• Korean Journal of Childcare and Education
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• v.9 no.6
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• pp.51-72
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• 2013

The purpose of this study was to compare the school readiness between children in low-income families and children in non-low-income families. In particular, it examined the influence of family's income levels child's age and gender upon children's school readiness. The subjects were 184 children that were 4~5 years. The collected data were analysed using t-tests, one-way ANOVA, two-way ANOVA, and Scheffe test. The results showed that the school readiness of children from non-low-income families's was higher than children from low-income families. The school readiness was explained significantly by the interaction effect of children's age and gender. However, there was no difference in children's school readiness according to the participation in Dream Start. The findings suggest that the level of income is the key factor in differences of children's school readiness. Finally, the importance of social support of low-income children and development of effective Dream Start programs was discussed.

• Therapeutic Science for Rehabilitation
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• v.13 no.1
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• pp.75-86
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• 2024

Objective : The purpose of this study was to examine the effects of an occupational therapy program on the school readiness, focusing on adaptation skills and daily life skills, in children with developmental delays. Methods : The study involved a boy with developmental delay, aged 5 years and 8 months. The program was conducted twice a week, with a total of 8 sessions spread over 4 weeks. The Canadian Occupational Performance Measure (COPM) was employed, targeting class preparation and use of the toilet. Pre-post tests and follow-up evaluations were carried out to compare changes. Data analysis involved video recordings of the subject's performance. Results : The COPM results indicated improvements in both the performance and satisfaction levels for class preparation and toilet use. Processing skills showed seven improvements in class preparation and eight improvements in toilet use during post-testing. Activity performance observations further confirmed improvements in both class preparation and toilet use during post-test and follow-up evaluations. Conclusion : Occupational therapy improves school readiness (adaptation skill, daily living activity skill) for children with developmental delays, and has a positive effect on overall school readiness.

• Korean Journal of Child Education & Care
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• v.18 no.1
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• pp.27-51
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• 2018

The purpose of this study was to analyze that mother's daily hassles, children's cognitive regulation and children's emotive regulation are prospectively related on children's school readiness and to investigated the mediating role of children's cognitive regulation and children's emotive regulation between mother's daily hassles and children's school readiness. Also in particular children's sex. This study used data from 273 preschooler and their mothers from kindergartens and child care centers located in Seoul and Gyeonggi-do. The data was processed by SPSS 24.0 and Mplus 6.0. Pearson's correlation, confirmatory factor analysis(CFA), structural equation modeling(SEM), multi group analysis were used to find out the relationships and mediating effect. The results of this study were as follows: First, mother's hassles had a direct effect on children's cognitive regulation and children's emotive regulation. However, mother's hassles didn't have a direct effect on physical health and motor development, cognition development and general knowledge, social-emotional development, and life habit and attitude. Second, children's cognitive regulation had a direct effect on physical health and motor development, cognition development and general knowledge. And children's emotive regulation had a direct effect on social-emotional development. Third, children's cognitive regulation fully mediated the relation between mother's hassles and physical health and motor development, cognition development and general knowledge of school readiness. Also, children's emotive regulation fully mediated the relation between mother's hassles and social-emotional development of school readiness. Forth, mother's hassles had a little effect on boy's cognitive regulation, but boy's cognitive regulation had effect on physical health and motor development of school readiness stronger than girls.

• Therapeutic Science for Rehabilitation
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• v.12 no.3
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• pp.7-18
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• 2023

Objective : This study aimed to confirm the research characteristics by analyzing the literature that applied the school readiness programs for children with disabilities. Methods : Studies were collected from the PubMed, Embase, Web of Science, and Research Information Sharing Service databases. The key terms were "School readiness" AND ("Occupational Therapy" OR "Rehabilitation") in English and Korean. Total eight articles were selected through the selection and exclusion criteria. Results : The programs included multi-type training, motor skill training, parent training, and mobile application training. The providers were psychologists, occupational therapists, physical therapists, speech pathologists, community workers, educators, and the psychologists who conducted most of the research. The program factors can be classified into academic function, motor function, social function, parental training, and others. Academic and social functions accounted for the largest proportion of the respondents. The intervention improved multiple skills, literacy, parenting skills, and gross fine motor function. Conclusion : This study aimed to provide basic data for school-based occupational therapy by analyzing school readiness programs for children with disabilities. Recently, interest in and research on school readiness has increased. Occupational therapists should also establish their roles in the field of school-related rehabilitation and provide various school-based occupational therapies.

• The Journal of the Korea Contents Association
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• v.18 no.11
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• pp.188-204
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• 2018

This study examined how early maternal language use was associated with school readiness at kindergarten entry among children of Asian or Hispanic immigrant mothers in the United States. Using a nationally representative sample from the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B; $N{\approx}1,500$), this study estimates multivariate regression models to address each research question. This study finds generally advantages of maternal use of English and bilingualism for children's expressive language in both Asian and Hispanic groups and for children's pro-social behavior in the Asian group. It also finds that longer residency in the U.S. is associated with higher levels of approaches to learning for children of bilingual Asian mothers and lower levels of behavior problems for children of bilingual Hispanic mothers. Based on the findings, social work implications for the healthy development of young children of immigrants were discussed.

• Journal of Korea Entertainment Industry Association
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• v.13 no.8
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• pp.531-539
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• 2019

This study was intended to investigate the effects of parenting attitude of mothers of multicultural family and sensory processing skills of children on school readiness of preschool children. This study conducted Maternal Behavior Instrument(MBRI), Short Sensory Profile(SSP), and School readiness test on children of multicultural family and their mothers who are residing in Gwangju and Jeonnam, and results are as follows. According to the result of parenting attitude of mothers of multicultural family showed that total score 165.72±24.19. According to the result of investigating a correlation between parenting attitude of mothers of multicultural family and sensory processing skills of children on school readiness, only parenting attitude of mothers of multicultural family showed positive relationship with school readiness of children(p<.05). According to the result of investigating the effects of parenting attitude of mothers of multicultural family and sensory processing skills of children on school readiness, it was identified that parenting attitude of mothers of multicultural family makes significant effect on school readiness of children. To sum up, it is considered that parents education required for developing positive parenting attitude of mothers of multicultural family and mediations related to school readiness for school life adaptation of children of multicultural family are necessary for children of multicultural family to get adjusted to school life easily after they enter school.

• Proceedings of the KHMA Conference
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• 2001.05a
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• pp.117-124
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• 2001

• Korean Journal of Child Studies
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• v.34 no.2
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• pp.139-160
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• 2013

The purpose of this study was to examine the difference in perception among parents of preschoolers, parents of school aged children, teachers of child care centers and elementary school teachers regarding testing on the level of preparation for attending elementary school. Firstly, the results of the study revealed that elementary school teachers had notions regarding the level of preparation for entering school that were more specific than day care teachers and parents. Second, it was shown that effort and a sense of responsibility were most important for the improvement of the level of preparation for elementary school level studies. Third, the results of this study revealed that many respondents thought that there needs to be some form of testing of the level of preparation for school and the respondents further stated that this testing needed to be conducted by child care center teachers or experts in the field. Finally, it was shown that such a test of the level of preparation for school attendance should be developed by including questions on different areas of the intelligence, adaptability, function, tendencies and regulations in relation to the needs of preschoolers.

• Journal of the Korea Society of Computer and Information
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• v.27 no.5
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• pp.205-213
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• 2022

This study is to analyze the relationship among potential variables of self-development, social development, learning readiness, and academic ability using data from the Panel Study on Korean Children, which was surveyed in 2014, and to find factors affecting the academic ability of preschool children will be. The subjects of this study were 6-year-old children of 1113 households among 2150 households in the 7th Panel Study on Korean Children(2014) data, excluding non-responders and system-missing 1037 households. As a result of analyzing the path effect of the research model, it was found that, between self-development and academic skills, self-development had a direct effect on academic skills and also had a significant indirect effect through social development and learning readiness as a medium. In addition, it was found that learning readiness had the greatest influence among self-development, social development, and learning readiness on academic skills. As a result, the academic skills of preschool-age children should be treated with great importance in order to develop them into talents with creativity and problem-solving ability.

• The Journal of the Convergence on Culture Technology
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• v.10 no.1
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• pp.129-136
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• 2024

The research purpose was to examine the effects of mothers parenting efficacy on children's school adjustment in the first grade of elementary, using young children's external problem behaviors and school readiness as the mediating variables. KICCE panel data were analyzed utilizing SPSS and Process macro. As results, young children's externalized problem behaviors and school readiness were found to have partial mediating effects in the relationship between mothers' parenting efficacy and school adjustment. In addition, the complete double mediating effect by externalized problem behaviors and school readiness was proved.