• Korean Journal of Child Studies
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• v.22 no.2
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• pp.301-313
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• 2001

This study explored the linkage between literacy and writing with a computer in three-to five-year-old children. The 57 subjects were closely observed as they produced written language forms using the word processing program, Araeha Hangul. Stages of writing with a computer were developed to assess the children's computer-writing. While writing with a computer, children invented letters, words, and sentences in an experimental and playful way. Children's writing with computer improved with age. There was a positive correlation between writing with a computer and writing with a pencil. In this way, computer writing was found to be part of written language development.

• Phonetics and Speech Sciences
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• v.12 no.1
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• pp.51-63
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• 2020

Phonological awareness is a metalinguistic awareness ability of phonology and is known to predict language skills, such as reading and vocabulary skills. The purpose of this study was to investigate the relationship between phonological awareness, phonological processing, and language skills in 4- to 6-years-old typically developing (TD) children and children with language delay (LD). A total of 32 children (TD=18, LD=15) participated in this study. They performed a phonological awareness task consisting of counting, deletion, and discrimination at syllable level. Nonword Repetition, Digit Backward, Receptive & Expressive Vocabulary Test, and Grammaticality Judgment Task were performed to analyze the correlation between phonological awareness, phonological processing, and language ability. A multiple stepwise regression analysis was performed to examine the phonological awareness subtasks that predict language ability. In the TD group, the syllable categorization task significantly predicted the receptive vocabulary and the performance of the Grammaticality Judgment Task. The LD group showed that the syllable counting task significantly predicted the receptive vocabulary, the expressive vocabulary, and the performance of the Grammaticality Judgment Task. The results showed that the phonological awareness performance was significantly different between the two groups. Further, correlation analysis and regression analysis showed different results for each group. The result of the phonological awareness performance predicted the language ability of each group significantly, suggesting the importance of the meta-linguistic awareness ability of phonology.

• Korean Journal of Childcare and Education
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• v.6 no.1
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• pp.67-93
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• 2010

The purpose of the present study was to examine how 25~36-month-old toddlers' temperament, mother's rearing attitude, teacher interaction relates to their language abilities and to analyze the predictive power of these variables in predicting language ability. The subjects were 206 toddlers, 206 mothers and 38 class teachers at child care center in G metropolitan city. The collected data were analyzed using Pearson's correlation analysis and stepwise multiple regression analysis on SPSS program. The results of this study were as follow. First, there was a significant relationship between mother's rearing attitude, teacher interaction and toddlers language abilities. However, toddlers' temperament showed no significant correlations with toddlers language abilities. Second, teacher's positive attitude was the best predictor of toddlers language abilities. Toddlers' reactivity and mother's rational guidance were also predictors of toddlers' language abilities.

• Human Ecology Research
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• v.51 no.4
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• pp.395-401
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• 2013

The purpose of this study is to investigate the moderating effects of language abilities associated with between emotionality, attention deficit hyperactivity disorder (ADHD) and peer play interactions. Two hundred fifty-two participants were 3 year olds, with 136 boys and 116 girls. They were recruited from day care centers and preschools in Gyunggi province and Incheon city. Peer play interaction was assessed by the Penn Interactive Peer Play Scale (PIPPS). Emotionality was measured by Child Behavior Questionnaire (CBQ). ADHD was assessed by teacher ratings of ADHD syndrome. Language abilities were measured by Korean Wechsler Preschool and Primary Scale of Intelligence (K-WPPSI). Teachers completed questionnaires to assess peer play interactions, emotionality, ADHD. The results revealed that language abilities moderated relationships between emotionality and play in isolation. The magnitude of associations between emotionality and play in isolation was greater for high levels of language abilities. Moreover, there were moderating effects of language abilities associated between ADHD and play disruptions. Although ADHD was significantly associated with play disruptions, the association was stronger at the higher levels than the low levels of language abilities. It can be deduced that language abilities of 3 year old children affects the protection factor between emotionality and peer play isolation; whilst, it affects the risk factor on peer play disruptions and ADHD propensity.

• Journal of the Korean Society of Floral Art and Design
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• no.41
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• pp.13-24
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• 2019

The purpose of this study was to analyze research papers related to forest play of children's and present future research directions and basic data. 174 out of the forest play papers for children's provided to the research information sharing service (www. riss. kr) from 2009 to 2018 were studied. The number of papers according to the study was 114 published for children. Looking at the research method of forest play papers for children, 55.17% for experimental papers, 9.77% for observation papers, 17.82% for research papers, 5.75% for case studies, 6.32% for literature review papers and 5.17% for other papers. Looking at trends by target age, in the case of the papers which studied on the single age, the number of papers researching on age 3.51%) for 2 years old, 2.63% for the 3 years old, 9.65% for the 4 years old, 35.96% for the 5 years old. A total of 40.36% consisted of children aged between 2 and 5 years. A total of 7.89% were published for infants and children with handicapped. The number of theses that studied emotional development accounted for 30.7%, social development was 25.44%, cognitive development was 16.67%, self concept development was 14.04%, physical development was 6.14%, language development was 3.51% and other development was 3.51%. As a result of the above analysis, it was necessary to study the language development and the forest play.

• Journal of the Korean Society of Food Culture
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• v.34 no.2
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• pp.112-128
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• 2019

The history of modern Korean 'kimchi' can be traced through the history of the wordforms 'dihi' (디히), 'dimchʌi' (딤?), and 'thimchʌi' (팀?) in ancient Korean texts. As native Korean words, the 'dihi' word line ('dihi', 'dii', 'jihi', and 'ji') constitutes an old substratum. This word line coexisted with the 'dimchʌi' word line (dimchʌi, jimchʌi, and kim∫chi) from the Hanja '沈菜'. 'Ji', which is the last word variation of 'dihi', and is still used today as the unique form in several Korean dialects. In standard Korean, however, it only serves as a suffix to form the derivative names of various kimchi types. 'Dimchʌi' is believed to have appeared around the $6^{th}-7^{th}$ centuries, when Silla began to master Chinese characters. Hence,'dimchʌi' reflects either the Archaic Chinese (上古音) or the Old Chinese (中古音) pronunciation of the Hanja, '沈菜'. With the palatalization of the plosive alveolar [t], 'dimchʌi' changed to 'jimchʌi'. The Yangban intellectuals' rejection of the palatalization of the plosive velar [k] led to the hypercorrection of 'jimchʌi' into 'kimchʌi'. It is precisely the hypercorrect 'kimchʌe' that gave the wordform 'kim∫chi', which has eventually become the standard and predominant form in today's Korean language. Regarding 'thimchʌe', it reflects the Middle Chinese (Yuan Dynasty) pronunciation of the Hanja '沈菜' and was used mainly in writing by Yangban intellectuals.

• Journal of Families and Better Life
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• v.30 no.2
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• pp.189-196
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• 2012

The purpose of this study was to investigate trajectories of relational aggression in preschool children. The latent growth curve model was used to examine relational aggression in 3 to 5 year olds. The participants were 3-year-old children recruited from preschools and daycare centers. The children's verbal ability was assessed by interview and teachers completed measurements of negative emotionality and relational aggression. The findings suggest that relational aggression decreased during the preschool years. Gender, language ability, and negative emotionality showed positive effects on the initial level of relational aggression. Moreover, gender and negative emotionality had negative effects, however, language ability had positive effects on the change rate of relational aggression.

• Proceedings of the KSPS conference
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• 2004.05a
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• pp.223-228
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• 2004

This study investigated the use of grammatical markers of Korean speaking children(from 3 to 8 years old) and adults. Participants had no problem of speech and language. In this paper we examined the usage of grammatical markers were increasing from 3 to 8 years old even though it was still increasing after 8 years old. Specifically, they used subjective marker and adverb marker at all ages in large. A few adjective marker were used at all age group including adults. But the frequency of objective marker is increasing from 3 to adults. The pattern of usage is getting similar to adult's. The present study was also designed to investigate the characteristics of children's errors of grammatical markers. Results showed that there were a little differences among the age-groups. The substitution errors were occurred most frequently in all age-groups.

• Journal of the Korean Institute of Rural Architecture
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• v.16 no.2
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• pp.27-34
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• 2014

This paper is to research the present condition of settlements in rural areas of the Integrated Cheongju city. Especially the study is focused on the 243 Ri of old Cheongwon-gun(county) from the geographical language. The numbers of settlement with geographical language collected in 243 Ri (10 Myun, 3 Eup, and 4 Gu) are 1,180. The geographical languages could be classified into 6 categories. The main results are as follows: The geographical languages of 243 Ri are classified and categorized in the order of nature(116 Ri, 68.31%), manmade(30 Ri, 12.34%), and location related(23 Ri, 9.46%). The geographical languages of nature are quite much in comparison with the others. The geographical languages of 1,180 settlements are classified and categorized in the order of nature(520units, 44.06%), location related(329 Units, 27.88%), and manmade(184 Units, 15.59%). The geographical languages of nature are much in comparison with the others, but are less than them of 243 Ri.

• Korean Journal of Child Studies
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• v.31 no.6
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• pp.153-166
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• 2010

The purpose of this study was to examine Korean young children's acquisition of honorific expressions. The participants of the present study were 297 young children (ages 3-5 years) from Kyunggi province. The results of the study showed that young children acquire honorific markers in the order of hearer-honorific expressions, subject-honorific expressions, and then object-honorific expressions. Five-year old children acquired at least 75% of the hearer-honorific expressions. The result can be explained by the fact that most of them were used in greetings. Even though more than 90% of five-year old children acquired the subject-honorific marker si, the acquisition rates of subjecthonorific nouns and subject-honorific verbs were less than 10%. Finally, the acquisition rates of objecthonorific expressions were less than 20%, with the exception of the object-honorific noun ce. The results of the study suggest that educational programs should be developed in order to facilitate the acquisition of honorific markers in young children.