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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
Editor in Chief :
Volume & Issues
Volume 33, Issue 6 - Dec 2012
Volume 33, Issue 5 - Oct 2012
Volume 33, Issue 4 - Aug 2012
Volume 33, Issue 3 - Jun 2012
Volume 33, Issue 2 - Apr 2012
Volume 33, Issue 1 - Feb 2012
Selecting the target year
Factors Affecting Preschooler`s Prosocial Behavior and Cognitive Problem-solving Ability : Focusing on the Parents` and Preschooler`s Effortful Control, and Affectionate Parenting Behavior
Bae, Yun-Jin ; Lim, Ji-Young ;
Korean Journal of Child Studies, volume 33, issue 3, 2012, Pages 1~22
DOI : 10.5723/KJCS.2012.33.3.1
The purpose of this study was to examine the relationships between parents` control, affectionate parenting behavior, preschooler`s effortful control, prosocial behavior, and cognitive problem-solving ability. The subjects for this study comprised 221 preschoolers (104 boys, 117 girls) and their parents. The major results of this study were as follows. First, parents` effortful control revealed direct effects upon preschooler`s effortful control, and affectionate parenting behavior mediated the effects of parents` effortful control upon preschooler`s effortful control. Second, preschooler`s effortful control mediated the effects of affectionate parenting behavior upon preschooler`s prosocial behavior. Third, preschooler`s effortful control had direct effects upon prosocial behavior, and prosocial behavior mediated the effects of preschooler`s effortful control upon cognitive problem-solving ability. In conclusion, parents` effortful control and affectionate parenting behavior impacted upon preschooler`s effortful control. And preschooler`s effortful control had an important role upon prosocial behavior and cognitive problem-solving ability.
A Study on the Relationship among the Types of Causes and Expressions of Anger, Social Competence and Emotional Intelligence in Children
Jang, Hye-Ju ; Lim, Ji-Young ;
Korean Journal of Child Studies, volume 33, issue 3, 2012, Pages 23~43
DOI : 10.5723/KJCS.2012.33.3.23
The purposes of this study were to verify the frequency of and causes and expression types of anger in children, which had been identified by means of a Q-tool and to investigate the relationship among the types of causes and expressions of anger, emotional intelligence, and social competence. The subjects of this study were 1,018 children aged between 8 to 10 years of age. MANCOVA and Logistic regression analysis were utilized. The major findings of this study were as follows : (1) a Q-Tool was developed through the selection of statements representing the feature of each type of anger, in terms of both-cause and expression. (2) Social competence revealed significant differences according to children`s gender and emotional intelligence revealed significant differences according to children`s gender and the types of anger causes, and (3) Emotional regulation out of subordinate variables of emotional intelligence, and interpersonal adjustment out of subordinate variables of social competence affected the types of expressions of anger in children.
An Exploratory Study on Perceptions Regarding the Children, Spouses and Their Own Lives of International Married Couples in Rural Areas
Lee, Eun-Ha ; Kyun, Ju-Youn ;
Korean Journal of Child Studies, volume 33, issue 3, 2012, Pages 45~62
DOI : 10.5723/KJCS.2012.33.3.45
The purpose of this study is to examine the ways in international married couples perceive the lives of their spouses as well as their own, and the ways in which they perceive their relationships with their children. In addition, the study attempts to explore the implicit meanings at work in the lives of international married families. The participants in this study were eight international married couples from rural areas and the data were gathered by means of semi-structured interviews. According to the findings, international married couples perceived their relationships with their children in terms of individual-specific maternal roles versus the Korean culturally-specific paternal roles. Secondly, in terms of their spouse` life, husbands relied more on their wives and had high expectations of them. On the other hand, wives had the tendency to pay more attention and place more hope on their children rather than their husbands. Lastly, regarding their own lives, the findings revealed that wives tended to maintain the hope and desire for a better life, whereas the husbands were unable to adapted to their reality and tended to look back on the past. In addition, the limitations of this study and suggestions for future studies were also discussed.
The Early Adaptation of Infants at Child Care Centers According to the Characteristics of the Infants, Mothers and Child Care Teachers
Lee, Jeong-Hee ; Park, Eun-Ju ;
Korean Journal of Child Studies, volume 33, issue 3, 2012, Pages 63~81
DOI : 10.5723/KJCS.2012.33.3.63
This study aims to investigate any differences which exist in the early adaptation of infants at child care center according to the characteristics of the infants themselves, their mothers and their child care teachers. The subjects consisted of the infants themselves, their mothers, and teachers at 11 child care centers in Chung-nam and Daejeon cities. Data were collected by means of the PAQ (The Preschool Adjustment Questionnaire) and questionnaires regarding the rearing attitudes of the mothers. For the purpose of data analysis, a T-test and one-way ANOVA were used. The results were as follows. First, there were significant differences in terms of the early adaptation of infants according to their ages and their length of experience in child care centers. Second, there were no significant differences in the early adaptation of infants according to the child rearing attitudes of the mothers and between unemployed mothers and the employed mothers. Third, there were significant differences in the early adaptation of infants according to the child care teachers` level of career experience and their ages.
The Effects of Sand Play Therapy on Parenting Stress and Saliva Cortisol Levels of Parents Undergoing Child Counseling Programs
Kim, Young-Mi ; Jang, Mi-Kyung ; Kim, Min-Kyeong ; Kim, Jin-Kyung ;
Korean Journal of Child Studies, volume 33, issue 3, 2012, Pages 83~97
DOI : 10.5723/KJCS.2012.33.3.83
The purpose of this study is to investigate the effects of sand play therapy on the parenting stress and saliva cortisol levels of parents undergoing child counseling programs. The study was conducted with 13 parents who were undergoing child counseling programs. The sessions were held every week for 45 minutes from July, 2011 to September, 2011. To evaluate the effects of sand play therapy, pre test and post test were conducted and the results were then analyzed. The therapy sessions consist of parents making sand boxes, and this was done without consideration of any particular theme. The instrument used was Abidin (1990)`s Parenting Stress Instrument (PSI). Saliva cortisol levels were obtained at the pre-post stage of the sand play therapy. The data were analyzed by means of frequency and the Wilcoxon Rank Sum Test was conducted by the SPSS. The major findings were as follows; There were significant differences in terms of the decreases in the areas of perception of all the parenting stresses examined, including daily life stress, child temperament stress, child relationship stress, and learning-expectation stress, as well as in saliva cortisol levels. Finally, this study suggests that parenting stress and saliva cortisol levels have a positive relationship, and the effects of sand play therapy were significant with decreases in parenting stress and saliva cortisol levels. There is a clear need for parents undergoing child counseling programs to engage in sand play therapy to decrease parenting stress and saliva cortisol levels.
Children`s Theory of Mind in Pretend Play and Story-Making
Song, Young-Joo ;
Korean Journal of Child Studies, volume 33, issue 3, 2012, Pages 99~117
DOI : 10.5723/KJCS.2012.33.3.99
The purpose of this study was to investigate children`s theory of mind in pretend play and story-making, from a qualitative perspective. Three-to-five year old children participated in group play and individual story-making activities. Children`s narratives undertaken in two tasks were video-taped, transcribed, analyzed and reorganized into three key propositions, in consideration of the field notes that the researcher had taken. The children started their pretend play and story-making activities by `forming connections among minds` of participants or story components. They continued to engage in pretend play and story making by `dealing minds constructively and consistently` to keep their themes. Finally they resolved discordances in play and story-making by `settings different mind windows and moving among them flexibly`.
The Moderating Effects of Self-Acceptance in terms of the Interpersonal-Relationships, Depression, Anxiety of High School Students
Kim, Sarah Hyoung-Sun ;
Korean Journal of Child Studies, volume 33, issue 3, 2012, Pages 119~130
DOI : 10.5723/KJCS.2012.33.3.119
The purpose of this study is to investigate the relationships which may exist between interpersonal relationships, depression, anxiety, and self-acceptance. This study also examines whether self-acceptance has any moderating effects on the relationships between interpersonal relationships, depression, and anxiety. The subjects of this study consisted of 400 high school students and the study focused on reporting their levels of interpersonal relationships, depression, anxiety, and self acceptance. The results indicate that depression and anxiety are negatively related to interpersonal relationships and self-acceptance. Interpersonal relationships are positively related to self acceptance. In other words, the more negative the interpersonal relationships, the greater the levels of depression and anxiety. The results also indicate that self-acceptance functions as a protective factor for high school students who have problems with depression and anxiety in their interpersonal relationships.
The Development of Scientific Concepts on the Day-Night Cycle of Young Children
Kim, Eun-Jung ; Shin, Eun-Soo ;
Korean Journal of Child Studies, volume 33, issue 3, 2012, Pages 131~148
DOI : 10.5723/KJCS.2012.33.3.131
This study examines the scientific concept development of young children in terms of the day-night cycle. The subjects consisted of 180 three-, four-, and five-year-old children from two kindergartens and one children`s center located in Seoul and Jeju. Individual interviews were conducted to collect verbal and pictorial responses on the day-night cycle. The scientific concepts on the day-night cycle are classified five stages including : no recognition, egocentric concept, initial mental models, synthetic mental models, and scientific mental models. Using two-way ANOVA, scores for the types of concept on the day-night cycles were then analyzed according to both the ages and genders of the children. The results reveal the existence of significant differences in terms of the types of concept of young children according to age. Most three-year-olds children had no recognition. Most three, four, and five-year-old children revealed egocentric concepts. Four-year-old children revealed that were in the initial stages of experiencing the mental models and synthetic mental models of the day-night cycle. Five-year-old children revealed that they were in the early stages of experiencing the initial, synthetic, scientific mental models of the day-night cycle. The results suggest appropriate ways of science education for young children based on the development of scientific concepts of the day-night cycle.
A Narrative Approach to Helping an Early Childhood Children Teacher Achieve Greater Happiness in their Classes
Suh, Hye-Jeong ; Byun, Mi-Young ;
Korean Journal of Child Studies, volume 33, issue 3, 2012, Pages 149~175
DOI : 10.5723/KJCS.2012.33.3.149
This study is designed to positively transform a teacher`s emotional state whilst teaching their classes and be able to create happier lessons for preschool children. To do this, a teacher needs to reflect upon current problems and take steps to deal with them. The data for this study was collected from participatory observation and in-depth interviews, making use of photos, a reflective teacher`s journal and interview records from Mar. 28, 2011 through Oct. 7, 2011. The problems identified were, (1) teacher centered classes, (2) a daily routine filled with large group activities, (3) disruptive students, and (4) repetitiveness. The routes to greater classroom "happiness" are (1) rearranging seats, (2) "story sharing activities" in small groups, (3) making a separate "story sharing activity" area, (4) using small groups instead of large groups, (5) changing the daily routine. The role of the teacher in finding greater "happiness" are (1) meaningful, `real observation`, (2) discovering genuine change from small points, (3) power sharing, and (4) growing and developing with children.
Teachers` Perceptions and Practices in the Early Childhood Classroom The Implementation of Multicultural Education
Kyun, Ju-Youn ; Ha, Eun-Sil ; Chung, Kai-Sook ;
Korean Journal of Child Studies, volume 33, issue 3, 2012, Pages 177~197
DOI : 10.5723/KJCS.2012.33.3.177
The purpose of this study is to discuss current problems and the directionality of multicultural education by examining the perceptions of teachers regarding the implementation of multicultural education and the actual practice of it within early childhood classroom. The study participants included a total of 7 teachers and 41 young children (3 children from multicultural families). Data were gathered by in-depth interviews with 7 teachers and non-participant observations in two classrooms. The results of our examination of teachers` perceptions of multicultural education were as follows. It is addressed only when there are children from multicultural families present in the classroom. Furthermore, it is only addressed in terms of specific life themes, and it requires external supporting instruction and resources because it is difficult to implement multicultural education by most teachers. The current practice of multicultural education is being addressed through an assimilative approach. It was also clear that teachers respond ambivalently to the issue of cultural particularity in children from multicultural families and use an individualized educational approach situated within the cultural deficit model. etc. Based on these results, the implications and limitations were also discussed.
The Home Literacy Activities, Mothers` Verbal Behavior, and Toddler-mother Joint Attention : The Relationship to the Language-cognitive Development of Toddlers
Kim, Myoung-Soon ; Han, Chan-Hee ; You, Jee-Young ;
Korean Journal of Child Studies, volume 33, issue 3, 2012, Pages 199~213
DOI : 10.5723/KJCS.2012.33.3.199
This study was conducted in order to identify the relationship between the home literacy activities, mothers` verbal behavior, toddler-mother joint attention and the language-cognitive development of toddlers. The language-cognitive development of toddlers was assessed by means of the Mental Scale from the Korean Bayley Scale of Infant Development II (K-BSID-II). The home literacy activities were measured by means of the questionnaire used by You (2009), which was partly modified from Shapiro (1979). Lee & Kim (2004)`s categories was used to observe the mothers` verbal behaviors during shared book reading; joint attention episodes were observed by classification categories for engagement condition (Bakeman & Adamson, 1984). One of the more important conclusions of this study is our suggestion that mothers` verbal behaviors and the toddler-mother coordinated joint attention were significantly related to the language-cognitive development of toddlers as it takes place within low-income families.