• Journal of the Korean Home Economics Association
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• v.37 no.1
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• pp.79-89
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• 1999

Children's sex, temperament, and empathy were studied as antecedents of preschoolers' prosocial development. Eighty eight 5-, and 6-year-old children, 41 boys and 47 girls, were sampled in two kindergartens. Children's naturally occurring prosocial behaviors were videotaped in their classrooms for 21 minutes in 3 days. Teachers rated the children's prosocial tendency using a questionnaire. Empathy was measured individually with a picture/story measure, and mothers provided information on children's temperament using a questionnaire. The two measures of preschoolers' prosocial behaviors, teacher ratings and free play observations, were moderately related. Girls were more prosocial in terms of helping/sharing/cooperation in both teacher-ratings and free-play observations. Preschoolers' adjustability was moderately related to the prosocial behaviors of children in both teacher-ratings and observations. Boys' verbal empathy was related to the observed prosocial behaviors.

• Journal of the Korean Home Economics Association
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• v.47 no.1
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• pp.93-103
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• 2009

This study analyzed variables associated with peer competence of negelcted children. Participants were made up of 180 preschoolers and their mothers. Neglected children's peer competence was measured by the Peer Competence Scale(Park & Rhee, 2001) and data were subjected to descriptive analysis, Pearson's correlation, and multiple regression analysis. Results showed that neglected children's peer competence was partly associated with the child's temperament and emotional regulation, parenting styles and involvement strategy, and teacher-child relationship. In particular, closeness in teacher-child relationship was the strongest predictor for both children's peer competence in leadership and sociability. Furthermore, a child's ability to regulate emotion was the strongest predictor of their peer competence in prosocial environments.

• Korean Journal of Child Studies
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• v.18 no.1
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• pp.125-142
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• 1997

The purpose of this study was to examine the relations between maternal traditional-modern values, childrearing practices and children's social behaviors. The subjects were 500 fifth grade elementary school children and their mothers, and teachers, and peers in the same classroom. The data were collected through questionnaires on maternal traditional values, perceived maternal childrearing practices, and children's social behaviors. Traditional maternal values focused on familial collectivism and politeness. The major results were as follows: (1) Maternal traditional values were positively related to childrearing practices in both maternal affection rational guidance and authoritarian control. (2) Maternal traditional values did not directly influence children's social behavior but showed an indirect moderating effect through maternal childrearing practices. Implications were discussed in terms of the importance of traditional values on childrearing behavior as well as the development of children.

• Clinical and Experimental Pediatrics
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• v.55 no.10
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• pp.367-370
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• 2012

Urinary tract infection (UTI) is a common bacterial illness in children. Acute pyelonephritis in children may lead to renal scarring with the risk of later hypertension, preeclampsia during pregnancy, proteinuria, and renal insufficiency. Until now, vesicoureteral reflux (VUR) has been considered the most important risk factor for post-UTI renal scar formation in children. VUR predisposes children with UTI to pyelonephritis, and both are associated with renal scarring. However, reflux nephropathy is not always acquired; rather, it reflects reflux-associated congenital dysplastic kidneys. The viewpoint that chronic kidney disease results from renal maldevelopment-associated VUR has led to questioning the utility of any regimen directed at identifying or treating VUR. Despite the recognition that underlying renal anomalies may be the cause of renal scarring that was previously attributed to infection, the prevention of renal scarring remains the goal of all therapies for childhood UTI. Therefore, children at high risk of renal scar formation after UTI should be treated and investigated until a large clinical study and basic research give us more information.

• Clinical and Experimental Pediatrics
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• v.63 no.6
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• pp.203-210
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• 2020

The drug allergy "label" may have a lifetime of consequences for a child. Many children with alleged drug allergies are proven to be tolerant to the culprit medication when challenged. The field of drug hypersensitivity is a recently evolving field of research, but studies on its epidemiology and diagnostic tools are lacking in children. Clinical history is significant in the diagnosis and classification of drug hypersensitivity in children. Diagnostic tools have been evaluated in a limited number of children; therefore, the guidelines are mainly in line with those for adults. Here, we review the clinical characteristics, main drugs, risk factors, and diagnosis of drug hypersensitivity to aid in its accurate diagnosis in children.

• Korean Journal of Child Studies
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• v.24 no.4
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• pp.1-14
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• 2003

The daily hassles of 5-year-old children were explored and analyzed as microsystems in order to discover the relative importance of ecological factors in children's daily hassles. The subjects were 322 children, their mothers and 34 teachers recruited from 5 kindergartens and 15 child-care centers in Seoul and Kyonggido province. Children were interviewed individually with pictures showing certain stressful situations. Questionnaires were administered to mothers and teachers. The findings indicated that the microsystem variables of Kindergartens and child-care centers were the most significant factors explaining children's daily hassles. Therefore, it was suggested that the policies and regulations on child-care facilities be carefully developed and strictly regulated.

• Korean Journal of Child Studies
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• v.27 no.1
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• pp.139-151
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• 2006

This study was conducted to examine the effects of mathematical activities with online mathematical contents on children's arithmetic development and attitudes toward mathematical activities. Pre- and post-tests were administered to 62 5-year-old children. Differences of children's arithmetic development level and attitudes toward mathematical activities were found between the experimental group using online mathematical contents and the control group using offline mathematical contents. All findings proved that online mathematical contents were effective and had positive influences on children's arithmetic development and attitudes toward mathematical activities. This supports the proposition that online mathematical contents can provide an important means to the improvement of children's mathematical development and attitudes toward mathematical activities.

• Korean Journal of Child Studies
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• v.30 no.5
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• pp.119-135
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• 2009

This study investigated how perceived social support, self-esteem and parenting attitudes of mothers relates to children's social competence and explored the mediating role of parenting attitudes in multicultural families. Participants were 67 immigrant women and their children aged 4-6. Instruments were the Social Support Scale (Park, 1985), Maternal Behavior Instrument (Lee, 1986), Self-Esteem Scale (Rosenberg, 1965) and Social Competence Scale (Doh & Falbo, 1994). Data were analyzed by Pearson's Correlation and Structural Equation Modeling (SEM). Results indicated that social support perceived by mothers related positively to their self-esteem and positive parenting, and to children's social competence. Mothers' self-esteem related positively to their positive parenting and to children's social competence. Maternal parenting behavior mediated the effects of social support and self-esteem on children's social competence.

• Korean Journal of Child Studies
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• v.18 no.2
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• pp.267-282
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• 1997

The purpose of this study was to examine (1) problem solving processes, and (2) the relationship between problem solving abilities and emotional stability in preschool children. Sixty children, 4, 5, and 6 years of age were selected as subjects from 2 kindergartens. Their problem solving abilities were assessed with the Sink and Float activity and their emotional stability was measured with the House-Tree-Person test. General abilities for problem solving developed with increase in children's age. That is, age differences were found in all 3 problem solving processes of generating, testing, and applying hypotheses. No differences between sexes or kindergarten program were found. Children's emotional stability was significantly related to problem solving ability. While the relationship between emotional stability and processes of generating and applying hypotheses was not significant, emotionally stable children performed better in free play.

• Korean Journal of Child Studies
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• v.32 no.1
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• pp.141-156
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• 2011

This research centers around an experiment conducted to determine the relative effectiveness of constructivist cooking activities as compared to traditional cooking activities for young children. Forty-six children, aged five years in two kindergarten classes were assigned to a experimental and comparative group. The experimental and comparative group participated in 12 units. The experimental group participated in the constructivist cooking activities, while the comparative group participated in the traditional cooking activities. Analysis of covariance revealed significant differences between the mean scores of the two groups on the posttests for scientific attitudes and creativity, indicating that the children in the experimental group performed significantly better on the tests than the children in the comparative group. The results of this study suggest that such constructivist cooking activities are able to improve the scientific attitudes and creativity of young children.