• Journal of the Korean Home Economics Association
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• v.38 no.1
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• pp.9-23
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• 2000

This study was designed to test the differences in children's social information-processing patterns and bahavioral characteristics among four different groups of peer status, and to evaluate the predictability of peer status from social information-processing and social behavior. In addition, age and sex differences were assessed. The subjects were 80 boys and 80 girls identified as popular, average, neglected, and rejected by their peers in the first and the third grade. They responded to a sociometric test and three hypothetical social dilemmas, while behavioral characteristics were rated by their teachers. The data were analyzed by ANOVAs, and discriminant analyses. The results showed that children's social information-processing patterns were not significantly different by peer status except the number of interventions requested. Whereas children's behavioral characteristics were different by peer status in all of the four domains. Children's social information-processing patterns and behavioral characteristics were different in part by age and sex. The important predictors of peer status were hyperactive-distractive, anxious-withdrawn, sociable-prosocial behaviors, and the number of interventions requested.

• Korean Journal of Child Studies
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• v.23 no.1
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• pp.1-16
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• 2002

This study explored resilience and protective factors in children at-risk. Teachers of 755 children in child care centers replied to questionnaires regarding resiliency and behavior problems; children's mothers replied to questionnaires about risk factors, own parenting, and family hardiness. The data of 216 vulnerable children and 355 children in a comparative group who had not been exposed to any risk factors were analyzed. Findings showed that resilience was differentiated by gender and age; that is, resilience in the vulnerable group covaried as a function of gender and age. The resilience level of the vulnerable group was lower than the comparative group. Children with fewer behavior problems had a higher level of resilience, and resilience was higher for vulnerable children with higher levels of protective factors.

• Korean Journal of Child Studies
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• v.28 no.5
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• pp.37-54
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• 2007

Variables studied in relation to children's school adjustment were child's sex, grade, and ego-resilience maternal employment, parents' age, parents' academic background, mother's emotional expressiveness, and monthly household income and perception of social support. Subjects were 548 4th, 5th and 6th grade students and their mothers. Results showed that children's school adjustment varied by child's grade in school and ego-resilience, parents' age, father's academic background, mother's emotional expressiveness and monthly household income. Children with higher ego-resilience, whose mothers showed more positive emotional expressiveness and who perceived more social support from peers, family, and teachers showed higher adjustment to school life. Among these, support of peers was the most significant variable.

• Journal of the Korean Home Economics Association
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• v.43 no.3 s.205
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• pp.185-197
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• 2005

The purpose or this study was to investigate the effects of children's internal (age, sex, self-respect) and external (maternal belief, childrearing behavior) variables on self-regulation. The subjects were 2004-and-5-year-olds, their mothers, and teachers. Children's age, sex, and self-respect had m influence on self-regulation; that is 5-year-olds were higher than 4-year-olds for behavioral self-regulation, girls were higher than boys for cognitive and behavioral self-regulation, and the high self-respect group was higher than the low self-respect group for cognitive self-regulation. The psychological controlling and externally directed strategies had a negative influence on children's self-regulation. Maternal affectionate childrearing behavior had an influence on children's self-regulation; that is the high affectionate group had children with higher self-regulation.

• Journal of the Korean Home Economics Association
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• v.36 no.6
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• pp.27-40
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• 1998

The purpose of this study was to examine the role of children's characteristics, family environment and child care quality in socio-emotional development of children among dual-worker families. The sample consisted of 138 children aged 5-7 and their parents. Descriptive statistics, t-tests, correlation analysis, one-way ANOVAs, and stepwise regression were used to analyze data. Results showed that there were significant sex differences in children's temperament and popularity. Mother's marital satisfaction had a negative correlation with peer rejection. Low maternal role conflict and child's age had effects on children's self-perception. Moreover, sex and age of the child, mothers' responsive parenting, number of teachers in the classroom were significant predictors for children's peer rejection.

• Korean Journal of Child Studies
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• v.19 no.1
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• pp.155-167
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• 1998

The purpose of this study was to analyze the quality of the constructive play of 3, 4 and 5 year-old children. The researchers used unit blocks as the instrument because they are the most representative examples of constructive play materials. The subjects were 73 children enrolled in a half-day early childhood education program. The children's block play was videotaped 8 times, for a total of 330 minutes. The videotapes were transcribed and assessments were made on the children's 233 constructions in terms of the developmental stage of block play, the variety of materials used, play duration, and play intensity. The data were analyzed through two-way ANOVA to check age and sex differences. The results showed that children's developmental stages of block play were low on the average and that girls did not show an active interest in block play. The results also implied that block play developed by play experience rather than by age. Therefore, this study was interpreted to highlight the importance of teachers' understanding, planning, and mediation of block play in order to induce high-quality constructive play.

• Korean Journal of Child Studies
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• v.18 no.2
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• pp.19-32
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• 1997

This study explored an alternative activity for the assessment of young children's literacy in Korea; namely, the evaluation of children's ability to construct meaning independent of decoding skill. The subjects were 78 children 4 to 5 years of age in Seoul. Instruments were the researcher's revised form of the Story Construction from a Picture Book, TRSR (Teachers' Ratings of Students' Reading) designed by van Kraayenoord & Paris (1996), and the revised form of the WLAT (Written Language Awareness Test, Kim, 1995). The assessment scores and oral responses of the children were analyzed by Pearson's r, MANOVA and one-way ANOVA, using repeated measures. The findings showed that (1) the story construction total scores were significantly correlated with WALT scores and the subcategory scores were intercorrelated with each other. (2) The story construction total scores differed by age, and (3) the 2 phase scores were higher than the 1 phase scores.

• 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.

• Korean Journal of Child Education & Care
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• v.18 no.3
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• pp.1-20
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• 2018

Objective: The purpose of this study is to provide practical data to effectively implement day care that respects the rights of infants in day care centers by investigating the relationship between private day care center teachers' empowerment, job satisfaction, infant's right respect care, and examining the influence of empowerment and job satisfaction of private day care center teachers on Infant's right respect care. Methods: The 228 day care teachers who work in private daycare centers located in Seoul and Gyeonggi province were the investigated subjects. For the analysis of questionnaire, frequency, percentage, reliability, t-test, ANOVA, correlation, and regression were used as SPSSWIN 20.0 program. Results: First, the difference of empowerment according to the individual variables of teachers was different to career, monthly salary, marital status, and turnover intentions. The difference of job satisfaction according to personal variables showed difference to age, career, marital status, type of work organization, and number of teachers and classes. There was a difference in infant's right respect care to age and marital status. Second, in the relationship between empowerment and job satisfaction and between empowerment and infant's right respect care, there was a positive correlation. The relationship between job satisfaction and infant's right respect care showed there is a positive correlation between infant's right respect care and all other factors except for the pay and promotion factors of job satisfaction. Third, Expert extension, autonomy, fellow relationship and job self have a positive influence on infant's right respect care. Conclusion/Implications: This study suggests that specific efforts should be made at the daycare center to raise the level of expertise and autonomy of private daycare teachers and to give satisfaction to their fellow relationship and their job self factors to effectively implement infant's right respect care.

• Research in Community and Public Health Nursing
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• v.1 no.1
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• pp.465-502
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• 1989

The purpose of this study was to find out the general characteristics of school health teachers, the status of school health resources and the degrees of self-confident performance for the 124 school health teachers in Pusan City. Data was collected by means of questionaires from Aug. 1986 to Mar. 1987. The data were analyzed by use of percentage, mean, standard deviation, t-test, ANOVA and Pearson-correlation coefficient. The results of this study were as follows: 1 . General Characteristics of School Health Teachers (SHT) 1) The average of age of the SHT was 32.8 years old and 39.5% of them were from 30 to 34 years old. 2) The average for school nursing experience of the SHT was 7.9 years and 37.9% of them were from 5 to 9 years. 3) The 45.2% of them have not the clinical experience. 4) The 74.2% of them were graduated from the 3 years college of nursing. 2. Status of school health resources and nursing activities. 1) The average of student number was 2497.3 and class number was 45.2. 2) The average of school health budget was 1039000 won and 27.7% of school health budget expended on examination cost. 3) Only 29.0% of all schools have organization for school health. 4) The 84.7% of all schools have health clinic separately and 69.1% of schools have less than $33m^2$ sized. 5) The average of clinic visitor number was 2111.8 for 1 year. 6) Major problem was on digestive system. And other problems were skin, respiratory, musculo-skeletal system and dental problem. 7) The number of literal message was 14.4 times for 1 year. 3. The degree of the school health teachers' self-confidence. The school health teachers' self-confidence was deviced into 6 and the maximum degree was 4. 1) Program planning & evaluation; 2.8 2) Clinic management; 2.9 3) Health education, 3.0 4) Management of school environment; 2.7 5) Health care services; 2.7 6) Operating of school health organization; 2.4 4. Significances to the degree of self-confidence on school health nursing activities. 1) There was significant difference between clinical management and Religion (t=2.15 p<.05) 2) There was significant difference between Operating of school health organization and level of school (F=3.588 p<.05) 3) Program planning & evaluation: expending time for clinical management (r=-0.184 p<.05) expending time for health care services (r=0.273 p<.01) 4) Clinical management: use of separate health clinic (r=0.151 p<.05) 5) Health education: use of separate health clinic (r=0.170 p<0.5) 6) Health care services: No. of student (r=-0.144 p<0.5) No. of class (r=-0.160 p<.05) 5. The degree of the school health teachers' self-discipline. The school health teachers' self-discipline was devided into 2 and the maximum degree was 2. 1) Program planning & evaluation:1.8 2) Clinic management: 1.9 3) Health education: 1.9 4) Management of school environment: 1.7 5) Health care services: 1.8 6) Operating of school health organization.: 1.3 6. Significances to the degree of self-discipline on school health nursing activities 1) Program planning & evaluation; Level of nursing education (F=4.309 p<.01) 2) Clinical management: Level of nursing education (F=3.587 p<.05) 3) Operating of school health organization: School health organization (t=-2.68 p<.01) 4) Health care services: School health organization (t=2,58 p<.05) 5) School health performance: School health organization (t=2.32 p<.05) 6) Program planning & evaluation: School health experience (r=0.239 p<.01) Expending time for program planning & evaluation (r=-0.172 p<.05) 7) Clinic management: School health experience (r=0.249 p<.01) Expending time for dinic management (r=0.181 p<.05) No. of student (r=-0.158 p<.05) Expending time of program planning & evaluation (r=-0.199 p<0.5) 8) Health education: School health experience (r=0.234 p<0.1) Expending time of program planning & evaluation (r=-0.193 p<.05) 9) Management of school environment: Age of school health teacher (r=0.142 p<.05) School health experience (r=0.255 p<.01) 10) Operating of school health organization: Medicine Purchase (r=-0.163 p<.05) 11) Health care services: School health experience (r=0.148 p<.05) Medicine purchase (r=-0.229 p<.01) 12) Total school health performance: School health experience (r=0.200 p<.05) Medicine purchase(r=-0.168 p<.05) Based on the above results, the suggestions are as follows: 1) As the SHT take charge of the reasonable number of student, the students will have benefit of the good health service in quality. 2) It is recommended to use the health clinic separately and to arrange adequate place for good school health service. 3) It is necessary that the SHT participate budget for school health. 4) It is required to enhance self-confidence on school health nursing activities through continuous educational programs.