• 아동학회지
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• 제20권4호
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• pp.75-89
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• 1999

Mother-Child Interactions during Problem Solving were analyzed in relation to the child's attachment security and temperament. Subjects were fifty-three 44-to 57-month-old children and their mothers. Attachment security was assessed by Attachment Q set (Waters, 1987); mother-child interactions were observed at home, and maternal ratings of child temperament were collected by questionnaire (Chun 1993). Attachment security scores were positively related to mother's cognitive assistance and positively interactions with the child and to the child's positive affect toward mother. The child's activity perceived by mother was negatively related to mother's efficient interactions and positively to the child's "reliance on mother." The child's behavior toward the mother in the task session and the child's temperament added variance above attachment in accounting for the mother's behavior.

• 한국보육지원학회지
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• 제16권6호
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• pp.89-104
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• 2020

Objective: The purpose of this study was to examine the effects of maternal parenting stress and mother's ego-resilience on mother-child attachment. More specially, mother-child attachment for higher grade elementary school children was examined according to the internal working model. Methods: Participants were 190 mothers of fourth and fifth grade elementary school children. The Maternal Parenting Stress Scale(Shin, 1997), the Scales of Ego-resilience(Yoo & Shim, 2002), and Inventory of Parent Attachment(Yang, 2006) were used to measure variables. Collected data were analyzed by descriptive statistics, t-test, correlation analysis and multiple regression analysis. Results: The major findings were summarized as follows: First, there were no differences between mother-child attachment according to children's gender. Second, mother-child attachment was negatively correlated with maternal parenting stress and positively correlated with ego-resilience. Next, maternal parenting stress_interaction and ego-resilience explained mother-child attachment_trust. Last, maternal stress_interaction explained mother-child attachment_isolation. Conclusion/Implications: In conclusion, the study results showed that maternal parenting stress and ego-resilience influenced mother-child attachment. based on the results, the implications of this study were discussed.

• 아동학회지
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• 제26권4호
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• pp.247-247
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• 2005

The attachment representation of 40 36- to 52-month-old upper-middle class children was analyzed in relation to their attachment security and mother-child interaction behaviors. Instruments were the Attachment Story Completion Task(Bretherton, Ridgeway, & Cassidy, 1990), the Attachment Q-set, and the Vocabulary test of the K-WIPPSI. Mother-child interaction behaviors were observed at home during semi-structured problem-solving situations. The Attachment Story Completion Task classified Korean preshoolers from these upper-middle class families as securely attached to their mothers. Girls' representation of their attachment relationship was more secure than boys. Preschoolers' attachment representation was significantly related to vocabulary ability. Attachment security correlated positively with preschool children's attachment representation. Mother-child interaction behaviors related significantly to preschool children's attachment representation.

• 대한가정학회지
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• 제50권8호
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• pp.53-63
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• 2012

The purpose of this study is to examine the influence of the child-mother attachment and the child-father attachment (secure attachment, insecure avoidant and insecure disorganized attachment) on children's mutual friendships and mutual antipathy relations. The subjects consisted of 116 5-6 year old kindergarteners (64 boys & 52 girls) and they were asked to respond to the Attachment Story Completion Task by Bretherton & Cassidy (1990), based on the sociometric popularity postulated by Coie & Dodge (1988). Data were analyzed by the logistic regression analysis and the one-way ANOVA method and the Scheffe test in multiple comparisons analysis. The results concluded that 1)There were differences in terms of child-mother attachment and child-father attachment when it came to a child's mutual friendship. The secure child-mother and child-father attachment groups had more mutual friendships than the insecure attachment groups. 2)There were no differences in terms of child-mother attachment and child-father attachment when it came to child's mutual antipathy. 3) 78.0% of the mutual friendships were accurately classified as existence with respect to child-mother and child-father attachment.

• 한국보육지원학회지
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• 제15권3호
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• pp.157-174
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• 2019

Objective: The purpose of this study was two-fold: first to explore the effects of mother-child attachment and effortful control at age 1 on preschoolers' school readiness at age 6, and second, to determine the mediating effect of a child's effortful control on the relationship between mother-child attachment at age 1 in relation to school readiness at age 6. Methods: Participants in this study were 205 five-year-old toddlers(106 boys, 99 girls) recruited for the Korea Child Panel Study. Mother-child attachment was assessed using the Attachment Q-sort(Waters, 1989). Preschooler's effortful control was measured by the Early Childhood Behavior Questionnaire: ECBQ(Putnam, Gartstein & Rothbart, 2006). Preschooler's school readness was measured by the School Readiness Scale Murphey & Burns, 2002). Data were analyzed using descriptive statistics, correlations, and the structural equation modeling analysis. Results: First, mother-child attachment at age 1 effected school readiness at age 6. Effortful control at age 1 effected school readiness at age 6. Second, effortful control at age 1 mediated the effect of mother-child attachment at age 1 in relation to school readiness at age 6. Conclusion/Implications: Mother-child attachment at age 1 affects school readiness at age 6, and toddlers' effortful control at age 1 mediates the relationship between mother-child attachment in relation to school readiness at age 6.

• 수산해양교육연구
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• 제28권5호
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• pp.1395-1406
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• 2016

The purpose of this study was to examine the effects of interaction based mother-child art therapy on the change of child and mother's interactions in a child who was in trouble due to attachment problems. The subject in this study was a six-year-old child who faced difficulties in peer relationship building and who were maladjusted to kindergarten because of unstable attachment and negative feedback from his parents. Also, he showed serious problem behaviors at home. The ABA design was adopted among single-subject research designs, and the Target child was observed in the sessions in terms of the subfactors of Marschak's Behavioral Rating Scale to gather data related to the changes of child and mother's interactions. As a result of analyzing the collected data, there were positive changes in all the subfactors that were the child's verbal/nonverbal interactions, the mother's verbal/nonverbal interactions and mother-child interactions. Therefore the interaction based mother-child art therapy that was designed to boost child and mother's interactions was effective at furthering the mother-child interactions of the child with attachment problems.

• 아동학회지
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• 제27권2호
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• pp.71-84
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• 2006

This study investigated the relationship between types of attachment and social adaptation of kindergarten children. Subjects were 108 3-year-old children, their mothers, and their teachers. Results showed that children securely attached to both mother and teacher adapted better than children who were insecurely attached to both mother and teacher. Children who were securely attached to mother but insecurely attached to teacher, and children who were insecurely attached to mother but securely attached to teacher adapted better than children who were insecurely attached to both mother and teacher. This study suggests that the quality of child-mother or child-teacher attachment affects children's social adaptation with the passage of time in kindergarten.

• 한국생활과학회지
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• 제14권3호
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• pp.379-386
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• 2005

Bowlby has proposed that child-mother attachment is important in the child's representation of self. In this study, the child's emotional intelligence was examined in connection with child-mother attachment with a sample of 5-year-olds. The quality of attachment was assessed based on the child's behavior on reunion following a separation, using a SSP (Strange Situation Procedure) system devised by Main and Solomon. The emotional intelligence was assessed with Lee's Scale for young children. The results show significant connections between child-mother attachment and the emotional intelligence. Specific areas of emotional intelligence are related to particular patterns of attachment. Namely, securely attached children are assessed significantly higher than the unsecurely attached, not only in the ability to identify and control their own emotions, but also in the ability to control others' emotional state. Also, securely attached children perceive their social competence significantly higher.

• 아동학회지
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• 제27권5호
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• pp.159-182
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• 2006

This study aimed to improve mother-child attachment relationship by goal-corrected partnership. The subjects of this study were three 5- to 6-year-old children with insecure attachment patterns and their mothers. The Mother-Child Attachment Intervention Program with Applied Sand-Play Therapy consisted of two steps, sand-play therapy for each mother and child for 8 sessions and three different intervention activities(activities for children only, mother education activities and mother-child cooperative activities) conducted for 12 sessions. Each of the therapy and the activity sessions ran for 40 and 80 minutes weekly. After completing the program, the mothers' representation of their parents changed positively, but the changes depended on their attachment classifications. All of the mothers' warm/responsive parenting behaviors increased despite some individual differences.

• 가정과삶의질연구
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• 제14권1호
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• pp.177-186
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• 1996

Bowlby has proposed that child-mother attachment is important in the child's representation of self. In this study the child's self-perceived competence was examined in connect8ion with child-mother attachment in a sample of 40 6-year-olds. Quality of attachment was assessed based on the child's behavior on reunion following a seperation using a system devised by Main and Cassidy. The self-perceived competence was assessed with a pictorial harter's Scale revised by Julie Lee. The results showed significant connections between attachment and the self-perceived competence. Specific areas of self-perceptions were related to particular patterns of attachment.