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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
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The Effects of a Literary Approach Activity Using a Game Strategy on Young Children's Phonological Awareness Abilities and Writing Abilities
Jeon, Ah-Young ; Choi, Mi-Sook ;
Korean Journal of Child Studies, volume 33, issue 5, 2012, Pages 1~17
DOI : 10.5723/KJCS.2012.33.5.1
The purpose of this study was to examine the effects of the literary approach using a game strategy on young children's phonological awareness and writing abilities. The subjects were selected from two classes of 'H' and 'M' Kindergarten in G city. The research tools used were the Phonological Awareness Ability Test, which was corrected by Jo, Kim, and Jeong(2006) and used to measure young children's phonological awareness abilities, and Lindberg(1987)'s Kindergarten Writing Assessment which was adapted and used by Noh(1994) in order to assess writing abilities. The literary approach activity using a game strategy used in this study resulted in an improvement in young children's phonological awareness abilities and writing abilities. These results suggest that these activities are valuable tools and can be applied successfully in the childhood education field as teaching aids.
Categorization of Young Children by Object Categorical Hierarchy
Choi, Hea Young ; Lee, Kang Yi ;
Korean Journal of Child Studies, volume 33, issue 5, 2012, Pages 19~35
DOI : 10.5723/KJCS.2012.33.5.19
The purposes of this study were to investigate how children's categorization differs in object categorical hierarchy and to examine whether these aspects were different according to the children's age of 18 months, 24 months, 30 months. The participants consisted of 120 young children aged 18 months, 24 months, and 30 months from 31 child-care centers located in middle-income regions of Seoul and Kyonggi Province. The major findings were as follows : First, all the children from all three age groups could consistently differentiate the superordinates; however, they could not consistently differentiate basic categories. Second, 24 month appears to be a critical change period in category development. Third, as the children become older, they are able to acquire more knowledge regarding categories. These results suggested that the advent of ordering, in terms of basic categories as well as superordinates which occurred around the age of 24 month, was confirmed in category development.
The Moderating Effects of Parental Neglect on Children's Irrational Beliefs and Style of Expressing Anger
Hwang, Yeon-Deuk ;
Korean Journal of Child Studies, volume 33, issue 5, 2012, Pages 37~52
DOI : 10.5723/KJCS.2012.33.5.37
The purpose of this study was to investigate the moderating effect of parent's neglectful behavior on children's irrational beliefs and their style of expressing anger. The subjects consisted of 354 5th and 6th grade elementary school children. The instruments used were the Multidimensional Neglectful Behavior Scale (Straus et al., 1995), the Irrational Belief Scales (Lee, 2004), and the Anger Expression Scale (Spielberger, Krasner, & Solomon, 1988). Data were analyzed by means of both descriptive statistics and hierarchical regression analysis using the SPSS 18.0. The result of this study indicated that there were significant correlations between parent's neglectful behavior and the irrational beliefs and style of anger expression exhibited by the children concerned. Hierarchical regression analysis indicated that, the effects of children's irrational beliefs on their anger was moderated by parent's neglectful behavior. The effects of children's irrational beliefs on their anger control was also moderated by parent's neglectful behavior. In conclusion, parent's neglectful behavior has a moderating effect upon a child's irrational beliefs as it relates to the style of anger expression as exhibited by their children.
Spatial Representation on the Part of Young Children according to Task Conditions
Min, Mi Hee ; Yi, Soon Hyung ;
Korean Journal of Child Studies, volume 33, issue 5, 2012, Pages 53~70
DOI : 10.5723/KJCS.2012.33.5.53
The purpose of this study was to investigate the effects of task conditions (physical similarity between the spatial product and the reference space, presentation place of the spatial product) on children's spatial representation. The participants consisted of 40 3-year-olds and 40 4-year-olds. The results of this study are as follows. Both 3-year-olds and 4-year-olds were capable of a greater degree of spatial representation when there was a high level of physical similarity between the spatial product and the reference space, and when the presentation place of the spatial product was in the reference space. 4-year-olds were capable of more accurate spatial representation than 3-year-olds. There was no significant difference in the children's spatial representation depending on the type of spatial product (scale model, map). The results revealed that the physical similarity between the spatial product and the reference space and the presentation place of the spatial product are essential in young children's spatial representation. Additionally, the results indicated that spatial representation of children develops gradually from when they are three to when they turn four.
The Effects of Early Child Care Teachers' Communication Competence, Interpersonal Competence and Teacher Self-efficacy to Enlist Parental Involvement on Parent-Teacher Partnerships
Kim, Yoo Jung ; Park, Jihye ; Ahn, Sun Hee ;
Korean Journal of Child Studies, volume 33, issue 5, 2012, Pages 71~89
DOI : 10.5723/KJCS.2012.33.5.71
This study examined the characteristics of early child care teachers and the ways this influences their abilities to promote the parent-teacher partnerships. 266 early child care teachers participated in this study. Parent-teacher partnerships, communication competence, interpersonal competence, and teacher efficacy in enlisting parental involvement were measured by means of The Caregiver-Parent Partnership Scale, Global Interpersonal Communication Competence Scale, Interpersonal Competence Questionnaire and selected elements of the Teacher Self-efficacy Scale. The results indicated that parent-teacher partnerships were significantly different in terms of the characteristics of teachers. The hierarchical multiple regression analysis revealed that the communication competence, interpersonal competence, and teacher self-efficacy significantly predicted the type and quality of parent-teacher partnerships. In conclusion, improving the effectiveness of parent-teacher partnerships seems heavily dependent upon the quality and personal abilities an beliefs of early child care teachers.
The Effects of a Writing Program and the Type of Picture Book Used on the Early Stages of Writing and Creative Writing in Young Children
Cho, Kyung Seon ; Hyun, Eun Ja ;
Korean Journal of Child Studies, volume 33, issue 5, 2012, Pages 91~115
DOI : 10.5723/KJCS.2012.33.5.91
The purpose of this study was to investigate the effects of a writing program and the type of picture book used on the early stages of writing and creative writing in young children. The different stages of writing amongst young children was divided into an early stage of writing for pre-schoolers and creative writing for spontaneous expression and problem solving. The subjects comprised 36 children aged 5 from a child daycare center in Seoul. Among the KISE-BAAT and Creative tests, the writing test and creative writing test were used. The early stage of writing and creative writing were both analyzed by means of both ANCOVA and T-test. Firstly, in the subscale of the early stage of writing(ability to mark, use vocabulary, create sentences and text construction), the early stage writing of the experiment group scored higher than that of the comparison group. Secondly, in terms of the type of picture books, the group using informational picture books had greater effects on the early stage of writing than the group using narrative picture books. Thirdly, the writing program itself had a positive effect on creative writing. In the subscale of creative writing (fluency, flexibility, novelty), the group using informational picture books made greater progress in fluency and novelty than the group using narrative picture books.
An Analysis of the Responses of 5'Year' Old Children in the Process of Reading Picturebooks on Sexual Abuse
Chun, Hui-Young ; Lee, Gui-Sook ; Shin, Se-Ni ;
Korean Journal of Child Studies, volume 33, issue 5, 2012, Pages 117~137
DOI : 10.5723/KJCS.2012.33.5.117
The purpose of this study was to analyze 5'year' old children's responses in the process of reading picturebooks on sexual abuse and to explore the educational implications of the results. 42'five year' old children and 2 of their teachers participated as subjects in the study. Data was collected by means of observation, a diary record of the teacher's class, and an interview with teachers about children's responses in the process of reading picturebooks on sexual abuse during the free choice activities, and group activities in J and K daycare centers in Busan, Korea from July to September. The results were as follows : the analysis identified three patterns of responses; consistent responses, awkward responses, and confused and frightened responses. These result imply that selecting picturebooks for sexual abuse preventive education programs for young children needs to be given careful consideration. The importance of the teacher's reading skills and sociocultural cognition regarding sexuality in general were also discussed.
The Relationships between the Parenting Stress of Mothers and the Adjustment of Young Children in Child-Care Centers
Lee, Ja Hyun ; Wui, Yeong Hee ;
Korean Journal of Child Studies, volume 33, issue 5, 2012, Pages 139~161
DOI : 10.5723/KJCS.2012.33.5.139
The purpose of this study was to analyze the relationships of mothers' parenting stress and young children's adjustment to the child care centers they attend. The subjects for this study comprised 401 young children from 1 to 4 years of age from 11 child care centers in C-si, Chungnam, and their mothers. The results of this study were as follows : First, there were no significant differences in the parenting stress of mothers related to whether they were working or not, the age of the children nor their gender Second, there were no significant differences in the adjustment of young children to their child care center related to their mothers' work status nor age of the children themselves. However, there was a significant difference in relation to the gender of the young children in that girls were better in their adjustment to the child care center than boys. Third, a negative correlation appeared between mothers' parenting stress and their young children's adjustment to the child care center in that the higher maternal parenting stress was, the greater the difficulties for their young children in their adjustment to the child care center. There were significant negatively correlations between most sub-factors of maternal parenting stress and the adjustment of those children to the child care center.
The Relationship between Marital Conflict, Parental Control, and Adolescents' Anxiety
Choi, Mi-Kyung ;
Korean Journal of Child Studies, volume 33, issue 5, 2012, Pages 163~180
DOI : 10.5723/KJCS.2012.33.5.163
The main purpose of this study was to examine the relationship between marital conflict, parental control, and adolescents' anxiety. The participants were composed of 319 high school
graders (of which 153 were boys and 165 were girls) from the Seoul area. They completed questionnaires on marital conflict, parental control, and adolescents' anxiety. The data were analyzed by means of Pearson's correlation coefficients and regressions. It was observed that marital conflict (frequency/intensity/resolution/content) was positively correlated with adolescents' anxiety. Parental psychological control was also positively correlated with adolescents' anxiety. However parental behavioral control was negatively correlated with adolescents' anxiety. In addition marital conflict was positively correlated with parental psychological control in contrast with that of behavioral control. It was further found that parental psychological and behavioral control partially mediated the relationship between marital conflict and adolescents' anxiety. These results clearly indicate that parental control plays a crucial role in marital conflict and adolescents' anxiety.
The Differences in Children's Reading Abilities of Environmental Print according to Children's Age and Types of Parental Literacy Interaction
Son, Seung Hee ; Kim, Myung Soon ;
Korean Journal of Child Studies, volume 33, issue 5, 2012, Pages 181~200
DOI : 10.5723/KJCS.2012.33.5.181
The purpose of this study investigate the differences in children's reading abilities of environmental print according to children's age and types of parental literacy interaction. The subjects comprised 111 illiterate children, 3 to 4 years of age, and their mothers. The Children's Reading Abilities of Environmental Print Scale (CRAEPS), Parent's Literacy Interaction Rating Scale (PLIRS) as developed by Son (2012) were used in this study. The collected data are analyzed by means of descriptive analysis, K-mean cluster analysis, Correlations, and two-way ANOVA. The results of this study are as follows : Illiterate Korean children, aged 3 to 4 years, can read environmental print which are familiar to them, and an 'open interaction style' plays an important role in developing the child's reading ability of environmental print. Therefore, in order to develop child literacy, it is necessary to research, not only teaching methods for using environmental print in the home, child care centers, and in kindergarten, but also parent education programs regarding the importance of the mother's literacy interaction style.
A Study on the Images of Early Childhood Teachers among Kindergarten Teachers and Nursery Teachers
Hwang, Hae-Ik ; Kim, Mi-Jin ; Kim, Byung-Man ;
Korean Journal of Child Studies, volume 33, issue 5, 2012, Pages 201~219
DOI : 10.5723/KJCS.2012.33.5.201
The purpose of this study was to examine the awareness of two major groups of early childhood teachers, (that is, kindergarten teachers and nursery teachers), in terms of the image of what constitutes an early childhood teacher. More specifically, this study sought to investigate any possible gaps between the two groups in that aspect, in an effort to shed light on (and understand in greater detail), the awareness of the two groups regarding the image of early childhood teachers in detail. The subjects in this study comprised 310 early childhood teachers, out of which 156 teachers worked in kindergartens and 154 teachers worked in daycare centers in Busan, Ulsan and South Gyeongsang Province. The findings of the study were as follows : First, kindergarten teachers' images of a kindergarten teacher were mostly associated with the professional domain, followed by the domain of personality, a physical domain and a professional attitude domain. As a result of checking the awareness of the nursery teachers regarding the image of a kindergarten teacher in more detail, their image of a kindergarten teacher appeared to be mostly associated with the professional domain, followed by the professional attitude domain, the domain of personality and the physical domain. There were statistically significant gaps between the kindergarten teachers and the nursery teachers in terms of their image of a kindergarten teacher. Second, as for the awareness of the kindergarten teachers of the image of a nursery teacher, their image of a nursery teacher was mostly linked to the domain of personality, followed by the professional domain, the physical domain and the professional attitude domain. Regarding the awareness of the nursery teachers of the image of a nursery teacher, their image of a nursery teacher was mostly associated with the professional domain, followed by the domain of personality, the professional attitude domain and the physical domain. Statistically significant gaps between the kindergarten teachers and the nursery teachers were found in the image of a nursery teacher.
The Development of an Aptitude Test for Child Care Teachers
Kim, Hye Kyung ; Cho, Bok Hee ;
Korean Journal of Child Studies, volume 33, issue 5, 2012, Pages 221~246
DOI : 10.5723/KJCS.2012.33.5.221
This study was conducted in order to develop an aptitude test for child care teachers (ATCCT) and to analyze it in terms of both validity and reliability. The main participants in this study consisted of 710 pre-service child care teachers. The results of factor analysis identified 7 factors and 56 items which were selected from 121 items in the original scale. The seven factors were as follows; interpersonal relationship management abilities, receptiveness and responsiveness to children, creativity and personal development, the ability to form close relationships with children, the ability to supervise child safety, the sense of duty, and positive emotions. The four factors were related to social relationship. Criterion-related validity was established by using correlations between the ATCCT and the TSES (Teacher Self-efficacy Scale). The internal consistency was found to be relatively high (Cronbach's
= .94) and test-retest reliability was also established (r = .53). In addition, there were differences among pre-service child care teacher groups according to both relative levels of education and courses taught.