• Title/Summary/Keyword: young children

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The Mediating Effects of Young Children's Shyness on the Relationship between Teacher-Children Relationship and Young Children's Social Competence (교사와 유아 간의 관계와 유아의 사회적 능력간의 관계에서 유아 수줍음의 매개효과)

  • No, Jin-Hee;Kim, Hee-Hwa
    • The Korean Journal of Community Living Science
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    • v.27 no.1
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    • pp.5-17
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    • 2016
  • The purpose of this study was to examine the mediating effects of young children's shyness on the relationship between teacher-children relationship and young children's social competence. The subjects of the study were 270 children from three years to five years old and their teachers in Busan. Frequency, t-test, Cronbach ${\alpha}$, Pearson's correlation coefficients, and hierarchial regression were used for data analysis. The results were as follows: first, teacher-children intimacy showed positive correlation with the young children's social competence. Teacher-children conflict showed negative correlation with the young children's social competence. Second, teacher-children intimacy showed negative correlation with the young children's shyness. Teacher-children conflict showed positive correlation with the young children's shyness. Third, young children's shyness showed negative correlation with the young children's social competence. Fourth, young children's shyness had partial mediating effects on the relationship between teacher-children intimacy and young children's sociability. Young children's shyness had partial mediating effects on the relationship between teacher-children intimacy and young children's popularity and leadership. Young children's shyness had partial mediating effects on the relationship between teacher- children conflict and young children's sociability. Young children's shyness had partial mediating effects on the relationship between teacher-children conflict and young children's popularity and leadership.

The Moderating Role of Young Children's Playfulness and the Association between Maternal Parenting and Young Children's Peer Competency (어머니의 양육행동 및 유아의 놀이성과 유아의 또래 유능성 : 유아 놀이성의 조절효과를 중심으로)

  • Lee, Sang-Eun;Lee, Ju-Lie
    • Korean Journal of Child Studies
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    • v.31 no.6
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    • pp.71-85
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    • 2010
  • This study examined the moderating role of young children's playfulness and the association between maternal parenting and young children's peer competency. The subjects of the present study were 132 4 or 5-year-old young children and their mothers recruited from child-care centers in Seoul and Gyeonggi-Do. The findings of this Study were as follows : First, maternal parenting influenced children's peer competency. Second, young children's playfulness influenced young children's peer competency. Third, the association between overprotective and permissive maternal parenting styles and young children's leadership abilities were negative only in the low cognitive playfulness group. Fourth, the association between maternal rejective and negligent parenting and young children's socialibility were found to be negative only in the low physical playfulness group.

Relevant Variables of Young Children's Stress (유아 스트레스의 관련 변인 연구)

  • Park So Young;Moon Hyuk Jun
    • Journal of the Korean Home Economics Association
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    • v.42 no.12 s.202
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    • pp.1-14
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    • 2004
  • The purpose of this study was to identify how characteristics of young children (sex, age, birth order, temperament), parents (education level, employed or unemployed mother, mother's parenting behavior), and family (income) relate to young children's stress levels and to examine the relative effects of these variables on young children's stress. The subjects for this study were 287 young children, aged from 3 to 5 years old, selected from kindergartens and day-care centers in Busan. Data were analyzed with t-test, ANOVA, correlation, and multiple regression. The results were as follows. (1) Young children's stress was correlated with young children's sex, age, birth order and temperament. (2) Young children's stress was correlated with parenting behaviors. (3) Young children's stress was not correlated with income. (4) Children's emotionality and maternal overprotective behavior were the most significant variables affecting the stress experienced by boys and girls, respectively. (5) Maternal overprotective behavior variable affected both sibling and only children's stress.

Analysis of Variables Affecting Young Children's Relational and External Aggression (유아의 관계적, 외현적 공격성에 영향을 미치는 관련변인들의 탐색)

  • Kim, Yeon
    • Journal of the Korean Home Economics Association
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    • v.48 no.1
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    • pp.55-66
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    • 2010
  • The purpose of this study was to investigate the role of variables on young children's external aggression and relational aggression. Specifically, young children's temperaments and gender differences, parental marital conflicts, fathers' anti-social behaviors, mothers' child-rearing behaviors and psychological characteristics were studied. The findings of the study were as follows: Firstly, it was found that male children exhibited a higher level of external aggression than female children, while there was no significant difference between male and female children in terms of relational aggression. Secondly, analysis of variables such as children's temperaments and domestic environments revealed that fathers' anti-social behaviors, the adaptability of young children's temperaments and mothers' depression tendency have significant explanatory adequacies for young children's relational aggression. Furthermore, gender difference adaptability, activity and emotionality of young children's temperaments, in addition to parental marital conflicts, also have significant explanatory adequacies for young children's external aggression.

An Inquiry into Typically Developing Children's Interaction Strategies with Young Children with ADHD According to Gender (ADHD 유아에 대한 일반유아의 성별 상호작용 전략 탐구)

  • Kyun, Ju-Youn;Chung, Kai-Sook
    • Korean Journal of Child Studies
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    • v.32 no.5
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    • pp.135-150
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    • 2011
  • The purpose of this study was to examine the interaction strategies used by typically developing boys and girls in their dealings with young children with ADHD in free play situations in inclusive classes. This was done in order to gain an in-depth understanding of the meaning of their interaction strategies. The subjects were 52 typically developing children (comprising 27 boys, 25 girls) and 3 young children with ADHD. The findings were as follows : First, the overall frequency of interaction strategies with the young children with ADHD was greater among the young female children (n = 372) than the young male children (n = 298). Second, when the utterance strategies of the male and female children were sub-categorized, both the male children (79.5%) and the female children (57.0%) mostly made use of avoidance strategies, one of the typical withdrawal strategies. Third, the interaction strategy of control represented 42.0 percent and as such was identified as the most prevalent interaction strategy utilized by the young male children studied. In the case of the young female children, obliging strategies were the most common interaction strategies representing 33.1 percent of the total used. In the light of the findings yielded from this study, some educational recommendations are provided.

The Relationship Between Young Children's Temperament and Emotional Regulation: The Mediating Role of Parenting Sense of Competence (유아의 기질과 정서조절능력 간의 관계: 어머니 양육효능감의 매개적 역할)

  • Park, Yun jeong;Choi, Mi-kyung
    • Korean Journal of Childcare and Education
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    • v.15 no.5
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    • pp.47-68
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    • 2019
  • Objective: The purpose of this study was to investigate the relationships between young children's temperament, emotional regulation ability and mother's parenting sense of competence. Methods: The participants were comprised of 315 young children who attend a kindergarten or day care center and their mothers from Seoul, Inchon, and Gyeonggi-do Province. They completed questionnaires on temperament, emotion regulation ability, and parenting sense of competence. The data were analyzed by frequency analysis, Cronbach's ${\alpha}$, Pearson's correlation coefficients, and multiple regression analysis. Results: It was observed that young children's regularity/adaptability was positively correlated with sense of competence as a parent and young children's emotional regulation. Young children's regularity/adaptability was negatively correlated with dissatisfaction as a parent and young children's emotional instability/negativity. Sense of competence as a parent was positively correlated with young children's emotional regulation and negatively correlated with young children's emotional instability/negativity. In addition, it was further found that the mother's parenting sense of competence tended to play a perfectly/partially mediating role between young children's temperament and young children's emotional regulation ability respectively. Conclusion/Implications: These results clearly indicated that parenting sense of competence plays a crucial role between young children's temperament and emotional regulation.

A study for young children's aggression and relationship of relative factors -concentrating on young children's temperament, self-regulation and mother's parenting efficacy, parenting behaviors- (유아의 공격성과 관련변인들의 관계성 연구 -유아의 기질과 자기조절 및 어머니의 양육효능감과 양육행동을 중심으로-)

  • Youn, Jin-Ju;Kang, Shin-Young;Lee, Bok-Ju
    • Korean Journal of Human Ecology
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    • v.14 no.5
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    • pp.761-770
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    • 2005
  • This study focused on the relationship between young children's aggression and associated relative factors, so that we set young children's temperament, young children's self-regulation ability, mother's parenting efficacy, and mother's parenting behavior as associated relative factors. Therefore, we researched how these associated relative factors could affect young children's aggression. Subjects were 350 young children and their mothers who were attending nine kindergarten in I-city and J-city, Jeonlabuk-do. Statistics and methods used for data analysis were Cronbach's alpha, Pearson's correlation and Multiple Regression. Result's are as followings: First, as we researched into the correlation between young children's aggression and associated relative factors, we found that there were significant correlation in young children's temperament and mother's parenting efficacy, mother's indulgent and permissive parenting behavior, and controlled parenting behavior. Second, as we researched into the efficacy between young children's aggression and associated relative factors, we found that young children's aggression was directly affected by young children's active character that is one of young children's temperaments, young children's self-regulation ability, mother's active involvement in parenting behavior, mother's indulgent and permissive parenting behavior, and mother's controlled parenting behavior. That is, young children's aggression was 22% affected by these associated relative factors.

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Analysis of K-ABC Profile of Young Gifted Children and Ordinary Young Children (유아영재와 일반유아의 K-ABC 프로파일 분석)

  • Oh, Mee-Hyeong
    • Journal of Gifted/Talented Education
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    • v.19 no.2
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    • pp.241-260
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    • 2009
  • The purpose of this study was to contrast young gifted children with ordinary young children in K-ABC profile. The subject were 51 young gifted children and 51 ordinary young children, 2 to 4 years of age. Data of children's K-ABC profile were analyzed by Correlation and Crosstabs. The main results of this study were as follows: First, in the case of ordinary young children, there were significant positive correlation among 'Mental Processing Composite' and all sub-tests of mental processing composite except 'face memory' test, 'Achievement Scale'. In young gifted children, there were significant positive correlation among 'Mental Processing Composite' and just four sub-tests of mental processing composite, and there were no significant correlation between 'Mental Processing Composite' and 'Achievement Scale'. Second, there were no significant differences among all sub-tests' strength and weakness in young gifted children and ordinary young children. Third, young gifted children got higher score in 'Sequential Processing Scale' and 'Mental Processing Composite' than 'Achievement Scale'. But in ordinary young children, there were no significant differences among all K-ABC' sub-scales.

Effects of Mother's Neuroticism, Parentsing Stress and Young Children's Stress on Problem Behaviors (어머니의 신경증적 성격특성과 양육 스트레스 및 유아의 스트레스가 문제행동에 미치는 영향)

  • Song, Min-Jung;Han, Sae-Young
    • Journal of the Korean Home Economics Association
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    • v.49 no.5
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    • pp.117-127
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    • 2011
  • The purpose of this study was to investigate the effects of mother's neuroticism and parenting stress, and young children's stress on internal and external problem behaviors. The participants of this study consisted of 236 mothers, who had children aged 5-7 in Chungbuk area. Mothers responded to questionnaires and data analyzed using SPSS program(version 12.0) and AMOS program(version 5.0). The results of this study were as follows.: First, a mother's neuroticism, parenting stress, and young children's stress directly influenced on young children's internalizing problem behaviors. The effect of mother's neuroticism on young children's internalizing problem behaviors was mediated by mother's parenting stress and young children's stress. Second, mother's parenting stress influenced young children's externalizing problem behaviors directly, but mother's neuroticism and young children's stress did not. The effect of mother's neuroticism on young children's externalizing problem behaviors was mediated by parenting stress.

The Effects of Mothers' Supportive and Non-supportive Reactions to Young Children's Negative Emotions on Young Children's Internal and External Problem Behavior (유아의 부정적 정서에 대한 어머니의 지지적 반응과 비지지적 반응이 유아의 내면화 및 외현화 문제행동에 미치는 영향)

  • Yun, Kyeong-Mi;Han, Sae-Young
    • Korean Journal of Childcare and Education
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    • v.13 no.3
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    • pp.83-102
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    • 2017
  • Objective: This study investigates the main effects and interaction effects of mother's reactions to young children's negative emotions on the children's problem behaviors. Methods: A total of 346 mothers with toddlers completed questionnaires, the data were analyzed using Pearson's correlation coefficient and multiple regression. Results: First, mothers' supportive response to young children's negative emotions, including expressive encouragement, emotion-focused reactions, and problem-focused reactions, showed negative relations with the children's internal and external problem behaviors. Mothers' unsupportive response to children's negative emotions, including distress reactions, minimization reactions, and punitive reactions, showed positive relations with the children's internal and external problem behaviors. Second, an interactive effect was observed. For external problem behavior, mothers' lower distress reactions accompanied by higher emotion-focused reactions, lower punitive reactions accompanied by higher emotion-focused reactions, lower distress reactions accompanied by higher problem-focused reactions, and lower punitive reactions accompanied by higher problem-focused reactions all decreased children′s problem behavior. However, for internal problem behavior, only mothers' lower distress reactions accompanied by higher emotion-focused reaction decreased children′s problem behavior. Conclusion/Implication: The main interaction effect on mothers' reaction to young children's negative emotional expression shows that preventive intervention is needed to address problem behavior.