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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
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Volume & Issues
Volume 29, Issue 6 - Dec 2008
Volume 29, Issue 5 - Oct 2008
Volume 29, Issue 4 - Aug 2008
Volume 29, Issue 3 - Jun 2008
Volume 29, Issue 2 - Apr 2008
Volume 29, Issue 1 - Feb 2008
Selecting the target year
Teacher-Mother Communication : Its Effect on Satisfaction with Early Childhood Educational Institutions and on Parenting Stress
Lee, Mi Ja ; Moon, Hyuk Jun ;
Korean Journal of Child Studies, volume 29, issue 1, 2008, Pages 1~14
This study reviewed communication between mothers and teachers of early childhood educational institutions and the effect of communication on mothers' satisfaction with the institution and on parenting stress. Results showed that (1) the most discussed topic pertained to children's friendships at the educational institutions. (2) Attitudes during communication were comparatively favorable. (3) Increased communication of mothers with the teachers showed increased satisfaction with the early childhood educational institution. (4) Mothers with positive understanding of communication and understanding of teachers showed higher satisfaction rate towards the early childhood educational institution. (5) Mothers showing higher satisfaction towards early childhood educational institution and positive attitudes during communication with teachers exhibited less parenting stress.
The Development of Logical and Mathematical Thinking in 1-to 3-Year-Olds : Examined by Physical Knowledge Activities
Kang, Young Wook ; Lee, Kyung Hwa ;
Korean Journal of Child Studies, volume 29, issue 1, 2008, Pages 15~32
The logical and mathematical thinking of 1- to 3-year-olds was studied by age groups at 6 month intervals; logical-mathematical thinking was examined by the two physical knowledge activities of cylinder rolling and making a slope. Results showed that in their early 1st year infants failed in both tasks. Infants in their late 2nd year showed understanding of 'rolling things' and 'non-rolling things' by comparing cylinders and cubes in the cylinder rolling activity and they showed 'spatial inference' by adjusting the position and direction of the cylinder so that the cylinder could roll properly and by adjusting the board on a block in the slope making activity. Three-year-old children rolled a cylinder and made a slope without difficulty.
Social Development and Self-Efficacy on Use of the Internet in Adolescence
An, Sun-Jung ; Choi, Bo-Ga ;
Korean Journal of Child Studies, volume 29, issue 1, 2008, Pages 33~48
This study analyzed social development and self-efficacy in use of internet in adolescents. Subjects were 510 7th, 8th, 10th, and 11th grade students in Daegu. Instruments were the modified Activities Questionnaire for Students (Heitner & Erica, 2(02), the Personality Inventory for Youth (Heitner & Erica, 2002) and the Self-Efficacy Scale (Song, 1998). Findings were that (1) male students use more synchronous (multi-game) but female students use more asynchronous (e-mail) and asocial (web-surfing) internet activity. (2) Synchronous social internet (multi-game) users were more social and more efficient than asynchronous (e-mail) and asocial (web-surfing) internet users.
The Development and Contents of Young Children's Verbal Communication with Teachers
Hyun, Jung Hwan ;
Korean Journal of Child Studies, volume 29, issue 1, 2008, Pages 49~61
This study explored the contents of young children's verbal communications with their teachers in play situations. Participants were 2- to 6-year-old children. Results of observations showed 10 different verbal categories : making demands, asking questions, boasting, complementing the teacher, gaining recognition from the teacher, telling tales, explaining, making suggestions, asking permission, and insisting on one's own way. The five categories most frequently observed in older children were demanding, asking questions, boasting, explaining, and insisting on one's own way. Teachers were advised to prepare to respond more effectively to the variety of young children's verbal communication with their teachers.
Small Group Filial Therapy Effectiveness on Improving Young Children's Interpersonal Relationships
Chung, Kai Sook ; Lee, Eun Ha ;
Korean Journal of Child Studies, volume 29, issue 1, 2008, Pages 63~86
The study examined whether small group filial therapy for maladjusted young children and their mothers would improve children's interpersonal relationships. Two mother-child pairs participated in the program consisting 12 group parent education sessions by a therapist and 6 sessions of supervised play therapy. All 18 sessions ran 85-90 minutes once a week. Results showed positive changes on initiated interactions, co-play, emotional closeness and manifest joy in mother-child play interactions. Scores of playfulness rated by two trained observers during weekly group play time for the children showed improvement in terms of physical, social, and cognitive spontaneity, manifest joy and humor. Quality of children's interpersonal relationships in routine life of home and preschool was enhanced according to reports of mothers and preschool teachers.
The Effects of Family Risk Factors, Ego-Resilience and Quality of Peer Relationships on Adolescent Problem Behaviors
Han, Hyun-A ; Doh, Hyun-Sim ;
Korean Journal of Child Studies, volume 29, issue 1, 2008, Pages 87~101
This study examined the influence of family risk factors, ego-resilience, and quality of peer relationships on adolescent problem behaviors in a sample of 335 8th grade students (178 boys and 157 girls). They responded to four kinds of questionnaires. Data were analyzed by independent t-tests, correlations, and multiple regressions. Results showed that family risk factors had direct effects on ego-resilience which directly affected quality of peer relationships. Family risk factors, ego-resilience and quality of peer relationships had direct effects on internalizing problem behaviors. Family risk factors and quality of peer relationships had direct effects on externalizing problem behaviors. Family risk factors indirectly influenced adolescent internalizing/externalizing problem behaviors through ego-resilience and quality of peer relationships.
Children's Implicit Understanding about Theory of Mind
Hahn, Eun Joo ; Choi, Kyoung Sook ;
Korean Journal of Child Studies, volume 29, issue 1, 2008, Pages 103~113
This study examined the difference in children's performance between two types of task by the number of protagonists and children's implicit understanding of false-belief. The implicit measure by eye gaze was contrasted with children's explicit answers to the experimenter's question about where the protagonist would look for an object. Results showed there was no difference according to the task type by number of protagonists. On false-belief, 2- and 3-year-olds showed low performance compared with 4-year-olds on explicit responses. On implicit responses, 3- and 4-year-olds out-performed 2-year-olds. These results suggest that implicit understanding precedes explicit understanding.
A Narrative Study on Becoming a Mother through Experiences in the Puerperal Period
Kim, Eun-Ju ; Seo, Young-Hee ;
Korean Journal of Child Studies, volume 29, issue 1, 2008, Pages 115~131
Using the narrative method of qualitative research, this study of the puerperal period (6 weeks just after delivery) analyzed how mothers, after birthing their first child, changed from women to mothers. The survey of 8 mothers was implemented by personal interviews, talking on the phone, or chatting on the internet 5 to 7 times each over one year. Results showed that mothers first realized that they were changing from women to mothers by experiencing sudden physical changes through delivery and lactation and by such childrearing behaviors as feeding, bathing, and putting their child to bed. Mothers recognized this process was facilitated by relationships with others owing to their shared interest in the child.
The Education/training Background as a Variable Related Ethical Behaviors of Child Counselors
Yoo, Jaeryoung ; Kim, Kwangwoong ;
Korean Journal of Child Studies, volume 29, issue 1, 2008, Pages 133~153
This study examined education and training as variables related to ethical behaviors of child counselors. The four sub-variables of this study included main educational/training background (academic career, major in last degree, and treatment modality), source of education in ethics, experience of educational psychoanalysis, and experience of supervision. The 136 child counselors participating in this study were administered the Inventory for Ethical Behaviors of Child Counselors (Yoo & Kim, 2(06). Data were analyzed by frequency, percentage, average, standard deviation, Cronbach's a, t-test, one way ANOVA, and multiple regression analysis. Results showed that main educational/training background (academic career, major in last degree, and treatment modality), experience of educational psychoanalysis, and experience of supervision were significant variables related to ethical behaviors of child counselors.
National Survey on Experience of School Violence at Elementary School : Retrospective Reports by Adults
Han, In Young ; Park, Myung Sook ; Yoo, Seo Koo ; Kim, Kyung Hee ;
Korean Journal of Child Studies, volume 29, issue 1, 2008, Pages 155~167
The study examines the prevalence and characteristics of school violence in elementary school, utilizing a census-based nationwide sample of 2,037 adults, 19 years of age and older. A structured questionnaire was administered, which reported their experiences of school violence retrospectively. The findings revealed that a third of the respondents were victims of one or more episodes of school violence during their elementary school years. Men reported much higher rates of victimization than women, and those from low-income families experienced more episodes of victimization than those from middle or high-income families. The study also showed that the rate of school violence is increasing among the younger generations.
Effects of the Child Care Accreditation System : Successful Experiences of Participants
Kim, Hyang Eun ;
Korean Journal of Child Studies, volume 29, issue 1, 2008, Pages 169~188
This study analyzed the influences of child care accreditation system on the participants' successful experiences. Analysis of 20 protocols made by the participants showed three dimensions of effects (1) reinforcement of their speciality within the field of childcare, (2) psychological satisfaction; e.g. self-confidence and self-fulfillment, and (3) positive perspectives on child care accreditation. Conclusions were that child care accreditation is an effective system as long as it helps the participants achieve successful experiences. These data will be useful for understanding and publicity of the recently established child care accreditation system. Future research on this subject is needed not only to activate childcare study but also to contribute towards acceptance of the new system.
The Effect of a Group Theraplay Program for Improving Social Competence of Children in Group Homes
Lee, Ju-Yeon ; Sung, Young-Hye ;
Korean Journal of Child Studies, volume 29, issue 1, 2008, Pages 189~205
A group theraplay program for improving social competence of children in group homes was composed of 24 sessions. The researcher and a therapist accessed 5 children living in a group home and conducted one session each week for 6 months from May to September. Before the application of the program, a pre-test was conducted using evaluation measures of attachment stability, social competence, and children's behavioral problems. A post-test was performed after the end of the program and a follow-up test was carried out to determine the long term effects of the program. Results showed that the group theraplay program improved attachment stability and social competence of children in group homes and was effective in changing problem behaviors.
Effects of Experience and Coping Style on Burnout in Child-Counselors : A Content Analysis
Park, Hui Hyun ;
Korean Journal of Child Studies, volume 29, issue 1, 2008, Pages 207~225
This study used content analysis to explore how experience and coping style affect burnout in child-counselors. Data were self-reports collected by interviews of with 30 child counselors. The contents of the interviews showedthe cause of, psychological and physical responses to, and the ways the subjects coped with burnout. The summarized results are that (1) they experience burnoutwhen they feel incompetent, when counseling is ineffective, when they are under-compensated and when they are poorly supervised, (2) The psychological and physical responses to burnout are diminished self-esteem, depression, incompetence, chilling effect on other fields, and digestive problems. (3) Child-counselorscope with burnout mostly by centering on the problems and by searching for social support.
Urban Life Represented in Children's Picture Books
Hyun, Eun-Ja ; Yoon, Hyun-Min ; Kang, Da-Hye ;
Korean Journal of Child Studies, volume 29, issue 1, 2008, Pages 227~241
This research explored contemporary cities and children's lives in picture books by a survey of 71 picture books published and translated into Korean from 1996 to 2006. These books represented city or urban life as their settings with children or personified animals as their main characters. They were classified by four categories. Results were the city space that most frequently appeared in the picture books were streets (73%) including downtown (38%) and back streets (6%). Emotions displayed by children in the city were mainly negative feelings (60%) including fear, worry, sadness, and boredom. The most important issue was alienation (28.5%). Main characters barely managed to cope with life in the city (76%).
Relationships among Maternal Parenting Behavior, Parenting Stress and Performance on the K-BSID-II : The Moderating Effect of Parenting Stress
Kim, Malkyong ; Park, Hyewon ;
Korean Journal of Child Studies, volume 29, issue 1, 2008, Pages 243~255
This study analyzed relations among maternal parenting behavior, infant development and parenting stress focusing on the moderating effect of parenting stress. Subjects were 30 infants and their mothers. After videotaping the mother-infant free play session, maternal parenting was analyzed by the Parent Child Interaction Play Assessment(Mash & Terdal, 1981); mothers' parenting stress was measured by questionnaire. Infant development was measured individually by the Korean Bayley Scale of Infant Development (K-BSID-II). Correlation analyses revealed that infant cognitive development correlated significantly with maternal parenting behavior (attention) but the relation between them was moderated by maternal parenting stress; only the low parenting stress group showed a positive relationship between maternal parenting behavior and infant development.
Children's Understanding of Various Mental States and False-Belief by Types of Tasks
Song, Young Joo ;
Korean Journal of Child Studies, volume 29, issue 1, 2008, Pages 257~273
This study examined the development of children's theory of mind by types of false-belief tasks and various mental states. Seventy six 3-, 4-, 5- and 6-year olds were asked to infer others' minds or choose other's behaviors. Ten tasks, including two picture book tasks, were used to tap the children's understanding of various mental states. Results showed that children did well in their understanding of diverse perception and desire, but they did poorly in emotional inference based on false-belief, and second order false-belief. Children performed better in picture book tasks than in classical tasks for the understanding of false-belief and false-belief based emotion.
Effects of a Teaching Process using Dynamic Assessment : Young Children's Measurement Ability
Ko, Eun-Mi ; Jung, Myung-Sook ; Hwang, Hae-Ik ;
Korean Journal of Child Studies, volume 29, issue 1, 2008, Pages 275~292
This study investigated the effects of a teaching process using dynamic assessment for a unit on young children's measurement ability. Subjects were 45 5-year-old children in a kindergarten in Busan. The instrument was the Dynamic Assessment Tools for Young Children's Measurement Ability (Hwang & Ko, 2(07). Assessment consisted of four steps: pre-test, learning, transfer, post-test. Results were that at post-test, there were significant differences in scores of measurement ability between the dynamic assessment and control groups. In the dynamic assessment group there was significant improvement in length, width and weight between pre- and post-tests and there were significant shifts of measurement strategies and measurement errors between the pre- and post-tests.
A Study on the Relationships Between Children's Information Processing Style and Creativity
Youn, Jeong-Jin ;
Korean Journal of Child Studies, volume 29, issue 1, 2008, Pages 293~303
The purpose of this study was to identify the relationships between children's information processing style and creativity. The subjects were 40 5-year-old kindergarten students in Busan. The K-ABC (Kaufman Assessment Battery for Children, 1987) test and Torrance's TTCT were used to examine the relationships between children's information processing style and creativity. This analysis showed no significant correlation between information processing style and creativity. On the other hand, the sequential processing style affected fluency and the simultaneous processing style affected originality, elaboration, and abstractness of titles.
Christian Preschool Curriculum in Korea : Teachers' Perceptions of the Curriculum
Jo, Jeung-A ; Cho, Eun-Jin ;
Korean Journal of Child Studies, volume 29, issue 1, 2008, Pages 305~324
This study investigated conditions and teachers' perceptions of the Christian preschool curriculum in Korea. Participants were 119 teachers in Christian preschools(84 teachers in preschools attached to churches and 35 teachers in non-attached Christian preschools). They responded to a questionnaire developed for the study. Most of the Christian preschools used appropriate educational aims clearly reflecting a Christian world view and the purpose of Christian education. However, teaching methods and instructional media were limited. Type of educational institution, academic background, and years of teaching in Christian institutions affected the results.
The Difference of the College Students' Perceived Stress and Stress Coping Style According to the Communication Competence, Communication Amount and Depth
Han, Julie ; Namgung, Eunjeong ;
Korean Journal of Child Studies, volume 29, issue 1, 2008, Pages 325~337
The current study examined the difference of the college students' perceived stress and stress coping style according to the communication competence and communication amount & depth. Firstly, the differences of college students' perceived stress was shown according to their communication competence. Communication time (amount) and depth also affect their perceived stress. In detail, higher appropriateness and effectiveness were, the weaker the stress was. Secondly, the differences of college students' stress coping style was shown according to their communication competence, communication amount and depth. In detail, respondents who have high appropriateness showed the active stress coping style more. And respondents who have high effectiveness showed the active stress coping style more. Limitations and suggestions for future study were discussed thereafter.
The Relationship of Young Children's Cognitive Style to Patterns in Problem Solving Skills : Using the Dynamic Assessment Process
Choi, Hye-Jin ; Yoo, Soo-kyung ;
Korean Journal of Child Studies, volume 29, issue 1, 2008, Pages 339~353
This study examined how cognitive style in young children affects mathematical problem-solving performance. Findings showed that the types of patterns presented were linked to the degree of difficulty of the tasks and that disparity between field-independent and field-dependent in cognitive style was broader when subjects worked with more complicated pattern problems. Subjects' marks varied by cognitive style when dynamic assessment was conducted, but cognitive style made no difference in their mathematical learning capability. Cognitive style had an impact not only on the task performance of the learners but on the extent to which they were in need of help during the problem-solving process. Yet, it exercised no influence on how much progress the subjects made when fully assisted.
Analysis of the Conceptual Map of Kindergarten Teachers Concerning the Content of Literature Instruction
Sim, Sung Kyung ; Yi, Hyo Sook ; Byon, Kil Hee ; Kim, Eun Ah ; Park, Yu Mi ;
Korean Journal of Child Studies, volume 29, issue 1, 2008, Pages 355~371
Concept mapping was used to investigate kindergarten teachers' knowledge about early childhood literature instructional content. Participants were 87 teachers recruited by the Provincial Authority for Supervision of Education in Jeonam Province. Data were analyzed by Yun's (1998) method based on Novack & Gowin (1984), Morine-Dershimer (1993), and Markham et al. (1994). Findings were that (1) the majority of the participants perceived superordinate concepts of early childhood instructional content in literature to be typesof literature, reading, writing, speaking, expression, and listening. Subordinate concepts were stated by 456 different words. (2) Types of literature and writing were highest in frequency of superordinate concepts and were also high among subordinate concepts and hierarchy. (3) Teachers' concepts varied by teaching careers in writing and reading.
The Effect of Home Environment and Childhood Motivational Style on Emotional Intelligence and Creative Thinking in Adulthood : Based on the Recalled Childhood
Kim, Yang Eun ; Yang, Mi Sun ;
Korean Journal of Child Studies, volume 29, issue 1, 2008, Pages 373~386
This study investigated predictive power of past experiences in the home environment and motivation styles on later emotional intelligence and creative thinking. Subjects were 80 college students. Results indicated a high correlation between home environment and internal motivation in childhood and emotional intelligence and creative thinking in adulthood. Home environment and internal motivation in childhood affected emotional intelligence in adulthood. Internal motivation in childhood predicted creative thinking in adulthood and was also related to creative home environment.