• Korean Journal of Childcare and Education
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• v.2 no.2
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• pp.165-185
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• 2006

The purposes of this study were (1) to investigate the relationship of conflict components, and (2) to investigate interaction of conflict participants. Subjects were ninety-four 3-, 4- and 5-year-olds recruited from eleven child care centers in Seoul, Kyonggi and Incheon province. Interaction process between these young children were recorded by a video camera, and the scenes were transcribed for analysis of peer conflict situations which occurred between two children. Statistical methods used for data analysis were frequencies, percentiles, means, standard deviations, Chi-square. First conflict components are interrelated. There was a significant difference conflict resolution strategies according to conflict issue, and a significant difference conflict outcomes according to conflict resolution strategies. Also conflict outcomes were related to conflict emotion expression. Second, the stratigies interaction of conflict participants were significant and conflict emotion expression of conflict participants were significant.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.4
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• pp.2486-2494
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• 2015

This study is intended to look into the effects of forest experience activities for developing a moral sense on moral development of children. To achieve this, forest experience activities were performed to 40 5-year-old children from H kindergarten in Chungnam area through April 7 to July 25, 2014. They were classified into an experimental group(9 male children and 11 female children) and a control group(9 male children and 11 female children). Forest experience activities and Nuri curriculum-related forest experience activities were performed to the experimental group and the control group 10 times, respectively. The results were as follows. First, forest activity education had an effect on improving children's moral judgment. Second, moral behaviors showed that the experimental group improved in order, courtesy and moderation, which forest experience activities had a significant effect on improvement in their moral behaviors. As stated above, children's forest activities will valuable education to enhance moral development that identifies the preciousness of life through communion and interaction with nature along with peers, and order, manners and self-control by joint cooperative activities between peers.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.4
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• pp.255-262
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• 2021

This study examined the effect of rope play through forest experience on children's self-confidence. Empirical analysis through the experimental design was carried out on an experimental group of 15 (seven male and eight female children) and a control group of 15 (nine male and six female children). Analysis of covariance (ANCOVA) for the effect between the experimental and control groups after the experimental treatment showed that the mean of the experimental group was significantly higher than that of the control group (F=357.350, p<.001). Rope play through forest experience has a statistically significant effect on the children's self-confidence. Consequently, rope play through forest experience between peers is a beneficial experience that helps improve children's self-confidence. Furthermore, it is a positive play activity to help them with a passive character boost to their self-confidence through cooperation between peers.

• Journal of Korean Home Economics Education Association
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• v.25 no.4
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• pp.1-12
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• 2013

The purpose of this study was to investigate the gender and sibling composition differences in psychological well-being, and to analyze the effects of family and school environment on psychological well-being among Chinese adolescents. Data from 453 students of middle school were used for final analysis. This study found that only child adolescents showed higher levels of self-esteem and low levels of depression than adolescents with sibling. Regression analysis revealed that self-esteem were influenced by relations with teachers, peer relations and marital conflict among male only child adolescents and female adolescents with sibling. Self-esteem of female only child adolescents was affected by parenting behavior and relations with teachers, and self-esteem of male adolescents with sibling was affected by relations with teachers. Relations with teachers and parenting behavior had impact on depression of Chinese adolescents, but depression was not influenced by peer relations.

• Korean Journal of Childcare and Education
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• v.12 no.6
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• pp.41-58
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• 2016

This study investigated the relationships between socio-economic status of family, home environment stimulation, children's behavioral problems, and interactive peer play of preschool children. Surveys of 2,150 Korean mothers with their preschool children(Mean age= 51.9 months) from the Panel Study of Korean Children by Korea Institute of Child Care and Education were analyzed using structural equation modeling. Each variable's confirmatory factor analysis showed the correlation coefficient below .85, which made a satisfactory level of discriminant validity. The model fit to the data well, with an agreeable level of index. The major findings were as follows. First, SES did not significantly affected children's interactive peer play. Second, SES significantly affected home environment stimulation and children's behavioral problems. And the relationship between SES and children's behavioral problems are significantly mediated by home environment stimulation. Third, the relationship between SES and children's interactive peer play are significantly mediated by home environment stimulation and children's behavioral problems. These results help better understand the paths among the home characteristics and children's behavioral problems on children's social development. Interpretation and implication of the results have been discussed.

• Korean Journal of Child Studies
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• v.37 no.6
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• pp.145-155
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• 2016

Objective: The purpose of this study was to investigate trajectories of child peer interaction and to compare the causal effects of their predictors, including child individual variables (i.e., gender, language ability, and cognitive ability) and teacher variables (i.e., teacher efficacy and teacher-child interaction). Methods: The participants of this study were 263 children and their teachers from the forth to sixth waves of longitudinal data from the Korean Children and Youth Panel Survey by the Korea Institute of Child Care and Education. The data was analyzed using Pearson's correlation and latent growth modeling. Results and Conclusion: The findings of this study are as follows: First, there was a linear decrease in child negative peer interaction over the course of 3 years, and significant individual differences were found in the trajectories (intercept and slope). Second, the predictors had significant casual effects on the trajectories of child negative peer interaction. The trajectories of child negative peer interaction involving girls, higher cognitive ability, and greater teacher-child interaction showed lower degree of intercept and a quicker decrease. Finally, the implications of findings are discussed.

• Korean Journal of Social Welfare
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• v.62 no.1
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• pp.31-53
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• 2010

Group home family has emerged in the era of various forms of family existing. There are adolescents who are 'living in group home' yet, the meanings of living in group home have received little attention in the literature. The authors attempts to reveal the lived experiences of group home residents and the meanings of living in a group home with group of people from different backgrounds. The authors reveals 'being cared for' and 'being there for each other' are the themes of lived experience to the group home residents. The study shows how the residents had survived in their family of origin and how those experiences have affected one's lived experience in their living in group home.

• Korean Journal of Childcare and Education
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• v.17 no.2
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• pp.121-142
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• 2021

Objective: The purpose of this study is to examine the mediating effect of teacher-child emotional, verbal, and behavioral interactions on the relationship between teacher playfulness and children's peer abilities. Methods: The research method used the questionnaire method to collect data on 420 children aged 3-5 years old, targeting 108 homeroom teachers working at early childhood education institutions located in Seoul and Gyeonggi area. The collected data was analyzed using the IBM SPSS 23.0 statistical program and the PROCESS macro of Hayes (2013). Results: This study confirmed that teachers' verbal, emotional, and physical interactions are closely related to young children's peer competence. In addition, it was confirmed that the teacher's playability is an important variable that affects not only the emotional, verbal, and physical interactions between the teacher and the infant, but also the peer competence of young children. Conclusion/Implications: The results of this study have significance as basic data that suggests that it is necessary to improve the playability of teachers and increase the quality level of the multifaceted aspects of teacher-infant interaction in order to support young children's peer competence.

• Korean Journal of Childcare and Education
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• v.15 no.4
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• pp.37-57
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• 2019

Objective: The purpose of this study was to examine the sequential mediating effects of self-esteem and positive peer play interaction between warmth parenting and the social competence of preschoolers. Methods: The 7th wave of the Panel Study on Korean Children(2014) was used to analyze 1,113 preschoolers. Sequential mediation effects were analyzed using SPSS Process Macro(Hayes, 2013). Results: Warmth parenting indirectly affected preschooler's social competence (cooperation, assertion, self-control) by yielding sequential mediation effects on self-esteem and peer play interaction. Namely, warmth parenting does not directly affect social competence but does have a significant effect on preschooler self-esteem, which positively affected peer play interaction. This path increases the social competence(cooperation, assertion, self-control) of preschool children. Conclusion/Implications: In order to increase the social competence (cooperation, assertion, self-control) of preschool children, it is important for the preschooler to consider themselves a worthy person and to learn positive interaction techniques through warmth parenting.

• Korean Journal of Social Welfare Studies
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• v.47 no.1
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• pp.5-27
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• 2016

The purpose of this study is to 1) investigate the prevalence rate of the abuse of parents by their teenage children and the effect of child abuse on parent abuse, 2) examine moderating effect of positive friend relationships on violence toward parents, and 3) provide the implication to the adolescent-to-parent abuse. In order to accomplish these purposes, a total of 1,601 who are middle and high school students in Seoul and Gyeonggi province were utilized. Data were analyzed by frequency analysis, and Poisson regression model analysis with SPSS 21.0. The main results of this study are as follows. Frist, prevalence of parent abuse were 12.8%. Second, 40.6% of adolescents have childhood experience of abuse, and this experience has significant relationships with perpetrating behavior toward parents. Lastly, adolescents' positive relationships with friends play an important role in moderating parent abuse. These findings suggest that there is a strong need to formulate the multilateral approaching system to the parent who are victims of abuse and perpetrating adolescents in order to understand the characteristics adolescent-to-parent violence problems and intervene effectively in diverse systems. Political and practical implications on parent abuse preventive programs and coping strategies are discussed.