• Human Ecology Research
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• v.52 no.5
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• pp.541-549
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• 2014

The purpose of this study was to analyze the effects of preschool children's behavioral and emotional regulation on their peer play behavior, focusing on gender differences. A total of 214 4- and 5-year-old children attending a child care center in South Korea participated in this study. The instruments used in this study were the Child Behavior Rating Scale, Emotion Regulation Checklist, and Penn Interactive Peer Play Scale. The collected data were analyzed using a Student's t -test, Pearson's partial correlation, and multiple regressions with the SPSS software ver. 16.0. The main results of this study are as follows: first, there was a significant gender difference in preschool children's behavioral regulation, emotional control, play interaction, and play disruption. However, there was no gender difference in preschool children's play disconnection. Second, preschool children's emotional control and behavioral regulation had positive effects on their play interaction irrespective of gender. Third, preschool children's emotional instability and emotional control had a positive influence on their play disruption irrespective of gender. Finally, the factors of behavioral regulation and emotional instability significantly predicted the boys' play disconnection, while for the girls, the significant predictor was emotional control. Further, implications for the use of early intervention targeting specific behavioral and emotional regulation problems have been discussed.

• International Journal of Human Ecology
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• v.14 no.2
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• pp.25-40
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• 2013

Addressing challenging behavior in young children with special needs is an important issue. This study analyzed the results of literature on parent-implemented behavioral interventions designed to manage the challenging behavior of children with developmental disabilities under 8 years of age. Seventeen relevant studies published in peer-reviewed English journals during the last 15 years were selected for review. The literature review showed that adequately trained parents can serve as a competent intervention agent, thereby making significant contributions to mitigating children's behavior problems. The reviewed studies also demonstrated that parents could play a variety of important roles such as informants and trainers in behavioral interventions. However, the conclusions on parent-implemented behavioral intervention may be tentative rather than conclusive due to previous research limitations including the lack of treatment integrity and social validity data. In addition, this review discussed several implications for practitioners, indicated the limitations of the reviewed studies, and presented suggestions for future research.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.1 no.1
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• pp.40-54
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• 1990

The author studied EEG differences among normal, children, children with emotional behavioral problems determined by Rutter's questionnaire and children with attention-deficit hyperactivity disorder according to DSM-III-R. The results are as follows ; There were no differences in incidence and pattern of abnormal EEG between normal control children and children with emotional behavioral problems. But children with attention-deficit hyperactivity disorder tend to show lower average amplitude, and less wave percentage time of alpha wave in occipital area than normal did, furdermore wave percentage time of alpha wave appeared more in left occipital area than in right occipital area, These results demonstrated that emotional behavioral problems in elementary school children may not be related to EEG abnormality, Where as children with attention deficit hyperactivity disorder showed underdeveloped alpha waves as compared with normal control children.

• Journal of the Korean Home Economics Association
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• v.43 no.3 s.205
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• pp.91-104
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• 2005

This study was designed to examine the relations of home environment, locus of control, social support and behavior problems of fourth-grade Korean-Chinese children in Yanbian in China. The subjects were 190 children who completed the locus of control and social support scale and their parents who completed the Child Behavior Checklist. T-test, correlation analysis, and multiple regression analyses were conducted. Mother's education level, and psychological and physical environment at home were negatively related to children's behavior problems. The scores of internal locus of control and support from the teacher were negatively related to children's behavioral disturbances. The factors with the greatest contribution to explaining behavior problems of Korean-Chinese children in Yanbian were found to be physical environment at home, internal locus of control, and teacher's social support.

• Journal of the Korean Home Economics Association
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• v.48 no.2
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• pp.39-49
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• 2010

This study focused on the links between emotionality, interpersonal and intrapersonal intelligence, and behavior problems in a sample of 185 four- to five-year-old children in kindergarten and daycare centers in Seoul. All variables were measured by the teachers of surveyed children. Collected data were analyzed by Simple Regression and Hierarchical Multiple Regression. The main results of this study were as follows: Firstly, children's positive and negative emotionality each exerted negative and positive effects on their interpersonal and intrapersonal intelligence. Secondly, children's positive emotionality had a negative influence on internalizing behavior problems. On the other hand, children's negative emotionality had a positive influence on internalizing and externalizing behavior problems. Finally, effect of children's positive emotionality on their internalizing behavior problems was totally mediated by interpersonal and intrapersonal intelligence. On the other hand, effect of children's negative emotionality on their internalizing and externalizing behavior problems was partially mediated by their interpersonal and intrapersonal intelligence.

• International Journal of Human Ecology
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• v.7 no.2
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• pp.75-84
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• 2006

Internalizing and externalizing behavior problems may be more common in children with disability families but rarely known is the magnitude of the problem and the risk factors compared to those in children with non-disability families. This study was undertaken to examine if socio-economic factors, parental health, and family functioning affect children's internalizing and externalizing behaviors differently between two comparison groups. The research literature on childhood behaviors was briefly reviewed. The data was derived from the Mental Health of Children and Young People in Great Britain, 2004. Regression analyses provide evidence that the family type, economic status, and income level are uniquely associated with an increased risks of internalizing or externalizing behavior problems in children with disability families, whereas sex, age, family size, parental health, and family functioning factors have similar impacts on the child's internalizing or externalizing variances between two groups. Intervention is desirable to address the concerns influencing internalizing and externalizing performances among children with disability or non-disability families.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.3 no.1
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• pp.73-83
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• 1992

The purpose of this study was to undrstand the emotional and behavioral sequela in the abused child caused by phygical abuse. To achieve the purpose. the emotional and behavioral differences between not or less abused children group and severely abused children group were compared in this study. The subjects in this study were 61 male children who were selected among children under custody at 4 child-welfare institutions in Seoul. A violence scale in CTS(Conflict Tactics Scale) developed by Straus(1979) was modified and used as a research tool to measure the children's physical abuse. The Korean text of Child Behavior Checklist(CBCL) was also used to measure the emotional and behavioral problems of abused children. The results of this study were as follows : 1) The total scores of behavioral problems in physically abused children were significantly higher than those in control group. 2) The comparison of behavioral problems has shown significant differences between two groups in social withrawal. somatic symptom, emotional disturbance, obsessive-depressive behavior, hyperactivity and psychotic-sexual factors. However. there were no differences in aggressive and delinquent factors. The above results presents us the profile of children's emotional and behavioral problems caused by physical abuse, and can be used as a framework for the treatment protection and preservation of abused children in the course of social work practice.

• Korean Journal of Child Studies
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• v.24 no.1
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• pp.47-59
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• 2003

The influence of depression, self-esteem, and well-being components of maternal psychological environment on child behavior problems was examined in Korean and American populations. Findings were that the level of mother's self-esteem was lower in Korean than in American mothers; the level of mother's "autonomy" and "environmental mastery" was lower in Korean than in American mothers; and "somatic complaints" were more frequent in the Korean group. The relationship between maternal psychological environment and child behavior problems was greater in the American group. In the Korean group, autonomy and enviornmental mastery were negative components causing both internalized and externalized behavor problems in children. Mothers' depression was the most powerful variable, affecting internalized and externalized behavior problems in both Korean and American groups.

• Korean Journal of Child Studies
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• v.3
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• pp.97-113
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• 1982

Problems This study was aimed to find out the effects of Kindergarten education on primary school child's learning achievement and it's continuance. The specific question to be investigated in this study can he summarized as follows. 1. How did the kindergarten education effect upon primary school child's learning achievement and behavioral development? 2. How did the differences of learning achievement and behavioral development between groups of children attending kindergarten and not attending kindergarten? Methods 1. Subjects One hundred and twenty children of sixth grade and one hundred primary school's teachers were employed 1) Sixty of children were experimented groups who had received kindergarten education. Sixty of Children are Control group who had not received Kindergarten education. The subjects were sampled in N primary school in seoul and Y primary school in Taejeon. Sixty of children were boys and sixty of children were girls. 2) Fifty of teachers were sampled in N primary school in Seoul and Fifty of teachers were sampled in Y primary school in Taejeon. 2. Instrument 1) School cumulative record. School cumulative record was referred to find out the differences of school records on learning achievement in morality, National language, social studies, arithmatics, natural science, gymnastics, music, fine arts and behavioral development in industry, responsibility, coorperation, indeperdence, law abiding spirit between experimental group and control group. 2) Questionnaire paper which constructed 10 articles. Questionnaire paper asked to primary school teachers for effects of kindergarten education. Results The results of date analysis can summarized as follows. 1. Kindergarten education, generally, is regarded effective at least for school work achievement but not so effective for morality and physical education. 2. Kindergarten education is not so effective in all school works of primary school in its continuance since its effectiveness begins to fade away from the 4th grade of primary school. But such continuance tends to be outstanding especially in national language, social subjects and arts. 3. The experiences of kindergarten education is not much helpful to behavioral development during primary school. 4. Primary school teachers recognize that kindergarten education contributes to curriculum work and behavioral development for primary school children.

• Journal of the Korean Home Economics Association
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• v.45 no.4
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• pp.87-96
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• 2007

The purpose of this study was to investigate the relationship between the father's emotional expressiveness and verbal controls, and his children's social competency depending on gender. Subjects were 156 five-year-old children and their fathers in 4 private kindergarten in Gyeongi province. The data obtained were analyzed by frequencies, percentiles, means, standard deviations, Cronbach's alpha, t-test, and Pearson's correlations. The major findings of this study were as follows: 1) A significant difference was found between the children's gender in terms of children's external behavioral problems in social competency. 2) There was a negative correlation between the fathers' negative emotional expressiveness and their male children's social competency. 3) There was a negative correlation between the fathers' imperative control under verbal controls and their male children's social competency.