• Title/Summary/Keyword: Children Park

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Structural Analysis of Factors Related to Preschool Children's Peer Competence (유아의 또래 유능성에 영향을 미치는 개인 내적.외적 요인에 대한 구조 분석)

  • Lee, Jee-Hee;Moon, Hyuk-Jun
    • Korean Journal of Child Studies
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    • v.31 no.3
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    • pp.17-32
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    • 2010
  • In this study, I examined the direct or indirect paths among the intra-personal factors as well as extra-personal factors affecting on children's peer competence. Subjects were 514 5-year-old children, their mothers, teachers. The teachers rated each children using Peer Competence Scale (Park, 2001) and completed emotion regulation and Student-Teacher Relationship Scale. The mothers responded to a questionnaire, including Parental Involvement Checklist (Cohen, 1989), parenting behaviors, and Children's Temperament. The data were used for path analysis with Amos 6.0 program. Results of this study were : (1) Children's temperament have an influence on children's peer competence through children's emotion regulation via mothers' parenting behaviors. (2) Children's temperament have an influence on children's peer competence through teacher-child relationship. (3) Mothers' parenting behaviors have an influence on children's peer Competence through mothers' management strategies of peer relations.

The Longitudinal Effects of an Early Storybook Reading Intervention Program on the Improvement of First Graders' Language Abilities in Low-income Families (그림책읽기 언어중재프로그램이 저소득 가정 아동의 언어능력에 미치는 종단적 영향)

  • Park, Chan-Hwa;Kim, Myoung-Soon
    • Korean Journal of Child Studies
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    • v.31 no.3
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    • pp.117-138
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    • 2010
  • The purpose of this study was to investigate the effects of early storybook reading intervention participation on the first graders' language abilities in low income families. The subjects consisted of 148 first graders and their primary caregivers. The intervention group was composed of 100 first graders who participated in the early storybook reading intervention program in childcare or kindergarten. The comparison group comprised 48 first graders from equivalent social and economic backgrounds, who did not participate in the program. The language abilities of the children were tested and questionnaires regarding the home literacy environment, children's reading activities at home and parents' perceptions of their children's reading behaviors were completed by the children's primary caregivers. The data were analyzed by means of structural equation modeling. The results indicated that early intervention participation was directly associated with children's higher language abilities in first grade and indirectly influenced the children's language abilities through the home literacy environment, children's reading activities at home and parents' perceptions of their children's reading behaviors.

Relationships between Children's Personality Traits and Self-Esteem in Terms of Children's Sex (아동의 성별에 따른 성격특성과 자아존중감과의 관계)

  • Park, Young-Yae;Choi, Young-Hee;Park, In-Jeon;Kim, Hyang-Eun
    • Korean Journal of Human Ecology
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    • v.12 no.3
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    • pp.275-286
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    • 2003
  • The purposes of this study were to identify the relationship between children's personality traits and self-esteem, and to find out if there were any differences in the relationship patterns in terms of children's sex. The questionnaire were collected from 984 subjects in 5th grade of elementary schools located in cities of Seoul, Suwon, Daejeon, and Daegu. Results showed that personality factors such as stability, sociability, responsibility, and superiority had stronger correlations with self-esteem factors whereas masculinity, activity level, and reflectivity did so to a less degree. Children's personality factors such as superiority, sociability and responsibility were better predictors of their self-esteem factors such as scholastic competence, social acceptance and general self-worth. Girls showed higher level of stability, sociability, responsibility and superiority, however there was no sex difference in the self-esteem such as scholastic competence, social acceptance and general self-worth. Children's behavioral conduct were mainly explained by masculinity, activity level, and responsibility. Responsibility turned out to be the strongest predictor of behavioral conduct among boys, while the activity level did among girls.

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The Relationships among Personal Characteristics, Home and School Environment, and Aggression of Korean-Chinese Children in Yanbin (연변 조선족 아동의 공격성과 개인적 특성, 가정환경 및 학교환경간의 관계)

  • Park, Min-Jung;Park, Hyewon
    • Journal of the Korean Home Economics Association
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    • v.43 no.10 s.212
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    • pp.141-153
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    • 2005
  • This study investigated the relationships among personal characteristics(sex, self-concepts, depression, fear, internal locus of control), home environment(physical and psychological environment, parenting style, attachment to mother), school environment(teacher support, peer victimization), and Korean-Chinese children's aggression in Yanji, China. Two hundred and two(90 boys and 112 girls) 6th graders rated themselves on a questionnaire. Correlation analysis, and multiple regression were conducted using SPSS Window vers. 12. Alienation to mother, and overt and relational victimization by peers were positively related, and communication with mother was negatively related to children's proactive aggression. Alienation to mother, and overt victimization by peers were positively related, and communication with mother, support by teacher were negatively related to children's reactive aggression. Alienation to mother, and overt and relational victimization by peers were positively related, and communication with mother and support by teacher were negatively related to children's relational aggression. The factor with the greatest contribution to explaining the aggression of Korean-Chinese in Yanbin was the alienation to mother.

A Study on the Techniques and a Tool of Children-Participatory Design for Renovating Community Child Center (지역아동센터 개조 시 아동의 참여디자인 기법 및 도구에 관한 연구)

  • Park, Woo-Jang;Park, Joon-Young
    • KIEAE Journal
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    • v.12 no.2
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    • pp.15-24
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    • 2012
  • The purpose of this study is to understand children's participating behavior on the environment-improving process of a community child center, and to develop participating technique and tools that can be appliable. For this, a workshop, constructions, and an evaluation research were done on the premise that children participate in process of designing a community child center. The result of study is as follows. (1) A survey chart, questionaries, preference image chart, and attitude measurement chart used in this study were easy to understand, simple, and thus found to be a useful technique and tool that could make children participate more active and interested. (2) As children participated more on the environment-improving process of community child centers, their demands became more diverse and specific, and their levels of satisfaction were high. (3) The change of satisfaction level before construction and after, and consistent demands for the separation of studying space between upper and lower graders show that children understand their physical environment changes well, and have clear ideas on how their studying space should be composed.

Association of the Comprehensive Attention Test and the Korean Wechsler Intelligence Scale for Children-Fourth Edition in Children and Adolescents With Attention-Deficit/Hyperactivity Disorder

  • Min-Su Jang;Sang-Keun Chung;Jong-Chul Yang;Jong-Il Park;Joo-Han Kwon;Tae-Won Park
    • Journal of the Korean Academy of Child and Adolescent Psychiatry
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    • v.34 no.3
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    • pp.181-187
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    • 2023
  • Objectives: This study aimed to investigate the correlation between the Comprehensive Attention Test, Korean-Wechsler Intelligence Scale for Children-Fourth Edition, and Attention-Deficit/Hyperactivity Disorder (ADHD) Rating Scale-IV scores in children and adolescents with ADHD. Methods: Fifty-five children and adolescents diagnosed with ADHD and not taking psychiatric medications were included in this retrospective study. A correlation analysis was performed. Results: Although simple visual and auditory selective attention have diagnostic value in traditional continuous performance tests, this study revealed that inhibition-sustained attention and interference-selective attention are also effective in evaluating ADHD. Furthermore, the correlation between the attention and intelligence test scores varied depending on the use of visual or auditory stimuli. Conclusion: The findings of this study contribute to clarifying our understanding of the cognitive characteristics of children and adolescents with ADHD and can be used in future research.

Establishment of Dimension System for Obese School Age Children - Focusing on 3-5 Grade Elementary School Boys in Seoul Metropolitan City - (학령기 비만아동의 치수 체계 정립 -서울지역 초등학생 $3{\sim}5$차년 남아 중심으로-)

  • Kim, Min-Jung;Park, Sun-Kyung
    • Journal of the Korean Society of Costume
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    • v.59 no.3
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    • pp.67-81
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    • 2009
  • Body shape of a child in elementary school is distinguished by physical differences in the form of low weight, normal weight and obesity, which are influenced by various periodic environments. In particular, there are hardly any patterns for obese children in elementary school to choose. To this end, the purpose of this study is to supplement the problems with the production lines of the companies for children's patterns as well as an analysis on the physical characteristics of obese children and to suggest the patterns appropriate to obese children. This study employed obese children from the 3rd- to 5th-grade elementary school students whose number has been rapidly increasing and conducted a questionnaire regarding the draft of the patterns for obese children on their mothers and the makers of children's clothing. Based on the results, the study compared and analyzed ordinary children's patterns to the patterns in question by suggesting a dimension system for Korean obese children. The results are as follows. The obesity rate of the children in elementary school has been grown in significant numbers every year, whereas obese children's sense of self-identity and degree of satisfaction with their patterns appeared to be much lower than other ordinary children in the peer group; also, the satisfaction level their mothers with their children's patterns appeared to be low. In order to verify the degree of the children's satisfaction with their patterns, the study suggested a dimension system for the obese children and displayed appropriateness by comparing the children patterns from ordinary companies and the patterns in question.

Evaluation of the health status of preschool children stratified based on the weight-length index (WLI)

  • Shin, Kyung-Ok;Chung, Keun-Hee;Park, Hyun-Suh
    • Nutrition Research and Practice
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    • v.4 no.5
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    • pp.383-392
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    • 2010
  • This study was conducted to prepare basic materials and offer advice regarding dietary habits to prevent and cure childhood obesity by comparing and analyzing dietary habit, nutritional status, blood factors, and mineral contents of hair. All subjects were stratified by their weight-length index (WLI). According to the standard WLI values, 64.9% of children were within the normal value, 13.5% of children were underweight, and 21.6% of children were overweight and obese (WLI ${\geq}$ 110%). Overall, the score assessed dietary habit for all children was $21.32{\pm}2.55$ point (921 subjects), with 5.1% of children having excellent dietary habits and 3.1% having poor dietary habits. Additionally, 37.9% of underweight children, 37.6% of normal weight children, and 43.2% of overweight and obese children consumed higher amounts of protein than underweight children did (meat, fish, eggs, and soy products) (P < 0.05). Overweight and obese children consumed more fried foods than underweight or normal weight children (P < 0.05). Moreover, 38.0% of the children had hemoglobin levels of 12 g/dl, while 7.6% were anemic (11.1 g/dl). When a hematocrit level of 33% was taken as the standard, 11.0% of children were anemic. The plasma transferrin content was $263.76{\pm}54.52$ mg/dl in overweight and obese children. The mean values of Fe, Cu, Ca, Cr, Mn, Se, Na, K, Li, V, Co, and Mo were within the reference values, but the Zn concentrations of underweight, normal weight, and overweight and obese children were $67.97{\pm}28.51$ ppm, $70.09{\pm}30.81$ ppm, and $73.99{\pm}30.36$ ppm, respectively. The Zn concentration of overweight and obese children ($73.99{\pm}30.36$ ppm) was lower than that of the standard value (180~220 ppm). Therefore, a nutritional education program and new guidance for dietary pattern should be developed to reduce the number of underweight and overweight and obese children.

Nutritional Status of School Lunch-Supported Elementary School Children in Gyeongbuk Rural Area (경북농촌지역 중식지원 초등생의 영양상태에 관한 연구)

  • Park, Na-Young;Choi, Young-Sun
    • Journal of Nutrition and Health
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    • v.41 no.4
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    • pp.341-352
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    • 2008
  • The number of school lunch-supported children who belong to low-income families has been rapidly increased in Korea. This study was aimed at evaluation of nutritional status of school lunch-supported elementary school children. One hundred school lunch-supported children and 119 non-supported children of fourth to sixth year class in 3 elementary schools in Gyeongbuk rural area were selected, and surveys were conducted twice, i.e., once during school term and once during summer vacation in 2006. Food consumption survey during school term was carried out through an interview by dieticians at school-lunch time using a 24-hour recall method, and the survey during summer vacation conducted by recording food intakes for three days by children. Nutrient intakes were calculated using CAN-Pro 3.0 program. School lunch-supported children showed higher rate of skipping breakfast and rather irregular meal time as compared to non-supported students. Eating alone was more frequent in school lunch-supported children than in nonsupported children. The average nutrient intakes and nutrient adequacy ratios were lower in supported children than in non-supported children. During term, percentages of nutrient intakes provided by school-lunch were higher in supported children than in non-supported children. Intakes of energy nutrients were within acceptable macronutrient distribution ranges, but proportion of carbohydrate intake increased during vacation. Analysis of patterns of food intakes based on major food groups (dairy, meat, grain, fruit, vegetable) indicated that meals during term were more balanced as compared to meals during vacation. In conclusion, food behaviors and nutrient intakes of school lunchsupported children were inferior to those of non-supported children during term and during summer vacation. They were provided with more nutrient intakes from school lunch during term as compared to non-supported children. Therefore, it is necessary not only to keep meal support program during vacation but also to provide a proper nutrition education as a part of school lunch program to improve nutritional status and food behaviors of school lunch-supported children.

The Effect of the Children's School Adjustment on Family Strength, Social Support and Parental Efficacy according to Their Parents Perception (부모가 지각한 가족건강성, 사회적 지지, 부모효능감이 자녀의 학교적응에 미치는 영향)

  • Lee, Ji Hun;Park, Ok Im;Kim, Jin Hee;Park, Joon Sup
    • The Korean Journal of Community Living Science
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    • v.24 no.1
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    • pp.13-25
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    • 2013
  • The purpose of this study was to examine the effect of the children's school adjustment on family strength, social support and parental efficacy according to their parents perception and to submit basic material to recognize the necessity of strengthening parental capability for enhancing children's adaptation to school. The summary of the results of the study was as below. All of the subjects who recognized family strength, social support and parental efficacy according to their parents perception showed middle score over 3. The parents who recognized family strength and parental efficacy were examined as the factors which influence children's adjustment to school. These showed that children's adjustment to school is better when parents recognized that family strength is higher, and when parents recognized that parental efficacy is higher. But when parents recognized social support, no meaningful influence appeared, so if the parents who are first social supporters of school-aged children understand the importance of children's adjustment to school, which has a high adaptability with high social support, and recognize the difference of the influence of social support on the children's adjustment to school and home, it could be the factor to reduce children's adjustment problems at school.