• Journal of the Korean Home Economics Association
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• v.48 no.10
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• pp.11-23
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• 2010

This purpose of this study was to understand how organizational communication affects organizational conflict and commitment. This study was based on a questionnaire survey of 238 teachers working in kindergartens and childcare centers in all parts of Korea except Jeju-do. This research used the following tools: the organizational communication scale, the organizational conflict scale, and the organizational commitment scale. The results were as follows: First, satisfaction with organizational communication showed statistically significant effects(${\beta}$ = -.529, p < .001) on organizational conflict. Secondly, organizational conflict had a negative correlation(${\beta}$ = -.398, p < .001) with organizational competence. Third, organizational conflict had a moderating effect between organizational communication satisfaction and the organizational commitment. Fourth, communication satisfaction had a moderating effect between organizational conflict and organizational commitment.

• Korean Journal of Child Studies
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• v.22 no.2
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• pp.29-47
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• 2001

In this study of 79 3- and 4-year-old children, behavioral inhibition was assessed by their preschool teachers; mother-child attachment was assessed by the researchers in home visits; and mothers reported on their parenting and their child's emotionality at 6-12 months of age. Findings were that insecure attachment was related to high child's distress reactions to limitations (negative emotionality) in early infancy and to strong maternal rejection/hostility. Higher maternal sensitivity to child's inhibition was related to more secure attachment. Girls were more highly inhibited than boys. Smiling and laughter (positive emotionality) in early infancy was negatively related to child's inhibited behavior. Maternal sensitivity to child inhibition was positively related to child's inhibited behavior. Findings are consistent with Engfer's (1993) theory of gender differences in developmental paths into behavioral inhibition.

• Journal of Families and Better Life
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• v.22 no.6 s.72
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• pp.63-73
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• 2004

The Purpose of this study, was to examine the effects of mothers' parental efficacy and parental practices on children's social ability. The participants included 218 five year old children (116 boys, 102 girls). This study employed the 'Parent self-agent scale (Dumka, Stoerzinger, Jackson, & Roosa, 1996), a modified version of 'child rearing practices report'(Block, 1981), and 'Preschool Sociaffective Profile' (LaFreniere, Dumas, Capuano & Dubeau, 1992). Parental efficacy and parental practices were evaluated by the mothers. The children's social ability was evaluated by both mothers and teachers.'rho main results were as follows: (1) The children's social ability was affected significantly by their gender. (2) The parental efficacy was positively correlated with authoritative parental practices. (3) Children's gender, mothers' parental efficacy, and authoritative parental practices affected children's social ability.

• Journal of the Korean Home Economics Association
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• v.43 no.5 s.207
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• pp.57-79
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• 2005

The purpose of this study was to investigate the needs assessment and satisfaction level of family support services for preschoolers with disabilities. The subjects were 146 mothers and 138 teachers of 3- to 6-year- old preschool children with disabilities in integrated kindergartens in Daegu, Seoul, and Kyungnam. The major findings of this study were as follows. First, mothers needed information and financial support most. The level of the mother's needs was related to the type and degree of disabilities, child's sex, child's age, mother's educational level, and father's occupation. Second, the satisfaction level of mothers in the integrated kindergarten education programs was generally low. Third, mothers needed parental training of child's problem behavior, mother-child interactions program, and parental education of developing child's creativity.

• Child Studies in Asia-Pacific Contexts
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• v.2 no.1
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• pp.45-60
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• 2012

This project examined 2, 3, and 4-year-old children (N = 34) in a university campus child care setting to assess their understanding of the graphic features they use in their emergent writing (to distinguish it from a drawing of the same referent). The graphic features present in samples of the children's work were examined and compared to the graphic features children could identify through verbal and nonverbal communication. We examined the frequencies of graphic feature identification, as well as significant differences between graphic feature usage and graphic feature identification. The most frequently used graphic features were linearity, unidirectionality, and small size of units. The most frequently identified graphic feature was conventional letter. Overall, children used significantly more graphic features than they were able to identify. Significant relationships comparing the 2-year-old group and 4-year-old group's usage and identification were also found. The findings are discussed in terms of their application to early childhood classrooms. Teachers can apply these findings when engaging children in conversations about their emergent writing; these discussions are explored as a beneficial teaching tool.

• Korean Journal of Child Studies
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• v.29 no.2
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• pp.155-176
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• 2008

This study explored variables related to Korean language education for preschool children with multicultural family backgrounds. Participants were 21 Korean language teachers and 14 women who immigrated from China, Japan, Mongolia, Philippines, and Vietnam to marry Korean men. They were mothers of children 2 to 7 years of age and had lived in Korea an average of five years. Mean age of mothers was 37(range of 30 to 43). Half had college and none had less then middle school education. They were interviewed with a series of semi-structured questionnaires. The children were reported to have a low level of vocabulary and articulation because their mothers could not provide fruitful oral language experiences. Supporting systems including family literacy were discussed.

• International Journal of Computer Science & Network Security
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• v.22 no.1
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• pp.161-166
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• 2022

The article describes technologies in a unified methodological vein, since teaching based on them at the present stage is clearly eclectic in nature and depends on the individual - "biased" - professional attitude of teachers to technologies and those ideologies that gave rise to them. In this article, the future teacher will get acquainted with only some of these technologies. With the hope that this article will help the future teacher understand the essence of the technological approach, determine his pedagogical position and improve his pedagogical culture.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.5
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• pp.417-426
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• 2019

This study examined to offer practical implications for the bullying for the prevention and response in early childhood education at the scene of the bullying that occur by to confirm the perception of the bullying to pre-service early childhood teachers. The survey questionnaire was completed by 313 pre-service early childhood teachers. SPSS Win program was used to perform frequency analysis, ANOVA. (1)The perception of bullying were significantly different according to grade and experience of child care practice, classroom observation, education program for taking preventive measure. (2)Teachers' perception about the action that can be seen as bullying followed by 'apply the violence, such as kicking, or were frequent', 'shared in things that often prevents','often to another carrier or shame in front of a friend'. (3)Perception about characteristics of bullying Perpetrators was 'aggressive behavior and talk much' and perception about characteristics of bullying victims was 'shy and not much'. (4)The reason of bullying perpetrators was 'Just for fun without a special reason' and the cause of bullying victims was 'problem of parents' child-rearing attitudes and home environment'. (5)Important institutions to combat bullying prevention followed by teacher, parents and family, community and the nation, preschool educational institution. Teachers guidance content of combat and prevent bullying was 'to be isolated from the class to infants continue to monitor'. Parents guidance content of combat and prevent bullying was 'communicate a lot and attention to children'. Early childhood education institutions guidance content of combat and prevent bullying was 'operations to come up with the bullying prevention education in educational time'. This study indicated that it is necessary to make efforts for increasing perception of bullying in pre-service early childhood teachers.

• Child Health Nursing Research
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• v.21 no.2
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• pp.107-114
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• 2015

Purpose: The purpose of this study was to explore the relationships among preschoolers' smartphone addiction tendency, problem behaviors, and parenting efficacy of the mothers of these children. Methods: A cross-sectional, descriptive study design was used with self-administered questionnaires. A total of 83 mothers of preschoolers aged 4-6 years and their preschool teachers from a kindergarten participated in the study. Results: Mean daily time spent by the preschoolers on smartphones was about 45 minutes/day. About 40% spent more than 60 minutes/day on smartphones. The majority (69.8%) used smartphones without adult supervision. The level of smartphone addiction tendency among the preschoolers was $1.52{\pm}0.45$ on a 4-point scale. Preschoolers whose mothers use smartphones for more than 60 minutes/day showed a higher level of smartphone addiction tendency than preschoolers whose mothers use smartphones for less than 60 minutes/day. Also smartphone addiction tendency among preschoolers had a positive correlation with hyperactive-distractible behavior (r=.228, p=.038) and a negative correlation with parenting efficacy of their mothers (r=-.299, p=.006). Conclusion: Our findings demonstrated that preschooler's smartphone addiction tendency is significantly associated with hyperactive-distractible behaviors of the children and low parenting efficacy among their mothers. Therefore well-designed care plans for these populations should be provided to decrease smartphone addiction tendency.

• The Korean Journal of Community Living Science
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• v.22 no.1
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• pp.145-154
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• 2011

This study investigated the effects of young children's learning-related skills and the maternal involvement on academic abilities. The sample consisted of 310 children from 7 child-care centers located in Seoul and Gyeonggi Province. All variables were measured by the teachers and the mothers of surveyed children. The instrument included the Korean Child Development Inventory(K-CDI) for 4 to 6-year olds and Preschool Learning Behavior Scale(McDermott et al 2000) and the questionnaire on mother's involvement about their children's education. The collected data was analyzed by t-test and hierarchical regression using the SPSS Program. The findings are as follows. First, regardless of the family income level, verbal comprehension and numerical abilities were positively associated with their learning-related skills of young children. Second, the interaction effect of learning-related skills and the mothers' involvement on verbal comprehension of young children in the low-income families was observed. However, no interaction effect was seen in terms of learning-related skills and the maternal involvement on verbal comprehension and numerical abilities of young children in the high-income families. These findings highlight the importance of learning-related skills and their mothers' involvement during the preschool period for the low-income family in improving the early academic achievement.