• 한국생활과학회지
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• 제13권1호
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• pp.63-73
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• 2004

This study examined the effects of perceived marriage conflict, mother's parenting and child's behavior problems on the child abuse. The sample consisted of 428 filth and sixth grade children. Statistical methods used for data analysis were Cronbach's alpha, factor analysis, Pearson's correlation, multiple regression and path analysis. Several major results found from the analysis were as follows. First, the more the child perceived the parent's marriage conflict, the mother's parenting was controlling and the child's behavior was externalized, the more the child was subjected to the physical and verbal abuses. The mother's controlling parenting behavior had a first direct influence on the physical abuse, and the marriage conflict on the verbal abuse. Second, the marriage conflict had direct and indirect positive effects on the physical and verbal abuses through the mother's affective and controlling parenting and the child's externalizing behavior problems. Third, the mother's controlling parenting had direct and indirect positive effects on the physical and verbal abuses through the child's externalizing behavior problems and. And mother's affective parenting had a direct negative effect on the physical and verbal abuses. Fourth, child's externalizing behavior problems had a direct positive effect on the physical and verbal abuse. Fifth, child's sex had an indirect effect on the physical and verbal abuses through mother's affective and controlling parenting. That is, boys were more exposed to the physical and verbal abuses, because mothers more controlled and less affected boys than girls.

• 치위생과학회지
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• 제21권1호
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• pp.52-62
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• 2021

Background: This study aims to provide basic data for development of the level-based oral health care program depending on the mother's oral health literacy by finding out how mother's oral health literacy can effect on the preschool children's oral health and behavior. Methods: The survey was conducted on 192 mothers who have preschool children and the data were analyzed by t-test, ANOVA, multiple regression analysis to identify differences in verbal and functional oral health literacy. Results: The study showed statistical significance (p<0.05) in educational level depending on differences in verbal and functional oral health literacy by sociodemographic factor. In differences in verbal and functional literacy depending on experience of education for oral health behavior and oral health, statistical significance (p<0.05) was showed highly on verbal and functional literacy in the case that subjects have an experience of education for oral health and their children have not been experienced of oral illness. And when it comes to the case that subjects have experience of education for oral health within one to two years, statistical significance was showed highly on verbal literacy. It showed that verbal and functional oral health literacy effects to oral health care behavior of children judging from results that the higher level of mother's verbal oral health literacy, the higher score of children's oral health knowledge, attitude and behavior. Conclusion: It is necessary to develop the systematic program which is appropriate for characteristics of each oral period in childhood depending on level of primary caregiver's oral health literacy, and systematic education should be preceded to enhance the literacy of the caregiver. It is considered necessary to improve the oral health care of children by developing a manual for oral health care education to enhance primary caregiver's oral health literacy.

• 한국보육지원학회지
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• 제3권1호
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• pp.39-56
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• 2007

본 연구는 어머니의 언어통제에 따른 유아의 자기조절능력에 차이가 있는지 알아보고자 하였다. 연구의 목적을 달성하기 위해 I 지역에 위치한 어린이집 5곳을 임의로 선정한 후, 만 3, 4, 5 세 유아 146명을 대상으로 유아의 어머니에게 질문지를 배부하여 어머니의 언어통제와 유아의 자기조절능력을 측정하였다. 그에 따른 연구의 결과는 다음과 같다. 첫째, 유아의 연령과 성별에 따른 어머니의 언어통제에는 유의미한 차이가 없었다. 둘째, 유아의 연령에 따른 유아의 자기조절능력에서 자기결정과 자기조절능력 총점에서 유의한 차이가 나타났으나, 성별에서는 유의미한 차이가 없었다. 셋째, 어머니의 명령지향적, 인성지향적 언어통제의 사용정도를 평균값을 기준으로 높고, 낮은 집단으로 나누어 4가지 하위집단별 분포를 알아본 결과, 어머니의 언어통제 하위집단별 분포는 유의한 차이가 있는 것으로 나타났다 넷째, 어머니의 언어통제 하위집단에 따른 유아의 자기조절능력 하위영역 중 자기결정, 행동억제, 정서성, 자기조절능력 총점에서 유의미한 차이가 있는 것으로 나타났다.

• 아동학회지
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• 제33권3호
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• pp.199-213
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• 2012

This study was conducted in order to identify the relationship between the home literacy activities, mothers' verbal behavior, toddler-mother joint attention and the language-cognitive development of toddlers. The language-cognitive development of toddlers was assessed by means of the Mental Scale from the Korean Bayley Scale of Infant Development II (K-BSID-II). The home literacy activities were measured by means of the questionnaire used by You (2009), which was partly modified from Shapiro (1979). Lee & Kim (2004)'s categories was used to observe the mothers' verbal behaviors during shared book reading; joint attention episodes were observed by classification categories for engagement condition (Bakeman & Adamson, 1984). One of the more important conclusions of this study is our suggestion that mothers' verbal behaviors and the toddler-mother coordinated joint attention were significantly related to the language-cognitive development of toddlers as it takes place within low-income families.

• 대한가정학회지
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• 제34권5호
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• pp.265-282
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• 1996

This study investigated the relation between parents' verbal control modes and children's maladjustment. The subjects were 445 mothers and their children of sixth grade in elementary schools located in Seoul. To assess the parents' verbal control modes, questionnaire developed by Lee Kyung Hee(1993) was used. The modified version of Achenbach and Edelbrock's CBCL(Child Behavior Checklist) was administered to assess the children's maladjustment. The results were as follows : 1)Significant differences were found in parents' verbal control modes in terms of children's sex difference and social status level. 2) Significant differences were found in children's maladjustment in terms of children's sex difference and social status level. 3) There was a significant correlation between father's verbal control modes and children's maladjustment. Children's maladjustment was related positively to imperative mode and negatively to the person-oriented and position-oriented modes. The best variable explaining girl's maladjustment was father's position-oriented modes. 4) The negative impact of father's imperative mode in combination with the mother's imperative mode on the children's adjustment was greater than other combinations of the father and mother's verbal control modes.

• 아동학회지
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• 제8권1호
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• pp.1-14
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• 1987

The purpose of the present research was to study the self-regulation of the child during mother child interaction. That is. this study focused on how mothers regulated children's problem solving efforts before children began to function as independent agents capable of self-regulation. The emphasis was on the "regulation-by-others" that preceded "self-regulation". The subjects of this study were 30 mother-child dyads. The dyads were divided into 3 groups of 10 dyads each on the basis of the child's age (2, 3, and 4 years of age). The instrument used for this study was the "truck puzzle" devised by Wertsch, McNamee, Mclane and Budwig (1980). The problem solving task in this study required the dyad to make a puzzle in accordance with the model puzzle. The interaction of 30 mother-child dyads was observed and analyzed flH verbal and non-verbal behavior used by the mother to regulate the child's behavior. One-way ANOVA, Scheffe post hoc comparision and Spearman's rank-difference correlation were used for the statistical analysis of the data. The results revealed that there were significant age trends in regulation-by-others and self regulation in joint cognitive activity; that is, there were developmental transitions from regulation by-others to self-regulation in connection with crucial strategic behavior (looking at the model). Significant differences were found in mothers' interventions after children's gaze at the model in joint cognitive activity; that is, the mean proportion of mothers' intervention for the 2-year-old group was the highest and that of the 4-year-old group was the lowest. There were no significant age-related differences in mothers' use of referential perspectives in joint cognitive activity. Children's regulation- by-others increased and children's self-regulation decreased in proportion to mothers' use of referential perspectives.

• 아동학회지
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• 제34권3호
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• pp.1-19
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• 2013

The purpose of this study was to investigate the relationship between parents' behavior during picture-book reading and home literacy environment and their effects on toddlers' vocabulary. The subjects of the study were 46 toddlers and their parents. The MCDI-K(Im, 2002), Lee and Kim(2004)'s categories of Verbal Behaviors, the categories of Nonverbal Behavioral Analysis(Kim, 2005), and the Home Literacy Environment Index(Han, 2006) were used. The analysis of the collected data was guided by the research questions and involved the use of descriptive statistics, t-test and an analysis of relevant correlations. The results of this study were as follows; First, the toddlers' receptive vocabulary score was 1.2 times higher than the toddler's expressive vocabulary score. Second, the father's book reading behaviors and mother's book reading behaviors were quite similar, the most frequent types of behavior being the use of 'feedback', 'explanation', 'questioning' and 'pointing'. On the other hand, there was a significant difference between the reading behavior of the mother and father as regards the categories of 'linguistic attention ventilation', 'suggesting', 'directing(instructing)', 'expanding feedback', 'pointing' and 'gesture'. Mothers performed more of these behaviors than the fathers. Third, toddler's vocabulary scores were positively correlated with the mother's 'linguistic attention ventilation'. However, the mother's use of 'restriction' was negatively correlated with the toddler's vocabulary level. Toddler's vocabulary scores were positively correlated with the father's 'description', 'reasoning/predicting', 'questioning about function or action', 'demanding feedback' and 'pointing'. The toddler's vocabulary scores were also positively correlated with the relative abundance of home environment materials and the amount of time spent on parent-child home literacy activity.

• 치위생과학회지
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• 제22권1호
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• pp.44-50
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• 2022

Background: This study compares and analyzes the degree of oral health information literacy by 25% for upper and lower grades to assess how differences in mothers' oral health information literacy affect infants' oral health behavior. Methods: The study surveyed 201 mothers with infants and children using a 36 question survey tool. Cross-analysis was conducted to determine the difference in oral health information literacy between the upper and the lower 25%. Results: Comparing 25% of the upper and lower grades of verbal oral health information literacy scores, the word with the most significant difference in the correct answer was resin. An item asking about the time to eat after fluoride varnish application showed the most significant difference in the correct answer on the functional oral health information literacy scale. Mothers' oral and functional oral health information literacy scores showed that verbal literacy was statistically significant for brushing guidance after children's meals, brushing guidance before children's bedtime, food intake restrictions before bedtime, and restrictions on consumption of cavity-inducing foods (p<0.05). Functional literacy was statistically significant in the post-brushing test of children and the correct brushing method map items (p<0.05). Conclusion: As a result of comparing and analyzing the upper and lower 25% of the mother's oral health information literacy, it was found that the mother's oral health information literacy affected the infant's oral health behavior. Therefore, systematic education is needed to raise literacy by grasping the level of oral health information literacy of mothers, and oral health education by level according to oral health information literacy should be developed.

• 대한가정학회지
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• 제43권12호
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• pp.113-123
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• 2005

The purpose of this study was to explore the relationships between patterns of children's requestive strategies, mother's child rearing attitude, and verbal control style. Subjects consisted of 60 5-year-old children and their mothers at preschool in Seoul. The children's requesting behavior were observed during self-selected activities in preschool. A sample of mothers of children completed the questionnaire. The result showed that the children in this study were likely to use more frequent directives of requestive strategies. Boys tended to use more indirect requestive strategies, especially demand with requestive tag. Mothers were likely to use position-oriented verbal control. Warmth and self-control of parenting and person-oriented verbal control were positively related to indirect requestive strategy of children. Rejective and controlling parenting were negatively associated with indirect requestive strategy. Position-oriented verbal control was positively related to direct requestive strategy of children.

• 한국지역사회생활과학회지
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• 제22권1호
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• pp.145-154
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• 2011

This study investigated the effects of young children's learning-related skills and the maternal involvement on academic abilities. The sample consisted of 310 children from 7 child-care centers located in Seoul and Gyeonggi Province. All variables were measured by the teachers and the mothers of surveyed children. The instrument included the Korean Child Development Inventory(K-CDI) for 4 to 6-year olds and Preschool Learning Behavior Scale(McDermott et al 2000) and the questionnaire on mother's involvement about their children's education. The collected data was analyzed by t-test and hierarchical regression using the SPSS Program. The findings are as follows. First, regardless of the family income level, verbal comprehension and numerical abilities were positively associated with their learning-related skills of young children. Second, the interaction effect of learning-related skills and the mothers' involvement on verbal comprehension of young children in the low-income families was observed. However, no interaction effect was seen in terms of learning-related skills and the maternal involvement on verbal comprehension and numerical abilities of young children in the high-income families. These findings highlight the importance of learning-related skills and their mothers' involvement during the preschool period for the low-income family in improving the early academic achievement.