Go to the main menu
Skip to content
Go to bottom
REFERENCE LINKING PLATFORM OF KOREA S&T JOURNALS
> Journal Vol & Issue
Korean Journal of Child Studies
Journal Basic Information
Journal DOI :
Korean Association of Child Studies
Editor in Chief :
Volume & Issues
Volume 26, Issue 6 - Dec 2005
Volume 26, Issue 5 - Oct 2005
Volume 26, Issue 4 - Aug 2005
Volume 26, Issue 3 - Jun 2005
Volume 26, Issue 2 - Apr 2005
Volume 26, Issue 1 - Feb 2005
Selecting the target year
Effects of Socio-drama for Improving Self-Esteem and Self-Expression in Elementary School Children from Broken Homes
Kang, Moon Hee ; Kim, So Yun ;
Korean Journal of Child Studies, volume 26, issue 4, 2005, Pages 1~20
The present study investigated the effects of socio-drama for improving the self-esteem and self-expression of school children from broken homes. Twenty 4th and 5th grade children from broken homes were sampled from welfare service centers in the Seoul area. Participation was approved by at least one parent. Subjects were divided into two groups, 10 each in the experimental and the control groups. The socio-drama program, designed by the present researchers, was conducted in 12 sessions 90 minutes each, twice a week. Results showed that the self-esteem and the self-expression scoresof the experimental group increased significantly. Positive self-expression behaviors increased, while negative self-expressive behaviors and avoidance behaviors decreased in the experimental group.
Relationships Between Kindergarten Teachers' Achievement Orientation and Teacher Efficacy
Moon, Taihyong ;
Korean Journal of Child Studies, volume 26, issue 4, 2005, Pages 21~33
Two hundred ten kindergarten teachers participated in this investigation of the relationship between kindergarten teacher's achievement orientation and teacher efficacy. Instruments were the Teacher Efficacy Scale(Lee, 2002) and the Goal Orientation Scale(Lee, 2002). Data analyzed by ANOVA and hierarchical multiple regression analyses revealed that more highly educated and older teachers were more highly oriented toward mastery goals. Teacher high in mastery and in performance orientation exhibited higher efficacy while low mastery oriented teachers were low in efficacy. The influence of performance goal orientation significantly explained the variance in teacher efficacy. The incremental explanation on teacher efficacy by achievement goal orientation after controlling for demographic variables was statistically significant.
Attachment Behavior Characteristics of Infants in the Strange Situation Procedure
Kim, Eun Ha ; Choi, Hae Hoon ; Lee, Soon Hang ; Bang, Hee Jeong ;
Korean Journal of Child Studies, volume 26, issue 4, 2005, Pages 35~53
The attachment of Korean infants with their mothers was analyzed by individual attachment and interaction behaviors. The Strange Situation was used with 35 12- 18-month-old infants. Results were similar to the findings of Ainsworth et al(l978), in that exploratory and attachment behavior systems of Korean infants changed depending on separation with their mothers. Then again we could discover the orginal attachment characteristics of Korean infants. Korean infants showed meaningful differences in individual attachment and interaction behaviors from the second separation(episode 6), and the difference between attachnet type were also definite from the second separation. Also, the recovery of exploratory behavior from episode 7 with the advent of a stranger was a distinguishable characteristic compared to Ainsworth et al(l978). This empirical evidence mandates the inclusion of episodes 6 in future studies on attachment of Korean infants.
A Job Stress and Self-Efficacy of Child Care Teachers
Cho, Song-Yon ; Koo, Hyunah ;
Korean Journal of Child Studies, volume 26, issue 4, 2005, Pages 55~70
The Teachers' Job Stress Scale(D'Arienzo, 1981) and the General Self-Efficacy Scale(Kim & Cho, 1996) were used to study 170 child care teachers. Data were analyzed by one-way ANOVA, Pearson's partial correlation, stepwise multiple regression(forward), path analysis, Internal consistency(Cronbach's
), and factor analysis. Results showed that job stress was low for teachers of the national child care center, university graduates, higher salaried, and married teachers. Self-efficacy was high among teachers with more than 2 years experience, married status, and previous experience. Correlation between teacher's job stress and self-efficacy was -.19. Self-efficacy and demographic variables for job stress explained 8~22% of the variability. Self-efficacy intermediated between job stress and demographic variables. Monthly salary directly affected job stress.
Development and Effectiveness of a Program for Enhancing the Creativity of Kindergarten Children through Physical Play
Chae, Min-A ; Choi, Wae-Sun ;
Korean Journal of Child Studies, volume 26, issue 4, 2005, Pages 71~84
Eighty-eight 5-year-old subjects were tested by the Torrance Tests of Creative Thinking, and randomly assigned to experimental(n=44) or control(n=44) groups. Developed in collaboration with kindergarten teachers, physical activity projects were based on themes from "life and health" and "life as expression" of the kindergarten curriculum. The resulting program consisting of 24 activities was applied to the experimental group for 24 sessions. Data were analyzed by mean, standard deviation, and repeated measures ANOVA. Effectiveness of the physical activity program for enhancing creativity was shown by a significant increase in mean creativity scores of the experimental group and in the sub-scores of fluency, originality, abstraction of title, elaboration, and resistance to an impetuous ending.
Emotion Regulation as a Predictor of Aggression and Peer Relationships in School-Age Children
Han, Eugene ;
Korean Journal of Child Studies, volume 26, issue 4, 2005, Pages 85~100
The 299(162 female and 137 male) participants in this study listened to six stories designed to elicit prosocial or self-protective rules. The Aggression Scale is composed of verbal and physical aggression and expression of anger. The Quality of Peer Relationships scale has both positive and negative components. Results showed girls used more appropriate emotional regulation strategies for managing negative emotions and more prosocial motives than boys. In the regression analysis emotional display rules and gender positive strategies accounted for 6%, 9%, and 5% of the variance in verbal aggression, physical aggression and anger expression of anger. Children with prosocial motives for emotional regulation and many strategies showed lower levels of egocentricity and peer rejection.
Exposure of Preschoolers to Secondhand Smoke : Parents' Knowledge, Attitudes and Coping Behavior
Min, Ha-Yeoung ; Gwon, Gi-Nam ;
Korean Journal of Child Studies, volume 26, issue 4, 2005, Pages 101~112
Subjects were 279 parents of 4- and 5-year-old day care children. Statistical techniques were factor analysis, t-test, ANOVA, Pearson's correlation, and multiple regression. Major findings were that parents with higher levels of education and income showed a higher level of attitudes and coping behavior toward preschoolers' exposure to secondhand smoke. Parents who were smokers had a higher level than non-smokers of knowledge and coping with preschoolers' secondhand smoke. Parents with higher levels of knowledge and more negative attitudes about secondhand smoke were more active in dealing with secondhand smoke. Parents' knowledge and attitudes were significant predictors of their coping behavior with preschoolers' secondhand smoke. Parents' knowledge was more predictive of parents' coping behavior than their attitudes.
Comparison of Perceptions about Teaching Practices by Student Teachers Before and After Practice Teaching
Choi, Jin Sook ;
Korean Journal of Child Studies, volume 26, issue 4, 2005, Pages 113~123
This study compared student teachers' perceptions about teaching practices and the current state of practice teaching before and after practice teaching. Subjects were 96 students at three-year colleges in Suncheon, Jollanam-do. The survey used a questionnaire, 'kindergarten teachers' recognition of practice teaching and the current state of practice teaching,'(Woo and Choi 2004), revised for this research. Differences were observed in mean scores between before and after practice teaching(t=4.30, p<.001). In sub-areas, significant differences were observed in the role of student teachers, the contents of teaching, support system, evaluation and preliminary guidance(p<.001), but not in the evaluation of practice teaching and student teachers' attitudes(p>.05). This information should be beneficial for teachers' colleges in preparation of practice teaching programs.
Relationships Between Maternal Caregiving System and Child's Attachment System
Ryu, Youngmi ; Lee, Young ;
Korean Journal of Child Studies, volume 26, issue 4, 2005, Pages 125~143
This study focused on the importance of the attachment/caregiving system at a dyadic level, and examined relationships between maternal representations of caregiving, maternal caregiving behavior, and child attachment. Seventy-five middle-class mothers and their preschool children(ages 3-4) participated in the study. Results indicated a strong correspondence between maternal representations of caregiving and maternal caregiving behavior at the secure/insecure and ordered/disordered level. The correspondence between maternal representations of caregiving and their preschooler's attachment, and between maternal caregiving behavior and their preschooler's attachment at the secure/insecure level were also strong. The correspondence between maternal representations of caregiving and their preschooler's attachment was mediated by maternal caregiving behavior.
The Development of Grapheme-Phoneme Correspondence Rules and Kulja Reading in Korean-Chinese Children
Yoon, Hyekyung ; Park, Hyewon ;
Korean Journal of Child Studies, volume 26, issue 4, 2005, Pages 145~155
This study was carried out to reveal Hangul acquisition processes in Korean-Chinese children who grow in a horizontal bilingual environment. In this experiment Grapheme substitution/deletion tasks and sensible/non-sensible Kulja reading tasks were administered to 3-, 4-, 5- and 6-year-old Korean-Chinese children growing up in a bilingual environment. Results were that Korean-Chinese children showed similar patterns of Hangul acquisition processes to Korean children but acquired grapheme-phoneme(G-P) correspondence earlier than Korean children. Hangul acquisition rates were 41.7%, 45.7%, 53% and 92.7% at age 3, 4, 5 and 6, respectively. Both Korean-Chinese and Korean children showed higher sensitivity for the final consonant than for the initial and middle consonants. Correlation between phoneme perception and reading was only significant among 6-year-olds in non-sensible Kulja reading tasks. Training in transforming ideographic Chinese to a phonetic system could effect early acquisition of G-P correspondence in Korean-Chinese children.
Linear Structural Relationships in Children's School Maladjustment and Related Variables
Lee, Kyeong Hwa ; Son, Won Kyoung ;
Korean Journal of Child Studies, volume 26, issue 4, 2005, Pages 157~171
Causal relationships between school maladjustment and related variables were examined in 371 5th grade elementary school students. School maladjustment was ascertained by revised the School Adjustment Test(Lim, 1993; Song, 1999). After analysis of differences in internal locus of control, academic stress, and academic achievement between the school maladjusted and adjusted groups, the study built a structural equation model of school maladjustment-related variables goodness of fit was tested with LISREL 8 for Windows. Significant differences were found in internal locus of control, academic stress, and academic achievement by level of school maladjustment. Internal locus of control, academic stress, and academic achievement both directly and/or indirectly influenced school maladjustment. These variables explained 64% of the variances in school maladjustment.
Relationships Between Learning-Related Social Skills and Literacy Development of Young Children
Ahn, Sun Hee ; Kwon, Heekyoung ;
Korean Journal of Child Studies, volume 26, issue 4, 2005, Pages 173~188
To examine relationships between learning-related social skills(LRSS) and literacy development a sample of 167 children aged 5-6 years were selected from 3 preschools in Seoul. Instruments for measuring LRSS were the cooperation, assertion, and self-control scales of the Social Skills Rating System (Gresham & Elliott, 1990) and the mastery behaviors scales of the Child Behavior Rating Scale (Bronson, et al. 1990). Literacy development was measured by the Concepts about Print(Woon, 1999), the Learning Readiness Scale(Korean Educational Development Institution 1998), and the Writing Development Scale(Lee, 1997). Teachers rated children's LRSS. Data were analyzed by mean, standard deviation, t-test, bivariate correlation, and regression analysis. LRSS correlated with children's literacy development. Mastery behaviors were the best predictor of literacy development.
The Effects of Picture Storybook Making Activities by Computer on Children's Storytelling Ability and Creativity
Ko, Eun Ae ; Chung, Chung Hee ;
Korean Journal of Child Studies, volume 26, issue 4, 2005, Pages 189~207
This study examined the effects of picture storybook making activities with computer plays on children's storytelling ability and creativity. Seventy 5-year-old children from two day-care classes participated in this eight-week program. The experimental class used the computer software of 'Stanley's Sticker Stories.' The comparison class used paper and pencil. Data analysis was implemented by ANCOVA and t-test. Significant differences were found between the experimental and comparison groups in story telling ability by story structure, imagination, vocabulary, sentence structure, and creativity showing that picture storybook making activities with the computer was more effective than traditional picture storybook making activities.
An Ethnographic Inquiry on Teachers' Experience and Perception of the Practice of Mainstreaming of Young Children with Disabilities in Kindergarten
Yang, Jin-Hee ;
Korean Journal of Child Studies, volume 26, issue 4, 2005, Pages 209~229
This study investigated kindergarten teachers'experience and perception of the practice of mainstreaming for young children with disabilities. Ethnographic research methodology included participant observation and in-depth interviews. Participants were 8 teachers of classrooms mainstreaming young children with disabilities. Results were that: most mainstreaming classroom teachers perceived the necessity of the practice of mainstreaming for young children with disabilities in the kindergarten. They felt the necessity of whole mainstreaming in the kindergarten. Most mainstreaming classroom teachers recognized that mainstreaming classroom teachers need to have professional knowledge for the successful practice of mainstreaming young children with disabilities in kindergarten.
Developmental Environment and Adjustment of Korean-Chinese Children Separated from Both Their Parents
Cho, Bokhee ; Lee, Joo-Yeon ;
Korean Journal of Child Studies, volume 26, issue 4, 2005, Pages 231~245
Recruited from Korean-Chinese preschools and elementary schools in Shenyang and Harbin, China, 150 caregivers of Korean-Chinese children separated from their parents provided general information about the separation(reason and duration of parent-child separation, present location of parents, etc.). They also filled out information about children's responses as to when the children had been separated and about children's behavior problems(Behavior Rating Scale, Behar & Stringfield, 1974). Results showed that most of the children were cared-for by relatives. Caregivers reported that the separated children adjusted positively to parent-child separation and were not anxious about living with a caregiver. There were significant differences in children's behavior problems by duration of separation from mother and frequency of contact between parent and caregiver.
Attachment Representation of Preschool Children : Links to Attachment Security and Mother-Child Interaction Behavior
Park, Kyung Ja ; Kwon, Yeon Hee ;
Korean Journal of Child Studies, volume 26, issue 4, 2005, Pages 247~247
The attachment representation of 40 36- to 52-month-old upper-middle class children was analyzed in relation to their attachment security and mother-child interaction behaviors. Instruments were the Attachment Story Completion Task(Bretherton, Ridgeway, & Cassidy, 1990), the Attachment Q-set, and the Vocabulary test of the K-WIPPSI. Mother-child interaction behaviors were observed at home during semi-structured problem-solving situations. The Attachment Story Completion Task classified Korean preshoolers from these upper-middle class families as securely attached to their mothers. Girls' representation of their attachment relationship was more secure than boys. Preschoolers' attachment representation was significantly related to vocabulary ability. Attachment security correlated positively with preschool children's attachment representation. Mother-child interaction behaviors related significantly to preschool children's attachment representation.
The Development and Effectiveness of Social Skills Training Program for Rejected Young Children
Jung, Kyung Hwa ; Doh, Hyun-Sim ;
Korean Journal of Child Studies, volume 26, issue 4, 2005, Pages 263~278
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.
Study for the Father's Environment Variables and Father Image
Choi, Myung Seon ; Cho, Seon Hwa ;
Korean Journal of Child Studies, volume 26, issue 4, 2005, Pages 279~279
The purpose of this study was to clarify how adolescent recognize their father according to the father demographic characteristics. The analysis was performed for 400 students in Seoul on the basis of two measuring tools that were adolescent's father image criterion developed from Seon hwa Cho, Myung seon Choi(2004) and semantic analysis criterion from Osgood(l957). Father image were inclined to friend when their father was younger. Adolescent were recognizing their father as a friend, advisor, and able man when their father had high level profession. On the other hand they felt father as a difficult being to make intimate relationship when their father had management occupations. Christian and Buddhist fathers were recognized as a advisor. Catholic and Christian father were showing less tired aspect rather than Buddhist and atheism father. Catholic and Buddhist fathers were recognized more active person. Adolescent were recognized their father as a friend, advisor, and able man when their father were high educated person.
Teachers' Perception of Behavior Characteristics Between Gifted and High Achievers
Lee, Young Ju ;
Korean Journal of Child Studies, volume 26, issue 4, 2005, Pages 293~302
This study investigated behavior characteristics for the gifted(N=210) and the high achievers(N=1l5). The participations in this study were 200 teachers who rated their 325 students' behavior characteristics in 25 public elementary schools in U.S.A rating of behavior characteristics in learning style, motivation, creativity, and leaderships by teachers indicated differences in keen observation, rapid insight into cause-effect relationship, a large storehouse of information, language fluency, absorption/task persistent, preference for own learning activities, concerns for moral/ethical issues, and a diversity of interests between groups. No differences in understanding of underlying principles, organization, curiosity, creativeness, motivation, initiating activities in areas of personal interest, directing group activities, and intellectual playfulness/imagination were found in addition to some differences between two groups.