• Korean Journal of Childcare and Education
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• v.12 no.5
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• pp.17-45
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• 2016

This study aimed to investigate the effect of a young children's happiness program in relation with the Nuri curriculum on young children's happiness and self-esteem. Study subjects included 37 children aged 5 (experimental group 20, comparative group 17) enrolled in A day care center and D day care center located in K district, Seoul. As for the research procedure, an experiment was conducted 48 times in 18 weeks, and the experimental group carried out the children's happiness program linked with the Nuri curriculum. In contrast, the comparative group conducted general activities focusing on the subjects according to the Nuri curriculum. Study results show that there was a significant difference amongst 9 sub-domains related to young children's happiness (health, emotion, immersion, recognition and achievement, parent-child relationship, teacher-child relationship, peer relationship, spirituality, life satisfaction) and 3 sub-domains related to self-esteem (start and spirit of independence, sociality emotionality, academic achievement). Results of this study prove that the children's happiness program in relation with the Nuri curriculum is effective for increasing young children's happiness and self-esteem, and could be used as preliminary data for the possibility of a happiness program in early childhood education settings and happiness education in the future.

• Korean Journal of Child Studies
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• v.30 no.2
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• pp.129-144
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• 2009

This study investigated Korean elementary school children's happiness by gender and grade and by attendance in after-school programs during weekdays and weekends. Participants were 3,608 children in Korean provincial areas except Jeju-do; they responded to the Happiness Scale developed by the researchers. Data were analyzed by frequency, percent, and t-test. Results were (1) children's happiness level was high; girls' happiness level was higher than boys'. As they moved up in school grade, happiness level decreased. (2) Their attendance in after-school programs during weekdays and weekends decreased their happiness level in leisure and extra academic activity, but it increased happiness in school/community life and sibling relations. Conclusions were that reduction in the amount of children's after-school programming would increase children's happiness.

• Korean Journal of Child Studies
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• v.30 no.3
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• pp.37-53
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• 2009

This study researched aspects of gender and grade related to the after-school happiness of lower grade elementary students and the correlation between the children's happiness and their stress and playfulness. Results of surveys and interviews of 124 lower grade elementary students who attended 4 after-school programs in Seoul showed that : (1) there were no gender differences in happiness but first graders were the happiest, then 2nd graders and the 3rd graders who were the least happy. (2) Children's happiness correlated negatively with stress. (3) There was no relationship between children's overall happiness and playfulness, but there was a negative correlation between happiness and playfulness under the sub-category of cognitive spontaneity. Results were discussed in relation to the Korean socio-cultural environment.

• Korean Journal of Child Studies
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• v.31 no.4
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• pp.199-217
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• 2010

This study investigated the effects of an after-school picture-book program on the happiness and socio-emotional ability levels of first graders. The subjects consisted of 44 elementary school first graders; of these, 22 formed the experimental and 22 formed the control group. A detailed analysis of both happiness and socio-emotional ability levels was undertaken to determine the homogeneity of the two groups. A broad variety of activities using 12 picture-books were applied to the experimental group for twelve-week periods. The results of this study were as follows; the after-school program using picture books was effective in strengthening children's levels of both happiness and socio-emotional ability.

• Human Ecology Research
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• v.59 no.1
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• pp.71-82
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• 2021

This study examined the structural relationships among parent's play participation, children's playfulness, self-regulation and happiness. In this Study, subjects were 274 children who were 4 through 5 years old. The participants included 274 preschoolers' parents and their teachers in D city. The parents completed questionnaires regarding parent's play participation with their children and children's self-regulation. The teachers completed questionnaires regarding preschoolers' happiness and playfulness. Data was analyzed using descriptive statistics, pearson correlation analysis and mediation analysis based on structural equation modeling with SPSS 25.0 and AMOS 23.0 program. Also, specific indirect effects were analyzed using AMOS user-defined estimand function. The primary results of this study were as follows. 1) The parent's play participation had an influence upon children's playfulness and self-regulation. 2) The children's playfulness had an influence upon children's self-regulation and happiness. 3) The children's self-regulation had an influence upon children's happiness. 4) Between the parent's play participation and children's happiness were mediated by the children's playfulness and self-regulation. This study revealed that parent's play participation, children's playfulness and self-regulation need to be considered simultaneously to explain the level of the children's happiness. The results highlight the structural relationships among parent's play participation, children's playfulness, self-regulation and happiness.

• Korean Journal of Human Ecology
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• v.22 no.5
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• pp.433-445
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• 2013

The purpose of this study was to investigate the effects of children's temperament, parent-child communication, peer relationships on children's cognitive and affective happiness. The participants consisted of 396 elementary school students aged 10-13 dwelling in Jeonbuk province. Data was analyzed through descriptive statistics, t-test, regression analysis using the SPSS 18.0 program. The most salient results from this study were as follows: first, there were statistically significant differences in the children's happiness according to academic performance and family's economic level; children who considered themselves to have good grades and to have a higher standard of living were happier than other groups. However, there was no significant difference in children's happiness in relation to gender. Second, children's temperament(sociability, activity), parent-child open communication and peer relationships were positively associated with the children's cognitive and affective happiness. Children's emotional temperament, parent-child problem communication were negatively associated with the children's cognitive and affective happiness. Third, as the results of regression analysis, parent-child open communication, children's temperament(activity, sociability), peer relationships were considered to be the most influential factors in explaining cognitive happiness. And parent-child open communication, parent-child problem communication, children's temperament(activity) were influential factors in explaining affective happiness. In conclusion, children's happiness is critically affected not only by internal variables but also environmental ones such as parents and peers.

• Korean Journal of Child Studies
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• v.36 no.4
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• pp.129-142
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• 2015

The purpose of this study was to investigate the mediating effects of self-regulation abilities on the relationships between parental attachment, peer attachment, teacher attachment and children's happiness in elementary school students in higher grades. The subjects of this study were selected from 4th-6th grade students residing in Dae-gu and Kyung-buk using questionnaires from May 1st to July 1st in 2014. The statistical analysis program(SPSS) was used for analyzing the collected data from the research in correlation analysis. To examine the mediating effects of self-regulation abilities on the relationship between parental attachment, peer attachment and teacher attachment and children's happiness, the Baron and Kenny(1986) model was used.. The results are as follows. First, in the case of father attachment, mother attachment, peer attachment, and teacher attachment, self-regulation abilities and children's happiness, as perceived by higher grade elementary school children positive correlations were observed. Second, in terms of relative effects of father attachment, mother attachment, peer attachment and teacher attachment on children's happiness, mother attachment was observed to have the most effect on children's happiness. Third, self-regulation abilities, as perceived by the children, mediated the effect of father attachment, mother attachment, peer attachment, and teacher attachment amongst higher grade elementary school students and the subsequent affect on children's happiness.

• The Journal of the Korea Contents Association
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• v.15 no.11
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• pp.680-685
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• 2015

The purpose for this study is to research the perception of happiness among the kindergarten young children. The subjects were kindergarten young children of 6, 7 years old in Kwangju. The finding of this study were as follows : 1. kindergarten young children of 6, 7 years old considered that the most important elements of happiness to have a positive mind, to be loved. And kindergarten young children of 7 years old perceived spend time with family as happiness. 2. 'the most moment when you feel happy" perceived that the most important elements of happiness were to be loved, play with children and to spend time with children. 3. 'To be happy' perceived that the most important elements of happiness were the relationship of parents and friends. Especially, seven years old children perceived to be able to do self-development. Therefore, I suggested it is necessary to study a program of young children's happiness, a program of parent's participation for young children's happiness in kindergarten, and a program of young children' career education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.2
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• pp.568-575
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• 2017

This study examined the effects of courage on happiness and the mediating effects of the decision making ability on the relationship between courage and happiness. The courage Inventory for Young Children (Park & Lee, 2011), The Children's decision making ability Scale (Park, 2012) and the happiness Questionnaire (Kim, 2008) were administered to 220 young children (112 boys, 108 girls, 5 year of age). The collected data were analyzed by descriptive statistics, Pearson's correlation analysis, multiple regression analysis, and a sobel test using the computer program, SPSS/PC 21.0. The results were as follows. First, there were significant positive relationships among courage, decision making ability, and happiness. Second, courage was an important factor in predicting the happiness of young children, and the decision making ability had mediating effects on the relationship between courage and happiness.

• Journal of Convergence for Information Technology
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• v.9 no.9
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• pp.147-157
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• 2019

This research is analyzed the effect of teacher's sense of efficacy from childcare teacher on happiness. The aim is to verifying the interactional medium effect and regulating the result of job stress regulating result between teacher and children. Therefore, the 7th of survey data from Panel Study on Korean Children was referenced in this paper. The respondents of this data are 348 children who just 5 years old and those teachers in. The final results were verified by adopting hierarchical analysis. Likewise, the results also showed the medium effect by the sobel test. Based on the results, it was shown that firstly, the teacher's sense of efficacy from childcare teacher has a positive impact on happiness. Secondly, there is a medium effect creating by interacted between teacher and children. Thirdly, the influence between happiness and the teacher's sense of efficacy lead to regulating the result of job stress. Hence, for increasing the happiness of childcare teacher, it is necessary to seek a program with practicality.