• Korean Journal of Human Ecology
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• v.15 no.4
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• pp.551-561
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• 2006

The purpose of the study is to examine the influence of children's familiarity with a task and teachers' feedback on their problem solving performances. It was assumed that children's' problem solving performance would be different depending on the children's familiarity with a task and the feedback from teachers. The study also examined whether children's' problem solving competence would be different depending on their gender and age. The experiment was conducted with two experimental tools. The subjects were 58 children who were 5 to 6-year-old, enrolled in kindergartens in Koyang city in Kyunggi province. The collected data were processed with SPSS 11.0 program to get the average and the standard deviations, and with one-way ANOVA and two-way ANOVA with repeated measures. The results of the experiment are as follows; First, children's' problem solving competence was different depending on their age. Older children showed higher performance than younger children, while there's no difference in children's performance depending on their gender. Second, the teachers' feedback didn't influence children's problem solving performance. Third, children showed higher performance when familiar tasks were provided, compared to when typical tasks were provided. Finally, this study found that children's task familiarity has an influence on their problem solving performance.

• Sleep Medicine and Psychophysiology
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• v.10 no.2
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• pp.88-92
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• 2003

Sleep-disordered breathing (SDB), including snoring, sleep apnea and upper airway resistance syndrome are common problems in children. The pathophysiological mechanism of SDB in children is unclear but may include hypoxemia and changes in sleep architecture. Children with SDB show reduced neurocognitive function, and memory and attentional capacity. Furthermore, these children show increased problematic behaviour and reduced school performance. Whether early recognition and treatment of SDB in children may improve neurocognitive function and school performance remains to be fully evaluated in the future.

• Journal of Families and Better Life
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• v.23 no.1 s.73
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• pp.113-123
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• 2005

The purpose of this study was to examine the role performance and self-confidence of the fathers with children in grade school. Further, this study explored the variables that affect positively the self-confidence of the fathers. A survey questionnaire was used for this study. The participants of this study were 340 fathers with children aged between seven and nine residing in Gyeongsangnam-do. As for the performance of father's roles, the average score was higher in 'conversation with children' and 'expressing affection to children', whereas it was lower in 'raising children' and 'educating children'. As for the self-confidence regarding their father's roles, the score was higher in the cognitive dimension than in the emotional dimension. In general, the fathers tended to evaluate their role performance as fathers positively. The variables that affected the cognitive dimension of self-confidence as a father were conversation with children, supporter role, under-standing children, and educating children. The variables that influenced the emotional dimension, on the other hand, were child-rearing role, husband's role, supporter role, and expressing love to children.

• Korean Journal of Childcare and Education
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• v.14 no.4
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• pp.1-24
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• 2018

Objective: The purpose of this study was to investigate the differences in early childhood teachers' perceptions of the importance and institutional performance regarding young children's rights. Methods: 171 early childhood teachers responded to the questionnaires. The data were analyzed by using the paired sample t-test and the IPA graph to identify differences in the teachers' perceptions of the importance and performance of each right. Results: First, the teachers perceived the importance of children's rights to be high but low in institutional performance. The main effect of teaching years on the perception appeared significant only regarding performance of the rights of protection and participation. The main effect of teacher education experiences was significant in all areas except the importance of survival rights. The results from Two-Way ANOVA showed the two variables have no interaction. Second, the second quadrant of the IPA matrix displayed the items regarding initiative and autonomy of young children. Both inexperienced- and highly-experiencedteachers, when they had teacher education, recognized that the items related to participation rights should be further improved. Conclusion/Implications: We discussed the various ways in which children's rights should be improved and ways of improving teacher education according to teacher variables in order to promote young children's rights.

• The Journal of Korean Society for School & Community Health Education
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• v.9 no.2
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• pp.81-90
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• 2008

Objectives: Since 80% of the information we get from the environment comes in through our eyes (Anshel JR, 1999), uncorrected visual problems negatively affect children's educational process and perceptual development. The objectives of this study were: 1st, to document the prevalence of learning related vision problem in primary school children. 2nd, to compare responses of children with those of parents on visual symptoms. Lastly, to determine if there is an association between visual symptoms and academic performance. Methods: We administered visual-symptom quality of life questionnaire developed by Oklahoma College of Optometry in Vision Development to 1031 primary school children and their parent. Visual symptoms responded by children and their parents were compared using Independent Sample t-test and the relation between visual symptoms and academic performance were calculated using Pearson Correlation tests. Results and Conclusions: The number of children who need further professional evaluation, that is visual-symptom scores were ${\geq}20$, reported by children(25%) was greater than that reported by parents(16%). And visual-symptom scores reported by children were significantly higher than those reported by parents in every grade(p<0.01, p<0.001). Visual symptoms reported by both children and parents were found to be inversely correlated to academic performance in every academic area and most of their correlations were statistically significant(p<0.05). Therefore, children with more visual-symptom reported by both group had negative effects on children's academic performance.

• Korean Journal of Child Studies
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• v.20 no.4
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• pp.105-117
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• 1999

This study investigated the influence of peer friendliness, conflict, and collaboration on children's problem solving performance. Eighty-two preschool children (41 pairs) filled out the Friendship Assessment Inventory and participated in 3 problem-solving sessions using the Tower of Hanoi. Results showed that just working together does not improve children's problem solving performance. The degree of friendliness children have for each other has a significant effect on their problem solving performance. The children who worked with more friendly peers were more collaborative and were better problem solvers than those who worked with less friendly peers. This study suggests the importance of the relationship between interacting peers on problem solving performance.

• Korean Journal of Child Studies
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• v.13 no.2
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• pp.53-64
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• 1992

The purpose of the present research was to investigate developmental trends in children's class-inclusion performance and to examine the influence of task characteristics(provision or deprivation of quantitative information and perceptual information) on a class-inclusion task. The subjects of this study were 96 children, 12boys and 12girls at each age level. 5, 6. 7 and 8 years of age. The experimental materials consisted of 12 stimulus boards which were constructed on the basis of picture cards used by Judd and Mervis(1979) and Lane and Hodkin(1985). The class-inclusion tasks were individually administered by the researcher. The data were analyzed by the statistical methods of t-test, one-way ANOVA and Duncan multiple range test. The results showed that (1) There were significant age differences in children's class-inclusion performance. That is, children's performance scores on the class-inclusion task increased with age.: (2) There were significant task characteristics differences in children's class-inclusion performance. That is, children performed better on the deprivation of quantitative information task than on the provision of quantitative information task.

• Korean Journal of Child Studies
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• v.20 no.3
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• pp.259-273
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• 1999

This studied investigated children's music identification, classification, and seriation cognitive task performance abilities by age and sex. The subjects were l20 six-, eight-, and ten-year-old school children. There were significant positive correlations among music cognition tasks and significant age and sex differences within each of the music tasks. Ten-year-old children were more likely to complete their music identification tasks than the younger children and girls were more likely than boys to complete their music identification tasks. Eight- and 10-year-old children were more likely to complete their music classification tasks than the younger group. Piagetian stage theory was demonstrated in children's music classification task performance. There was an age-related increase in the performance of the music seriation tasks. Developmental sequential theory was demonstrated in music seriation performance.

• Korean Journal of Child Studies
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• v.23 no.4
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• pp.185-197
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• 2002

The Korean Wechsler Preschool and Primary Scale of Intelligence (K-WPPSI) was administered to 27 autistic children, 3 to 7 years of age. The average IQ was 51.96. There were negative correlations of verbal and performance IQs with chronological age. These children generally performed very poorly on each subtest. Paradoxically, the verbal subtest scores of these autistic children were higher than their performance scores; thus, the typical verbal inferionity of autistic children was not evident in this study. These results suggest that autistic children's K-WPPSI performance needs to be interpreted with care; additional raw score analysis was recommended. Administrative revision of the K-WPPSI will be necessary to measure detailed intellectual differences among autistic children.

• Korean Journal of Child Studies
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• v.22 no.1
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• pp.1-18
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• 2001

Peer status, friendship, and school adjustment were measured for 326 third and fourth graders (171 boys, 155 girls). School adjustment was assessed by academic performance, and social behaviors were rated by teachers while attitudes toward school were reported by children. Examination of the relative contributions of peer status and friendship to school adjustment revealed both unique and joint explanations. Children's academic performance was mainly explained by peer status; popular children had higher performance than rejected children. Attitudes toward school were more positive for children who reported higher friendship quality. Prosocial behaviors were higher for the popular group and for children with more stable reciprocal friends; aggressive behaviors were higher for the rejected group and competitive children with close friends; withdrawal behaviors were higher for the neglected group and children with few reciprocal friends.