• 아동학회지
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• 제28권5호
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• pp.143-159
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• 2007

This study examined the relation between the quality of constructive play and convergent and divergent problem solving. The subjects were 48 five-year-old children. Unit blocks were used to test the quality level of constructive play; a 40 piece puzzle and pattern blocks were used to test convergent problem solving; the pattern blocks also were used to test divergent problem solving. Children's block play was videotaped and pictures were taken of constructions made by children. Data were analyzed by correlation and stepwise multiple regression. Results showed statistically significant correlations between the quality of constructive play and convergent and divergent problem solving. Among the sub variables of constructive play, social play patterns affected convergent problem solving; diversity affected divergent problem solving.

• 아동학회지
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• 제33권3호
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• pp.99-117
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• 2012

The purpose of this study was to investigate children's theory of mind in pretend play and story-making, from a qualitative perspective. Three-to-five year old children participated in group play and individual story-making activities. Children's narratives undertaken in two tasks were video-taped, transcribed, analyzed and reorganized into three key propositions, in consideration of the field notes that the researcher had taken. The children started their pretend play and story-making activities by 'forming connections among minds' of participants or story components. They continued to engage in pretend play and story making by 'dealing minds constructively and consistently' to keep their themes. Finally they resolved discordances in play and story-making by 'settings different mind windows and moving among them flexibly'.

• Asian Pacific Journal of Cancer Prevention
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• 제17권5호
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• pp.2435-2438
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• 2016

Background: MiRNAs, small non coding RNAs, play a role in the regulation of hematopoiesis, with effects on cell growth, differentiation, and apoptosis. In addition, MiRNAs are thought to play an important role in tumorigenesis. The miR146a G>C polymorphism can lead to alteration of miR146 expression, which appears to be associated with development and progression of several cancers. This study aimed to investigate the association of the miRNA146a (rs2910164) G>C polymorphism and susceptibility to childhood acute lymphoblastic leukemia (ALL) and clinical outcomes. Materials and Methods: Totals of 100 childhood ALL patients and 200 healthy children were studied for miR146a polymorphisms using polymerase chain reaction-restriction fragment-length polymorphism (PCR-RFLP). Results: The frequency of the miR146a G allele in controls was 0.40 compared with 0.38 in ALL patients. There was no association between miRNA146a (rs2910164) G>C polymorphism and susceptibility to childhood ALL (OR=1.484, 95%CI=0.712-3.093, p=0.290). Moreover, the frequencies of miR146a (rs2910164) G>C polymorphism were not associated with demographic data and clinical outcomes in ALL cases. Conclusions: The miRNA146a polymorphism was not significantly associated with susceptibility to Thai childhood ALL or any clinico-pathological variables.

• 아동학회지
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• 제32권4호
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• pp.115-134
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• 2011

The purpose of this study was to understand children's negative attitudes exhibited towards peers with special needs in an inclusive kindergarten, utilizing ethnographic research methodology. The subjects consisted of 54 children undergoing typical development and three children with special needs in a public kindergarten in Busan metropolitan city. Data collection was conducted by means of participant observations and interviews took place from April until November, 2009. Our results revealed that the responses of 'not acknowledging presence', 'differentiating', 'adapting them to us', 'excluding at play' were major themes in children's negative attitudes exhibited towards peers with disabilities in an otherwise ostensibly inclusive kindergarten. The response of 'not acknowledging presence' was categorized as a way of ignoring their existence, whereas 'differentiating' was categorized as stressing difference, and assuring difference. There were two characteristics related to 'adapting them to us' : adapting them to our ways, adapting them to our knowledge. Concerning 'excluding from play', four characteristics were found : excluding indirectly, excluding directly, excluding illogically, and excluding by seeking majority accord. The implications of the findings for inclusive early childhood education were discussed.

• 한국지역사회생활과학회지
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• 제17권4호
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• pp.3-14
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• 2006

The purpose of this study is to find out the repercussion of mothers' quality of object relation and hope on their children's emotional and behavioral disorder level and satisfaction level on counseling. Participants were 112 children between ages of 6 and 12, and the 112 mothers of those children. Questionnaires for mothers were used to assess their object relation level, hope level, and counseling satisfaction level. Questionnaires for children were used to assess their depression and aggression level. Results were as follows: First, mothers with lower object relations had children with higher depression and aggression levels. Second, children of the mothers who scored higher object relation levels scored higher on the satisfaction level on counseling. Third, among the mother's object relation level, hope level, and counseling satisfaction level, the object relation level appeared to have the strongest repercussion on the child's emotional and behavioral problems. The results of this study can be used as a base material to improve the effect of play therapy for the children who have emotional and behavioral problems, on helping the children and their mothers to have positive object relations.

• Clinical and Experimental Pediatrics
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• 제59권11호
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• pp.432-439
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• 2016

Asthma is recognized as a complex disease resulting from interactions between multiple genetic and environmental factors. Accumulating evidence suggests that respiratory viral infections in early life constitute a major environmental risk factor for the development of childhood asthma. Respiratory viral infections have also been recognized as the most common cause of asthma exacerbation. The advent of molecular diagnostics to detect respiratory viruses has provided new insights into the role of human rhinovirus (HRV) infections in the pathogenesis of asthma. However, it is still unclear whether HRV infections cause asthma or if wheezing with HRV infection is simply a predictor of childhood asthma. Recent clinical and experimental studies have identified plausible pathways by which HRV infection could cause asthma, particularly in a susceptible host, and exacerbate disease. Airway epithelial cells, the primary site of infection and replication of HRV, play a key role in these processes. Details regarding the role of genetic factors, including ORMDL3, are beginning to emerge. This review discusses recent clinical and experimental evidence for the role of HRV infection in the development and exacerbation of childhood asthma and the potential underlying mechanisms that have been proposed.

• 아동학회지
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• 제25권6호
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• pp.35-52
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• 2004

The purpose of this study is to explore the relation among mother's rearing attitude in infancy, children's self-concept and the relationship with friends in childhood by using the longitudinal data originated by the Korean Institute for Research in the Behavioral Sciences(KIRBS). Specifically, using Structural Equation Modeling(SEM), the causal relation among the mother's rearing attitude in infancy, children's self-concept and the relationship with friends in childhood were examined across a 8-year-period. The subjects were 68 children(38 boys and 30 girls) from the KIRBS longitudinal data. The results showed that mother's rearing attitude in infancy can be consequential environmental variable factor, and children's self-concept do not play an essential intermediate role between mother's rearing attitude in infancy and the relationship with friends in childhood. This study used a newly attempted method in the field of Human Development.

• 아동학회지
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• 제28권1호
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• pp.17-35
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• 2007

This study examined whether sequential transition patterns of social play differed by children's social competence. The social competence of sixty 5-year-old children was rated by their teachers using the Social Competence Scale(NICHD Early Child Research Network, 1996). Children's social play was observed during free play and coded by criteria developed by Robinson et al(2003). Results showed differences in children's social play behaviors by social competence and differences in the transition patterns of children's social play level by social competence. Children with higher social competence showed a transition pattern moving toward cooperative-social interaction, whereas children with lower social competence showed a transition pattern moving backward to solitary or onlooker behavior.

• 아동학회지
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• 제19권2호
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• pp.173-184
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• 1998

The present study investigated the effects of a theme-relevant play center on children's play behavior and intersubjectivity with an integrated approach to early childhood education. The subjects were 24 kindergarten children (12 boys and 12 girls). Half of the experimental subjects participated in a novel dramatic play center connected with a specific theme for the duration of 5 weeks. pre- and post-testing was conducted for all children. The theme-relevant dramatic play center wits an integrated approach to early education facilitated a high level of play behavior and children's intersubjectivity.

• 아동학회지
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• 제26권6호
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• pp.1-15
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• 2005

The purposes of this study were to assess children's emotional competence, to examine whether there was a difference in children's emotional competence according to their gender, and to investigate the relationship between children's emotional competence and their play behavior. The subjects of this study were 104 four-year-old children(56 boys, 48 girls). Collected data were analyzed by frequency, percentage, means, standard deviation and Pearson's correlation. The results were as follows : First, there was meaningful correlation among the emotional competence measured by teacher, the understanding and expression of emotion and the emotional regulation measured by mother. Second, there was difference in children's emotional competence according to gender. Specifically, girls showed better competence in the socio-behavioral emotional competence and the understanding and expression of emotion than boys. Third, the dramatic play and the group play had some meaningful correlation with the emotional competence measured by teacher and the understanding and expression of emotion measured by mother.