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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
The Effect of an Emotion Regulation Training Program on the Emotion Regulation and Social Behavior of 5-year-olds
Kim, Jihyun ;
Korean Journal of Child Studies, volume 33, issue 6, 2012, Pages 1~19
DOI : 10.5723/KJCS.2012.33.6.1
The purpose of this study was to develop an intervention program for the improvement of the emotion regulation of 5-year-olds and to analyze the effects of this program on their emotion regulation and social behavior. The participants consisted of 56 5-year-olds from two day care center located in a metropolitan area of Korea. The experimental group (n=28) participated in the intervention program, and the comparative group (n=28) did not. This intervention program was developed to deal with peer relationships, and consists of activities designed to cover all domains of the Korean National Early Education Standard. The emotion regulation and social behavior were measured before and after the experiment. The data were analyzed making use of ANCOVA. Our results indicate that this program had the effect of improving the emotion regulation and social behavior on the part of 5-year-olds.
Physical Activities Using Korean Dance and Motor Ability in Young Children
Choi, Ji Yeon ; Lee, Julie ;
Korean Journal of Child Studies, volume 33, issue 6, 2012, Pages 21~34
DOI : 10.5723/KJCS.2012.33.6.21
This study examined the effects of physical activities using Korean dance upon the motor abilities of young children. The subjects of this study were divided into 2 groups. The first group was an experimental group (boy=12, girl=13) who participated in the Korean dance class and the other group was a comparative group (boy=11, girl=14). Experiments were performed during 18 sessions for 9 weeks. The study findings are as follows. First, physical activities using Korean dance had positive effects upon the development of basic motor abilities in young children. In terms of these basic motor abilities, movement motor ability and whole muscle operation motor ability showed significant differences between the pre-test and post-test stage in the experiment group and between the experimental and comparative groups in the post-test stage. On the other hand, in terms of non-movement motor abilities, there was a significant difference between the pre- and post-test stages for the experimental group, but no significant difference in the post-test stage for the experimental or comparative groups. Second, physical activities using Korean dance had positive effects upon the development of perceptive motor abilities in young children. In other words, in the sub-variables of perceptive motor abilities, there were significant differences between the pre- and post-test stages of the experimental group which experienced physical activities using Korean dance. In conclusion, the study findings showed that physical activities using Korean dance had positive effects upon the increase of both basic motor abilities and perceptive motor abilities in young children. Additionally, the experimental group exhibited more positive effects in the various areas of motor abilities than the comparative group.
The Influence of Covert, Overt Narcissism, Self-control and Peers' Vulgar Slang Use on School Aged Boys' and Girls' Vulgar Slang Use
Suk, Seung Rim ; Min, Ha Yeoung ;
Korean Journal of Child Studies, volume 33, issue 6, 2012, Pages 35~49
DOI : 10.5723/KJCS.2012.33.6.35
The purpose of this study was to investigate the relationship between covert/overt narcissism, self-control, and peers' vulgar slang use and school aged boys' and girls' vulgar slang use. The subjects consisted of 263 boys and 256 girls in the 5th and 6th grades attending elementary schools located in Daegu and Gyeongbuk Province. The data collected were analyzed by means of t-test, paired t-test, Pearson's correlation, simple regression, multiple regression, using the SPSS Win 19.0. The results were as follows. 1) School aged boys' and girls' vulgar slang was found to positively associated with covert/overt narcissism. 2) School aged boys' and girls' vulgar slang use was found to be negatively associated with self-control. 3) School aged boys' and girls' vulgar slang use was found to be positively associated with peers' vulgar slang use 4) Among the variables of covert/overt narcissism, self-control, and peers' vulgar slang use, peers' vulgar slang use was the best predictor for school aged boys' and girls' vulgar slang use.
Children's Daily Experience and School Adjustment by Children's Self-care
Kim, Kyoung-Eun ;
Korean Journal of Child Studies, volume 33, issue 6, 2012, Pages 51~69
DOI : 10.5723/KJCS.2012.33.6.51
The purpose of this study was to investigate the differences in children's daily experience and school adjustment of elementary school according to children's gender and self-care and to explore the relationship between children's daily experience and school adjustment. Data were collected from the NYPI panel survey of 2010. The data were analyzed by means of Cronbach's
tests, means, standard deviations, Two-way ANOVAs, and Pearson's Correlation. The results of this study were as follows : 1. There were some significant differences by gender and self-care in daily experience. Girls spent more time in watching TV but less time in games than boys. And self-care children spent less time in learning and reading, but more time in game and TV watching. Also there was a interaction effect of learning experience by gender and self-care. 2. There were some significant differences by gender and self-care in school adjustment. Girls showed more positive school adjustment than boys. And children who are cared for by their parents showed more positive learning and school rule adjustment. 3. There were some significant relationship between children's daily experience and school adjustment.
A Study of the Relationship between Decision Making Abilities in Young Children and Self-directed Learning Abilities
Park, Ji-Young ;
Korean Journal of Child Studies, volume 33, issue 6, 2012, Pages 71~84
DOI : 10.5723/KJCS.2012.33.6.71
The purpose of this study is to analyze the relationship between decision making abilities young children and their self-directed learning abilities. A survey was carried out using 160 young children in the J region. The collected data were analyzed by Pearson correlation and multiple regression techniques using the SPSS statistics program. The conclusions are as follows : First, decision making abilities in young children exhibited a positive correlation with their self-directed learning abilities. Second, decision making abilities in young children were an influential variable in terms of their self-directed learning abilities. As a result, decision making abilities in young children were an important variable in predicting their self-directed learning abilities.
The Development and Validation of a Playfulness Scale for Infants & Toddlers
Kim, Yeonsook ; Lee, Jonghee ;
Korean Journal of Child Studies, volume 33, issue 6, 2012, Pages 85~107
DOI : 10.5723/KJCS.2012.33.6.85
In this study, the Infants & Toddlers' Playfulness Scale(ITPS) was developed and its reliability and validity were examined. The participants in this study consisted of 656 parents whose children were 8 to 36 months old. Five factors were identified from the results of the exploratory factor analysis performed on the 29 items that had been derived by analyzing existing research. The Goodness of Fit Indices(GFIs) of the confirmatory factor analyses, performed on the 1st-order 5-factor model and the 2nd-order one factor model, were both satisfactory. Concurrent validity was established by the high correlations of r = .631~.808(p < .01) between each factor of the ITPS and the total score of the Children's Playfulness Scale(CPS), an existing measure for children's playfulness. The reliability of each factor, as measured by Cronbach's
, ranged from .773 to .883. Consequently, the ITPS developed in this study can be seen as a reliable and valid scale that can be used by parents to measure the playfulness of their infants and toddlers in a multi-dimensional manner.
The Effects of the Home Literacy Environment, Mother's Literacy Beliefs, and Parenting Efficacy on the Interaction between Preschoolers and Mothers in Terms of Reading Picture Books
Choi, Naya ;
Korean Journal of Child Studies, volume 33, issue 6, 2012, Pages 109~131
DOI : 10.5723/KJCS.2012.33.6.109
The purpose of this study was to investigate the effects of the home literacy environment, mother's literacy belief and parenting efficacy in terms of the interaction which occurs during reading picture books between mothers and preschoolers. Questionnaires from 378 5-year-olds' mothers in Seoul and Kyunggi province were analysed. The findings from the validated structural equation model constructed with these variables were as follows. First, the home literacy environment, the mother's literacy beliefs and the mother's general parenting efficacy affected the quantity, and the quality of interaction whilst reading books with preschoolers. Second, the mother's efficacy in education and communication had a direct impact on the quantity of the interaction during reading books through the mediation of the home literacy environment, and had an indirect effect on the quality of the interaction whilst reading books, respectively. Third, the mother's efficacy in communication directly accounted for the quality of the interaction which occurs whilst reading books with children.
The Mediating Effect of Teachers' Positive Beliefs about Children's Play on the Relationship between Playfulness in Teachers and Teaching Efficacy on Children's Play
Kwon, Hye Jin ;
Korean Journal of Child Studies, volume 33, issue 6, 2012, Pages 133~147
DOI : 10.5723/KJCS.2012.33.6.133
This study focused on the relationship among playfulness in teachers, teaching efficacy on play and teachers' positive play beliefs in a sample of 151 teachers working childcare center in Seoul and Chungcheungnam-do. The collected data were analyzed using simple regression and hierarchical multiple regression. The main results of this study were as follows. First, teachers' playfulness had a positive influence on their positive play beliefs. Second, teachers' playfulness had a positive influence on their teaching efficacy on play. Finally, effect of teachers' playfulness on their teaching efficacy on children's play was totally mediated by their positive play beliefs.
The Effects of Maternal Ambivalence over Emotional Expressiveness and Mother-Adolescent Communication on Depression in Adolescent Boys and Girls
Lee, Young Hwa ; Chee, Yeon Kyung ; Doh, Hyun-Sim ;
Korean Journal of Child Studies, volume 33, issue 6, 2012, Pages 149~168
DOI : 10.5723/KJCS.2012.33.6.149
This study explored the effects of maternal ambivalence over emotional expressiveness (AEE) and mother-adolescent communication on adolescent depression (depressed affect, positive affect, somatic symptoms and activity inhibition, interpersonal difficulties). Data were taken from 233 middle school students (128 boys, 105 girls) and their mothers. Regression analyses showed varying gender differences in the relationships among these variables. Boys with high maternal AEE had lower positive affect, and higher depressive affect, somatic symptoms and activity inhibition, and interpersonal difficulties, whereas girls' moods were not influenced by maternal AEE. In addition, boys with problems in mother-dolescent communication exhibited lower positive affect, higher depressed affect and interpersonal difficulties, but open communication was not related to any depressive symptoms. The mother-adolescent communication type did not appear to be associated with depression in girls either. Both boys and girls both had less open communication and more problem communication with mothers experiencing high AEE. Problem communication with mothers partially mediated the relationship between maternal AEE and interpersonal difficulties in boys only. Examination of maternal ambivalence over emotional expressiveness provides a deeper context for our understanding of negative family communication patterns and the psychological consequences, especially in mother-adolescent boy dyads.
The Actions Used by Children's and Their Underlying Theories whilst Engaged in Balance Tasks
Lee, Kwi Ok ; Woo, Nam Hee ;
Korean Journal of Child Studies, volume 33, issue 6, 2012, Pages 169~185
DOI : 10.5723/KJCS.2012.33.6.169
This study attempted to analyze in detail the actions used by children and to uncover the theories used by those children whilst engaged in solving balance tasks. Sixty children, aged between 3 to 6 from "H" child care center located in Seoul were selected as the subjects. The children were asked to balance 8 different blocks by putting them on a bar one by one. Two of the 8 blocks were balanced by the center of the length of the block, two were unbalanced by the center of the length because another block is glued on the side of the bottom block, three blocks were unbalanced due to the insertion of a piece of metal in the side of the blocks, and one was completely unbalanced because it consisted of three layers of blocks glued obliquely. Fifteen actions undertaken by the children in solving the tasks were analyzed and divided into 6 categories : place, turning, push, press, support, and others. Children used three theories which were 'no theories', 'length centered theory' and 'considered both length and weight theory' whilst engaged in balance tasks.
A Comparative Analysis of Research Trends in Occurrence, Prevention and Intervention of Challenging Behavior : Young Children with and without Disabilities
Yoo, Soo Ok ; Lee, Soon Ja ;
Korean Journal of Child Studies, volume 33, issue 6, 2012, Pages 187~205
DOI : 10.5723/KJCS.2012.33.6.187
In this study, 150 previous studies of young children's challenging behavior, conducted over the past 10 years, from 2003 to 2012, were selected. These studies were in relation to young children both with and without disabilities, and they were thus used for the purposes of comparative analysis. The major findings are as follows. First, research on challenging behavior not only of young children with disabilities but also of those without disabilities has been an increasing trend from 2008. While most studies of those without disabilities were based on observations by parents or teachers using a variety of tools, studies regarding those with disabilities mainly used single-subject research methods using an operational definition. Second, the bulk of the studies of young children without disabilities were focused on interaction between various children's internal variables and a variety of parent-related variables related to the occurrence of challenging behavior. In comparison, studies of young children with disabilities were focused excessively on direct intervention after the occurrence of problems. Regarding those without disabilities, the interaction between children's temperament, internal variables, and their mothers' parenting behavior, external variables were the main areas of interest for these researchers. There is clearly a growing need for more active research aimed at the prevention of challenging behavior. Challenging behavior in early childhood has an influence not only on each child's present and future academic achievement levels and their quality of life but also on the quality of instruction in classroom available to all children.
The Meanings of Reflective Utterances by Fathers Regarding their Paternal Role : A Study on the Process of Reflective Parent Education Based on Object Relation Theory
Chung, Kai Sook ; Goh, Eun Kyung ; Ha, Eun Sil ;
Korean Journal of Child Studies, volume 33, issue 6, 2012, Pages 207~225
DOI : 10.5723/KJCS.2012.33.6.207
This study examined the meanings of reflective utterances fathers regarding their paternal role and the relationship of this to the process of a reflective parent education program for fathers whose children had been referred to psychotherapy. The subjects were 2 fathers aged in their late-thirties of 2 children with emotional behavioral problems. The father education program consisted of contents based on object relation theory. The reflective dialogues between fathers and the parent educator in the process of the program were analyzed. The meanings of the reflective utterances made by the fathers were indicated to be the understanding of the relationship between child's problematic behaviors and family dynamics, a reflection on their oppressive child rearing behaviors, the awareness of the necessity for emotional exchange with family members, the importance of cooperation between both the mother and father when it comes to child rearing, and the values at the heart of being together with children. The implications of the results were also discussed.