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REFERENCE LINKING PLATFORM OF KOREA S&T JOURNALS
> Journal Vol & Issue
Korean Journal of Childcare and Education
Journal Basic Information
Journal DOI :
The Korean Association of Child Care & Education
Editor in Chief :
Volume & Issues
Volume 12, Issue 4 - Aug 2016
Volume 12, Issue 3 - Jun 2016
Volume 12, Issue 2 - Apr 2016
Volume 12, Issue 1 - Feb 2016
Selecting the target year
A Short-term Longitudinal Study on the Actor and Partner Effect of Parenting Efficacy on the Parenting Stress of Parents with Infants
Kim, Min Jeong ; Yee, Bang Sil ; Chung, Mi Ra ;
Korean Journal of Childcare and Education, volume 12, issue 3, 2016, Pages 1~19
DOI : 10.14698/jkcce.2016.12.03.001
The purpose of this study was to examine the effect of parenting efficacy measured at 6 months of infancy, and on parenting stress at 9-months of infancy through a short-term longitudinal approach. Participants were 116 couples living in Seoul and Gyeonggi-do, whose first born children were in infancy. The results of the 116 couples were analyzed through the APIM analysis method. The results of the APIM showed that mothers' and fathers' actor effect was significant, which meant that parenting efficacy at 6 months of infancy could predict the existence of parenting stress at 9 months of infancy. However, the partner effect of both mothers and fathers was insignificant. This research demonstrates the significance of parenting efficacy at early infancy, which in turn affects parenting stress as well as factors that need to be considered in pre-parental education.
The Relationship between Parental Attribution and Self-Perception in Parenting Roles to Parenting Success or Failure Situations among Mothers of Toddlers
Han, Sae-Young ; Lee, Eun Gyoung ;
Korean Journal of Childcare and Education, volume 12, issue 3, 2016, Pages 21~39
DOI : 10.14698/jkcce.2016.12.03.021
The purpose of this study was to examine the relationship between parental attribution and self-perception in parenting roles according to parenting success or failure situations. A total of 138 mothers who have toddlers in Seoul and other big cities in Korea completed questionnaires, and data were analyzed by paired t-test, Pearson's correlation coefficient, Fisher's Z score, and multi-regression. The results are as follows: First, mothers in parenting success situations showed higher parental attribution than mothers in parenting failure situations. Second, correlations between parental attribution and self-perception in parenting roles turned out to be significantly different between parenting success situations and failure situations. Third, both internal attribution such as ability and effort, and external attribution such as child behavior and task difficulty, significantly predicted self-perception in parenting roles including equilibrium feeling, competence, satisfaction and parenting investment, especially in parenting failure situations. The implications of the difference in parental attribution between parenting success and failure situations have been discussed.
The Effect of Early Childhood Teachers' Happiness, Attitudes toward the Teaching Profession and Multicultural Variables on Multicultural Teaching Activities
Oh, Jae-Yeon ; Nam, Min-Woo ;
Korean Journal of Childcare and Education, volume 12, issue 3, 2016, Pages 41~60
DOI : 10.14698/jkcce.2016.12.03.041
The purpose of this study was to examine differences in multicultural early childhood teaching activities according to the general characteristics of early childhood teachers, to analyze the relationships and effects of early childhood teachers' happiness, variables of attitudes toward the teaching profession, and variables of multicultural teaching, and ultimately to identify variables related to early childhood teachers that explain multicultural early childhood teaching activities. For this study, 270 teachers in charge of young children from multicultural families at early childhood education institutions were sampled. When the 'age' variable, which might affect multicultural teaching activities, was excluded and the relationships among early childhood teachers' variables as independent variables were analyzed, happiness and obsessive passion were found to have an effect on multicultural teaching activities. These findings suggest that early childhood teachers' happiness and passion for teaching needs to be enhanced as an effort to set the direction of multicultural education fit for the characteristics of Korea in the field of early childhood education, where the foundation of culture is laid and prejudices are easily formed.
The Relations Among Teachers' Beliefs Regarding Self-control, Preschoolers' Behavioral Self-regulation and School Readiness : The Gender Difference
Sung, Miyoung ; Chang, Young Eun ; Son, Seunghee Claire ;
Korean Journal of Childcare and Education, volume 12, issue 3, 2016, Pages 61~78
DOI : 10.14698/jkcce.2016.12.03.061
The current study examined the relations among teachers' beliefs, behavioral self-regulation and school readiness of preschoolers. The study sample included 229 preschoolers aged 3 to 5 attending child care centers located in Seoul and Gyeonggi area of Korea. Using Structural Equation Modeling, the paths from teachers' beliefs to children's school readiness via the mediation of their behavioral self-regulation were examined. Children's self-regulation was directly assessed using Head-to-Toe Tasks. The results showed that teachers' stronger beliefs in and responsibility for children's self-regulation and interpersonal skills significantly predicted greater behavioral self-regulation among children, which in turn, significantly influenced greater social skills and work-related skills. The contribution of teachers' beliefs and behavioral regulation to social skills and work-related skills was positive and stronger for boys.
Effects of Young Children's Multiple Intelligences and Temperament on their Play Behaviors
Cha, Hye Kyung ; Shin, Nary ;
Korean Journal of Childcare and Education, volume 12, issue 3, 2016, Pages 79~97
DOI : 10.14698/jkcce.2016.12.03.079
The purpose of this study was to investigate the effects of children's multiple intelligences and temperaments on their play behaviors. In order to achieve this, 155 mothers and 21 teachers of children aged 4 to 6 years old were invited to participate in an observe-reported survey. The data were analyzed using descriptive statistics, Cronbach's
, Pearson's correlation, and hierarchical regression analysis using SPSS version 18.0. It was found that both multiple intelligences and temperament types have partial influences on play behaviors of young children; it was confirmed that among multiple intelligences of children, logical-mathematical intelligence influences onlooker behaviors in a positive way, body-kinesthetic intelligence has a positive effect on rough-and-tumble play, and musical intelligence positively affects social play during free-choice play. Also, children with a difficult temperament were more likely to participate in solitary play than children with a slow temperament. These results imply that teachers' guidance and involvement of children's play should differ by types of temperament and levels of multiple intelligence in children.
The Effects on Young Children's Creativity and Listening Abilities Using Famous Painting Parodies in Art Activities
Kim, Hyoung-Jai ; Song, Min-Seo ; Kim, Hyung-Sook ;
Korean Journal of Childcare and Education, volume 12, issue 3, 2016, Pages 99~119
DOI : 10.14698/jkcce.2016.12.03.99
The purpose of this study is to develop art activities using famous painting parodies in hopes of enhancing the creativity of 5-year old children. A total of 11 program activities were developed consisting of a preliminary activity (understanding the notion and ideas behind parody), introduction (view and analysis of famous paintings), development (theme selection, idea construction, and parody production), and conclusion (view and review of parody). Participants were 50 (24 in the experimental group and 26 in the comparative group) 5-year old children from a kindergarten located in G city. TTCT of Creative Thinking (TTCT: Figure A and B) was used as a research tool, and the listening abilities paintings test tool was applied to teachers of the groups. First, excluding accuracy, which is considered to be an unimportant factor in determining one's creativity, results showed positive effects on fluency, originality, abstractness, and persistence. Second, the program also showed positive effects on children's overall ability in appreciation of paintings as well as the sub factors including observation and expression, understanding painter's intention, atmosphere, materials and techniques, art elements, and attitude towards art piece.
A Study on the Satisfaction and Needs of Mothers with Young Children on the Child-rearing Environment: Focusing on J Innovation City
Chung, Ka Sook ; Ryu, Su Min ; Park, Ji Yeong ;
Korean Journal of Childcare and Education, volume 12, issue 3, 2016, Pages 121~136
DOI : 10.14698/jkcce.2016.12.03.121
The purpose of this study is to examine the satisfaction and needs of mothers living in J innovation city with the child-rearing environment. A survey was conducted on 223 mothers with young children. The results are as follows: First, parents' needs on all items of economic, social and physical child-rearing environment were higher than their satisfaction on the items. Second, according to the reasons why parents are moving to J innovation city, there were significant differences between groups in their educational environment among subcategories of the economic and physical child-rearing environment. Third, according to the residential area they previously lived in, there were differences between groups in their child-rearing environment, such as the conditions of house location and educational environment among subcategories of the economic and physical child-rearing environment. The limits and implications for the administrational support for building a hopeful child-rearing environment in an innovation city were discussed.
The Sequential Mediation Effects of Efficacy Belief about Play and Professional Recognition between Kindergarten Teacher's Emotional Intelligence and Teacher-child Interaction
Chung, Mi Ra ; Kim, Sei Kyung ; Kim, Min Jeong ;
Korean Journal of Childcare and Education, volume 12, issue 3, 2016, Pages 137~157
DOI : 10.14698/jkcce.2016.12.03.137
This study examines the effects of teacher's emotional intelligence on teacher-child interaction through the sequential mediation effects of efficacy belief about play and professional recognition. Participants were 268 teachers working at kindergartens in Gyeonggi area. Data were analyzed by descriptive statistic, Pearson's product-moment correlation, and the structural equation model using the SPSS 21.0 and Mplus 6.12 program. The main findings of this study are as follows: First, in regards to the relationship between emotional intelligence and teacher-child interaction, a single mediation effect of efficacy belief about play is significant. But there is no significant mediation effect of the professional recognition. Second, in regards to the pathway from emotional intelligence to teacher-child interaction, the professional recognition precedent mediation model is statistically significant, but efficacy belief about the play precedent mediation model is not significant. Based on the results, a concluding discussion was made regarding methods toward enhancing interaction between teacher and child.
A Preliminary Validation Study on the K-BBRS-2 for Young Children
Lee, KyungOk ; Oh, Sae nee ; Shim, Hye jin ; Lee, Sanghee ;
Korean Journal of Childcare and Education, volume 12, issue 3, 2016, Pages 159~176
DOI : 10.14698/jkcce.2016.12.03.159
The purpose of this study was to provide initial information aboutthe reliability and validity of the Korean version of the BBRS-2(Burks Behaviors Rating Scales, Second Edition). Data were collected for 217 children aged 3-5. K-BBRS-2 consists of a total of 93 questions in 7 factors. The results were as follows. First, internal consistency of the7 factors ranged from 0.81 to 0.94.Results of the confirmatory factor analysis confirmed that the 7-factor model presented in the original tool was the most appropriate. Second, children's maladaptive behavior in Korea based on K-BBRS-2 indicated evidence of validity with a meaningful correlation with children's self-esteem and peer relationships. Third Korean children's maladaptive behavior was not to have significant difference by age of children. The conclusion was that it is not necessary to calculate independent norms for age. Also, when considering gender differences, it was shown that maladaptive behavior appears more in boys than girls. K-BBRS-2 is expected to be utilized as a suitable tool for measuring the maladaptive behavior of Korean children. A nationwide standardized study for Korean children and further research with clinical groups is needed.
The Effect of Early Educator's Psychological Exhaustion and Happiness on Children's Adapting Ability in Early Education Settings
Moon, Eunyoung ; Oh, Sunjin ;
Korean Journal of Childcare and Education, volume 12, issue 3, 2016, Pages 177~195
DOI : 10.14698/jkcce.2016.12.03.177
The purpose of this study was to investigate the effect of early educator's psychological exhaustion and happiness on adapting ability of children in early education settings. Two hundred ten early educators and six hundred thirty children were selected as subjects of this study and were requested to participate in a survey. The results of this study were as follows: First, as a result of analyzing the relationship between early educator's psychological exhaustion and happiness as well as children's adaptability on education facility, higher psychological exhaustion and lower happiness were related to lower children's adaptability on education facility. Second, as a result of comparing comparative impact that psychological exhaustion and happiness has on children's adaptability on education facility, psychological exhaustion of the teacher impacts negatively on children's adaptability on education facility and happiness of the teacher did not significantly impact children's adaptability on education facility. This research is expected to be used as foundational data that helps to recognize the importance of psychological exhaustion and happiness of the teacher and could be used to develop various programs that support teachers to recover from burnout and to increase happiness.
The Effects of Young Children's Hours Spent at Kindergartens or Child Care Centers on their Language, Cognition, and Social Development: Focusing on Mediating Effects of Teacher-child Interactions
Park, Changhyun ; Kim, Sanglim ;
Korean Journal of Childcare and Education, volume 12, issue 3, 2016, Pages 197~210
DOI : 10.14698/jkcce.2016.12.03.197
The purpose of this study was to examine the effects of young children's stay hours on kindergartens or child care centers on their language, cognition, and social development with teacher-child interactions as a mediator. For this purpose, the data from the 2013 Panel Study on Korean Children were analyzed using the GLM and pattern analysis. The results of the GLM analysis were as follows. First, the main effects of the stay hours on child development were statistically significant Second, the main effects of the level of teacher-child interaction were also statistically significant on the results of child development. Third, the moderating effect of teacher-child interaction level between the stay hours and child development were also significant. The results showed that young children's stay hours effected their language, cognitive, and social development and teacher-child interactions mediated these effects.
A Study on Recognition of Autism Spectrum Disorder Among Infants and Toddlers by Childcare Teachers : With a Focus on Focus Group Interviews
Lee, Kyung-Sook ; Park, Jin-Ah ;
Korean Journal of Childcare and Education, volume 12, issue 3, 2016, Pages 211~238
DOI : 10.14698/jkcce.2016.12.03.211
This study examines indicators and factors for identification of ASD(Autism Spectrum Disorder) characteristics of infants and toddlers and early screening of children with ASD by day care teachers. Focus group interviews were conducted with 11 teachers by a semi-structured questionnaire developed by the authors. The findings are: 1) key problems and indicators of behavioral characteristics of children with ASD included problems with social communication and interactions, restricted and unusual interests, outstanding ability in specific areas, insistence on sameness and ritualized patterns, problems with language development and communication, sensory abnormalities; 2) counseling with parents of children with ASD revealed a lack of recognition of parents, negative expressions of emotions and resistance, and difficulties in referral to and association with experts; 3) needs for ASD in the child care field included visiting by experts, provision of test scales, training of child care teachers and parents, and building cooperative systems; and 4) demands of development and execution of a Korean-style scale for early screening of children with ASD.