• Korean Journal of Child Studies
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• v.20 no.4
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• pp.25-42
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• 1999

The teacher's role scale for improving young children's creativity is designed for both teacher self-rating and observer rating. Content validity was determined by 5 experts who defined the domains of specific content. Construct validity was obtained by the self-ratings of 404 teachers of 3- to 5-year-old children. Five factors using 38 items of the original 59 were found to be related to the teacher's role in improving young children's creativity. The factors were Indulgence and Perseverance, Flexibility, Originality, Elaboration, and Fluency. Convergent validity was confirmed by positive correlations of the Teacher's Role Scale with the Teacher's Creativity Test of the Korean Institute for Research in the Behavioral Sciences. For internal consistency, Cronbach ${\alpha}$ of the 5 factors ranged from .74 to .88. Test-retest reliability coefficientents ranged from .653 to .838. These results confirm the Scale as a valid and reliable measure of the teacher's role in improving the creativity of young children.

• Korean Journal of Child Studies
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• v.16 no.1
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• pp.167-181
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• 1995

The purpose of this study was to examine how the intervention of a literacy environment influences young children's literacy behavior in dramatic play. Four classrooms at S kindergarten and Y kindergarten in Seoul were randomly selected for this study. Each of the classrooms was designated as an experimental group: that is, experimental group A (38 children), experimental group B (34 children), experimental group C (35 children) and a Control group (40 children), respectively. Group C was provided with literacy materials, theme of dramatic play and teacher's intervention. Group B was provided with literacy materials and theme of dramatic play. Group A was provided with only literacy materials. It was found that the intervention of the literacy environment in dramatic play brought about an increase in children's total literacy behavior, increase in the frequency of children's reading behavior, and increase in the frequency and function of children's writing.

• Korean Journal of Child Studies
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• v.29 no.1
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• pp.49-61
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• 2008

This study explored the contents of young children's verbal communications with their teachers in play situations. Participants were 2- to 6-year-old children. Results of observations showed 10 different verbal categories : making demands, asking questions, boasting, complementing the teacher, gaining recognition from the teacher, telling tales, explaining, making suggestions, asking permission, and insisting on one's own way. The five categories most frequently observed in older children were demanding, asking questions, boasting, explaining, and insisting on one's own way. Teachers were advised to prepare to respond more effectively to the variety of young children's verbal communication with their teachers.

• Journal of Families and Better Life
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• v.28 no.5
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• pp.251-262
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• 2010

This study examines the relationship between a mother's psychological well-being and children's problematic behavior(withdrawal, depression anxiety, aggression and emotional instability). In order to expand the study on the relationships, special attention was given to the possible mediator effects of mother's coping style with children's negative emotions. The subjects were 305 mothers with children 4-5 years old residing in the cities of Cheonan and Seongnam. It was found that mother's psychological well-being was significantly related to the level of children's withdrawal, depression anxiety, aggression and emotional instability. The mother's coping style with children's negative emotions were also significantly related to the mother's psychological well-being. In addition the mother's coping style with children's negative emotions was found to be a significant mediator of the relationship between mother's psychological well-being and children's. This was especially so for internal problems behavior as like withdrawal, depression anxiety and emotional instability that were perfectly mediated by the mother's coping style with children's negative emotions. Aggression, external problems behavior was partially mediated by the mother's coping style.

• Korean Journal of Child Studies
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• v.18 no.2
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• pp.213-228
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• 1997

The purpose of this study was (l) to explore the present state of worksheets for home use with young children, and (2) to examine perceptions of young children's mothers and editors about these worksheets. 40 kinds of worksheets delivered to children's homes were analyzed. 106 mothers and 131 editors were surveyed by use of questionnaires which had been developed by the researchers. The results showed that (1) even though there are many types of worksheets delivered to the homes of young children, there are few worksheets which meet their teaching goals; (2) young children's mothers are well informed about the state of worksheets, and they would like to supplement the worksheets with visits by teachers who majored in child related studies; (3) the editors of worksheets have mostly majored in Korean language, English, and Math-related studies but not in child related studies.

• Korean Journal of Child Studies
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• v.30 no.1
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• pp.43-57
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• 2009

This study examined relationships between caregivers' attachment, young children's emotion regulation, and aggression. Subjects were 110 institutionalized and 105 home-reared children (M=3.8 and 4.2 years, respectively). Data were collected from children's caregivers via questionnaires and analyzed by ANOVA, correlations, and hierarchical regressions. Results showed that (1) caregivers' attachment and the emotion regulation and aggression of institutionalized children were significantly different from those of home-reared children; (2) caregiver's attachment was positively related to emotion regulation for both institutionalized and home-reared children; (3) for institutional children, negative relationships between attachment and aggression was found for girls; negative relationships between emotion regulation and aggression was found for boys. These findings underscore negative effects of institutionalized care on children's socio-emotional behaviors.

• Korean Journal of Childcare and Education
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• v.19 no.4
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• pp.29-52
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• 2023

Objective: This research aims to examine the effect of a young children's engineering-focused STEAM program based on the project approach - a program that constructs components aligned with children's interests in their play through an engineering design process - on their scientific inquiry ability, mathematical problem-solving ability, and creativity. Methods: In this research, 42 five-year-old children from a public kindergarten in S district, I city, were randomly divided into experimental and comparative groups, each with 21 children. The engineering-focused STEAM program was conducted from April 18 to June 10, 2022, with the experimental group exploring the 'car' theme and the comparison group focusing on a different theme. The study employed an independent sample t-test and analysis of covariance(ANCOVA), using the pretest as a covariate to control variables. Results: The children-selected 'cars' themed engineering-focused STEAM program was effective in enhancing their scientific inquiry ability, mathematical problem-solving ability and creativity. Conclusion/Implications: The engineering-focused STEAM program, which emerges from young children's interesting daily play, had positive effects on enhancing their scientific inquiry ability, mathematical problem-solving ability, and creativity. This research can serve as fundamental data for developing education programs focused on engineering within the STEAM framework, guided by children's emergent play.

• Journal of the Korean Home Economics Association
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• v.44 no.12
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• pp.179-188
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• 2006

This study compared parental satisfaction between mothers who have young children with and without disabilities. The study subjects were 100 mothers who take care of disabled children and 123 mothers who take care of non-disabled children. The children's ages were from 3 to 6 years. The results of this study were as follows First, the mothers who take care of disabled children had lower mother's parental satisfaction than those who have ordinary mothers. Second, the children's age and the degree of disability had an affirmative influence on the parental satisfaction of the mothers who have disabled children. There were significant differences in the parental satisfaction of the mothers who have ordinary children according to mothers' age and their educational background. The parental satisfaction in both mother groups increased with increasing parenting efficacy, marital satisfaction and family support, and with decreasing parenting stress. Finally, parenting efficacy, children's age, parenting stress, and family support significantly predicted the parental satisfaction of the mothers who have disabled children while parenting efficacy, parenting stress, and educational background significantly predicted the parental satisfaction of the mothers who have ordinary children.

• The Korean Journal of Community Living Science
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• v.27 no.2
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• pp.199-209
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• 2016

This study examined the mediating effects of emotional intelligence on the relationship between mothers' attachments to young children and the creative personality of the children. Pearson's correlations between variables were analyzed, and hierarchical regression analyses were conducted to identify the direct and indirect effects of a mothers' attachments to young children and the emotional intelligence and creative personality of the children. The sample included a total of 228 children aged 4-5 who were attending nursery in Gwangju, Korea. Significant differences were observed by gender and age, but no significant differences were found to be associated with the mother's attachment to the child by age. However, emotional intelligence partially mediated the relationships between the mother's attachment to the child and the child's creative personality. The results suggest that emotional intelligence may edify the creative personality of young child as a mediating response to the mother's attachment.

• Korean Journal of Child Studies
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• v.28 no.2
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• pp.39-53
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• 2007

This study investigated the relationship between young children's comprehension and story making(narrative) by age and gender. Subjects were 109 3-, 4-, and 5-year-olds at two child care centers in K Province. Data were analyzed by two-way ANOVA and simple regression analysis. Results showed differences in comprehension between 3-, 4- and 5-year old children and differences in story making ability between 3- and 5-year-old children. Children's comprehension and story making had positive relationships. Specifically, there were significant relationships with children's comprehension and story construct concept, sentence structure level, language(vocabulary and sentence structure). In sum, the results of this study reveal that young children's comprehension ability is partially related to story making ability by age.