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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 31, Issue 6 - Dec 2010
Volume 31, Issue 5 - Oct 2010
Volume 31, Issue 4 - Aug 2010
Volume 31, Issue 3 - Jun 2010
Volume 31, Issue 2 - Apr 2010
Volume 31, Issue 1 - Feb 2010
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The Time-dependent Effects of Changes in Private Education on the Developmental Trajectories of Academic Achievement Among Early Adolescents
Lee, Ju-Lie ;
Korean Journal of Child Studies, volume 31, issue 6, 2010, Pages 1~13
This study examined the time-dependent effects of changes in private education on the trajectories of academic achievement among early adolescents. Five-wave data was employed from the KYPS; the participants being 2844 (1524 boys, 1320 girls). All were 4th graders in 2004 and became 8th graders in 2008. Latent growth curve model indicated that academic achievement significantly decreased over the five time points, but there were significant individual differences as well. Participants who reported higher initial levels of academic achievement tended to decrease in academic achievement more slowly over time compared to participants who reported lower levels of initial academic achievement. The effects of private education on academic achievement were at their most powerful when participants were in the 4th grade. Private educational experiences among 6th graders had relatively less influence upon the academic achievement of 7th graders.
The Effects of Components of Social Information Processing and Emotional Factors on Preschoolers' Overt and Relational Aggression
Choi, In-Suk ; Lee, Kang-Yi ;
Korean Journal of Child Studies, volume 31, issue 6, 2010, Pages 15~34
The present study examines the sex differences in 5-year-old preschoolers' aggression according to the type of aggression (overt, relational) and the effect of components of social information processing (SIP : interpretation, goal clarification, response generation, response evaluation) and emotional factors (emotionality, emotional knowledge, emotion regulation) on their aggression. The subjects were 112 5-year-olds (56 boys, 56 girls) and their 11 teachers recruited from 9 day-care centers in Seoul and Kyung-Ki province. Each child's SIP and emotional knowledge were individually assessed with pictorial tasks and teachers reported on children's aggression, emotionality, and emotion regulation by questionnaires. Results indicated that there was a significant sex difference only in the preschoolers' overt aggression. Overtly aggressive response generation in SIP was the strongest predictor of preschoolers' overt aggression while anger of negative emotionality in emotional factors was the strongest predictor of preschoolers' relational aggression.
Joint Attention and Language Development in Infants from Multi-Cultural Families
Park, Young-Shin ;
Korean Journal of Child Studies, volume 31, issue 6, 2010, Pages 35~50
Joint attention, language development, and the relationship between these two variables were compared in infants from multi-cultural and Korean families. Joint attention was observed in both the Early Social Communication Scale (ESCS) and in infant-mother free play. Language development was evaluated by means of the MacArthur-Bates Communicative Development Inventory-Korean. There were no group differences in initiating and responding to joint attention in ESCS. However, in infant-mother free play, joint attention episodes were less and shorter in duration with infants from multi-cultural families than in Korean infants. The size of both the expressive and receptive vocabulary was also smaller in infants from multi-cultural families than in Korean infants. In terms of Korean infants, mean duration of joint attention episodes in free play showed a significant positive correlation with the size of the expressive vocabulary and initiating joint attention in ESCS also showed a significant positive correlation with the size of receptive vocabulary. However, none of the measures of joint attention indicated a significant relationship with the size of either expressive or receptive vocabulary in infants from multi-cultural families.
The Effectiveness of Constructivist Science Education Integrated with Art Experience on Young Children's Science Process Skills and Scientific Attitudes
Kim, Jung-Hyun ; Kim, Sun-Young ;
Korean Journal of Child Studies, volume 31, issue 6, 2010, Pages 51~69
This research involved the conducting of an experiment in order to determine the relative effectiveness of constructivist science education when integrated with art experience and constructivist science education for young children. Forty-one children of five years of age in two daycare center classes were assigned to experimental and comparative groups. The experimental and comparative group participated in 15 units. The experimental group participated in science education integrated with art experience, while the comparative group participated in science education. The analysis of covariance revealed significant differences between the mean scores of the two groups on the posttests for science process skills and attitudes. This indicates that the children in the experimental group performed significantly better on the tests than the children in the comparative group. The results of this study suggest that incorporating constructivist science education activities with art experience are good activities for developing young children's science process skills and attitudes.
The Moderating Role of Young Children's Playfulness and the Association between Maternal Parenting and Young Children's Peer Competency
Lee, Sang-Eun ; Lee, Ju-Lie ;
Korean Journal of Child Studies, volume 31, issue 6, 2010, Pages 71~85
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.
The Effects of Parents' Psychological Control, Depressive Dispositions, and Depression on the Self Esteem of Adolescents
Lee, Eun-Gyoung ; Park, Seong-Yeon ;
Korean Journal of Child Studies, volume 31, issue 6, 2010, Pages 87~106
The purpose of the present study was to develop a structural model, of which the effect of parents' psychological control, depressive dispositions, and depression upon the self-esteem of adolescents. The participants were 458 adolescents recruited from high schools and universities (M age = 17.4 yrs; SD = 1.75) in Seoul and its vicinity. Data were collected through self-reporting questionnaires for adolescents. Firstly, we estimated the hypothesized meditation model which includes paths from parents' psychological to self-esteem through adolescents' depressive experiences and depression. Structural Equation Modeling analysis using AMOS revealed that the hypothesized mediation model yielded an acceptable model fit and all hypothesized path coefficients were found to be significant. Specifically, it indicated that the more parents try to exert psychological control over their children, the more depressive experiences adolescents have and in turn, they had a greater tendency towards becoming depressed and having lower self esteem. It was also found that neither gender difference nor age difference existed in the structural model.
The Effect of an Improvement Service for Child Cognitive Ability Aimed at the Development of linguistic Ability in Children between the Ages of 3-6 Years : An Evaluation for Short-term Effectiveness
Lee, Bong-Joo ; Kim, Nang-Hee ; Kim, Hyun-Min ;
Korean Journal of Child Studies, volume 31, issue 6, 2010, Pages 107~123
The purpose of this study was to evaluate the short term effectiveness of a cognitive ability improvement service for children, which is one of the 'Investment activities for Local Community Services' conducted by the Ministry for Health and Welfare. Results indicate that the longer the period of using cognitive improvement services for children, the more positively significant influence there is on their language abilities in terms of comprehension, expression, and reading-writing. Furthermore, these influences are stronger in children of low-income families than in children from higher income families. Certainly, this type of service improves infants' language abilities regardless of the income level of their families.
The Effects of Children's Ego-Resilience and Social Support on Exam Anxiety and School Adjustment
Park, Jung-Hee ; Park, Jung-Mee ;
Korean Journal of Child Studies, volume 31, issue 6, 2010, Pages 125~134
The aim of this paper is to examine the effects of children's ego-resilience and social support on exam anxiety and school adjustment. The subjects of this study were 534,
grade students (275 boys and 259 girls) from the Pusan area. The results of this study revealed that the levels of Ego-resilience and social support correlated negatively with exam anxiety, and positively with school adjustment. Therefore the more ego-resilience and social support children felt that they had, the lower the levels of exam anxiety they experience, and the higher their levels of school adjustment. The influence of ego-resilience on exam anxiety was higher than that of social support and the influence of ego-resilience on school adjustment was similar to that of social support. The implications of the present study were also discussed.
A Comparative Study on Early Childhood Teachers' Beliefs and Instructional Activities Regarding DAP in Korea and China
Seo, Hyun-Ah ; Chun, Hui-Young ; Lee, Mi-Ran ; Jwa, Seung-Hwa ;
Korean Journal of Child Studies, volume 31, issue 6, 2010, Pages 135~151
The purpose of this study was to analyze the relationship between teachers' beliefs and instructional activities in regards to the DAP (Developmentally Appropriate Practice) of Korean and Chinese early childhood teachers. A number of both teacher variables and classroom environment variables were also examined. One hundred and ninety three Korean early childhood teachers and 385 Chinese early childhood teachers responded to the TeacherQuestionnaireas issued. The results of this study were as follows. First, Korean early childhood teachers showed higher scores in terms of teachers' beliefs about DAP than DIP (Developmentally Inappropriate Practice). Chinese early childhood teachers showed higher scores for teachers' beliefs about DIP. Second, Korean teachers' scores in terms of instructional activities for DAP showed differences depending on the degree of teaching experience and the teachers' age, and the scores for instructional activities related to DIP did not show any differences in any of the teacher variables. On the other hand, Chinese teachers exhibited different scores for the instructional activities for both DAP and DIP, again depending on the amount of teaching experience, the teachers' ages, and the ages of the children they taught. Third, a relationship between teachers' beliefs and instructional activities for DAP was found to be in evidence in Korea, but not in China.
A Study to the Acquisition of Honorific Markers by Three-, Four-, and Five-year-old Young Children
Park, Jin-Iee ; Kim, Min-Jin ;
Korean Journal of Child Studies, volume 31, issue 6, 2010, Pages 153~166
The purpose of this study was to examine Korean young children's acquisition of honorific expressions. The participants of the present study were 297 young children (ages 3-5 years) from Kyunggi province. The results of the study showed that young children acquire honorific markers in the order of hearer-honorific expressions, subject-honorific expressions, and then object-honorific expressions. Five-year old children acquired at least 75% of the hearer-honorific expressions. The result can be explained by the fact that most of them were used in greetings. Even though more than 90% of five-year old children acquired the subject-honorific marker si, the acquisition rates of subjecthonorific nouns and subject-honorific verbs were less than 10%. Finally, the acquisition rates of objecthonorific expressions were less than 20%, with the exception of the object-honorific noun ce. The results of the study suggest that educational programs should be developed in order to facilitate the acquisition of honorific markers in young children.
The Relationship between Maternal Attitudes toward Children's Expressiveness, Children's Emotional Intelligence and Problem Behaviors
Cho, Soo-Jung ; Doh, Hyun-Sim ; Kim, Sang-Won ;
Korean Journal of Child Studies, volume 31, issue 6, 2010, Pages 167~183
This study examined the relationship between maternal attitudes toward children's expressiveness, children's emotional intelligence and problem behaviors. The question as to whether emotional intelligence mediated the relationship between maternal attitudes and problem behaviors was also explored. A sample of 307 preschool children were used as subjects. Mothers rated their levels of acceptance toward their children's emotions, while teachers reported on the children's emotional abilities and behavioral problems. The data were analyzed by means of regression analyses. Our results indicated that mothers' controlling attitudes were associated with low levels of worry-anxiety. Additionally, it was found that children with high emotional intelligence showed low levels of worry-anxiety, hostility-aggression, and hyperactivity-inattention. While multiple factors of emotional intelligence had differential impacts, the self-control factor was the most powerful predictor for all the problem behaviors. It was further found that a mother's receptive attitude was related to higher levels of self-awareness in children. Instead of the significant mediating effect of emotional intelligence, it was revealed that emotional intelligence had greater effects upon problem behaviors than maternal attitudes toward children's expressiveness.