• Korean Journal of Child Studies
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• v.32 no.5
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• pp.121-134
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• 2011

The purposes of this study were to test the differences in communicative competence and conflict-resolving strategies between both popular and rejected children, and to thereby verify the discriminance of communicative competence and conflict-resolving strategies for both types of children. 52 popular children and 41 rejected children from among a pool of 202 6th grade elementary students were selected, and the data were analyzed by means of independent sample t-test and discriminant analysis. The research findings are as follows : First, listen up (sub-factors of perceiving), self-presentation, planning, and coding revealed statistically significant differences between the popular and the rejected children. Second, only negotiation and cooperation strategies revealed any statistically significant differences between the popular and the rejected children, while other sub-factors of conflict-resolving strategies indicated broad indifference between them. Third, it was only the factor of planning among 5 factors of communicative competence and 4 factors within conflict-resolving strategies which indicated that it was the most discriminant predictor between the popular and the rejected children. These results suggest that a comprehensive program is needed to improve the communicative competence and conflict-resolving strategies of rejected children.

• Korean Journal of Child Studies
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• v.26 no.4
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• pp.263-278
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• 2005

The purpose of this study was to develop a social skills training program for rejected young children and to investigate the effects of the program. The developed program used several kinds of interaction methods such as instruction, modeling, rehearsal, feedback, and positive reinforcement. The contents of the program are consisted of role-play, art, language activities, and games. The experimental group with a sample of 9 four-year-old children was those children rejected by peers. There were the other 9 children assigned to the control group. The experimental group received the social skills training program for 50-60 minutes per day twice a week during 12 sessions, and the control group received no treatment. And 9 popular children also joined the program from ninth to eleventh sessions. As compared to the control group, children in the experimental group showed a significant increase in peer acceptance and social skills after they participated in the program.

• Journal of the Korean Home Economics Association
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• v.32 no.1
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• pp.119-132
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• 1994

The purpose of this study was to investigate children's self-perceptions of social competence in three different levels of peer status and to determine the degree of congruence between children's perceptions and teachers' ratings of social competence. The subjects were 46 bpys and 44 girls identified as popular neglected and rejected by peers in preschool and in first and second grades. A sociometric test was used to identify children's peer status. Children's self-perceptions were assessed by the social Competence Scale for Young Children and teachers' assessment of children's competence was collected by a rating scale. The data were analyzed by 3-way ANOVA 2-way MANOVA for repeated measures and pearson product-moment correlations. The results showed that children's self-perceptions of social competence were generally positive and not significantly different by peer status and grade level in three of the four domains. For the maternal acceptance domain the degree of acceptance perceived by neglected group decreased with grade while those of popular children increased. The degree of congruence between children's perceptions and teachers' ratings were different by peer status. Popular children's estimation of their social competence was more congruent with teachers but neglected and rejected children overestimated their competence.

• Journal of Fisheries and Marine Sciences Education
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• v.23 no.2
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• pp.290-301
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• 2011

The purposes of this study were to test differences in conflict-resolving strategies and emotional intelligence based on children's peer status, and to verify the discriminance of conflict-resolving strategies and emotional intelligence for peer status. 58 popular children and 52 rejected children from 4 elementary school were selected, and the data were analyzed with independent sample t-test and discriminant analysis. The research findings are as follows: First, negotiation- and cooperation-strategies (sub-factors of conflict-resolving strategy) and emotional intelligence showed statistically significant differences between popular children and rejected children, while other sub-factors of conflict-resolving strategy and sub-factors of emotional intelligence showed indifference between them. Second, negotiation- and cooperation-strategies among 4 sub-factors of conflict-resolving strategy and 5 sub-factors of emotional intelligence were the most discriminant predictors for children's peer status. The results suggest systematic teacher training and program for the rejected children's improvement of negotiation- and cooperation-strategies in their peer relations.

• Korean Journal of Child Studies
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• v.22 no.3
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• pp.91-106
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• 2001

This study examined relationships between peer variables and externalizing behavior problems of 290 4th and 5th grade children in elementary school. The children completed the Friendship Quality Scale and the peer nomination questionnaire. Parents and teachers rated behavior problems of children using the Connors' Rating Scale. Results indicated that rejected children had more behavior problems than popular, average, or neglected children. Socio-emotional supports from a close friend and satisfaction with the friend were negatively related to behavior problems. Behavior problems were mainly predicted by low peer acceptance, and behavior problems of rejected children were negatively and strongly related to socio-emotional supports of a close friend. In conclusion, peer rejection was a risk factor and a friend's support was a protective factor for externalizing behavior problems in 4th and 5th graders.

• The Korean Journal of Elementary Counseling
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• v.8 no.1
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• pp.51-66
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• 2009

This study aims at examining how it becomes to change the interpersonal cognitive problem solving ability development of elementary rejected children when teacher practices counseling strategy in classroom To do this, 130 fifth-graders of 4 classrooms from H Elementary School in B City went through Ahn Ie-hwan's(2007) social status type system by using the peer nomination, Then, 21 children were labeled as rejected children. Among them, 16 children were divided into experimental group & control group, 8 for the each group. In order to improve the interpersonal cognitive problem solving ability of rejected children with teacher's counseling strategy in classroom used in this study, 5 weeks activity made according to the level of classroom was carried out in four sides, that is, setting of classroom structure-environments, classroom activities, counseling activities, cooperative learning method, referring to Dreikurs'(1971) 'The counseling strategy in classroom' composed of self-discipline, cooperation, mutual respect, shared responsibility, and social equality. This study obtained the following results. First, There was a significant effect in improving the interpersonal cognitive problem solving ability of rejected children. Looking into sub-factors, there was a significant effect in improving consequential thought and method-ends thought except alternative solution thought and causal thought. Second, there was a significant difference in social status & change of 5 types of children in social status in the respective classrooms when those of the experimental group where teacher's counseling strategy in classroom carried out and those of the control group where teacher's counseling strategy in classroom not carried out were compared. To conclude the results mentioned above, We can see the fact that the counseling strategy in classroom positively affected interpersonal cognitive problem solving ability.

• Journal of Families and Better Life
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• v.21 no.2
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• pp.39-48
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• 2003

The purpose of this study was to examine the impacts of educational theater on 5-years-old children, and more specifically, to find out whether the effects of the theater on children's peer acceptance and self-esteem are different by peer social statuses, that are, popular, average, and neglected/rejected Fifty seven children participated in this study and were evaluated with the Sociometric Test (Coie & Dodge, 1983). The experimental subgroup (N=28) participated in the programmed educational theater for 9 sessions. The dependent variables were measured by the peer acceptance items of Sociometric Test as well as the Self-Perception Profile based on SPPC (Halter, 1985), and the same tests were administered twice, before and after the experiment. Covariance analyses showed significant differences between experimental and control groups, for the children in the neglected/rejected category, in peer acceptance and social acceptance dimension of self-esteem. Global self-worth among children of popular and average categories, and total self-esteem among children of average category were also improved by the theater program. These results imply that educational theater programs can be used effectively to promote young children's social adjustment.

• Korean Journal of Child Studies
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• v.17 no.1
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• pp.259-273
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• 1996

The purpose of this study was to investigate the relationship between children's popularity and Interpersonal Cognitive Problem-Solving Skill(ICPS). The subjects were 162 children(70 popular, 76 rejected, and 16 neglected children) chosen from 359 children between the age of 5 -6 and 8-9 years of age. The materials were peer nomination measures developed by Moreno(1934 ) and Interpersonal Cognitive Problem-Solving Skill produced by Park, Chan-Ok from IPCS of Spivack(1976). The data were analyzed by 3-way ANOVA popularity (3) ${\times}$ age (2) ${\times}$ sex (2), t-test, and $Scheff\acute{e}$ test. The results were that (1) children's popularity was significantly different by sex, (2) children's ICPS was significantly different by age for boys, (3) there was no significant difference in ICPS by popularity, and (4) there were significant differences in positive negative solution thought.

• Child Health Nursing Research
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• v.8 no.4
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• pp.400-413
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• 2002

The purpose of this study was to evaluate the effect of informational intervention on postoperative pain following tonsillectomy in children. This study was performed on 30 children, aged 5-15 years, undergoing tonsillectomy and their parents by providing informational intervention with colored figure; operation procedure and information. Pain assessment was done by Pain Questionnaire. The results from this study were as follows : 1. Children in experimental group with mean 16.07 had lower pain scores than control group with mean 14.87 at 4th hours after operation(p<0.05). It showed 'significant difference' and first hypothesis was adopted. 2. Children in experimental group with mean 20.60 had lower pain scores than control group with mean 17.27 at 8th hours after operation(p<0.05). It showed 'significant difference' and second hypothesis was adopted. 3. Children in experimental group with mean 28.80 had lower pain scores than control group with mean 25.70 at 24th hours after operation(p<0.05). It showed 'significant difference' and third hypothesis was adopted. 4. When we analyzed the time difference and difference between two groups simultaneously by repeated measure ANOVA, the significant difference was not found. And so 'the experiential group with operation-related information will show the lower pain sense than the control group just as the time flows after operation', fourth hypothesis was rejected. Generally, it was found that providing information about operation to children and their parents reduced effectively postoperative pain in children, but in clinical settings there are minimum preoperative information-providing because of insufficient time and inconvenience although nursing staffs and patients know its needs. Conclusionally providing preoperative information should help children and their parents cope with Pre, Peri and Post operative events effectively.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.4
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• pp.147-159
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• 2016

This study is intended to draw a scale for problem behaviors of young children. To achieve this, an empirical survey was carried out on experts from three groups of daycare center teachers, kindergarten teachers and early childhood education-majored professors. A total of 209 items were measured by the scale for young children's problem behaviors from the 1970s to now. The results showed that 96 of a total 209 items in 5 categories related to the scale for young children's problem behaviors were adopted as major items. Using these 96 major items in 5 categories, 17 out of 40 items in a peer relationship category, 13 out of 41 items in a development category, 20 out of 50 items in a fundamental habit category, 22 out of 38 items in a morality category, and 24 out of 40 items in an emotion category were adopted. Most items were adopted in the emotion category, whereas most items were rejected in the development category. Therefore, it is judged that their problem behaviors are caused mainly by anxiety, shrinking, unexpected behaviors, dependence on parents or teachers, and slow behaviors due to the latent negative emotions of young children at the developing stage.