• 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.

• Korean Journal of Child Studies
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• v.26 no.4
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• pp.209-229
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• 2005

This study investigated kindergarten teachers'experience and perception of the practice of mainstreaming for young children with disabilities. Ethnographic research methodology included participant observation and in-depth interviews. Participants were 8 teachers of classrooms mainstreaming young children with disabilities. Results were that: most mainstreaming classroom teachers perceived the necessity of the practice of mainstreaming for young children with disabilities in the kindergarten. They felt the necessity of whole mainstreaming in the kindergarten. Most mainstreaming classroom teachers recognized that mainstreaming classroom teachers need to have professional knowledge for the successful practice of mainstreaming young children with disabilities in kindergarten.

• Korean Journal of Child Studies
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• v.26 no.4
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• pp.293-302
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• 2005

This study investigated behavior characteristics for the gifted(N=210) and the high achievers(N=1l5). The participations in this study were 200 teachers who rated their 325 students' behavior characteristics in 25 public elementary schools in U.S.A rating of behavior characteristics in learning style, motivation, creativity, and leaderships by teachers indicated differences in keen observation, rapid insight into cause-effect relationship, a large storehouse of information, language fluency, absorption/task persistent, preference for own learning activities, concerns for moral/ethical issues, and a diversity of interests between groups. No differences in understanding of underlying principles, organization, curiosity, creativeness, motivation, initiating activities in areas of personal interest, directing group activities, and intellectual playfulness/imagination were found in addition to some differences between two groups.

• Korean Journal of Child Studies
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• v.27 no.6
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• pp.235-248
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• 2006

Using qualitative methods of interviewing, documentation, and participant observation, this study explored kindergarten children's understanding on their transition into elementary school. Phenomenologically, results showed that children understood that the transition into elementary school means thrownness (Geworfenheit) and projection (Entwurf). When children answered the question about why they want to go to elementary school, their responses demonstrated an understanding of the inevitability (thrownness) of transition. That is, they understood that entering elementary school was an unavoidable step for growing up. They expected(projected) that they would enjoy new activities and opportunities in elementary school. While they felt anxious about stem teachers and difficult studies, they looked forward to intellectual development, various indoor activities, outdoor exercises, and multi-layered encounters.

• Journal of Families and Better Life
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• v.29 no.3
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• pp.99-118
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• 2011

The purpose of this study was to investigate the dual readership represented in the use of picture books. The study was conducted through in-depth interviews and observation of 9 families including 5-year-olds. The findings of this study were as follows. First, mothers exercised their exclusive right to choose books for their children. They usually used online bookstores, libraries, or book rental shops by consulting other mothers or merchandisers. On the other hand, fathers and children seldom involved themselves in the selection of picture books. Second, children preferred interesting books, while mothers favored complete series of books, which were usually for educational purposes. Third, dynamic interaction between mother and child was occurred during their daily routine of reading picture books together. Five-year-olds seemed to be transitioning into independent readers, and mothers showed that they were also readers of picture books when they appreciated and enjoyed them.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.35 no.1
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• pp.44-50
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• 2024

Parents of children with autism spectrum disorder (ASD) often encounter unique challenges when attempting to understand their children's challenging behaviors such as self-injury, aggression, noncompliance, and stereotypies. In this study, we aimed to analyze and clarify the definition of challenging behaviors in individuals with ASD, identify the variables associated with challenging behaviors, and determine the function of these behaviors. Systematic observation and data collection are crucial to understand the functions of specific behaviors exhibited by individuals with ASD based on their antecedents and consequences. Knowledge regarding these will enable clinicians to develop and implement effective interventions. Additionally, the treatment approach should aim for generalization to improve the quality of lives of both children with ASD and their caregivers.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.1 no.1
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• pp.65-76
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• 1990

Behavioral characteristics of Attention Deficit Hyperactivity Disorder (ADHD) are aften observed in normal children. As a result, it is at times difficult to distinguish behavior disorder of clinical significance and normal developmental phenomenon. In addition, symptoms of ADHD can vary greatly depending on situations and social context, creating considerable difficulties in assessment. Therefore it is important to obtain information from various sources and in diverse situations. It is also desirable to quantify the severity of the problems whenever possible and determine their clinical significance by comparing the data to developmental norms. Specifically, various assessment methods such as interview with parent and child, behavior rating scales, behavioral observation and psychological testing were reviewed with discussion on merits and limitatious of each. It was emphasized that systematic and comprehensive assessment utilizing appropriate methods is necessary for accurate diagnosis and treatment evaluation of ADHD.

• Journal of the Korean housing association
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• v.16 no.6
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• pp.129-137
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• 2005

The purpose of this study was to understand the present condition about the space planning of the nursing rooms at the child care center in U.S.A. The researchers investigated the physical conditions of the centers through sketching, measurement, taking pictures and observation. On the other hand, to understand the user's needs, the interview to the directors of the centers was performed. As a result, the followings were proposed. The grouping of children depending upon the age has to be more classified according to the development period. And the guideline for the space areas has to be improved to a larger standard than present regulation. And the most impressive characteristic of the center in U.S.A. is the functional space design. The space such as toilet, washing room, kitchenet are well organized into the nursing rooms for children. Various ideas for arranging above functions in the small nursing rooms have to be developed in Korea. And the dynamic space arrangement of nursing room is also impressive. The material of the floor has to be considered variously for the comfort of the children.

• Women's Health Nursing
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• v.10 no.2
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• pp.109-118
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• 2004

Purpose: The purpose of this study was to develop a specialized education curriculum aimed at helping nurses prepare for running and managing a Maternal-Child Health Center (Postpartum Care Center). Method: This study was conducted by an academy and industry joint research group consisting of professors of Nursing, and nurses actually running a Postpartum Care Center. The group compiled job descriptions of nursing through document research, interviews and observation during site visits, surveys, and seminars. They then performed a feasibility study and developed the final curriculum. Result: The education curriculum is a 32-week(2semester) program compromised of a theory part (12 credits, 180 hours) covering maternal and infant care and business start-up and field practice (3 credits, 45 hours). Courses in the theory part include an antenatal care, overview and details of maternal care, starting a business and its management. Of these courses, the overview of a maternal care course was developed with web-based contents. Field practice is designed to give students opportunities to visit Postpartum Care Centers, observe the care provided, and get hands-on experience. Conclusion: The specialized education curriculum is a 32-week course comprised of 12 credits on theory of antenatal care, overview and details of maternal care, infant care, starting and operating a business and 3 credits of field practice.

• Korean Journal of Child Studies
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• v.34 no.5
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• pp.17-41
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• 2013

The purpose of this research was to investigate meaning of teachers as they manifest themselves in the emotional regulation of 2year old infants in a daycare center. In addition, the research attempts to provide basic research data that can be used as a guideline for teacher's awareness, roles, attitudes, and classroom management for infant's emotional education in the future. To achieve this goal, participatory observation was conducted in a child care center class for infants under 2 years old from January 17 to January 29, 2012. The teacher is defined as follow : Teachers are authority figures whose image is that of absolute authority, and coupled with their dual role of passive caretakers. Additionally, they function as guides who guided infants through the process of emotional socialization, and played the central role of emotional contagion from whose expression speech and atmosphere the said infants receive much influence. Such results seemed to indicate that teachers today do not fully comprehend the importance of their roles in influencing the emotion regulation of infants.