• Korean Journal of Childcare and Education
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• v.11 no.2
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• pp.311-329
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• 2015

This study examined the influences of children's playfulness and teacher-child interactions on their peer interactions, and investigated whether teacher-child interactions had any moderating effects upon the relation between child playfulness and peer interactions. The participants of this study were 240 children in fourth year classes in child care centers in Seoul and Gyoung-gi province and 24 of their teachers. In order to measure the research variables, the Korean version of PIPPS(Pen Interaction Peer Play Scale) by Choi and Shin(2008), the Children's Playfulness Scale(Barnett, 1991), and the modified version of the Caregiver Interaction Scale(Arnett, 1989) were used. The data were analyzed by means of descriptive statics, Pearson's correlations, and hierarchical regression analysis. The results indicated that children's playfulness and teacher-child interactions had significant effects on their peer interactions. Especially, the teacher-child interactions were related to the play disruption and the play disconnection of peer interactions. In addition, teacher-child interactions moderated the effect of children's social spontaneity(children's playfulness) on their play disconnection(peer interactions). The results have some implications for the role of teacher-child interactions in peer play interactions and a range of prevention efforts.

• Korean Journal of Childcare and Education
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• v.11 no.4
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• pp.1-17
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• 2015

The purpose of this study is to investigate the relationship between peer interaction, self-regulation and leadership of young children, and examine the mediating effect of self-regulation ability in the effect of peer interaction on the leadership of young children. The subjects of the study were 211 children aged 4 to 5 who attended in child education institutes in the Seoul-Incheon area. A survey was conducted on teachers who worked in kindergartens and day care centers with questionnaires, and the collected data were analyzed. For data analysis, SPSS WIN 21 program was used to calculate mean, standard deviation, skewness, and kurtosis, and correlation analysis was conducted. Also, the structural equation model was validated using Amos 21, and the following results were obtained. First, the positive peer interaction, self-regulation and leadership of children were positively associated. Second, the peer interaction did not have a significant effect on the leadership of young children, and the self-regulation of young children had a positive effect on the leadership of young children. It was found that peer interaction had a positive effect on the self-regulation of young children, and in the relationship of effects on the leadership of young children, the self-regulation was found to play a role of significant mediating effect. Such results are remarkable elements in leadership education for young children, implying the importance of peer interaction and self-regulation of young children.

• Journal of Music and Human Behavior
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• v.7 no.1
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• pp.37-59
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• 2010

The purpose of this study was to examine how a creative musical play program affected peer relational skills of children in a community child center. The creative musical play program was implemented with six children in K Community Child Center for twenty (20) sessions. To investigate quantitative change, the Peer Relational Skills Scale and the Revised Social Skills Scale (for teachers) were filled out by children and teachers before and after the program. Also, to investigate musical and behavior changes related with peer relational skills in the creative musical program, the responses of children were categorized from the data of the children's responses according to previously identified sub-factors of peer relational skills. The results show that the participants' average scores presented an improvement in peer relational skills. Qualitative analysis of session logs presented that negative factors which had appeared in early sessions changed to positive traits as the sessions went on. In conclusion, the creative musical play program was effective in increasing peer relational skills of children in the community child center.

• Journal of Digital Convergence
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• v.18 no.9
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• pp.423-431
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• 2020

The purpose of this study is to examine how the level of participation in dance classes affects the development of social skills and peer relationship. The results are as follows: First, in terms of social skill development and peer relationship based on demographic characteristics, competition-a sub-factor of peer relationship-was higher in male students. In terms of grade level, confidence-a sub-factor of peer relationship-was high in second year students. Second, in terms of the effect of dance class participation on social skill development, autonomy, achievement, and cooperation-sub-factors of social skill-were significantly influenced by the period of participation in dance classes. Participation frequency, on the other hand, was found to significantly impact accountability and activity. Such results indicate that longer dance class participation periods more significantly influences social skill development. Third, in terms of the influence of dance class participation in peer relationship, students who participated in dance classes longer experienced positive impacts regarding sub-factors of peer relationship. Longer participation periods were correlated with lower hostilities. That is, longer participation period and time, as well as, higher participation frequency, have impact on peer relationship.

• Child Health Nursing Research
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• v.21 no.1
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• pp.28-36
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• 2015

Purpose: This study was done to provide basic data for education of elementary school students on life-respect and peer bullying prevention. Methods: Participants were 5th and 6th grade elementary school students. Data from the questionnaires of 218 participants were analyzed. Results: 1) The mean score for degree of life-respect was 4.23 (${\pm}0.38$). The types of peer bullying were 'defenders of victims' ($3.19{\pm}0.93$), 'bullies' ($2.04{\pm}0.72$), 'victims' ($1.91{\pm}0.84$), 'bystanders' ($1.79{\pm}0.80$), and 'bully-followers' ($1.66{\pm}0.60$). 2) There was a significant difference in the degree of life-respect according to gender (t=-2.410, p=.017). Likewise, in the degree of peer bullying, among the type of 'bullies' there were significant differences according to grade (t=-2.285, p=.004), and gender (t=3.191, p=.002). Also, among the types of 'bully-followers' there were significant differences according to gender (t=2.053, p=.041), and having a religion or not (t=3.319, p=.001). 3) There was a significant correlation between life-respect and types of peer bullying. Conclusion: The results of this study provide helps for more effective provision of educational programs regarding life-respect and peer bullying.

• Communications of Mathematical Education
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• v.37 no.3
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• pp.393-417
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• 2023

The necessity of this study was to improve academic achievement and math attitudes through leveled reciprocal peer learning, and the specific purpose was as follows. First, each unit seeks to select learning methods and contents for each level of class for reciprocal peer learning, second, develop activity sites for each level through curriculum analysis, and third, improve academic achievement and math attitudes through classes that apply reciprocal peer learning activities. The study was conducted on 60 second graders of 00 High School in 00 Metropolitan City. Two classes were selected for the midterm exam results for the first semester of the second grade. Class 1 was divided into the experimental group and the other class 1 was divided into the comparative group, and 13 classes were conducted for about 2 months from May 1 to July 4, 2020. The experimental group (30 students) was a class that applied leveled reciprocal peer learning activities, and the comparative group (30 students) was a class that was taught based on traditional textbooks. As a result of this study, first, in this study, it was possible to improve academic achievement and math attitudes by setting learning contents for each unit and applying reciprocal peer learning activities for each level. Second, the experimental group taught by applying leveled reciprocal peer learning activities was effective in academic achievement and math attitudes compared to the comparative group taught based on traditional textbooks to students in the upper, middle, and lower groups. Third, in the class applying leveled reciprocal peer learning activities, low-level students who were neglected in math classes were also interested in the class and actively participated in it, showing improvement.

• The Journal of the Convergence on Culture Technology
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• v.10 no.3
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• pp.47-52
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• 2024

The purpose of this study was to examine the relationship between children's self-esteem, peer attachment, parenting attitudes, and children's grit, and to specifically identify the influence of children's self-esteem, peer attachment, and parenting attitudes on children's grit. The characteristics of the survey subjects were identified through frequency analysis and descriptive statistics analysis of the 11th year of the Korea Children's Panel (2018) data, and Pearson's moment correlation coefficient was calculated for correlation analysis between major variables. Multiple regression analysis was conducted to examine the influence of children's self-esteem, peer attachment, and parenting attitudes on children's grit. The research results are as follows. First, children's self-esteem, peer attachment, and parenting attitudes were found to be positively correlated. Second, the child's self-esteem was found to have a positive influence on the child's grit, and among the peer attachment sub-variables, peer trust was found to have an influence, and among the sub-factors of parenting attitude, 'mother' affection/involvement, 'father' Democratic relationships were found to have an effect. In other words, it can be seen that children's self-esteem at the personal level, peer trust at the school level, and maternal affection and paternal relationship at the family level are useful variables that strengthen children's grit. Accordingly, in order to improve children's grit level, we must consider promotion measures through intervention and support at a multifaceted level.

• Journal of Korea Game Society
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• v.16 no.4
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• pp.7-14
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• 2016

This study explored how peers influence on adolescents' game over-indulgence. More specifically, it was examined the effects of emotional support, subjective norm of game use, peer stress, and friends' attitude toward gaming on game over-indulgence. Results showed that the higher level of subjective norm of game use and peer stress one received the higher level of game over-indulgence one reported. However, lower emotional support caused higher game over-indulgence. Meanwhile, friends' attitude toward gaming was not significantly related to game over-indulgence. The meaning and the importance of peer in terms of game over-indulgence and limitations of the study were discussed.

• Proceedings of the Korean Society of Computer Information Conference
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• 2020.07a
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• pp.29-31
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• 2020

본 논문에서는 코로나19 사태로 인한 팬데믹(pandemic) 현상으로 인해 또래와 단절된 아동들의 정서발달을 위해 인공지능 낙서 로봇인 Doodle Robot을 제안한다. Doodle Robot은 또래 형제가 없는 아동에게 함께 그림을 그릴 수 있는 그림친구로서 아동의 정서적 발달에 기여한다. YOLO 알고리즘을 사용하여 객체검출기능을 구현하였고 낙서 Data는 Quick! Draw Dataset에서 추출하였다.

• Korean Journal of Child Studies
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• v.22 no.3
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• pp.229-239
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• 2001

This study investigated the relations among children's strategies in peer conflict situations, social behavior and children's peer acceptance. Eighty-seven kindergarteners were asked about their strategies in response to 8 hypothetical peer conflict situations. Classroom teachers completed the social behavior rating scale to evaluate children's behavioral characteristics. Children's peer acceptance was measured by peer acceptance rating scale. Results indicated that children's strategies for responding to peer conflicts and their social behavior correlated with peer acceptance, although the linkages were different for boys and girls. Furthermore, children's strategies correlated with their social behavior.