• Korean Journal of Child Studies
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• v.38 no.1
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• pp.185-203
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• 2017

Objective: The present study examined the perspectives of grandparents raising their grandchildren in an attempt to better understand grandparents' child-rearing experience while providing kinship foster care to their primary-grade grandchildren. Methods: Data were collected through individual in-depth interviews with eight grandparents who have raised one or two primary-grade (ages 8-10) grandchildren using a qualitative approach. Results: First, the participants viewed the reason for their kinship foster care as a failure for caring for their own children and accepted the present grandparent-care provision as their responsibility. Second, the participants communicated constant struggles with their own health and grandchild-care as well as positive/negative emotions associated with the care provision. Third, most of the participants did not fully understand the developmental needs of their primary-grade grandchildren. Fourth, the participants articulated concerns for their primary-grade grandchildren's learning, peer interactions, school adjustment, and extra-curricular activities. Lastly, the participants all agreed on hoping to raise grandchildren with good personality traits as members of a society and to have them fill the gap from the loss of their parents. Conclusion: Although most participants accepted the current circumstances as their obligation, they still noted difficulties in child-care provision. Given the developmental needs of grandchildren and the resource needs of grandparents, proper and continuous intervention approaches should be developed/provided.

• The Journal of Korean Philosophical History
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• no.29
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• pp.375-396
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• 2010

The aim of this paper is to suggest some ways of moral education for the building of children's social awareness and relationship skills as social and emotional competencies. Based on the social and emotional learning(SEL), this paper is tried to provide the effective ways to develop children's social awareness and relationship skill. According to SEL, social and emotional competence is the ability to understand, manage, and express the social and emotional aspects of one's life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. And it is also the process of acquiring and effectively applying the knowledge, attitudes, and skills necessary to recognize and manage emotions. Five key competencies such as self-awareness, social awareness, responsible decision making, self-management, relationship skills are taught, practiced, and reinforced through SEL programming. Moral education and social and emotional learning have emerged as two prominent formal approaches used schools to provide guidance for students' behavior. social awareness and relationship skills are necessary for succeeding in school, in the family, in the community, in life in general. Equipped with such skills, attitudes and beliefs, young children are more likely to make healty, caring, ethical, and responsible decisions and to avoid engaging in behaviors with negative consequences such as interpersonal violence and bullying.

• Journal of Digital Convergence
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• v.13 no.7
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• pp.359-366
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• 2015

The media addiction of teenagers became a social problem in the era of media convergence. With the national efforts, parents has limited their children's media usage for proper parenting. However, current media environment where personalized media devices such as smartphone and tablet PC are common raises questions about whether the problems of media addiction can be solved with previous approaches. Thus, this study examines how the parental controls to teens' media usage affect their media usage and emotions. According to the results that analyzed 884 teens' responses, the parental controls did not affect their usage. On the other hand, it was appeared that excessive parental controls stimulated to teens' negative emotions. These results show that parental controls are not longer effective in current media environment, which implies that new efforts from their family or government are required in order to prevent teens' media addiction.

• Korean Journal of Childcare and Education
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• v.9 no.6
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• pp.5-23
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• 2013

The purpose of this study was to examine the effect of young children's verbal expression on their prosocial behaviors. The subjects were 44 four-year-olds and 42 five-year- olds in nine kindergartens and daycare centers located in Gyeonggi-do. The instruments used were Verbal Expressiveness Inventory(Jang, 1981) and PBSYC for teachers(Kim, 2003). The major findings of the study were as follows: Concerning the correlations between their verbal expression and prosocial behavior, those who had better verbal expression showed more prosocial behavior. The relationships between the subfactors of verbal expression and those of prosocial behavior were inconsistent to some extent, but there was a positive correlation between the two overall. So it could be said that a better verbal expresson leads to better prosocial behavior. From the findings of the study on the effect of the verbal expression on prosocial behavior, it can be concluded that young children who have better verbal expression are more excellent at building a good peer relationship, helping their peers, being considerate, making themselves accessible, sharing their own belongings with peers and regulating their own emotions. This study is expected to assist early childhood education institutions to provide young children with a variety of educational activities geared toward improving verbal expression to improve their prosocial behaviors. Also, this study is expected to help teachers to improve the prosocial behavior of young children in diverse ways.

• Journal of Korean Elementary Science Education
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• v.39 no.4
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• pp.475-493
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• 2020

In Korea, the lower elementary grades are applying a topic-oriented integrated curriculum. It causes a lack of science content and inquiry experience for young children. The purpose of this study is to understand the scientific experiences and perceptions of the lower elementary graders and to inquire about the meaning of those experiences in their science learning. Four students (male 2, female 2), their parents, and their first-year homeroom teachers participated in the study. The data collection was mainly conducted through in-depth interview of them. Results showed that the 'experiments' were the student's the main perception of science, and the epistemic emotion that students mainly feel about science was 'curiousness'. Since most experiences were dependent on non-formal educational experience, the parents were an important factor to determine their experiences about science. Various factors, such as students' scientific experiences, their epistemic emotions, and the parents, interacted to form children's perception of science. The positive perception of science affected the level of motivation and expectation for science learning as the third grade. It is suggested that improvement of curriculum and textbooks should emphasize scientific exploration for the lower graders of elementary school, which provides them meaningful scientific experience in school.

• Journal of Advanced Technology Convergence
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• v.2 no.4
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• pp.31-36
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• 2023

The purpose of this study is to provide basic data for developing strategies to maintain a stable and happy middle-aged and mature years. We want a happy life during middle and old age. However, most middle-aged and older adults are a continuous process of self-regulation, learning stress coping skills to maintain balance and integration throughout their lives, control their emotions, and effectively regulate their living environments. To effectively cope with the crises experienced in middle and old age, to discover and pursue one's own unique meaning in life, and to enjoy a stable and vibrant middle and old age without experiencing difficulties between happiness and unhappiness, we continuously learn the core of the meaning of life. The purpose of this study is to present data.

• Korean Journal of Childcare and Education
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• v.20 no.2
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• pp.83-103
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• 2024

Objective: This study aimed to investigate the effects of children's characteristics and childcare teachers' attributes on the frequency and level of imaginative play in two-year-old classrooms. Methods: The study involved 191 toddlers, their mothers, and 32 teachers from childcare centers. Toddler characteristics encompassed temperament along with demographic variables such as gender and age. Teacher' attributes related to play included playfulness, play-support belief, and interactions with toddlers. Data analysis was conducted using SPSS 22.0 and HLM 8.2 software, employing basic analysis, hierarchical linear analysis, and hierarchical regression analysis. Results: First, as toddlers' age increased, both the frequency and level of their imaginative play increased. Second, individual-level model analysis revealed a positive effect of toddlers' extroversion on the level of imaginative play. Third, the class-level model results indicated that teachers' emotions had a negative effect, whereas their encouragement positively influenced the level of imaginative play. Conclusion/Implications: The significance of this study lies in its utilization of a multilayered model analysis, which offers a more robust examination of variable influences by accounting for hierarchical data structures.

• Korean Journal of Social Welfare Studies
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• no.37
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• pp.199-240
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• 2008

This study set out to investigate the adaptation process and experiential structure of those children who went through sexual abuse by looking into their inner worlds in order to understand what kind of meaning sexual abuse had on them. For that, the investigator conducted in-depth interviews with 13 children aged 8~16 who lived at the shelter after experiencing sexual abuse. The methodology of Grounded Theory by Strauss and Corbin(1990) was used to analyze raw data. The analysis results indicate that the core theme of the adaptation process among the children living at the shelter after sexually abused by kin and kith was "hoping to appear the same as others." According to the results, the core phenomenon was "blaming the victims." The causal conditions include "broken families," "antihuman sexual abuse," "making sexual abuse a public issue," and "the trap of the family." The contextual conditions include "the chain named family," "family as the last fortress" and "structural enforcement of silence." The intervening strategies was "dual emotions toward the shelter." The action/interaction strategies include "aftermath of violence" and "trying to escape." The consequences were "preparation for the future" and "uncertain future." The identified stages include the confusion, keeping the secret, leaking the secret to others, intervention by others, social support and challenge and adjustment stage. The three identified types were "withdrawal and avoidance," "settling down in reality" and "overcoming and challenging." Based on the analysis results, discussions were made about the social welfare plans and intervention strategies in the conclusion.

• Journal of Korean Academy of Nursing
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• v.22 no.4
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• pp.491-505
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• 1992

The purpose of this research was to understand the structure of the lived experience of parents of a child terminally ill with cancer The research question was “What is the structure of the experience of parents of a child terminally ill with cancer\ulcorner” The sample consisted of 17 parents of children admitted to the cancer units of two university hospitals in Seoul. The unstructured interviews were carried out from October 10, 1991 through January 10, 1992. They were audio-recorded and analysed using Van Kaam's method. Parents ascribed the cause of the cancer to the mother's emotional imbalance during pregnancy, the mother's stress, failure to observe religious rites, food, the parent's sin, misfortune and pollution. The theme clusters were tension, fear and depression experienced during pregnancy, stress that children suffer from abusive parents, failure to observe religious activites, bad luck, and sins committed during a previous life. When the child suffered a recurrence of cancer, the parents experienced negative emotions, nervousness, sorrow. depression and death. The theme clusters were feelings of despair, helplessness, regret, guilt, insecurity, emptyness and apathy. The long struggle with cancer resulted in the loss of economic security, loss of psychological and physical well being, and social withdrawal. The theme clusters were the economic burden of medical cost, giving up treatment, debt, limited medical insurance coverage and blood transfusion. The loss of psychological well being included stress, lack of support systems, inability to carry out responsibilities, lack of trust of the medical ten family breakdown, inappropriate expression of emotion and not disclosing the diagnosis to the child. Physically the parents suffered fatigue, insomnia, loss of appetite, loss of weight, dizzness, headache, psychosomatic symptoms, and increased consumption of liquor and cigarettes. Social withdrawal was manifested by taking time off from work to look after the child, decrease of outside social activities and feelings of isolation. Influences on family life were spousal conflicts, negative response of siblings, separation of the family members and economic hardship. The theme clusters were blaming a spouse for the cause of the illness and disagreements, maladjustment, lonliness, hostility and depression of siblings. The high price of medical care over the long period was a major factor influencing the life of the family. Positive experiences during the child's long illness were the strengthening of support systems and religious beliefs and financial help from social organizations. The support of one's spouse primarily helped to overcome the stress of the long illness. In addition, support was received from parents of other children with cancer and from nurses and religious leaders. The nurse, by providing empathetic support, should be a person with whom parents can express their feelings and share their experiences.

• The Journal of Korean Academy of Sensory Integration
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• v.18 no.1
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• pp.56-72
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• 2020

Objective : The purpose is to analyze the effects of parent training interventions in reducing the symptoms of Attention Deficit Hyperactivity Disorder (ADHD) and to provide a basis for the effects. Methods : We collected literature published in international academic journals from 2009 to 2019 through ProQuest and Scopus databases. The search key terms were (ADHD OR Attention Deficit Hyperactivity Disorder) AND (Parent OR Mother OR Father) AND (Training OR Program OR Therapy OR Intervention) AND (Randomized OR Randomised OR Randomly). The PEDro scale was used to evaluate the quality of the studies, and a meta-analysis was conducted through Comprehensive Meta-Analysis 3.0. Results : Of 628 studies that we reviewed, 20 were eligible for inclusion. of parental training interventions for children with ADHD appeared close to a medium effect size while parent-child interventions (0.639) appeared to have a medium to large effect size. Oppositional defiant behavior and conduct disorder (0.737) in children and children's emotions (0.679) appeared close to a large effect size. ADHD symptoms hyperactivity and impulsivity (0.590) and child behavior (0.521) appeared to be over a medium effect size. We chose a random-effects model since heterogeneity tests showed significant results. Conclusion : We were able to confirm the effects of parent training interventions on the symptoms of children with ADHD. This will be used as evidence to provide a clinical basis for occupational therapists. More research related to parental training interventions should be carried out to ensure better reporting in the future.