• Title, Summary, Keyword: Emotional Development

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The Relationship between Children's Gender, Age, Temperament, Mothers' Emotionality, and Emotional Development (유아의 성, 연령, 기질 및 어머니의 정서성과 유아의 정서 발달의 관계)

  • An, Ra-Ri;Kim, Hee-Jin
    • Journal of the Korean Home Economics Association
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    • v.45 no.2
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    • pp.133-145
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    • 2007
  • The purpose of this research was to identify the importance of emotional development in early childhood, in children ages three to five, by examining the relationship between the variables in the children such as gender, age, and temperament, as well as their mothers' emotionality, in relation to emotional development. The participants included a total of 72 children between three and five years of age. The major findings are as follow: First, there were significant differences in emotional expression and emotional recognition between the boys and the girls. Additionally, the emotional recognition of the children increased as age increased, and more positive strategies for emotional regulation were used with the increasing age of the children. Temperament characteristics did not have any relationship with emotional expression or emotional recognition, while the strategies for emotional regulation were related to the temperament characteristics. Second, the emotional expressivity of the mother was related to the emotional expression and recognition of the child, but wes not associated with strategies for emotional regulation. The emotional reactivity of the mother was related to a child's strategies for emotional regulation, but not to emotional expression or recognition. Third, emotional development of the children wes influenced by the individual child variables and emotionality of the mother.

In Search of the Emotional Education Program Design through Storytelling: Literature Review (스토리텔링을 통한 감성교육 프로그램 구안 방향 탐구: 문헌연구를 중심으로)

  • Eom, Myeongl-Ja;Kang, Hyeon-Suk
    • Journal of Fisheries and Marine Sciences Education
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    • v.25 no.1
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    • pp.113-127
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    • 2013
  • This study investigated the direction of program development in emotional education through storytelling without separating intellectual education in current schooling. As the basic research on program development for elementary school students' emotional intelligence, this study examined how storytelling affects program development in emotional education, and the direction of program contents and structures using storytelling. Firstly, current storytelling and existing programs used for emotional education were analyzed and the direction of program development in emotional education was investigated. Secondly, the structures and procedures of programs for emotional education through storytelling were examined. Finally, stressed contents and items by each factor consisting of emotional intelligence related to the curriculum, and more discussions to consider were inquired. For systematic emotional education, there must be efforts made on developing contents of each factor comprising emotional intelligence; and teaching must be done through the interrelatedness among home, society and school. Furthermore, the construction of social system across the country is required. In conclusion, this study suggest the emotional education needs new curricula based on narrative, because it is dependent on personal emotions and situations.

The Influence of Follow-up Activities after Reading Picture Books on Language and Socio-emotional Development of Infants (그림책읽기 후속활동이 영아의 언어 및 사회.정서발달에 미치는 영향)

  • Lee, Wha-Jin;Seo, Hyun-Ah
    • The Korean Journal of Community Living Science
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    • v.22 no.3
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    • pp.455-469
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    • 2011
  • The purpose of this study was to find out how follow-up activities of reading picture books influenced infants' language and socio-emotional development. Subjects of this study were 27 2-year-old infants at public day care centers in Busan. After implementing follow-up activities of reading picture books for 8 weeks, this study tried to investigate changes in infants' language and socio-emotional development. Results of this study are as follows. First, follow-up activities of reading pictures have brought positive impacts on infants' language ability. Results indicate a positive influence on infants' expressive and acceptive language ability. Second, follow up activities have also enhanced infants' socio-emotional development. Sepcifically, they have been effective in improving infants' low-level socio-emotional development such as 'internal control', 'peer interaction', and 'achievement motivation'. It is expected that the follow-up activities developed by this research would help to enhance infants' language development and socio-emotional development.

The Relationship between Mother′Psychological Life Position and Children′s Social-Emotional Development (어머니의 심리극 자세와 유아및 사회정시 발달과의 관계)

  • 김형옥;안선희
    • Journal of the Korean Home Economics Association
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    • v.39 no.9
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    • pp.15-25
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    • 2001
  • This study investigated the relationship between mothers'psychological life position and children's social-emotional development. Subject consisted of 303 children and their mothers enrolled in preschool at Seoul. A sample of mothers completed the questionnaire and teachers rated the social-emotional development instrument. The results showed that children's social-emotional development differed according to their gender and age. And there were differences between mothers'psychological life position as a function of educational level and employment status. Mothers'psychological life position was related to their children's social-emotional development.

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The effects of Emotional Intelligence Development Program on Children Emotional Intelligence and School Life Adaptation in Single Parent Family (정서지능향상프로그램이 한부모가정 아동의 정서지능과 학교생활적응에 미치는 효과)

  • Jin, So-Yeon
    • The Korean Journal of Elementary Counseling
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    • v.5 no.1
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    • pp.139-158
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    • 2006
  • The purpose of this study was to test the emotional intelligence development program and to verify the effects of the emotional intelligence development program for the increase of emotional intelligence and school life adaptation in elementary school students of single parent family To verify the previous hypotheses, 16 children of single parent family(experimental group I : n=8, control group 1 : n=8) and 16 children of two parent family(experimental group II : n=8, control group II : n=8) were selected at random, which are a total of high-grade students from P elementary school in J city, Jeon-buk province. Disposal about experimental group executed the emotional intelligence development program for the humanity education of Moon - yong - lin(1999) and the emotional intelligence development program which was reconstructed guidance for elementary school children of Her - seung - hee (2004) as the level of elementary school for 50 minutes, 16times, twice a week. In order to verify the effects after experiment, 1 collected materials for estimation by providing the subject children with questionaries about emotional intelligence and the ability of school life adaptation before and after the experiment, and then analyzed the average differences in number of marks between the experiment group and the control group before and after the experiment through and by using One-Way ANOVA, and SPSS WIN 12.0 program. The results of the study were as follows : First, there was significant increase between experimental group and control group received the emotional intelligence development program on emotional intelligence in statistic data(p<.01). Second, there was significant increase between experimental group and control group received the emotional intelligence development program on the school life adaptation in statistic data(p<.001). Third, there was no significant difference between the single parent family's children and the two parent family's children of the experimental group received the emotional Intelligence development program on the emotional intelligence and the ability of school life adaptation(p>.05). But single parent family's children were higher significant increase than two parent family's children on the relationship with teacher(<.01). The results obtained in this study indicated that the emotional intelligence development program was effective on the emotional intelligence and the ability of school life adaptation. Also, these showed that this program helps the school life adaptation and positive relationship with teacher of single parent family's children.

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The Development of Moral Emotional Understanding in Preschool Children : The Influence of Offenders' Intentions and Victims' Reactions (유아의 도덕적 정서 이해의 발달 : 가해자 의도와 피해자 반응의 영향)

  • Song, Ha-Na
    • Korean Journal of Child Studies
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    • v.33 no.2
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    • pp.1-12
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    • 2012
  • This study examined the influences of age, offenders' intention, victims' emotional reactions on the moral emotional understanding of preschool children. Eighty eight children aged 4, 5, and 6 participated in this study, and were interviewed using four moral transgression stories. The responses of the children were then analyzed in terms of the levels of moral emotional understanding, from error through to the understanding of secondary emotions. The results indicated that older children showed higher levels of moral emotional understanding than younger children. Additionally, children's moral emotional understanding was higher in situations in which offenders' behaviors were intentional, and in which the victims expressed sadness. The attribution of moral emotions was influenced by victims' emotional reactions only in 6-year-old children. Discussion of these results also included the development of intervention programs for children with aggressive behaviors, as well as a number of suggestions for future study.

Study on emotional factors navigation defects adversely affect the child's development (아동발달의 부정적 영향을 미치는 정서적 결함요인 탐색에 관한 연구)

  • Lee, Soon-Bea;Kim, Min-Joung
    • Journal of Industrial Convergence
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    • v.12 no.2
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    • pp.24-38
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    • 2014
  • The significance of this study is to utilize research and care in the field, navigate to the factors that negatively affect the child's development objective of the present study. Exploratory study of the development affected by age to be raised to the acquired write that emotional abilities are not genetically gifted. This is a crucial time for the development of emotional skills in infancy and childhood entire life, and see this time the biggest impact of social environment and the relationship between parents and children made home amicably, the parents are the most influential factors michim at home The. As such it should be recognized that an important role in the development of the emotional power of the child's parent role. Seen to suggest ways to develop children's development through these findings.

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The Effects of Mother's Parenting Efficacy and Emotional Expressiveness on Infant's Social Emotional Development (어머니의 양육효능감과 정서표현성이 영아의 사회 정서발달에 미치는 영향)

  • Park, Mi Suk;Chung, Hee Jung
    • Korean Journal of Child Education & Care
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    • v.18 no.3
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    • pp.21-34
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    • 2018
  • Objective: The purpose of this study is to investigate the effects of maternal parenting efficacy and emotional expression on infant's social emotional development. Methods: The subjects of this study were 269 infants and their mothers who attended day care centers in G district of S city and the data was collected by survey. The collected data were analyzed by frequency analysis, t-test and ANONA test using SPSS 16.0 program, $Scheff{\acute{e}}$ test by post test, correlation analysis and multiple regression analysis. Results: First, parenting efficacy, emotional expressiveness, and social emotional development of infants showed differences according to age, participation time, and academic background. Parenting efficacy showed a significant difference in age and parenting time, and emotional expressiveness showed significant difference in education and parenting time. Infant's social emotional development showed a significant difference in educational attainment and parenting time. Second, maternal parenting efficacy and emotional expressiveness were found to have an influence on infant's social emotional development. Conclusion/Implications: Maternal parenting efficacy and emotional expressiveness seem to influence the development of social emotions in infants, and these results suggest that, in order to grow the children healthy in social, emotional aspect, various education programs which could improve parenting efficacy and positive emotional expression are necessary.

A Study on the Type of Playable Furniture for Emotional Development of Preschool Children (미취학 아동의 감성 발달을 위한 연령별 놀이가구 유형에 관한 연구)

  • Kim, Ja Kyung
    • Korean Institute of Interior Design Journal
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    • v.25 no.3
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    • pp.70-81
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    • 2016
  • Nowadays the preschool children spend much of the day playing indoors. Therefore, it needs the indoor environment that helps a variety of fun activities and physical development, and it requires the space configuration and playable furniture considering the emotional development for mental health. However, the furniture for fast growing preschoolers has not various types because the domestic furniture market for children is mostly baby beds and the furniture for the education of children. Therefore, this study presents the concepts and types of the playable furniture reflecting emotional design for preschool children's healthy emotion and suggests the most appropriate type of playable furniture considering play behavior by age. In this study, we investigated the physical, cognitive, social, emotional and linguistic development characteristics and play behavior of preschoolers, and derived the right type of playground equipment and furniture, and examined the types of playable furniture to help the emotional development. We derived the items to be checked for developing the playable furniture by age for emotional development, and classified preschoolers' playable furniture into the use of learning, relaxation and storage, and suggested its basic type focusing on the cases of various playable furniture developed at home and abroad. As a result, the playable furniture was divided into three types. The first is the self-play type making possible self amusement, the second is module built-up-type that consists of furniture and modules or units and creates various patterns and can be modified through the self-assembly and disassembly, and the third is IT game type grafting IT skills and a variety of electronic games to furniture. We sorted these types into three classes (1-3 years old, 4-5, 6-7) according to age and presented the type of play for each age, the play element and representative image that can be introduced to this furniture. In this study, we provided the basic design types of age-specific emotional playable furniture by analyzing these results.

The Effects of Parenting Environment During Pregnancy in Relation to the Child's Later Behavioral, and Emotional Characteristics

  • Sohn, Byoung-Duk;Hwang, Hye-Won
    • International Journal of Human Ecology
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    • v.7 no.1
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    • pp.121-129
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    • 2006
  • This study investigates the impact of the shared environment of pregnant women and their unborn child on the later emotional and behavioral characteristics of a child, extending into his or her adulthood. Using a sample of some 16,000 children from the National Child Development Study, the study demonstrated a positive relationship between the quality of the maternal environment and later emotional and behavioral performances during childhood and adulthood. These findings support the study hypothesis, suggesting that parenting environment such as mother‘s employment, husband’s social class and the mother‘s smoking habits during pregnancy has an affection on the later emotional and behavioral development of the child. The dimensions of the child’s emotional and behavioral well-being may be enhanced by therapeutic interventions and/or by helping pregnant women to develop a positive social network.