• Korean Journal of Human Ecology
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• v.23 no.4
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• pp.599-611
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• 2014

The purposes of this study were (1) to explore the gender differences in children's overt aggression and relational aggression and (2) to investigate the effects of preschool children's gender, temperament, emotional regulation, and maternal parenting stress on overt aggression and relational aggression. The participants were 173 preschool children and their mothers from three day care center and two kindergarten in Seoul and Gyeong-gi province. The data were analyzed using descriptive statistics, t-test, correlations, and multiple regressions. The results were as follows: (1) There was statistically significant gender difference in preschool children's overt aggression, but there was statistically no significant gender difference in preschool children's relational aggression. Boys displayed more overt aggression than girls. (2) Preschool children's emotional regulation and activity explained children's overt aggression and relational aggression. When preschool children expressed more emotional regulation, they showed less overt aggression and relational aggression. Preschool children, who perceived having more activity from mothers, diaplayed more overt aggression and relational aggression. Gender was found to affect preschool children's overt aggression.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.22 no.2
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• pp.74-80
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• 2011

Attention-deficit hyperactivity disorder (ADHD) is a neurobehavioral disorder with an onset of symptoms before 7 years of age, often starting as early as the preschool years. The off-label use of methylphenidate (MPH) for 3- to 6-year-old preschool children with ADHD is being more common, although MPH is not licensed for use in children younger than age 6 years, in most countries. Despite the limited data, the review of the literature suggests that MPH meets evidence based criteria as beneficial and safe for carefully diagnosed ADHD preschool children. Carefully monitored administration of evidence-based psychotropic medication in preschool children with ADHD may be indicated if psychosocial treatments are ineffective.

• Journal of Families and Better Life
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• v.20 no.4
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• pp.103-111
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• 2002

This study is to examine the relationship of HOME and personality with Preschool children's school readiness. The subjects were 138 children(4 to 6 year-old) and their mothers in Seoul, Gyunggi-do, and Chungnam. The instruments for this study were Cooperative Preschool Inventory(CPI), The Home Observation for Measurement of the Environment(HOME), and Children's Personality Test. The data were analyfed by Pearson's r, stepwise regression, ANOVA, Scheffe test for the post hoc test, and Cronbach a for the reliability in SPSS PC program. The major findings with the preschool children's school readiness were as follows. 1) That was significant correlations with HOME(language environment and encouragement of independence) and personality(sociability and familiarity). 2) That was explained significantly by sociability, encouragement of independence, language environment, and stimuli for development. 3) That was no sex-difference and was an increase by age. 4) There were significant differences in preschool children's school readiness, HOME, and personality by familial demographic variables.

• Korean Parent-Child Health Journal
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• v.18 no.2
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• pp.88-99
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• 2015

Purpose: This study was conducted to examine mother-child interactions and the quality of life of preschool children with epilepsy as perceived by mothers, and to investigate the relation between mother-child interactions and the quality of life of preschool children with epilepsy. Methods: Participants for this study consist of 92 mothers of children with epilepsy aged three to six years who were treated at university hospitals and a city hospital located in Seoul, Korea. The instruments used for this study were mother-child interactions of preschool children scale and the Korean version of the TAPQOL (TNO-AZL Preschool children Quality of Life). Results: The level of mother-child interactions for preschool children with epilepsy showed a mean score 125.91. The category of dyadic domain was rated the highest while the child domain category was rated the lowest. The level of mother-child interactions for preschool children with epilepsy showed a significant difference according to the mother-child relationship, birth history, seizure frequency, number of antiepileptic drugs and combined disabilities. The quality of life of children with epilepsy showed a significant difference according to the mother-child relationship, birth history, seizure frequency, number of antiepileptic drugs and combined disabilities. There is a statistically significant positive correlation between mother-child interactions and quality of life of preschool children with epilepsy. Conclusion: This study suggests that the mother-child interaction of preschool children with epilepsy showed a tendency to be led by mothers. In order to stimulate mother-child interactions, mothers should help their children enhance their reaction and participation.

• Human Ecology Research
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• v.51 no.4
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• pp.403-412
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• 2013

The purpose of this study was to explore the general tendencies of maternal parenting stress, coping style, marital satisfaction and preschool children's withdrawal behavior as well as to investigate the effects of maternal parenting stress, coping style, and marital satisfaction on preschool children's withdrawal behavior. The participants involved 86 mothers of preschoolers and their teachers from one day care center and two kindergartens in Seoul and Gyeong-gi province. Maternal parenting stress, coping style and marital satisfaction were assessed by the mothers' self-reports, whereas the preschool children's withdrawal behavior was assessed by the teacher's report. The data were analyzed by using descriptive statistics, correlation analysis, t-test and multiple regressions. The collected data was analyzed by SPSS ver. 15.0. The major findings were summarized as follows: There were no differences between maternal parenting stress, coping style and marital satisfaction between mothers of boys and girls. Further, there were differences in preschool children's withdrawal behavior between boys and girls; girls showed more withdrawal behaviors than boys. Typical stress due to parenting, outsider's help coping style and marital satisfaction explained the withdrawal behavior of preschool children. As the level of typical stress increase in mothers, preschool children showed increased withdrawal behavior. Moreover, as mothers used fewer outsider's help coping style and had lower marital satisfaction, their preschool children's showed increased withdrawal behavior. In conclusion, maternal parenting stress, coping style and marital satisfaction significantly influence on preschool children's withdrawal behavior.

• Korean Journal of Community Nutrition
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• v.8 no.1
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• pp.3-14
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• 2003

The purpose of this study was to estimate the nutrient intake, dietary habits, and body indices among preschool children. The study subjects were 166 kindergarten children, aged 4 to 6 years. A measurement of the weight, height, chest circumference, and head circumference of the children was conducted. The general home environment and factors related to the eating habits of children were collected using a questionnaire that included information about physical activity, outdoor playing time, television watching, family income, and parents education and occupations. Underweight, overweight were defined based on a value of less than 110 and more than 140 on the Rohrer Index, or less than 90 and more than 120 on the weight-length index (WLI). The average Rohrer and WLI for the preschool children were 14.3 $\pm$ 23.2% and 104 $\pm$ 13.5%. Using the WLI, 12.7% of the preschool children were underweight 62.6% were normal, and 24.7% were overweight or obese. On the Rohrer Index, 32.0% of the preschool children were underweight, 34.7% were normal, and 34.1% were overweight or obese. With regard to frequency of regularity of eating breakfast, 2.5% of preschool children skipped breakfast every morning. The risk of being overweight increased in preschool children who had faster eating times. The Rohrer and WLI were negatively related to faster eating times. The average daily energy intake was 1272 Kcal, which corresponded to 79.5% of the Korean RDA. In particular, the average intakes of calcium, iron, and vitamin B$_2$ were much lower than the Korean RDAs for each of those nutrients. Children whose mothers had occupations were at greater risk of decreased nutrient intake than those whose mothers were at home. The data presented in this study confirm that, in preschool children, undernutrition remains the nutritional problem of great concern in Korea, even though Koreans are starting to have worrisome rates of overweight. Therefore, during the early years of life, focus should remain on sustaining Proper growth and development.

• Allergy, Asthma & Respiratory Disease
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• v.6 no.6
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• pp.295-302
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• 2018

Purpose: It is thought that Mycoplasma pneumoniae infection is more prevalent and causes more severe pneumonia in school-age children and young adults than in preschool children; however, recent studies suggest that the infection may be underdiagnosed and more severe in preschool children. This study investigated the clinical characteristics of Mycoplasma pneumoniae pneumonia (MPP) and the risk factors of refractory MPP (RMPP) by age. Methods: We retrospectively reviewed the medical records of 353 children admitted due to MPP from January 2015 to December 2016. Demographics, clinical information, laboratory data and radiological findings were collected from all patients in this study. The patients were divided into 2 groups by the age of 6 years. Also, both preschool (< 6 years old) and school-age (${\geq}6$ years old) children were divided into RMPP and non-RMPP patients. Results: Total febrile days, febrile days before admission and the duration of macrolide antibiotic therapy were significantly longer in school-age children than in preschool children. School-age children had significantly greater risk of lobar consolidation (P=0.036), pleural effusion (P=0.001) and extrapulmonary complications (P=0.019). Necrotizing pneumonia and bronchiolitis obliterans tended to occur more frequently in preschool children than in school-age children. In both preschool and school-age children, lactate dehydrogenase (LDH) levels were significantly higher in RMPP patients than in non-RMPP patients. In preschool children, LDH > 722 IU/L (odds ratio [OR], 3.02; 95% confidence interval [CI], 1.44-6.50) and ferritin > 177 ng/mL (OR, 5.38; 95% CI, 1.61-19.49) were significant risk factors for RMPP, while LDH > 645 IU/L (OR, 4.12; 95% CI, 1.64-10.97) and ferritin > 166 ng/mL (OR, 5.51; 95% CI, 1.59-22.32) were so in school-age children. Conclusion: Clinical features of MPP were significantly different between preschool and school-age children. LDH and ferritin may be significant factors of RMPP in preschool and school-age children.

• Journal of Korean Academy of Nursing
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• v.46 no.2
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• pp.183-193
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• 2016

Purpose: The purpose of this study was to identify the effects of the program to promote drinking knowledge, attitudes, and coping behavior in preschool children. Methods: A quasi-experimental with non-equivalent control group pretest-posttest design was conducted. The participants were 123 five year old children from G city. They were assigned to the experimental group (n=77) or the control group (n=46). A pretest and posttest were conducted to measure main variables. For the experimental group, the drinking prevention program was given for 6 weeks. Data were analyzed using ${\chi}^2$-test, t-test, and ANCOVA. Results: After the intervention, preschool children in the experimental group reported significant differences in drinking knowledge (F=9.25, p =.003), drinking attitudes (F=19.57, p<.001), and coping behavior (F=16.38, p<.001) compared to preschool children in the control group. Conclusion: The results of this study indicate that a drinking prevention program for preschool children is effective in increasing drinking knowledge, attitudes, and coping behavior. This drinking prevention program is recommended as an effective intervention for preschool age children to postpone an early introduction to drinking.

• Korean Journal of Childcare and Education
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• v.18 no.6
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• pp.1-19
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• 2022

Objective: The purpose of this study is to confirm the structural relationship among maternal parenting stress, neglectful mediation of smart media and the over use of smart media in preschool children. Methods: Quantitative surveys were conducted to measure maternal parenting stress, smart media neglect mediation, and over use of smart media in preschool children. In addition, the mediating effect of maternal neglectful smart media mediation in maternal parenting stress and preschool children's over use of smart media was verified using the Amos 23.0 and SPSS 26.0 programs Results: Maternal parenting stress and mother's neglectful mediation of smart media had a direct effect on preschool children's over use of smart media. In addition, mother's neglectful mediation of smart media mediated the influence of the mother's parenting stress on preschooler children's over use of smart media. Conclusion/Implications: These findings emphasize the important role of maternal stress in preschool children's over use of smart media. And maternal competence such as supervision and limit setting is an important role in preschool children's use of smart media, so it is necessary to develop a practical and diverse parenting education program in order to reduce.

• Korean Journal of Child Studies
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• v.24 no.2
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• pp.51-62
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• 2003

This study investigated differences in play types of preschool children with disabilities both in mainstreamed and segregated classrooms. The play behaviors of 50 preschool children with disabilities were observed and videotaped during free play time. Differences were found in children's dramatic and group play. Conclusions were that mainstreamed preschool program emphasizing a play-based curriculum could be an effective model for children with disabilities by providing for a variety of play types. Implications for mainstreaming education and for teacher education were discussed.