• 대한간호학회지
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• 제49권6호
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• pp.771-782
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• 2019

Purpose: To determine the effects of a child and parent program on developing social skills for preventing violent behaviors in children aged 60~72 months through a specially developed pre and posttest, control group, quasi-experimental study. Methods: A social skills development program based on Gardner's Multiple Intelligence Theory was used. The data were collected using the Social Skills Assessment Scale (SSAS), a Chart to Monitor Verbal and Behavioral Violence in Children, the Parental Attitude Scale and the Parent Interview Form. This quasi-experimental study that included a pretest, posttest, and control group had a sample comprising 67 children and parents, with 36 in the experimental group, and 31 in the control group. Results: Over a six-month period, while the social skill scores of the children in the experimental and control groups increased, their violent behaviors decreased (p<.050). Increase in social skill scores and decrease in violent behaviors were higher in the experimental than in the control group children (p<.050). The parents in the experimental group stated that they had started to empathize with their children, using "I" language, and applied rules more consistently after the program. Conclusion: This program was successful in preventing violent behaviors in children through the development of social skills. Hence, it can be effectively implemented through a teacher/nurse collaboration.

• 아동학회지
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• 제36권1호
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• pp.163-185
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• 2015

This study examined the influences of general characteristics, maternal parenting behaviors and children's self-control ability on children's social competence. A total of 416 children in the fifth and sixth grades responded to questionnaires, which included items related to their social competence, their mothers' parenting behavior, as well as their own self-control ability. Data were analyzed by means of Pearson correlation analysis and the hierarchical regression analysis method. According to the results of the hierarchical multiple regression analysis, children's self-control ability best explained their social competence. In terms of individual factors, motivational self-control had the greatest effect on social competence, followed by cognitive self-regulation, behavioral self-regulation, economic level, gender and grades, in that order. The results for the effects of maternal parenting behaviors and children's self-control ability on children's social competence highlighted the important roles played by the mother and the child's self-control ability in improving the child's social competence. The study contributes to the literature by providing fundamental insights into children's higher quality of life.

• 아동학회지
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• 제23권3호
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• pp.187-203
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• 2002

This study explored father's proactive socialization beliefs as related to social behaviors of their children. The Subjects were 194 fathers and their 3- to 6-year-old children in Seoul. Instruments included 2 questionnaires : the Social Skills Questionnaire reported by fathers and Child Social Behaviors rated by teachers. Results showed that father's socialization beliefs varied in terms of the importance of social skills, the reasons why parents believe children acquire or don't acquire particular social skills, and the most effective strategies fathers hold for socialization of children. There were significant differences in father's proactive beliefs by sex of child, economic status, and fathers' educational level. Fathers who emphasized child's regulation of negative emotions had children showing low prosocial behaviors.

• 대한가정학회지
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• 제36권10호
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• pp.65-78
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• 1998

The purpose of this study was to analyze a causal relations of preschool aged children's social adjustment, socio-demographic variables, parenting stressor, social support and parenting behaviors. The major findings of this study were as follow; (1) Parenting stressor was the first contribution factor on preschool aged children's adjustment. (2) Parenting stressor had a indirect effect through social suport, limit setting, encouragement of independence behavior as well as a direct effect on preschool aged children's social adjustment. (3) Preschool aged children's social adjustment was affected by social support indirectly through parenting behaviors. (4) Encouragement of independent behavior, limit setting behavior had a direct effect on preschool aged children's social adjustment.

• 대한가정학회지
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• 제42권10호
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• pp.23-38
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• 2004

This study firstly investigated the relationships of children's social competence with the relevant factors such as mother's parental role satisfaction and parenting behaviors and secondly analyzed if parenting behaviors function as mediators. The subjects were 1865-year-old children and their mothers. The results showed that children's social competence was related to the children's sex, health, and mother's academic career. Children's social competence was influenced by the relation satisfaction between parents and children, the role conflict between wife and husband, the mother s warm-hearted and rational parenting, and the wife's satisfaction of her husband's support. The mother's warm-hearted and rational parenting functioned as a mediator(intermediary factor) between the children's social competence and the mother's parental role satisfaction.

• 한국보육지원학회지
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• 제19권4호
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• pp.53-72
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• 2023

Objective: This study examined the effects of cooking activities related to seasonal customs on the language expression ability and pro-social behaviors of young children. Methods: Participants consisted of thirty-four 5-year-old children who were attending S preschool in Jeollanamdo. Seventeen children belonged to the experimental group and seventeen children to the comparative group. The experimental group participated in cooking activities related to seasonal customs, and the comparative group in cooking activities according to life themes of Nuri curriculum. Results: The results of this study revealed a significant improvement in the language expression ability and pro-social behaviors of young children in the experimental group. That is to say, the scores of the language expression ability and pro-social behaviors of the experimental group were significantly higher than those of the comparative group. Conclusion/Implications: This study carries significant implications for the early childhood field as it provides valuable insight into teaching-learning activities that effectively enhance the language expression ability and pro-social behaviors of young children.

• 아동학회지
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• 제33권4호
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• pp.35-50
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• 2012

This study explored the moderating effects of self control and social support in terms of the relationship between stress and problem behaviors of children of divorced single parent families according to gender. A questionnaire was administered to elementary school-aged children (grades 3-6). 266 children from divorced single parent families were surveyed. The major findings were as follows : first, self control had a moderating role to play in the relationship between stress and problem behaviors for girls. Second, social support also had a moderating effect in the relationship between stress and problem behaviors for boys. Third, the variables having a moderating effect in the relationship between stress and problem behaviors of children also differed according to gender. Therefore differences in gender should be considered when seeking moderating the relationship between stress and problem behaviors of children.

• 한국생활과학회지
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• 제21권4호
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• pp.665-678
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• 2012

The purposes of this study were to explore the gender differences in children's social competence, emotional regulation and maternal parenting behaviors, and to investigate differences between boys and girls in the interrelationships between these kinds of variables. The participants were 214 children in 4 to 6 grades and their teachers from one elementary school in Seoul. The data were analyzed using descriptive statistics, t-test, Pearson's correlations, and multiple regressions. The results were as follows: There were statistically significant gender differences in the children's social competence, emotional regulation and maternal parenting behaviors. Children's negative emotion explained boys' and girls' peer social skills, frustration tolerance, and task orientation. Children's positive emotion regulation explained boys' and girls' peer social skills, assertive social skills, and task orientation. Boys, who perceived less maternal supervision, displayed less assertive social skills and task orientation.

• 대한가정학회지
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• 제44권12호
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• pp.43-52
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• 2006

The purpose of this study was to investigate the relationships between mother's management behaviors of their children's peer interaction, their beliefs about social skills, recollections of childhood peer relationships, and interpersonal competence. Subjects consisted of 258 mothers of 4- to 5-year-old children. The sample of mothers completed a series of questionnaires assessing their beliefs of social skills, their peer experiences, and the involvement activities of their children's peer relationships. The results indicated that the beliefs about social skills, recollections of childhood peer relationships, and interpersonal competence were associated with the mother's management behaviors. Maternal memories of childhood peer relationships were the best predictor of mother's management behaviors of their children's peer interaction.

• 아동학회지
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• 제18권2호
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• pp.47-56
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• 1997

This study investigated the agreement between 3 assessments of preschoolers' friendship: peer nominations, teacher nominations, and behavioral observations. The relationship between friendship, social status, social competence, and play behaviors was also investigated. The subjects were 44 5-year-olds. Teachers were asked to rate the children's social competence; play behaviors were observed during free play time. The results indicated high agreement between the 3 assessments. Popular children were more likely to have friends than other social status groups. Children without friends were more hesitant than children with friends. Children with friends were more accepted by peers and engaged in cooperative social play more than children without friends.