• Korean Journal of Child Studies
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• v.14 no.2
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• pp.35-47
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• 1993

The purpose of this study was to examine children's sociability as a function of sex of child, number and sex of sibling, and birth order. Children's responses were compared with mothers' responses on social participation and interpersonal adjustment. Subjects were 506 4th and 5th grade children and their mothers. Results showed that mothers' perceptions of their child's sociability were different from those of the children. 'Number of sibling' differences between only children and others were found, with onlies being most likely to show lower scores in interpersonal adjustment. Sex differences in sociability were clearly demonstrated by both children and mothers; that is, boy's interpersonal adjustment scores were lower than girls' scores. Two-way ANOVA data revealed that second-born boys and first-born girls were most likely to obtain higher scores. For siblings, elder sisters showed the highest interpersonal adjustment scores, regardless of sex of younger sibling.

• Journal of the Korean Home Economics Association
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• v.49 no.3
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• pp.39-53
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• 2011

The purpose of this study was to develop a 'Solution-Focused Brief Play Therapy' and analyze children's responses to its various therapeutic techniques. The participants were three boys and three girls, all aged between 11 and 10 years, living in an orphanage on the outskirts of Seoul. Each child received 7-10 therapy sessions, each lasting 90 minutes. All sessions were video-taped and recorded verbatim. These data, along with the observational notes recorded by the researcher, were subjected to a qualitative data analysis(Creswell, 2002). The results showed not only that children set their goals and evaluated themselves objectively but also suggested solutions to meet their goals by doing something meaningful to themselves.

• Korean Journal of Child Studies
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• v.16 no.1
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• pp.147-165
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• 1995

The purpose of this study was to examine the entry behaviors of kindergarten children into peer dyads and the responses of the peer dyads in relation to the sex and sociometric status of the entering child. The subjects were 46 triads(138 children). Each triad consisted of two children of average peer status and one child of high/low peer status, identified by the Peer Rating Scale. The two children of the average peer status were placed in a small laboratory and were given a game to play. After the game had started, the child of high/low peer status entered into the laboratory. The behaviors of the entering child and the responses of the peer dyads were videotaped for 6 minutes. The data were analyzed by sex(2)${\times}$sociometric status (2) ANOVAs and ${\chi}^2$-tests. The results were as follows: (1)Popular children showed more group-oriented statements and fewer waiting behaviors than non-popular children. (2)Popular children elicited more positive responses and were less ignored than non-popular children. (3)The peer group responded positively to the entering child's helping, agreeing, and giving group-oriented statements, and neglected the entering child's waiting behaviors.

• Korean Journal of Child Studies
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• v.22 no.1
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• pp.213-226
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• 2001

In this study of intentions and strategies of children's requests and teachers' responses, the subjects were 20 teachers and 610 4- and 5-year-old children in 10 kindergartens. Each teacher wore an audio-recorder and one-to-one interactions between teacher and child were audiotaped during a 40-minute free play session. Children made requests most frequently with the intention of getting attention; they also made requests for the purpose of seeking information. In making requests, children utilized various strategies including direct, indirect, and physical strategies. Furthermore, their strategies were dependent on intention. Teachers most frequently responded to children with the strategy of committed compliance. Results were discussed in terms of roles of active children and responsive teachers in forming and maintaining good teacher-child relationships.

• Phonetics and Speech Sciences
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• v.11 no.2
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• pp.23-31
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• 2019

The present study examines whether pitch range variation in North Kyunsang Korean shows a categorical or continuous function. Specifically, the study is focused on the data imitated by adults and children in the North Kyungsang region. To investigate pitch range variation, the log-produced f0 intervals were measured and statistically analyzed. The results of the study are as follows. First, both the adults' and children's imitations were more categorical than continuous, especially for the HL-LH patterns. For the other pitch accent patterns, such as HH-HL and HH-LH, the curves were continuous or flat for most of the speakers. Second, the children's imitations were poorer than those of the adults. That is, the children's imitative responses were shown as more continuous or flat curves than categorical. For the children, the HL-LH pattern showed a categorical function at the midpoint of the curves, though the shifts were not as distinctive as the adults' data. This implies that the imitative responses of children follow the perceptual and productive trace of adults' speech behavior.

• Journal of the Korean Home Economics Association
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• v.36 no.4
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• pp.79-94
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• 1998

The case study describes kindergarten children's reading stances and responses with relation to those of their mothers'. Rosenbaltt's theory (1978) of aesthetic and efferent stances in used to characterize the relationship between the reader and the text. mother's reading stances are examined by observing each case study child's reading experience with his/her mother at home. In most cases differences in some children's preferred stances seemed to reflect differences in their mothers' stances. As a result, children took a different type of stance from the teacher's efferent stance and were perceived by the teacher to be slower with regard to literacy development, even though they had formed their own reading worlds. Interestingly enough, children with an aesthetic reading stance were welcomed among their peers during free play time. In contrast, children who took a stance congruent with the teacher's efferent stnace were perceived by the teacher to be on the right track with regard to literacy development, although their reading worlds seened to be limited. Interestingly, the children with efferent reading stances were not engaged in collaborative meaning negotiation processes with peers. The case study children with mothers who did not take an extreme type of stance, I.e., neither a very efferent nor a very aesthetic stance, seemed to choose a type of stance depending on a context.

• Korean Journal of Child Studies
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• v.8 no.2
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• pp.45-60
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• 1987

This research examined children's perception of parental authority within three different types of rules : moral, social-conventional, and personal issue. Specifically, two major aspects of parental authority-legitimacy and obedience-were explored. The subjects of this study were 120 children from an elementary school in Kwangju. There were 40 subjects (20 males and 20 females) in each of three age groups: 7-, 9-, and 11- year-olds. The subjects were administered an interview individually. Based on Tisak (1986) open-ended questions concerning three family rules (moral rule, social-conventional rule, personal issue) were administered. Responses to the assessment questions were coded as positive or negative. Responses to the judgment conception questions were coded into 7 categories : Other's Walfare, Social Coordination, Personal choice, Deservedness of Punishment for Wrongdoing, Existence of Authority, Conflicting Personal Interest and Authority, and Personal Development. Statistical analysis of obtained data was by percentage and ${\chi}_2$ test using log linear procedure. The results were as follows : (1) There was a significant main effect of type of rule on the children's assessment regarding legitimacy and obedience of parental authority. The children (average 96%) stated that it was all right for parents to make rules prohiliting an act when it pertained to moral and social conventions. However, the majority of the children (average 40%) stated that it was not right for parents to regulate personal issues. (2) There was a significant interaction effect between type of rule and age. (3) There was a significant main effect of rules on the children's judgment conception of parental authority. (4) There was a significant interaction effect between rules and ages on children's judgment conception of parental authority.

• Korean Journal of Child Studies
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• v.29 no.1
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• pp.103-113
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• 2008

This study examined the difference in children's performance between two types of task by the number of protagonists and children's implicit understanding of false-belief. The implicit measure by eye gaze was contrasted with children's explicit answers to the experimenter's question about where the protagonist would look for an object. Results showed there was no difference according to the task type by number of protagonists. On false-belief, 2- and 3-year-olds showed low performance compared with 4-year-olds on explicit responses. On implicit responses, 3- and 4-year-olds out-performed 2-year-olds. These results suggest that implicit understanding precedes explicit understanding.

• Child Health Nursing Research
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• v.15 no.2
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• pp.155-163
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• 2009

Purpose: The purpose of this study was to examine the relationship between the behavioral responses of children with burns, and anxiety and depression in their parents. Methods: Ninety-three parents of children with burns, ages 4 to 15 years who were admitted to hospital for an acute burn agreed to participate in this study. The Child Behavior Checklist, Beck Anxiety Inventory and Korean Version of Beck Depression Inventory were used for data collection. Results: The mean scores for acute traumatic disorder, post traumatic disorder, anxiety and depression were $9.05{\pm}3.04,\;39.59{\pm}8.75,\;11.89{\pm}11.53$, and $10.16{\pm}8.22$, respectively. There were significant relationships between depression and gender of children, education of parents, and number of family members. Child's behavioral responses were positively correlated with parents' anxiety and depression. Conclusion: The study found that the greater the behavioral responses of the children with burns, the more anxiety and depression experienced by the parents. The results indicate that psychological support must be provided for both the children with burns and their parents in conjunction with treatment of the burns.

• Science of Emotion and Sensibility
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• v.10 no.3
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• pp.463-470
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• 2007

There have been many studies on patients who suffer from anxiety disorders. However, there is been not enough attention on the difference in the level of between the two populations with and without anxiety disorders. This study was performed to investigate the difference in the ANS responses induced by fear in children. Experimental procedures were as follow: All subjects were in upper grade levels in elementary school. ANX(anxiety) scales of PIC(Personality Inventory for Children) were used to measure fear anxiety. Audio-visual clips were used as stimulus to provoke fear emotion. Baseline of physiological signals, ECG, PPG, EDA, and SKT, were measured for 30 seconds before the fear stimulus. Physiological signals were then recorded for 2 minutes while fear is evoked. Psychological and physiological responses were analyzed. All the children reacted to the fear stimulus with high intensity of fear. Physiological responses showed that SKT, SCR, NSCR, HR, RSA, RESP, HF were increased, while R-R was significantly decreased, respectively, during the period of fear induction. Analysis of the level of anxiety and the physiological responses produced by the experience of fear revealed a statistically significant positive correlation in SKT, HR, and RSA. In other words, the higher the level of anxiety, the higher the levels of SKT, HR, and RSA when children experienced fear in conclusion, it is confirmed through this research that physiological responses to fear is associated with the level of anxiety each individual.