• Journal of Nutrition and Health
• /
• v.31 no.8
• /
• pp.1295-1306
• /
• 1998

Recent research indicates that the n-3 fatty acid , docosahexaenoic acid(22 : 6n 3, DHA) plays an essential role in infant brain development . DHA is highly concentrated in brain and retinal tissues and accumulates during late fetal and early neonatal life. Diets deficient in DHA are associated with reduced levels of DHA in brain and retinal tissues. The purpose of this study is to investigate the long term effects of DHA supplementation on the growth and mental development of full-term infants. THirty four healty infants were recruited from those who were delivered at Kyung Hee Medical Center. The experimental groups were the breast milk+DHA(-) group who were fed human milk for 20 weeks after birth and thereafter were fed placebo formula for 28 weeks, the breast milk+DHA(+) group who were fed human milk for 20 weeks after birth and thereafter were fed DHA supplemented formula for 28 weeks, DHA(-) group who were fed placebo formula for 48 weeks, and DHA(+) group who were fed DHA supplemented formula for 48 weeks. The daily average intake of DHA for the breast milk+DHA(-) , breast milk+DHA(+), DHA(-) and DHA(+) groups were 39.1mg, 89.9mg, 17.7mg, and 160.224mg, respectively. The results showed that measurements of infant weight, length, head, and chest circumferncewere all in normal range and they were not influenced by the DHA supplements in their diets. There was a significant correlation between dietary DHA intake and erythrocyte DHA level. The results of flash visual evoke potential (VEP) test were not correlated with eerythrocyte DHA and dietary DHA levels at 48 weeks of age. No differences were found in Bayley mental and Psychomotor Development lndex scores among the four experimental groups at 48 weeks of age. Unlike the short-term effects there was no long-term effect of relatively small amounts of dietary DHA supplements on the scores for flash VEP and Bayley test, even thour호 there was an elevated DHA supplements on the scores for flash VEP and Bayley test, even through there was an elevated DHA content in the infants erythrocytes.

• Korean Journal of Child Education & Care
• /
• v.18 no.4
• /
• pp.1-25
• /
• 2018

Purpose: The purpose of this study was to explore about 2-year-old infants' attachment security to a child care teacher and peer play process through a case study. For this purpose, the attachment security was assessed with attachment Q-set to 2-year-old five infants at a day care center in Seoul. Participants of this study are four infants included two infants attached securely to their child care teacher and two infants attached insecurely to their child care teacher. Methods: Participant observation was conducted from April 12 to July 19 in 2018 through 36 observations in free play activities. The Data collected from the transcriptions of video shoots and teachers' interviews, child care plans, and reflexive journal was analyzed and interpreted. Results: The main results of the research were as follows: The beginning of peer play, when infants invited their peers to play, secure attachment infants selected suitable play partners and asked for a specific play behaviors. However, insecure attachment infants invited unsuitable play partners and asked uncertainly play actions to peers. In addition, when infants entered in-progress play, secure attachment infants understood the context of play but insecure attachment infants did not understand the context of play. In the progress of peer play, secure attachment infants cooperated with peers, shared play objects, but insecure attachment infants did not cooperate complementally with peers and express only their opinions. As well, insecure attachment infants could not play harmoniously without child care teacher's interventions. In the end of the peer play, secure attachment infants finished in collaboration with peers but insecure attachment infants failed to finish with the peers and was turned into play with the child care teacher because of peer conflict. Conclusion/Implications: This study has implications for basic resources to think about the role of child care teachers by helping them understand about the relation 2-year-old infants' attachment security to them and peer play process.

• Proceedings of the KSCN Conference
• /
• 2004.12a
• /
• pp.81-81
• /
• 2004

• Child Health Nursing Research
• /
• v.9 no.1
• /
• pp.74-84
• /
• 2003

This study was designed to investigate effects of maternal education using Brazelton Neonatal Behavioral Assessment Scale(the following will be marked as NBAS) on the mother-infant interaction and infant behavior. The subjects of this study consisted of 48 pairs of normal mother and infant, 24 pairs for intervention group and 24 pairs for control group. The subjects were recruited from two general hospitals, and an OBGY clinic located in J city. The data were collected from July 30, 2001 to October 6, 2001. Prior to investigation and data collection, following operational hypotheses were set up in order to compare the investigative data against these operational hypotheses(H). H1: Intervention group will higher mother-infant interaction score than control group. H2: Intervention group infants will higher overall performance in infant behavior test score than control group infants. The results of this study were summarized as follows: 1. The mother-infant interaction score was 59.79 points in intervention group and 53.91 points in control group. The mother-infant interaction score of intervention group showed significant difference than control group. Therefore, hypothesis 1 was supported. 2. The infant behavior score of intervention group was significantly higher than control group, but partially. Therefore, hypothesis 2 was partially supported. 1) The social interaction(orientation) score was 46.58 points in intervention group and 43.50 points in control group. The orientation score of intervention group showed significant difference than control group. 2) The state regulation score was 26.79 points in intervention group and 25.33 points in control group. The state regulation score of intervention group showed significant difference than control group. In conclusion, present work demonstrated that maternal education using NBAS is an effective intervention method for promotion of mother-infant interaction and of infant behavior development. Author believes that many inexperience young mother may find NBAS-based maternal education beneficial for their nursing babies, therefore NBAS-based intervention is recommended to be adopted routinely as an integral part of neonatal nursing strategies.

• Child Health Nursing Research
• /
• v.12 no.4
• /
• pp.523-530
• /
• 2006

Purpose: This study was to develop a nursing intervention for infants nursing. Meridian massage and to investigate its effects on the behavioral state of the infants, mothering role satisfaction and mother-infant attachment. Method: This study was conducted using a nonequivalent control group non-synchronized design in quasi experimental basis. Infants and mothers from Y health center were selected for the experimental group(17) and control group(14). Data were collected from August 11, 2005 to February 24, 2006. Infants in the experimental group were given Meridian massage education and practice for 50min three times a week for 3 weeks. Results: For behavioral state, when inactive infants in the experimental group showed a statistical significant difference by being in a greater state of alert as compared to the control group. The attachment of mother and infant was significantly higher in the experimental group than the control group. Satisfaction with mothering role was significantly higher in the experimental group than the control group. Conclusion: Meridian massage is an effective nursing intervention to improve positive behavioral state in infants and also in maternal-infant interaction.

• Korean Parent-Child Health Journal
• /
• v.6 no.1
• /
• pp.46-58
• /
• 2003

The purpose of this study is to investigate the effect on maternal perception of her infant and the infant's behavior development through maternal education designed to provide information of the capabilities and the individual characteristics of her infant. The subjects were 48 pairs of normal infants and mothers at three different hospitals, 24 pairs for the intervention group and 24 pairs of the control group. The survey was conducted from July 30 to October 6, 2001. The results of this study were as the following. A maternal perception of her infant was significantly different between the two groups, more positive in the intervention group than in the control group. The information and understanding of behavioral characteristics of the infant are an important factor influencing maternal perception for her infant and general development of the infant. On the basis of these results, the educational intervention method of this study may be worth utilizing in nursing practice. The practitioners of hospitals have to establish a system that it offers an education of understanding the infant's behavioral characteristics during the hospitalization after delivery.

• Journal of Families and Better Life
• /
• v.30 no.3
• /
• pp.165-177
• /
• 2012

This study examined the effect of social support on infant mother's parenting behavior and mediating effects of parenting stress and depression between social support and maternal parenting behavior. Participants were 2078 mothers of infant (4-10 month) in Korea. Data were analyzed by Structural Equation Model. Major findings were as follows: First, social support showed direct effect on maternal parenting behavior. That was the more mother receive social support, mother show responsive and warmer parenting behavior on infant. Second, maternal parenting stress mediated the effect of social support on maternal parenting behavior. That was the more mother receive social support, the less mother experience parenting stress, which in turn contribute to responsive and warm parenting behavior. Third, Maternal depression didn't mediate the effect of social support on maternal parenting behavior. However, social support and maternal parenting stress showed direct effects on maternal depression. This research suggest the needs for development of diverse social support policies and program to help mothers reduce maternal parenting stress and depression.

• Korean Journal of Human Ecology
• /
• v.12 no.2
• /
• pp.173-181
• /
• 2003

The purposes of this study were to compare the nursing behavior and support between mother as a housewife who has the first infant under 24 months in age and grandmother, and to analyze what mother's nursing behavior was affected by that of grandmother. The subjects were 60 pairs of mother and grandmother on mother's side or father's side and the inquiry paper method and interview were used for this study. The results of analyses for this study are as follows: The first, the nursing behaviors in the past and at the present from mother's perception were considerably different between two groups in the affection and concern aspects. The second, the perceived nursing behaviors by mother and mother-side grandmother's were considerably different in the educational aspect between two groups and mother-side grandmother's educational behavior was higher than that of mother. The third, mother's nursing support were given by husband at 1st and mother-side-grandmother in 2nd, but that of grandmother by husband at 1st and both mother-side- and father-side-grandmother in 2nd. The fourth, nursing support were not considerably different in all the aspects between two groups.

• Journal of the Korean Home Economics Association
• /
• v.39 no.1
• /
• pp.137-149
• /
• 2001

Matemal behaviors of Korean mothers of one-year-old infants (26 boys and 21 girls) were observed at home. Mothers were from middle to upper-middle class families in Seoul. Trained observers visited the infant's home for 3 to 4 hours and observed infant-mother interactions in natural situation. After the home visit, observers sorted the Maternal Behavior Q-set into 9 piles, from most characteristics to least characteristics of the mothers. In general, Korean mothers were quite sensitive and responsive in their interactions with one-year-old babies. Mothers interpreted baby's cues correctly, noticed when baby was distressed, and slowed pace down to wait for baby's response. Maternal behaviors were somewhat different according to whether they interacted with boys or girls. Mothers of boys were observed to be less sensitive in their interactions than mothers of girls. Mothers of boys were more unaware of or insensitive to baby's signs of distress, their responses were more delayed, and provided baby to constant and unphased barrage of stimulation thus made baby overwhelmed. In contrast, mothers of girls enjoyed face-to-face interactions, slowed pace down, and their interactions revolved around baby's tempo and state.

• Journal of Families and Better Life
• /
• v.25 no.5
• /
• pp.167-183
• /
• 2007

The purpose of this study was to investigate the changes in infant-mother interactions and to measure infant-mother interaction, mutuality, and reciprocity at the 2nd and 6th postnatal monthperiods. Infant-mother interaction was assessed in the mornings, afternoons, and evenings in the 2nd and 6th postnatal months, by filming unstructured free play in the home and analyzing 28 of these infant-mother film recordingsusing two trained observers. This study can be summarized in five points. First, the separate frequency distribution of each category in MIIBR's maternal behavior was as follows: the frequencies of vocalization category, the kinesthetic exercise & physical contact category, the physical caregiving category, and theuse of play tool category. These all showed changes in the 6th postnatal month compared to the 2nd postnatal month. Second, the separate frequency distribution of each category in MIIBR's infant behavior was as follows: the frequencies of physical behavior category, the vocalization category, and the play behavior category. These also all showed changes in the 6th postnatal month compared to the 2nd postnatal month. Third, the mutuality and reciprocity of mother interaction decreased in the 2nd postnatal month compared to the 6th postnatal month. Fourth, mutuality and reciprocity in the infant interaction increased in 2nd postnatal month compared to the 6th postnatal month. Fifth, mutuality and reciprocity in the infant-mother interaction increased in 2nd postnatal month compared to the 6th postnatal month. In conclusion, it is evident that infant-mother interactions change over time. This study bears particular significance in setting a foundation for the theoretical basis of the interaction between infant and mother by observation.