• The Korean Journal of Community Living Science
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• v.27 no.1
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• pp.5-17
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• 2016

The purpose of this study was to examine the mediating effects of young children's shyness on the relationship between teacher-children relationship and young children's social competence. The subjects of the study were 270 children from three years to five years old and their teachers in Busan. Frequency, t-test, Cronbach ${\alpha}$, Pearson's correlation coefficients, and hierarchial regression were used for data analysis. The results were as follows: first, teacher-children intimacy showed positive correlation with the young children's social competence. Teacher-children conflict showed negative correlation with the young children's social competence. Second, teacher-children intimacy showed negative correlation with the young children's shyness. Teacher-children conflict showed positive correlation with the young children's shyness. Third, young children's shyness showed negative correlation with the young children's social competence. Fourth, young children's shyness had partial mediating effects on the relationship between teacher-children intimacy and young children's sociability. Young children's shyness had partial mediating effects on the relationship between teacher-children intimacy and young children's popularity and leadership. Young children's shyness had partial mediating effects on the relationship between teacher- children conflict and young children's sociability. Young children's shyness had partial mediating effects on the relationship between teacher-children conflict and young children's popularity and leadership.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.3
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• pp.601-613
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• 2015

This study investigated peer competence according to children's types of multiple attachment for mothers and teachers. The subjects of this study were 129 five-year old children and their 7 teachers who attend 3 kindergarten in Busan. They completed Attachment Story Completion Task(ASCT), Attachment Q-set and Peer Competence Measure. Collected data were analyzed using t-test and two-way ANOVA. The major results of this study were as follows: First, for mother, children who were securely attached showed higher peer competence than children who were insecurely attached. Girls showed higher peer competence than boys. No significant differences were found between securely attached and insecurely attached children with teachers. Girls showed higher peer competence than boys. Second, children who were attached both mother and teacher or either mother or teacher showed higher competence than children who were insecurely attached with both mother and teacher.

• Journal of Families and Better Life
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• v.30 no.2
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• pp.27-46
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• 2012

The purpose of this study was to find the moderating effects of mother-child and teacher-child relationships in regard to the relationship between activity temperament and self-regulation ability in young children. The participants were 236 mothers and 15 teachers who were in charge of children, who were 5 years old in kindergartens or childcare facilities in Incheon Metropolitan City. The key research findings of this study were as follows: Firstly, the children's activity temperament exerted negative influence over their behavioral and emotional self-regulation ability. Secondly, it was found that an affectionate relationship between mother and child was proven to have some moderating effect, thus influencing the relationship between activity temperament and self-regulation ability in a child. Anyway, there was no moderating effect of the rejection in mother-child relationships on the relationship between activity temperament and self-regulation ability in a child. Thirdly, it was found that both intimacy and conflict in teacher-child relationships had no moderating effects when it came to the relationship between activity temperament and self-regulation ability in young children.

• Korean Journal of Child Studies
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• v.27 no.4
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• pp.81-102
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• 2006

This study investigated the effects on young children's vocabulary and reading ability of the comprehensive language-teaching program using web-based picture books. The comprehensive language program was put into operation for 9 weeks with a classroom teacher who had in-service training for this program. The language course for the 23 children in the control group consisted only of ordinary language activities using teacher-made picture cards. Test results analyzed by t-test showed that the 25 children in the experimental group gained more than the control group on reading attitude including the concept of reading, accuracy, verbal expression, participation, contents and originality. Also, the ability to read a fairy tale aloud increased in the experimental group.

• Korean Journal of Child Studies
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• v.19 no.2
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• pp.77-96
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• 1998

The purpose of this study was the development of a scale to assess the daily hassles of school age children. The subjects were 398 third and sixth grade children selected from elementary schools in Seoul, Inchon, Taejon, Kwangju and Pusan. Instruments included a questionnaire composed of a 96-item Daily Hassles Coping Scale, demographic questions, a 27-item Children's Depression Inventory, the 42-item Han & Yoo Daily Hassles Scale for Children, and a 30-item Children's Behavior Check List for mothers. Mean, %, ${\chi}^2$, Cramer's V, Cronbach's ${\alpha}$, factor analysis and Pearson's r were used for data analysis. 82 items from the 96-item Daily Hassles Coping Scale were selected through the item discriminant method. (Cramer's V discriminant coefficients ranged from .36 to .79). Five factors were extracted from the lst and 2nd factor analyses. Subscales were "parent-related," "friend-related I," "study-related," "friend-related II," and "teacher-related" stress. Criterion validity of the 82-item scale was confirmed through significant correlations with the Children's Depression Inventory (r=.55) and the Han & Yoo Daily Hassles Scale for Children (r=.22). Internal consistency of this scale was high, including internal reliability of subscales. These results confirm this scale as a valid and reliable measure of daily hassles of school age children.

• Korean Journal of Child Studies
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• v.27 no.6
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• pp.183-197
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• 2006

The purpose of this study was to explore the relationships between learning-related social skills, early school adjustment, and academic achievement. The sample consisted of 160 first grade children in one elementary school in the city of Ilsan. The teacher rated children's learning-related social skills and early school adjustment. Academic achievement was assessed by scores on Korean language arts and math exams administered at the end of first semester. Learning-related social skills and early school adjustment were correlated with the children's academic achievement. Particularly, the cooperation and mastery behavior of learning-related social skills were strongly associated with the early school adjustment and academic achievement.

• Korean Journal of Human Ecology
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• v.6 no.1
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• pp.15-27
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• 1997

The purpose of this study was to examine the effects from social supports and global self-worth on stresses for the children. The subjects were 438 children of the 5th grade in Elementary School and the first grade in Junior High School in Taejeon. The instruments used for this study were Children's Social Support, Global Self-Worth and Stress Scale. The data were analyzed using t-test, Pearson's correlation, multiple regression and path analysis. The main results of the study were as follows; 1. The stresses were different depending on age. When the family and the teacher give higher social supports, the 5th graders have higher global self-worth. When the family gives higher social supports, the stresses were decreased for the 5th graders. When the children have higher global self-worth, the stresses were decreased. 2. When the first graders in Junior High School experienced higher global self-worth and social supports from their friends, family, teacher, the stresses were decreased. 3. The first graders in Junior High School experienced more stresses than the 5th graders in Elementary School in parent-related and academic-related domains. But the first graders in Junior High School experienced less stresses than the 5th graders in Elementary School in friend-related domains. 4. The path analysis showed that social supports from friends and family explained 15% of the stresses for the 5th graders in elementary school. Social support from friends, family, and teacher explained 28% of the stresses for the first graders in Junior High School. 5. For the 5th graders in Elementary School, social supports from friends and family had direct influences on the global self-worth. And the global self-worth had direct influence on children's stresses. But for the first graders in Junior High School, social supports from friends, family, and teacher had direct influences on the global self-worth. And the social supports from friends had direct and indirect effects on children's stresses. 6. For predicting the stresses, the most significant variable was the global self-worth for the 5th graders in Elementary School and the first graders in Junior High School.

• Korean Journal of Child Education & Care
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• v.18 no.4
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• pp.27-38
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• 2018

Objective: The purpose of this study is to investigate the effects of childcare teachers' teacher efficacy, psychological burnout and the practice of respecting rights for infants. Methods: For this study, questionnaires were distributed to 398 childcare teachers in the cities of I and S. The collected data were analyzed by descriptive statistic, multiple regression and Cronbach's ${\alpha}$ for reliability by SPSS-WIN computer program. Results: The results yielded some interesting results. First, childcare teachers were shown to have higher respecting rights for infants but just average teacher efficacy rates. Secondly, the study showed a positive correlation between the practice of respecting rights for infants and childcare teachers' teacher efficacy. However, there was a negative correlation between the practice of respecting rights for infants and psychological burnout. There was also a negative correlation between the practice of respecting rights for infants and childcare teachers' teacher efficacy. Third, the higher the childcare teachers' teacher efficacy of childcare teachers, the more positive influences existed in the practice of respecting rights for infants. It also showed that the lower the degree of psychological burnout, there was a negative impact on the practice of respecting rights for infants. Conclusion/Implications: The results of this study suggest that a support plan is needed to boost childcare teachers' teacher efficacy, and to lower the psychological burnout of childcare teachers with regards to the practice of respecting rights for infants.

• Korean Journal of Child Education & Care
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• v.19 no.1
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• pp.27-43
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• 2019

Objective: The purpose of this study is to investigate how the child care teachers experience about professional vision development through participating in video clubs with their peers while watching videos about their interactions with children in the classroom. Methods: We selected three child care teachers in a day care center in Seoul area and conducted the qualitative case study. Video clubs were designed to support the quality of teacher-child interaction by developing child-care teachers' professional vision. And the video clubs used the self-reflection process and cooperative self-reflection process as an important educational method. Results: Teachers were able to experience the change of attention in watching their interaction scene through the 4-time video club participation and to have opportunity for educational (knowledge based) reasoning. Particularly, through participation in the video club, the teacher could pay attention to teachers' intention, teachers' decision making process, and child's intention. In addition, through video club participation, the teachers experienced educational interpretation based on children's thinking and interest; and reasoning through reflective thinking about the results of teaching behavior. This change of professional vision was possible through mutual scaffolding through cooperative reflection among participating teachers. Conclusion/Implications: Based on the results of this study we discussed the importance of the professional vision development of the child care teachers and the effectiveness of the video club for supporting their professional vision development.

• Journal of the Korean Dietetic Association
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• v.15 no.2
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• pp.97-112
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• 2009

The purpose of this study was to develop a nutrition education curriculum with teacher's guide which includes discretionary activities for obese children. A survey was carried out to investigate the recognition of body image and food behaviors according to the obesity index (mild, moderate, severe) in school children (4~6th grade, 158 boys and 60 girls) who were selected based on a physical examination in May, 2006 in the Gyeongnam province. Next, a nutrition education curriculum with teacher's guide was developed on the basis of the findings from the survey and from preceding researches. The results are summarized as follow. The results of this study showed the existence of some nutritional problems such as overeating, prejudice, skipping meals, snacking patterns, etc, which indicate the need for nutritional management for obese children. Most overweight children (80.3%) showed the most interest in the nutrition education program, particularly with regards to dieting for weight control (64.7%). The developed nutrition education curriculum consisted of 8 main subjects and 13 subtitles. The curriculum was prepared for 13 lessons and included songs and singing, making-up lyrics, games about nutrition, discussions of the experience of eating (satiety, thirst, hunger), debates on dietary habits, writing and others to promote the interest for learning. We aimed to develop this program in an attempt to improve the dietary habits of obese school children. This is very important because once a dietary habit is formed in adults, it is difficult to change and the best adjustable stage is during childhood. Therefore, early nutrition education during elementary school can change and build-up the awareness of health in young elementary school children.