• Korean Journal of Childcare and Education
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• v.11 no.3
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• pp.1-23
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• 2015

This study examined the effect of infant teacher's sensitivity, efficacy and interaction on the social and emotional development of infants. The participants of this study were 169 infants and their teachers in daycare centers located in Seoul and Gyeonggi-do. The instruments were collected through teachers' responses. Data were analyzed through the variance analysis using PASW 18.0 to verify the infant teachers' susceptibility, efficacy, and infant-teacher interaction based on infant teachers' background variables; to find out the relationship between the variables, Pearson correlation analysis was performed, and to find out the relative influence of variables on the infants' social and emotional development, stepwise multiple regression analysis was performed. Results were as follows. Firstly, Among the background variables of the teachers, their career as infant teachers displayed differences in the infants' social and emotional development, and the susceptibility, efficacy, and infant-teacher interactions displayed partial differences based on the teaching career, career as infant teachers, age, daycare center type, and the academic background of the teachers. Secondly, there were positive relationships between infant teacher's sensitivity, efficacy and interaction and infants' social and emotional development. Thirdly, infant teachers' sensitivity, efficacy and infant-teacher interaction had an influence on infants' social and emotional development at the same time. Especially, sensitivity and interaction were powerful and influential variables and their explained variance was 53%. These results suggested that teachers' efforts must be made to interact positively with infants and to increase their sensitivity level to respond to infants in order to increase infants' social and emotional development.

• The Journal of the Convergence on Culture Technology
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• v.10 no.1
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• pp.11-18
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• 2024

The purpose of this study was to investigate the effects of an animal-mediated therapy program on children with developmental disabilities on social skills related to social-emotional development and learning, which are important in modern society. The subjects of the study were children with developmental disabilities at a special school, and the animal-mediated therapy program consisted of 12 sessions. The study was divided into experimental and control groups and conducted pre- and post-test by measurement items. SPSS 25.0 was used to analyze the data. First, children with developmental disabilities in the experimental group who participated in the animal-mediated therapy program showed a significant difference (z=-2.20, p<.05) in the overall social-emotional development compared to the control group, and statistically significant values were found in the subfactors of non-dependence on teachers, interaction with peers, and achievement motivation. Second, the experimental group who received animal-mediated therapy showed a significant effect (z=-2.20, p<.05) in all factors of learning-related social skills. In conclusion, animal-mediated therapy was found to have a positive effect on the social-emotional development and learning-related social skills of children with developmental disabilities. Based on the results of this study, it is recommended that more specific and systematic programs should be developed and applied to enhance the social-emotional development and learning-related social skills of children with developmental disabilities for a healthy life.

• Journal of the Korean Society of Child Welfare
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• no.26
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• pp.113-137
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• 2008

Present study investigated the effects of poverty and poverty-co-factors in childhood. The effect of poverty status was measured by needs-income ratio. It compared its effect on children's socio-emotional development with that of poverty proxy variables such as recipient of public assistance, financial stress, subjective perception about social class, residence in public housing. It also examined the effects of poverty-co-factors after poverty status were controlled. Results show that poverty status has a more consistent negative relationship with socio-emotional development than other proxy variables. However, the relationship between them disappeared after poverty-co-factors were controlled. Findings from the present study suggest that targeted efforts for decreasing poverty-co-factor risks should be made along with financial support.

• 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.

• Journal of the Korean Home Economics Association
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• v.37 no.6
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• pp.11-22
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• 1999

This study focused on the relationship of social skills and social support from family and friends to adjustment between children and adolescents. Subjects were enrolled in the fifth, sixth, 1st, & 2nd grades of elementary and junior high schools. The instruments were Teenage Inventory of Social Skills, Perceived Social Support from Family & Friends, Child Depression Inventory, and Antisocial Behavior Scale. Results indicated that there were positive relations between social skills and social support from family and friends. The more social support from family children and adolescents had, the less depression and antisocial behavior they reported. For depression, children and adolescents showed a significant sex difference. In the case of antisocial behavior, only adolescents revealed a significant sex difference. Depression was explained by social support from family most for both children and adolescents. Antisocial behavior was explained by social skills most especially for children. The results discussed in the context of the effects of social skills and social support on emotional and behavioral adjustments.

• 한국벤처창업학회:학술대회논문집
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• 2023.11a
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• pp.151-156
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• 2023

대부분의 발달장애를 돌보는 어머니의 양육경험 속에는 스트레스로 인한 부정적 정서 및 우울증을 포함하지만, 어떤 어머니들은 장애자녀로 인해 가족 및 사회적 친화력을 높이고 긍정적인 정서경험을 통해 자신 및 가족의 삶의 질을 향상시켜 나간다. 본 연구는 발달장애를 돌보는 중년기 어머니들의 양육경험과 우울증의 상관관계에 있어 어머니의 자기자비와 중년기의 신체 및 심리적 특성에 대한 자기이해가 어떠한 영향을 미치는가에 대해 탐색하고자 한다. 연구수행에 필요한 자료 수집을 서울, 경기를 포함한 전국에 사는 발달장애 중년기 어머니 700명을 대상으로 하며, 자료는 SPSS PC+ Ver 28을 활용하여 빈도분석과 주요 변수에 대한 기술통계를 실시하고, 변인 간 상관관계, 회귀분석을 실행한다. 본 연구의 의의는 발달장애인 자녀를 돌보는 어머니의 양육 스트레스를 줄이고 건강한 가족회복을 위해 어머니의 자존감을 향상시킬 수 있는 자기자비의 역할과 중년기에 대한 자기이해를 강화하도록 도울 수 있는 장애인 가족지원 정책 및 사회 서비스 개발에 기여하고자 한다.

• The Journal of the Convergence on Culture Technology
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• v.5 no.1
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• pp.169-175
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• 2019

The purpose of the present study was to investigate the effects of young children's emotional intelligence and prosocial behaviors on their leadership. The subjects were 400 children aged 4 to 5 in the metropolitan area in South Korea. Subjects' emotional intelligence, prosocial behaviors, and leadership were measured by their teachers using questionnaires. The collected data were analyzed with descriptive statistics, Pearson correlation analyses, and analysis of multiple regression using SPSS 23.0. Young children's emotional intelligence as well as prosocial behaviors showed the positive correlations with their leadership. In addition, young children's emotional intelligence and prosocial behaviors had the positive effects on their leadership.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.2
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• pp.524-531
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• 2017

Summary The purpose of this study was to understand the tendency and the meaning of day care center teachers regarding role playing through metaphorical analysis. The data were collected from 166 day care center teachers who participated in A-city university supplement education using the sentence completion metaphorical method. The collected data were categorized and analyzed through a qualitative research method conducted by 2 early childhood education specialists. The results are as follows. First, the tendency of role playing metaphorical expression was divided into 3 categories, 8 contents and the frequency of 'sociality development' was the highest followed by 'emotional development', 'development'. Second, the meaning of role playing metaphorical expression was recognized as 'social skills', 'role experience', 'imitation', and 'understanding of society' in the 'sociality development' category; as 'imagination', 'purification function', and 'means of expression' in the 'emotional development' category; and as 'essential factor of development' in the 'development' category. Based on the research result, it was suggested that the roles of education and teachers for the value and effective operation of role playing in early childhood education institutes should be reconsidered.

• Proceedings of the Korea Contents Association Conference
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• 2009.05a
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• pp.1076-1082
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• 2009

This study investigated caregivers' communication styles and children's emotional development. Emotion-laden puzzle tasks were used to elicit caregivers' communication styles while interacting with their children. Participants included children with Down syndrome (N=10) and typical children (N=15) and their caregivers. As expected, caregivers of children with Down syndrome (DS) used more behavior and attention directives with their children, and caregivers of typical children used more conversation-eliciting prompts with their children. Parents of children with Down syndrome also used a unique communication style in which they asked a question and immediately answered it themselves. Additionally, caregivers of typical children focused more on emotion concepts in their communications with their children and caregivers of DS used more cognitive concepts such as labeling colors and shapes. The results revealed that caregivers of children with Down syndrome usually tried to educate children by emphasizing cognitive concepts to compensate for their delayed development. Because the children are delayed in their emotional development, parents may need help in intervening on the area of emotional development.

• The Journal of Korean Philosophical History
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• no.29
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• pp.375-396
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• 2010

The aim of this paper is to suggest some ways of moral education for the building of children's social awareness and relationship skills as social and emotional competencies. Based on the social and emotional learning(SEL), this paper is tried to provide the effective ways to develop children's social awareness and relationship skill. According to SEL, social and emotional competence is the ability to understand, manage, and express the social and emotional aspects of one's life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. And it is also the process of acquiring and effectively applying the knowledge, attitudes, and skills necessary to recognize and manage emotions. Five key competencies such as self-awareness, social awareness, responsible decision making, self-management, relationship skills are taught, practiced, and reinforced through SEL programming. Moral education and social and emotional learning have emerged as two prominent formal approaches used schools to provide guidance for students' behavior. social awareness and relationship skills are necessary for succeeding in school, in the family, in the community, in life in general. Equipped with such skills, attitudes and beliefs, young children are more likely to make healty, caring, ethical, and responsible decisions and to avoid engaging in behaviors with negative consequences such as interpersonal violence and bullying.