• Journal of the Korean Home Economics Association
• /
• v.44 no.12
• /
• pp.43-52
• /
• 2006

The purpose of this study was to investigate the relationships between mother's management behaviors of their children's peer interaction, their beliefs about social skills, recollections of childhood peer relationships, and interpersonal competence. Subjects consisted of 258 mothers of 4- to 5-year-old children. The sample of mothers completed a series of questionnaires assessing their beliefs of social skills, their peer experiences, and the involvement activities of their children's peer relationships. The results indicated that the beliefs about social skills, recollections of childhood peer relationships, and interpersonal competence were associated with the mother's management behaviors. Maternal memories of childhood peer relationships were the best predictor of mother's management behaviors of their children's peer interaction.

• Korean Journal of Child Studies
• /
• v.38 no.2
• /
• pp.67-79
• /
• 2017

Objective: The purpose of this study was to explore the mediating effects of executive function and emotion regulation of preschoolers on the relationships between mothers' affective parenting and preschoolers' peer competence. Methods: The participants were 3 to 5 year old preschoolers and their mothers (N = 241) living in Busan and Kyungnam province. Data analysis methods included descriptive statistics, Cronbach ${\alpha}$, Pearson's correlation analysis, and SEM. Data were analyzed using the SPSS Statistics 23.0 program and Amos 23.0 program. Results: The major findings of this study are as follows. First, mothers' affective parenting, preschoolers' executive function, emotion regulation, and peer competence correlated positively. Second, the relationship between mothers' affective parenting and preschoolers' peer competence was mediated by preschoolers' executive function and emotion regulation. Conclusion: These findings suggest the importance of mediating effects of preschoolers' executive function and emotion regulation on the relationship between mothers' affective parenting and preschoolers' peer competence.

• Korean Journal of Childcare and Education
• /
• v.15 no.4
• /
• pp.37-57
• /
• 2019

Objective: The purpose of this study was to examine the sequential mediating effects of self-esteem and positive peer play interaction between warmth parenting and the social competence of preschoolers. Methods: The 7th wave of the Panel Study on Korean Children(2014) was used to analyze 1,113 preschoolers. Sequential mediation effects were analyzed using SPSS Process Macro(Hayes, 2013). Results: Warmth parenting indirectly affected preschooler's social competence (cooperation, assertion, self-control) by yielding sequential mediation effects on self-esteem and peer play interaction. Namely, warmth parenting does not directly affect social competence but does have a significant effect on preschooler self-esteem, which positively affected peer play interaction. This path increases the social competence(cooperation, assertion, self-control) of preschool children. Conclusion/Implications: In order to increase the social competence (cooperation, assertion, self-control) of preschool children, it is important for the preschooler to consider themselves a worthy person and to learn positive interaction techniques through warmth parenting.

• Korean Journal of Human Ecology
• /
• v.20 no.3
• /
• pp.611-623
• /
• 2011

The purpose of this study was to investigate young children's play preferences through observation at their classrooms and to examine the relationship between children's play preferences and their peer competence and peer acceptance. The subjects were 55 four-year-old children from a kindergarten in C city of Chungnam province. The data was analyzed by MANOVA, t-test, and Pearson's correlation. The results were as follows: first, boys and girls showed different play preferences except for language play and science play. Boys were better liked by same-sex peers while girls were better liked by other-sex peers. Second, there were significant correlations among certain play preferences. Block play preferences were negatively correlated with other play preferences. Third, some play preferences were significantly associated with some sub-dimensions of peer competence. Language play displayed a positive relationship to pro-social behavior, but art play showed a negative relationship to leadership. Finally, peer acceptance was positively correlated only with number/manipulation play preferences. Other-sex peer acceptance was positively correlated with number/manipulation play preferences and art play preferences but negatively with block play preferences.

• Korean Journal of Child Studies
• /
• v.17 no.2
• /
• pp.107-119
• /
• 1996

This study investigated social competence, peer contacts, and emotional development in children of lower SES employed mothers. Instruments were Choi's (1992) questionnaire on social competence, Pettit's (1988) questionnaire on peer contacts, and Kang's (1986) and Kim's (1993) questionnaires on emotional development. The data was analyzed by t-test. Social class differences were found in children's social capability, leadership and anxiety, in peer contacts, and in emotional disturbance and aggression.

• Korean Journal of Child Studies
• /
• v.31 no.1
• /
• pp.83-99
• /
• 2010

This study examined whether children's self-esteem has a mediating effect upon the need for peer approval in terms of both depression and social competence. The participants of this study were 393 5th graders in Seoul and Gyeonggi-do. The children filled out questionnaires on the need for peer approval, self-esteem and depression. Teachers were asked to rate the levels of the children's social competence. Data were analyzed by means of structural equation modeling. Our results indicated that self-esteem mediated effects of the need for peer approvals on children's depression. Children who sought positive approval from peers had higher self-esteem, which in turn lowered the level of children's depression. Children who avoided negative approval from peers had lower self-esteem, which in turn contributed to children's depression. However, self-esteem did not have a mediating effect upon the need for peer approval in terms of children's social competence.

• Korean Journal of Childcare and Education
• /
• v.17 no.2
• /
• pp.121-142
• /
• 2021

Objective: The purpose of this study is to examine the mediating effect of teacher-child emotional, verbal, and behavioral interactions on the relationship between teacher playfulness and children's peer abilities. Methods: The research method used the questionnaire method to collect data on 420 children aged 3-5 years old, targeting 108 homeroom teachers working at early childhood education institutions located in Seoul and Gyeonggi area. The collected data was analyzed using the IBM SPSS 23.0 statistical program and the PROCESS macro of Hayes (2013). Results: This study confirmed that teachers' verbal, emotional, and physical interactions are closely related to young children's peer competence. In addition, it was confirmed that the teacher's playability is an important variable that affects not only the emotional, verbal, and physical interactions between the teacher and the infant, but also the peer competence of young children. Conclusion/Implications: The results of this study have significance as basic data that suggests that it is necessary to improve the playability of teachers and increase the quality level of the multifaceted aspects of teacher-infant interaction in order to support young children's peer competence.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.14 no.1
• /
• pp.148-156
• /
• 2013

This study tried to analyse the effect of young children's sexuality, ages, temperament and emotional intelligence upon the peer competence. The subjects were 250 children from H and W childcare center in J city. Date were analysed by multiple regression analysis with SPSS. According to this research, there are three specific results. First, a general tendency of children's temperament, emotional intelligence and peer competence is related with normal distribution. The Second indicated that the peer competence was closely associated with young children's sexuality, ages, temperament and emotional intelligence. Finally the emotional intelligence was the strongest predictor for peer competence of young children and sexuality and temperament also notable variables. Therefore, according to this research, a special education program for improvement of peer competence is strongly desired.

• Korean Journal of Child Studies
• /
• v.27 no.4
• /
• pp.65-80
• /
• 2006

Data were collected from 110 preschoolers, 59 boys, 51 girls (ages 4-5) and their mothers. Peer competence was assessed by the Child Behavior Scale (Birsh & Ladd, 1998) and the Peer Rating Scale (Asher et al., 1979). Children's internal representations were measured by the MacArthur Story-Stem Battery (2004) and coded by the MacArthur Narrative Coding Manual (2004). Maternal parenting behaviors were observed during mother-child interaction at home and analyzed with the Teaching Strategies Rating Scale (Erickson, Sroufe, & Egeland, 1985). Data were analyzed by structural equation modeling analysis. Results confirmed the pathway from maternal parenting behaviors via children's internal representations to peer competence showing a significantly good model fit.

• Journal of the Korean Home Economics Association
• /
• v.32 no.4
• /
• pp.193-208
• /
• 1994

This study investigated the causality of the children's self-perceived competence and related variables(age, sex, socio-demographic variables, family structure, the number of brother, home environmental process variables and peer group environmental variables.) The subjects of this study were 842 children at age five, seven, nine, eleven and thirteen attending kindergartens. elementary schools and junior high schools and their mothers in Seoul. This study employed children's self-perceived competence scales(The Pictorial scales for 5, 7, Qestionnaire for 9, 11, 13) home environment scales and peer group enviornment scales(the Pictorial scales for 5, 7 Qestionnaire for 9, 11, 13) Freqencies one way-ANOVA Pearson's Cronbach's αmultiple regression and path analysis were used for data-analysis. Major findings were as follows: 1. The results of the analysis of causal model showed that the variables that affected cognitive self-perceived competence directly were age, sex, parent's education economic status of the home the number of brother and peer's emotional support 2. The results of the analysis of causal model showed that the variables that affected social self-perceived competence directly were sex, economic status of the home, peer's emotional support and common activity. 3. The results of the analysis of causal model showed that the variables that affected physical self-perceived competence directly were age, sex, peer's emotional support and common activity.