• Korean Journal of Human Ecology
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• v.19 no.2
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• pp.271-283
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• 2010

This study was planned to investigate the effects of mathematical games with motion on young children's development. The study was performed to compose mathematical games with motion and just mathematical games for young children. The games were set up to be executed 16 times for 8 weeks. The results of this study were as follows: Mathematical games with motion had a significant effect on young children's mathematical problem-solving ability. Mathematical games with motion had a significant effect in every category on young children's ability for motion competence and mathematical games with motion had a significant effect on young children's socio-emotional development. There were significant differences between the control group and the experimental group except for the independence from teachers and peer interaction. Mathematical games with motion had a significant effect on young children's language ability.

• Korean Journal of Child Studies
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• v.35 no.3
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• pp.31-47
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• 2014

This study investigates the moderating effects of the teacher-child relationship on the relationship between young children's self-control and behavior problems. 150 young children aged 3, 4, and 5 and their 40 classroom teachers participated in this study. The results of this investigation reveal the following: (1) Young children's self-control is significantly related to behavior problems. (2) The teacher-child relationship (conflict, dependence, intimacy) is significantly related to young children's behavior problems. (3) The effects of self-control on young children's anxiety and withdrawal behavior are significantly moderated by conflict driven teacher-child relationships. (4) The effects of self-control on young children's aggression and impulsive behavior are significantly moderated by dependent teacher-child relationships.

• Human Ecology Research
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• v.61 no.2
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• pp.169-182
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• 2023

This study aimed to investigate the mediating effect of the screen media time of young children on the relationship between mothers' reasons for allowing young children to use screen media and their children's ability to regulate screen media. The participants consisted of 614 children aged 5-6 (312 boys and 302 girls), and all the survey questions were answered by their mothers. Descriptive statistics, Pearson's correlation, structural equation modeling, and bootstrapping analysis were employed to analyze the data using SPSS 25.0 and Mplus 8.6. The results were as follows. First, mothers' educational and ritualized reasons for allowing young children to use screen media and children's screen media time directly affected young children's ability to regulate screen media. Second, children's screen media time mediated the relationship between mothers' educational and ritualized reasons for allowing their children to use screen media and children's ability to regulate screen media. When mothers permitted their children to use screen media for educational purposes, their children were likely to spend less time on screen media usage which, in turn, increased their ability to regulate screen media. Conversely, the more mothers allowed their children to use screen media for ceremonial purposes, the more time their children spent on screen media and the less ability they had to regulate screen media usage. These outcomes suggest that, to improve children's screen media regulation ability, mothers must not routinely allow their children to use screen media and should manage their children's screen media time.

• Korean Journal of Childcare and Education
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• v.11 no.6
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• pp.19-36
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• 2015

This study examined the effects of young children's effortful control, maternal parenting and teacher-child closeness relationship on young children's leadership. The subjects of this study were 266, 4-5 year old children and their mothers and teachers. Young children's effortful control, maternal parenting, teacher-child relationship and leadership were assessed by mother's and teacher's report. The collected data were analyzed by means of Pearson's correlation and pathway analysis. The results were as follows: first, teacher-child closeness relationship was found to affect young children's leadership directly and indirectly through young children's effortful control. Second, maternal parenting was found to affect young children's leadership indirectly through young children's effortful control. Third, young children's effortful control was found to affect leadership directly and to have a mediating effect between maternal parenting and young children's leadership, and between teacher-child closeness relationship and young children's leadership. Additionally teacher-child closeness relationship was found to be the most important variable predicting young children's leadership. These findings suggest that teacher-child closeness relationship could be the most important means by which we could improve both young children's effortful control and leadership.

• Korean Journal of Child Studies
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• v.32 no.4
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• pp.135-146
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• 2011

The purpose of this study was to explore the relationship between young children's play characteristics, interactive peer play and Preschool children's behavior. The subjects of this consisted of 235 3- to 5-year-old children resident in Gyeonggi Province. Collected data were analyzed with SPSS statistical software. The results of this study were as follows : First, there was a significant relationship between play characteristics, interactive peer play and Preschool children's behavior. Second, in terms of the degree of play characteristics in evidence, interactive peer play appears to be a reliable predictor of young children's behavior.

• Korean Journal of Child Studies
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• v.29 no.3
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• pp.223-238
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• 2008

The purpose of this research was to study the effects of children's temperament, social competence, emotional intelligence, morality and parent's child rearing attitudes on young children's internalizing and externalizing problem behavior. Subjects were l34 five-year-old children attending day-care centers and kindergartens in Seoul, Korea. Analysis of the relationships among these variables was by correlation and stepwise multiple regressions. There were statistically significant correlations among the variables of temperament, social competence and parents' child rearing attitudes and young children's behavior problems. Variables influencing young children's internalizing behavior problems were children's temperament and parents' child-rearing attitudes; variables influencing children's externalizing behavior problems were children's temperament, their social competence, and parents' child-rearing attitudes.

• Korean Journal of Childcare and Education
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• v.16 no.4
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• pp.31-49
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• 2020

Objective: The purpose of this study was to examine cluster types according to the playfulness factors of young children and to predict the character strengths of young children which have an influence on the types of children's playfulness. Methods: Playfulness and character strength tests were administered to 237 young children. The playfulness groups were classified by cluster analysis and the logistic regression analysis. It was used to find the character strengths of young children that have a effect on the types of children's playfulness. Results: First, the children's playfulness groups were divided into a high playfulness group and a low playfulness group. Second, there was a significant difference in all character strengths according to the children's playfulness cluster, and the high playfulness group was statistically significantly high in all character strengths. Third, the children's character strengths influencing the high playfulness group were vitality and positivity, self-regulation, self-esteem, and sensibility. Conclusion/Implications: Based on these results, the necessity of supporting these character strengths was discussed in order to improve the playfulness of children in the education field.

• Korean Journal of Human Ecology
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• v.14 no.4
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• pp.521-529
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• 2005

The present study was to find out the differences of fathers' involvement in parenting, role satisfaction, and young children's social competence according to fathers' socio-demographic variables, and the relationships among fathers' involvement in parenting, role satisfaction and young children's social competence. The subjects of the study were 175 five-year-old children and their fathers from public kindergartens in Chongju, Jecheon, and Danyang. Questionnaires used in the study were the measures of father's involvement in parenting(Lee, 1999), role satisfaction(Cho, 1998), and young children's social competence(Han, 1997). Data were analyzed with frequency and percentage, mean and standard deviation, t-test, F-test, LSD post hoc test, and Pearson's correlation coefficient using SPSS program. Results of the study were as follows: First, there were differences in father's involvement in parenting, role satisfaction, and young children's social competence according to father's level of education, job, and income. Second, there were significant positive correlations among father's involvement in parenting, role satisfaction, and young children's social competence.

• Korean Journal of Human Ecology
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• v.15 no.1
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• pp.71-81
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• 2006

The purpose of this study is to examine the differences in young children's multiple intelligence and social behaviors based not only on Montessori and general programs of day care centers but also on their gender and social- demographic factors. The subjects were 329 young children (182 boys and 147 girls aged from four to five) from two day care centers in Cheongju city. The instruments used in this study were HAPI (Hillside assessment of Perceived Intelligence) to measure the surveyee's multiple intelligence and Park & Lee's scale to measure their social behaviors. The frequencies, percentiles, mean, standard deviations, Cronbach a, t-teat, F and LSD were used to analyze the collected data through SPSS WIN program. The results of this study are as follows: 1) As for young children's multiple intelligence, there are differences according to young children's gender, order of birth, parents' level of education and teacher's working period out of social-demographic factors. 2) As for the young children's social behavior, there are differences according to young children's gender, mother's level of education and teacher's working period out of social-demographic factors.

• Fire Science and Engineering
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• v.20 no.3 s.63
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• pp.48-53
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• 2006

The aim of the study intends to investigate the fire safety awareness level of the young children's parents in Seoul and to provide the base data in the education for the fire safety. The results of the study are as follows. The young children's parents consider the fire safety awareness level of our society low, though their fire safety awareness level be above the average. The young children's parents choose infants schools as appropriate place to receive education for fire safety. And the young children's parents consider the development and diffusion of fire-safety teaching materials for young children to be supplied first of all. Also the young children's parents recognized observation learning and a field trip activity as appropriate teaching-learning method for fire-safety education.