• Korean Journal of Child Studies
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• v.25 no.4
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• pp.71-92
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• 2004

The purpose of this ethnographic study was to observe and understand interactions of toddlers and teachers in context. Specific questions were "What are the motives and features of the interactions between toddlers and teacher?" Subjects were twenty 2-year-old daycare children and their teachers. Methods covered 11 weeks of interviews and participatory observation. The major findings were that the interactions between toddlers and teachers was mainly initiated by toddlers and consist of physiological and emotional needs, conflict mediation and participation in play. As toddler get to the age of self-recognition but still need adult's assistance, the co-existence of dependence and independence was evident. Children used a variety of verbal and non-verbal signals with both positive and non-positive overtons.

• Journal of Family Resource Management and Policy Review
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• v.15 no.2
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• pp.63-84
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• 2011

This qualitative case study focused on the workers' flexibility needs. We selected eight full-time workers from one 2009 family friendly certified firm for observation and in-depth interview. The workers are categorized into three groups; male employees with housewives, double income family workers depending on extended family, and double income family workers depending on paid babysitter. The spouse's work status and informal extended familial support to child care were crucial factors to influence their work family life styles and flexibility needs. The flex time is the most desirable everyday needs for the dual working child caring parents depending on the paid help. And the female workers' concerned about the stigma effect of the institutionalized flexibility use of the inferior labors.

• Korean Journal of Child Studies
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• v.15 no.2
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• pp.129-140
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• 1994

The purpose of this study was to analyze consistency between theories of early childhood education and the teaching practices of kindergarten teachers. The subjects were 24 teachers selected from a pool of 125 teachers in the city of Taegu. The instruments employed for this study were the teacher belief test inventory (TBTI) and teacher practices observation form (TPOF). The data were analyzed by SPSS statistical package. The results of this study are as follows: (1) most of the teachers supported the interactionist theory. (2) A significant positive correlation was found between teachers' behaviorist theory and teaching practices. A positive but nonsignificant correlation was found between teachers' interactionist theory and teaching practices. (3) A significant positive correlation was found in the amount of teaching experience on behaviorist theory and teaching practices.

• Korean Journal of Child Studies
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• v.26 no.6
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• pp.111-126
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• 2005

Subjects were two teachers each with higher or with lower play teaching efficacy, and the 111 four and five-year-old children they taught. Using naturalistic observation, children's constructive play was videotaped and transcribed for 60 minutes on ten consecutive days in each classroom. Play was analyzed by level of constructive play, continuous length of play, variety of materials, enrichment of activities, and coherence of content. Constructive play of children whose teachers had higher efficacy in teaching play showed longer continuous play, used a higher variety of materials, and their play had more creative integrity. Five-year-olds exhibited longer continuous play, used a larger variety of play materials, more enrichment of play activity, and more coherence in play contents than four-year-olds.

• Korean Journal of Child Studies
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• v.31 no.3
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• pp.183-198
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• 2010

The purpose of this study was to interpret relational aggression strategies in 4 year old young children's interactions in 'Sansae class' in terms of two-fold dimensions of proactivity and reactivity. Following an ethnographical approach, participative observation on young children and in-depth interviews with the teacher were employed, over the course of 30 sessions of 3 hours duration. The results are as follows; proactive relational aggression was more frequently observed in girls, and their major strategies employed against someone they disliked were ignoring them, distorting play-rules, and so on. Major strategies of reactive relational aggression in girls were largely manipulative in nature, for example, 'threatening their friend' and 'withdrawal of friendship'.

• Korean Journal of Child Studies
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• v.31 no.3
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• pp.235-254
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• 2010

The purpose of this study was to examine the feasibility and validity of the Application of Cognitive Function Scale as developed by Lidz and Jepsen (1997). Data were collected from 4 to 5-years-old children. The analysis for item adequacy indicated that the passing rate increases according to age. Futhermore the analysis for test adequacy indicated that internal consistency reliability was .85 in the pre-test and .80 of post-test in terms of the cognitive function scale, and .90 of pre-test and .93 in the post-test in relation to the behavior observation scale. In conclusion, our analysis of the ACFS shows sufficiently high scores in terms of both validity and reliability, so as to indicate that this test is an appropriate way to measure the cognitive function and non-intellective function of young Korean children.

• Korean Journal of Child Studies
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• v.31 no.5
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• pp.79-99
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• 2010

This study inquired into the life and experiences of two elder sisters who have different individual and familial risk factors and their younger brothers from the mixed-age preschool class through ethnographic research method using participant observation. The results showed that an elder sister from low-income multi-children family played her role very actively through caring for, learning and playing with younger brother during almost of the play situations. On the other hand, the other elder sister who has experience of depression, showed strong possessiveness and neglect of younger brother. As for psychological aspects of sibling relationship, the elder sisters were suffering psychological stresses resulted from excessive role expectation in family or from self-recognition on elder sister role, respectively.

• The Journal of Korean Academy of Sensory Integration
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• v.5 no.1
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• pp.41-49
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• 2007

Objective: To evaluate the effectiveness of the home-based program composed of sensory diet for child with sensory modulation disorder. Method: The subject underwent the home-based program composed of sensory diet for 8 months. Evaluation tools we used are the Developmental Screening Test II(DDSTII) for developmental screening; the Short Sensory Profile(SSP), clinical observation and the clinical history record form for sensory integrative function; the Motor-Free Visual Perception Test(MVPT) and draw a person test for visual perception. Evaluation was executed before and after the program is provided. Results: The subject has showed remarkable improvement in developmental level, sensory integrative function and visual perceptual ability after went through the home-based program. Conclusion: The home-based program composed of sensory diet is effective for children with sensory modulation disorder when it is difficult to apply classical sensory integrative approach.

• Korean Journal of Child Studies
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• v.27 no.1
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• pp.31-44
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• 2006

This study focused on the lives of working mothers in its examination of the meaning of an employer supported educare center. Ethnographic methods including participant observation, in-depth interview, and the analysis of documents were used for the case study at D educare center where management has been entrusted to K University. Results showed that employer supported educare center had significant meanings in the lives of working mothers. Meanings consisted of stories about relieving time conflicts, adapting themselves to life space, putting confidence in the educare center, and organizing community. Meanings gained from this study suggest that D educare center could be a model for employer supported educare centers focused on the lives of working mothers.

• Journal of the Korean Home Economics Association
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• v.33 no.3
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• pp.165-177
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• 1995

The home environments, daily activities, caregiving behaviors of mothers, infant's verbal behaviors, attachment to mothers of home-reared infants from low SES families were observed. 30 two-year-old home-reared infants and their mothers were observed at home by the time sampling method. The HOME scale, the behavioral checking lists for caregiving behaviors and for the infants' verbal behaviors, and the Attachment Q-set were used for the observation. the total HOME scores were in the middle range and the scores of "Provision of apropriate play materials" was relatively high, but "Avoidance of restriction and physical punishment" was low. The most frequent caregiving behaviors shown by mothers were " Facilitating verbal development" and "Positive social-emotional inputs". The most frequent verbal behaviors shown by infants were " Information exchange" and " Language interpretation" . The infants' attachment security scores of their mothers tended to be low.