• Journal of the Korean Home Economics Association
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• v.49 no.6
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• pp.39-46
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• 2011

This study was to examine the level of cognition, emotion, and social context of young children's injury risk behavior according to age and gender. The participants were 150 children of 3 to 5 years old(boys were 75 and girls were 75). The data were analyzed using descriptive statistics and two-way ANOVA. The results were as follows; 1) 5 year old children knew potential injury risk better than 3 or 4 year old children. 2) Boys felt less afraid than girls on risk situation. 3) As age increased, the score of social context was higher. The score of social context of boys was higher than that of girls.

• Korean Journal of Child Studies
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• v.35 no.6
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• pp.93-110
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• 2014

The purpose of this study was to examine the effects of cookbook making activities on young children's mathematical concept and writing development. The participants were comprised of 50 five-year-old children from two intact classes from a kindergarten in Gyeonggi province, and they were divided into an experimental and a comparison group. The experimental group participated in cooking activities and produced cookbooks as extension activities whereas the comparison group carried out only cooking activities. The results indicated that the children in the experimental group received statistically higher scores in mathematical concept- and writing-tests, suggesting that cookbook making activities are a useful educational tool for enhancing young children's mathematical concepts and facilitating their writing development.

• Journal of the Korean Home Economics Association
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• v.39 no.7
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• pp.71-84
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• 2001

The purpose of this study was to investigate the development of preschoolers'narrative competence. The subject were 60 preschoolers aged 3 through 5 years who were enrolled in the day care center All the subjects were asked to produce a new story. All the story children toad were recorded on audiotape. The data were analyzed Qualitatively and quantitatively using content analysis and the statistical package for Social Science 9.0. The main results of this study were as follows. 1) Significant age difference was observed in preschooler's narrative structure. Older children produced structurally more complex stories containing setting, character, initiating event, attempt and consequence than younger children. 2) Significant age difference was observed in preschooler's narrative length. Older children used significantly more words and sentence when they produced stories than younger children.3) Preschooler'narrative structure was significantly correlated with narrative length.

• Journal of the Korean Home Economics Association
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• v.45 no.7
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• pp.49-60
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• 2007

The purpose of this study was to analyze the weight measurement tasks according to children's ages and whether 4-to 6-year-old children use proper measurement equipment to measure weight. The study subjects were 105 preschool children: 37,38, and 30 4-, 5-, and 6-year-old children, respectively. The results showed that young children use 3 to 4 strategies. They used a strategy to estimate objects visually on the first step in measurement by direct comparison. On the second step, in measurement by nonstandard unit, they held up objects with one hand or two hands. That is, two strategies were shown in measuring objects with hands in this second step. On the third step, which is measured by standard unit, they used a strategy to choose the equal arm balance out of suggested measurement equipment.

• Korean Journal of Child Studies
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• v.23 no.1
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• pp.1-16
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• 2002

This study explored resilience and protective factors in children at-risk. Teachers of 755 children in child care centers replied to questionnaires regarding resiliency and behavior problems; children's mothers replied to questionnaires about risk factors, own parenting, and family hardiness. The data of 216 vulnerable children and 355 children in a comparative group who had not been exposed to any risk factors were analyzed. Findings showed that resilience was differentiated by gender and age; that is, resilience in the vulnerable group covaried as a function of gender and age. The resilience level of the vulnerable group was lower than the comparative group. Children with fewer behavior problems had a higher level of resilience, and resilience was higher for vulnerable children with higher levels of protective factors.

• Korean Journal of Child Studies
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• v.23 no.1
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• pp.71-85
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• 2002

This study examined the effects of different interaction styles, that is, interaction with an object and interaction with an adult, on young children's cognitive level. Subjects were 150 5-year-old children. The task required children to predict the working of a mathematical balance beam. Seven cognitive levels were identified based on the logic of prediction. Data were analyzed by t-test, F-test, Duncan Test and Wilcoxon Matched-Pairs Test. Results showed that both interaction styles caused improvement in children's cognitive level, but when interaction with an adult was divided into two categories, i.e., interaction with the higher group and interaction with the lower group, the latter experienced decline in cognitive level. Regardless of sex, interactions within the Zone of Proximal Development and with the object were found to be effective methods for children's cognitive improvement.

• Korean Journal of Child Studies
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• v.21 no.1
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• pp.109-120
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• 2000

The influence of parental perspectives about community life on children's social behavior was studied with dyads of 140 children 3-6 years of age. The children's teachers rated children's behavior on rule-keeping and responsible behavior. Teacher ratings were compared with the 6 sub-factors of parents' perspectives on community life. Father's overall perspectives about community life was correlated with child's responsible behavior but not with rule-keeping behavior. However, father's autonomy and attitude towards community life was correlated to both behaviors. Age and gender differences in children's rule-keeping and responsible behaviors showed that these behaviors increased with age and girls showed more frequent rule-keeping and responsible behaviors than boys.

• Korean Journal of Child Studies
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• v.25 no.1
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• pp.13-29
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• 2004

In this study of strategies used by young children in solving rectangular covering tasks before they have been taught area measurement, 75 5-, 6-, and 7-year-old children were asked to solve 3 rectangular covering tasks with a moveable unit. Three different sized units (4 cm., 2 cm., and 1 cm. cardboard squares) were provided and the children were asked to work out how many would be needed to cover a drawn rectangle. The resulting 5 developmental levels include incomplete covering, incomplete arrangement, complete covering, estimating, and measuring. Children using more advanced strategies were able to find correct number of units. While the tendency among older children was to use more advanced strategies, even 5-year-olds had an intuitive understanding of rectangular area measurement.

• Korean Journal of Child Studies
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• v.26 no.6
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• pp.161-171
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• 2005

In Experiment 1, 4- and 5-year-olds were shown either continuous(i.e., pizza) or discontinuous Stimuli(i.e., biscuit) by the experimenter. After a proportion(e.g., 2/8, 4/8, or 6/8) was removed, children were asked to remove an equivalent proportion. Whereas 4-year-olds proportional reasoning was correct only when they shared the same stimulus with the experimenter, 5-year-olds reasoned correctly regardless whether or not they shared the stimulus with the experimenter. In Experiment 2, where the discontinuous stimulus was changed, 4-year-olds also made correct proportional reasoning even when their stimulus was different from the experimenter's. Contrary to other studies, quantity didn't affect children's proportional reasoning except the proportion 1/4, where problems with discontinuous quantity were solved more successfully than problems with continuous quantity.

• Korean Journal of Child Studies
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• v.28 no.2
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• pp.39-53
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• 2007

This study investigated the relationship between young children's comprehension and story making(narrative) by age and gender. Subjects were 109 3-, 4-, and 5-year-olds at two child care centers in K Province. Data were analyzed by two-way ANOVA and simple regression analysis. Results showed differences in comprehension between 3-, 4- and 5-year old children and differences in story making ability between 3- and 5-year-old children. Children's comprehension and story making had positive relationships. Specifically, there were significant relationships with children's comprehension and story construct concept, sentence structure level, language(vocabulary and sentence structure). In sum, the results of this study reveal that young children's comprehension ability is partially related to story making ability by age.