• Clinical and Experimental Pediatrics
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• v.45 no.6
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• pp.700-711
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• 2002

Purpose : Early identification and treatment of developmental disabilities is of considerable importance in the health care of children. Screening of development is aimed at identifying infants who may need more comprehensive evaluations. Methods : A new test, the Ewha Infant Development Screening Test(EDST) has been created to screen the development of infants, 0-4 years of age. EDST was constructed so that results can be calculated into developmental ages and developmental quotients. The test consists of three sectors, e.g. language, social-adaptive and motor, and of 158 test items. A total of 104 infants, aged from one month to four years, including healthy infants as well as 10 with chief complaints of developmental delay, who visited the pediatric clinic of Ewha Womans University Dongdaemun Hospital, from June, 25 to November 30, 2001, were given the Bayley Scale of Infant Development as a base test and EDST. Results : The result showed the appropriate cut-off of EDST was 90 with better sensitivity and specificity, compared to cut-offs of 85 or 80. Conclusion : Further study with a large number of infants in the future is needed to make EDST more reliable and accurate.

• 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.

• Proceedings of the Korean Nutrition Society Conference
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• 1991.04a
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• pp.243-250
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• 1991

인체의 정상적 성장발달에 영앙소나 영양상태가 중요한 역할을 미친다는 사실은 널리 인식되어져 오고 있다. 그 중에서도 특히 성장발달의 속도가 빠른 태아기 및 영아기의 영양상태에 관한 관심이 많다. 인체는 영양부족의 형태와 정도에 민감하게 반응하며 결핍의 시기는 영향의 형태와 정도를 결정한다. 따라서 성장발달에 대한 개념을 정의하고 발달의 특성을 이해한 후 특히 성장발달이 활발한 태아기 및 영아기에 영양부족이 이들의 성장발달에 어떠한 영향을 미치는지를 살펴볼 필요가 있다.

• The Journal of the Korea Contents Association
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• v.19 no.3
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• pp.457-465
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• 2019

The purpose of this study is to identify factors that affect the language development of infants. For the analysis, data of three years from the first year (2008) to the third year (2010) of the 'Panel Study on Korean Children (PSKC)' were constructed and panel analysis was conducted. The subjects were 2,150 infants who participated in the questionnaire, and the language development of the infants was measured using the communication scores of the K-ASQ test provided by the Korean children's panel. In addition, the factors influencing the language development of infants derived from previous studies were introduced into the model. As a result of the analysis, it is shown that the fixed effect model with fixed individual error of the panel is suitable through the Hausman test. The higher the cognitive development level of the infant, the more positive parenting behavior of the infant, respectively. The conclusions and suggestions about the characteristics of the parents and the parents affecting language development were introduced.

• Korean Journal of Childcare and Education
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• v.1 no.1
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• pp.83-101
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• 2005

The present study applied Bayley Scales of Infant Development to Infants with High Risk to investigate the effects of determinants such as variables related to demographic variable, prenatal and perinatal and postpartal environments, and developmental indices in infancy. First, mental and motor development index were high in infants whose mothers had high in education, mothers had not had a disease during the pregnancy, mothers had not taken medicine during the pregnancy. Second, mental and motor development index were high in infants who had used an oxygen inhaler, incubator, and in infants who had been given a timely birth. Third, mental and motor development index were higher in infants whose mumbling and the initial speaking was normal than in infants whose development was late.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.8
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• pp.5160-5171
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• 2015

The purpose of this study is to find out the explanatory power of the mother psychological characteristics (self-efficacy, self-esteem, depression, parenting stress), infant temperament, parenting look at how the variables affect the infant development. Study is an infant born in 2008, 1802 mothers name. Child Policy Research Institute Korea Children's Panel 3rd year data were used for the study. Analysis of the data was analyzed using the SPSS 18.0 correlation evaluate the direct and indirect effects between the path and the effect of each variable on infant development through Amos 16.0. The results were as follows. First, the mother significant indirect effect of mothers had a positive impact due to the influence of positive parenting Infant Development Psychological variables were mother and mediating role of parenting behavior was completely mediated in the path to infant development. Second, infant temperament and parenting mothers showed a complete mediating effect on the path to the Infant Development were significant indirect effects mediated by parenting mothers on infant development. Third, the direct effects on the mother parenting infant development showed a statistically significant result.

• Korean Journal of Childcare and Education
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• v.11 no.1
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• pp.395-413
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• 2015

This study aims to observe the impact of mothers' child-rearing stress on the development of 3-month-old, breastfeeding and non-breastfeeding infants. For this purpose, a survey based on the K-ASQ scale was conducted on a sample of 533 3-month-old infants and their mothers in the Seoul and Kyeong-gi area. The results of the study are as follows. First, breastfeeding mothers felt less child-rearing stress than their non-breastfeeding counterparts, especially in parent-role stress. Second, breastfeeding infants exhibited a better personal sociality than non-breastfeeding infants. Third, it was found that mothers' child-rearing stress had an impact on all aspects of infant development in breastfeeding infants, and especially in the development of communicational skills, having an impact of 12.4%. However, in non-breastfeeding infants, mothers' child-rearing stress had an impact only on communication and personal sociality development and exhibited a nonsignificant impact on other aspects. Lastly, it was found that mothers' parent-role stress, out of all aspects of child-rearing stress, was the main factor of negative impact on infant development in both breastfeeding and non-breastfeeding infants. Based on the results of this study, I have suggested family-level and society-level support measures to reduce mothers' parent-role stress and promote breastfeeding.

• Korean Journal of Child Education & Care
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• v.18 no.1
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• pp.53-76
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• 2018

The purpose of this study was to investigate the effect of child care type on infant's developmental outcomes assessed by K-ASQ, focusing on the child-centric role of nurture policy. For this, this study categorized child care type into types including home nurturing, child care center, and subtypes of each category. The findings of multiple regression analysis using the first-third wave data of Panel Study of Korean Children(PSKC) are as follows. First, the child care center experience had rather positive effect on the development of all abilities in the infants comparing to home nurturing. Second, the time of attending child care center was differently related to the development of motor, communication, and personal-social skill in infanthood. Finally, the accreditation of child care showed a difference only in terms of social development of infants. In conclusion, even if the experience of using child care center has positive impact on infant's developmental level, it is still in need of improving service quality such as reinforcing accreditation system.

• Korean Journal of Child Education & Care
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• v.17 no.4
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• pp.121-143
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• 2017

The objective of this study is to find out the relation between infant teacher attachment or infant gesture and infant language development. The study was conducted with infants aged between 18 and 24 months and their 84 teachers of 63 home day care centers and infant day care centers in J city, Jeollabukdo. The results of the study are as follows. First, there was positive correlation between infant teacher attachment and infant language development. Looking at the types of infant teacher attachment showed that positive emotion, contact-seeking, self-sacrifice genialities, approach-seeking, solidarity, and expectation had positive correlation with receptive and expressive language, protection had positive correlation with receptive language, and only indifference had negative correlation with receptive language. Second, of sub-factors of infant gesture, directive gesture had negative correlation with receptive language, and customary and representational gesture had positive correlation with expressive language. Third, according to the results of the study of the effects of infant teacher attachment and infant gesture on infant language development, contact-seeking had the largest effect. Looking at the types of infant language development showed that contact-seeking had the largest effect on receptive language, and solidarity had the largest effect on expressive language. The results of the study showed that infant teacher attachment had larger effects on infant language development than infant gesture. It is expected to be used as useful materials to improve communicative abilities of infant teachers interacting with infants for infant language development.

• Korean Journal of Childcare and Education
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• v.2 no.1
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• pp.89-109
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• 2006

The purpose of this study is to investigate the level of knowledge that mothers have on child development. To do so, a Knowledge of Child Development Inventory(KCDI) developed by Larsen &Juhasz(1986) was carried on to 156 mothers with an infant range from birth to age 24 months. The findings of the study were twofold: First, 70% of the questions on average were answered correctly by the participants. In other words, mothers generally demonstrated a high level of knowledge on child development. With regard to knowledge of child development, their knowledge on physical development of children was relatively low in comparison with that of cognitive and emotional development. In addition, mothers with a girl were more aware of child development especially in relation to child's emotional development. Also, mothers who delivered a heavier baby at birth possessed a higher level of knowledge concerning child's physical development. Second, other external factors, such as the level of family income and mother's education, played a significant role in affecting the level of knowledge on child development. Unsurprisingly, mothers with a higher income and education level demonstrated a higher level of knowledge on child's cognitive development. The findings of the study implicates that mothers seldom demonstrate a proper level of knowledge on child development. Hence, this study suggests that a practical, functional training services and resources for current and future mothers must be ensued.