• Korean Journal of Child Studies
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• v.33 no.3
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• pp.131-148
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• 2012

This study examines the scientific concept development of young children in terms of the day-night cycle. The subjects consisted of 180 three-, four-, and five-year-old children from two kindergartens and one children's center located in Seoul and Jeju. Individual interviews were conducted to collect verbal and pictorial responses on the day-night cycle. The scientific concepts on the day-night cycle are classified five stages including : no recognition, egocentric concept, initial mental models, synthetic mental models, and scientific mental models. Using two-way ANOVA, scores for the types of concept on the day-night cycles were then analyzed according to both the ages and genders of the children. The results reveal the existence of significant differences in terms of the types of concept of young children according to age. Most three-year-olds children had no recognition. Most three, four, and five-year-old children revealed egocentric concepts. Four-year-old children revealed that were in the initial stages of experiencing the mental models and synthetic mental models of the day-night cycle. Five-year-old children revealed that they were in the early stages of experiencing the initial, synthetic, scientific mental models of the day-night cycle. The results suggest appropriate ways of science education for young children based on the development of scientific concepts of the day-night cycle.

• Korean Journal of Child Studies
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• v.31 no.4
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• pp.49-60
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• 2010

This study sought to investigate and assess the development patterns of children, aged from 3 to 5, by means of a longitudinal approach. The children's developmental patterns are classified according to five curriculum areas; physical health, social skills, expression, language, and exploration-. The developmental patterns are analyzed in detail according to the observation period, children's ages, and their genders. The subjects consisted of 108 children in A city. A research assistant was asked to observe and keep records of the children's behaviors at three distinct times -early, middle, and late in the school year. The 'observational scale for children' was used as the measurement tool. The data which was thus collected was then subject to statistical analysis. The major findings of the study are as follows. First, there were significant differences in all five curriculum areas according to the children's age and observation period. That is, five-year-old children showed higher scores than three- and four-year-old children. Second, there were significant differences in the social development within five curriculum areas according to the children's gender and the observation period. That is, girls exhibited higher scores than boys.

• Korean Journal of Child Studies
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• v.31 no.6
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• pp.153-166
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• 2010

The purpose of this study was to examine Korean young children's acquisition of honorific expressions. The participants of the present study were 297 young children (ages 3-5 years) from Kyunggi province. The results of the study showed that young children acquire honorific markers in the order of hearer-honorific expressions, subject-honorific expressions, and then object-honorific expressions. Five-year old children acquired at least 75% of the hearer-honorific expressions. The result can be explained by the fact that most of them were used in greetings. Even though more than 90% of five-year old children acquired the subject-honorific marker si, the acquisition rates of subjecthonorific nouns and subject-honorific verbs were less than 10%. Finally, the acquisition rates of objecthonorific expressions were less than 20%, with the exception of the object-honorific noun ce. The results of the study suggest that educational programs should be developed in order to facilitate the acquisition of honorific markers in young children.

• Korean Journal of Child Studies
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• v.34 no.4
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• pp.19-36
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• 2013

This study examined concept development in children in terms of sound propagation. The subjects consisted of 240 five-, seven-, and ten-year-old children from three kindergartens and two primary schools respectively. The instrument used for the purposes of this study was the examination instrument on sound as developed by the SPACE Project in the UK. The concepts related to sound were classified into five stages including : no recognition, egocentric concept, initial mental models, synthetic mental models, and scientific mental models. The results revealed the existence of significant differences in terms of the types of concept that children were aware of, according to age and context. Most five-, seven-, and ten-year-old children revealed egocentric concepts related to every sounds, drum, rubber band context, however, most five-, seven-, and ten-year-old children revealed their recognition of the synthetic models of sound propagation when using the string telephone context. These results have implications for the contents of science education for children when it comes to the development of concepts related to sound propagation.

• The Korean Journal of Community Living Science
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• v.20 no.2
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• pp.169-180
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• 2009

This study was performed to examine the emotion expectations and explanations of four participants(an actor, a recipient, a child observer, and an adult observer) in moral, social-conventional, and personal rule transgression situations. Six vignettes describing the rule transgressions were presented to 200 children who were either five or seven years old. The children were asked to predict and explain each participant's emotions. The children's emotion expectations were different depending on the domain of the rule transgressions and on the type of the participant. The actors were predicted to feel happy during all transgressions, while the recipients and two observers(a child and an adult) were predicted to feel unhappy. The seven-year-old children attributed more happiness to the actors, and more negative affect to the recipients compared to the five-year-olds. This result was inconsistent with the previous findings that older children attributed more happiness to actors. This finding was discussed in relation to the 'happy victimizer'. Some categories of emotion explanations were differentiated according to the domain of rule transgressions. The personal rule transgressions, newly defined and examined in this study, were judged to be less serious than the moral rule transgressions in terms of the intensity of the negative affect.

• Korean Journal of Childcare and Education
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• v.18 no.2
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• pp.85-103
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• 2022

Objective: This study examined five- to six-year-old children's categorization of mixed-race faces and how it was affected by perceptual individuation training (PIT) for other-races. Methods: Sixty-five children attending classes for 5-year-olds in childcare centers were shown happy and angry faces of Korean and African American mixed-race people, along with neutral faces of Korean and African American monoracial people. They were asked to categorize the faces into same-race or other-race. After the pretest, participants received a PIT for either African American (other-race) or monkeys. Then the racial categorization task was administered again as a posttest. Results: Children showed no general tendency to categorize mixed-race faces as out-group in the pretest. Yet, the PITs further reduced children's categorization of mixed-race faces as out-group. In particular, the effect was clearly evident in children who received the PIT for other-race. Conclusion/Implications: The results suggest that the tendency to categorize mixed-race faces as an out-group may not be evident in early childhood and that experiences of perceptually identifying other-race individuals may help children view mixed-race individuals as being in the ingroup, at least perceptually.

• Korean Journal of Child Studies
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• v.24 no.2
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• pp.1-14
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• 2003

In this test for the effect of misinformation and mental reinstatement on accuracy of recall in children, misinformation or neutral informations was presented to each of 80 five- and 80 nine - year - old children(Total : 160). Two days later they were asked to recall original information in one of two conditions; free recall or mental reinstatement. For 5-year-old children, mental reinstatement enhanced memory performance and increased the accuracy despite the presentation of misinformation. For 9-year-old children, there was no significant difference between free recall and mental reinstatement condition. For younger children, mental reinstatement may be an effective way of enhancing memory performance.

• Korean Journal of Child Studies
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• v.30 no.4
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• pp.223-239
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• 2009

In order toidentify the daily activities of five-year-old children in a daycare center, the 23 children in "Yellow" class at "Yellow" Daycare Center were observed for seven months. Research was informed by a qualitative approach. Findings were that : children were rigidly attached to a time frame built into their daily classroom schedule, arranged by time and classroom space allotted to each unit. The meaning to the children was to be found in their "busyness;" they were very busy finalizing activities imposed by teachers within a short period of time. They spent most of their time moving about from one space to another within the classroom, and they played with their mostly artificial toys under rules set by the teacher.

• The Korean Journal of Community Living Science
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• v.19 no.3
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• pp.399-410
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• 2008

The main purpose of this study was to examine the effects of drama activities using children's literature on the improvement of young children's creativity. To answer this research question, 2 groups, an experimental group composed of 18 five-year-old children who attend "J public Kindergarten," and a control group composed of 18 five-year-old children who attend "H public Kindergarten," were organized. Both kindergartens were located in Hwaseong, Gyeonggi-do. The experimental group participated in drama activities twice a week; 16 times for 8 weeks. In this study, the change in children's creativity was measured by conducting a pre-test and a post-test developed by Chun(2000). The results after 8 weeks of experimentation indicate that the drama activities using children's literature had a positive effect on promoting children's creativity. Comparing the scores of the pre-test and the post-test, it was obvious that the experimental group's creativity had been improved. The experimental group's creativity including the sub-elements of the test such as fluency, flexibility, uniqueness, and imagination, was improved more than that of the controlled group.

• Korean Journal of Child Studies
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• v.31 no.4
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• pp.139-157
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• 2010

This study investigated the cognitive process of 5-year-old children, with a particular focus on gender, monthly age, and their tendencies towards hyperactivity through the performance of the Cognitive Assessment System (CAS; Das & Naglieri, 1997). The children with tendencies towards hyperactivity were identified based on Conners Teachers' Rating Scale (CTRS). The subjects were 75 five-year-old children in Seoul and surrounding metropolitan areas. Data were analyzed by means of descriptive statistics, an independent sample t-test, Pearson's correlation coefficient, one-way ANOVA, and by K-mean cluster analysis. Our results were as follows : (1) The CAS and CTRS' sub-factors were correlated negatively, except the positive correlation between planning factor and hyperactivity factor. (2) Girls exhibited significantly higher CAS scores in planning & sequential processing than boys. (3) The upper monthly age group (68-71 months) showed significantly higher score in terms of planning than the lower monthly age group (60-63 months). (4) The CAS scores of the children with tendencies towards hyperactivity was lower than that of normal children. (5) The CAS profile of 5-year-old children was divided into 4 groups with distinctive characteristics by means of K-mean cluster analysis.