.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.5 no.1
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• pp.118-132
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• 1994

The purpose of this study was to compare communication and mother-child interactions of reactive attachment disordered children with normal children. The subjects were 24 children and their mothers participated in this study'12 reactive attachment disordered children and mothers, 12 normal children and mothers. The mother and her child were brought into a p]lay room and the mother was instructed to play with her child as she normally would at home. The play situations were videotaped. Tapes were transcribed and transcribed data was analyzed with 13 mutually exclusive categories encompassing pragmatic functions represented in communication form the early stage of multiword speech in childhood. The tapes were analyzed with 10 behavioral mother-child interaction patterns. As the statistical method, t-test and correlation was calculated. The results of this study were as follows : 1) Reactive attachment disordered children used significantly fewer 'filler', 'information', 'requests', 'describes' and 'disscus self'. 2) Reactive attachment disordered children's mother used significantly fewer 'filler' and 'names'. 3) Reactive attachment disordered children used significantly more 'independent play', fewer 'intiates interaction', 'responsiveness' and 'answer' Reactive attachment disordered children's mother used more 'control play', 'observe' and fewer 'initiates interaction'. 4) Children's communication patterns were related lo mother·'s communication and mother-child interaction types. Children's 'filler', 'information requests', 'describes' and 'disscus self' were consistantly related to mother's 'filler' and 'names', (Children's 'filler', 'information requests', 'describes'. 'disscus self' and mother-child's intiates interaction 'responsivness' were significantly positively correlationed and 'independant play', 'control play', 'observation' were significantly negatively correlationed. The results of reveal that communication and mother-child interaction pattern of reactive attachment disordered group was different from normal group and children's communication pattern were influenced by mother's communication and interaction patterns.