• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.2
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• pp.342-348
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• 2017

This study examined the difference between parents' and teachers' recognition about problem behaviors of children. The findings showed that there was a distinct difference between parents' and teachers' recognition about all problem behaviors of children. Especially, teachers had more recognition about problem behaviors of children than parents. And the reactive interaction and the actual prevention in educational institutions were preferred in the difference between parents' and teachers' recognition about a teaching strategy for children, such that teachers had significantly higher recognition about a teaching strategy for children than parents did, while there was no significant difference in the strategy for social emotion. This means that teachers should originally control and manage various problem behaviors based on the common teaching strategy, which is socio-emotionally recognized, rather than the biased teaching strategy. But the teaching strategy of reactive interaction is preferred in accordance with the type of problem behaviors between teachers and children and the children who show problem behaviors. Especially, teaching strategies of reactive interaction and actual prevention focused on the inhibition and prevention of children's problem behaviors are preferred in light of children's characteristics of many unexpected problem behaviors.

• Korean Journal of Child Education & Care
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• v.18 no.4
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• pp.187-197
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• 2018

Objective: The purpose of this study was to investigate relationship between teacher's emotional intelligence, consciousness of professionalism, and strategies of problem behavior guidance of early childhood. Methods: The subjects in this study were 237 childcare center teachers in Seoul and Gyoungi Province in South Korea. Three different inventories were utilized. As for data analysis, the frequency analysis, reliability analysis, correlation analysis, and Multiple Regressions were conducted through SPSS 21.0 program. Results: The findings of the study were discussed as follows. First, emotional intelligence of teacher had the relationship with strategies of problem behavior guidance of early childhood. Second, consciousness of professionalism of teacher had the relationship with strategies of problem behavior guidance of early childhood. Conclusion/Implications: First, The findings showed that as teachers had the high level of ability in recognizing and expressing their emotion preciously, so the elements triggering the situation of problem were identified and captured, and the ability of use of preventive strategies in advance increased. Second, The findings showed that as teachers had the high level of ability in recognizing and expressing their emotion preciously, so the elements triggering the situation of problem were identified and captured, and the ability of use of preventive strategies in advance increased.

• Korean Journal of Childcare and Education
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• v.10 no.6
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• pp.347-368
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• 2014

The purpose of this study was to examine whether there was a difference in the recognition and teaching strategies for the young child's behavioral problems according to teachers' socio-demographic variables and ego-resiliency level by analyzing survey responses from 238 teachers of 3, 4, and 5-year-old children. This study found that the group of teachers with the education level of junior college graduation or higher showed higher degree of recognition of children's behavioral problems than the group of teachers with a lower level of education. And the group of teachers at kindergartens showed a higher degree of recognition of children's behavioral problems than the group of teachers at day care centers. Regarding the difference according to the level of ego-resiliency, the group of higher ego-resiliency showed higher degree of recognition of children's behavioral problems than the group of lower ego-resiliency. In terms of teachers' teaching strategies for the behavioral problems, differences were recognized at sub-categories. To explain, differences were recognized in accordance with the teachers' age and career as well as their education level and work place; the higher the teachers' age, career, and education the more often they used the positive prevention strategy I. And teachers at kindergartens resorted to the negative response strategies more often than those at day care centers. Finally, the teaching strategies for the behavioral problems according to the teachers' ego-resiliency, group differences were seen in all the sub categories. The result of this study suggested that the need to develop and apply such programs for pre-service teachers and for teacher reeducation reflect those variables.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.7
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• pp.467-474
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• 2016

This study is intended to look into the effects of children's problem behaviors on the coping strategies of teachers involved in early childhood education (ECE). To achieve this, a survey was administered to 90 teachers involved in ECE at kindergartens and child care centers in Daejeon Metropolitan City. The findings showed that these teachers have a professionalism and suitability for their career and excellent ability to cope with the problems of children in this age group. The results showed that competent teachers had less tendency to put children in the corner or give physical punishment to them than incompetent teachers. Competent teachers didn't use coping strategies involving scolding or saying no with a somewhat loud voice, but rather pointed to each word accurately or helped the children express their feelings and understand their situation. However, their coping strategies may not always be suitable in all situations. When necessary, saying no accurately with an accompanying warning is also important. Consequently, career and professional knowledge are important for teachers involved in ECE, and it would be useful to collate the diverse strategies that they use.

• Korean Journal of Child Studies
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• v.28 no.5
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• pp.73-89
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• 2007

The purpose of this study was to develop a reliable and valid instrument to assess Korean teachers' strategies for addressing challenging behaviors of preschoolers. The Teacher Strategy Questionnaire(TSQ) consisting of 34 items was developed with three theoretically driven factors(positive proactive, positive reactive, and negative reactive strategies). Participants were 238 preschool and daycare center teachers who responded to the TSQ. Validity and reliability of the TSQ were explored using Cronbach's $\alpha$, item analysis, and factor analyses. The reliability of the TSQ was relatively high, ranging from .74 to .85. No item needed to be eliminated. Among the three pre-structured factors of the TSQ, one positive proactive factor was identified as having two innate factors.

• Korean Journal of Family Social Work
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• no.54
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• pp.155-185
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• 2016

The purpose of this study was to determine types, causes and instructional methods of challenging behaviors perceived by mothers of young children with and without disabilities. Then it was also to determine influencing factors of mothers' socio-demographic variables and mothers' perceptions of types and causes of young children's challenging behaviors on using instructional methods perceived by the mothers. The subjects were 176 mothers of young children aged from two to six including 100 mothers of young children without disabilities and 76 mothers of young children with disabilities in Seoul and Gyeonggi Province. Results showed that first, there were significant differences in areas on internalized challenging behaviors and avoidance of social activities for the types of challenging behaviors. Second, on the cause of challenging behaviors, areas on children's behaviors and nature had significant differences between the groups. Third, on instructional method of challenging behaviors, there were significant differences on areas of establishing supportive environment and social and emotional strategies. Lastly, for the mothers of young children without disabilities, mothers' educational background and children's nature area as cause of challenging behaviors significantly affected instructional methods. For the mothers of young children with disabilities, family's income and others area as cause of challenging behaviors affected instructional methods. Developing practical application strategies were suggested based on the results. Research limitations and further research suggestions were also discussed.

• Korean Journal of Human Ecology
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• v.19 no.2
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• pp.257-270
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• 2010

This study investigated preschoolers' happiness, behavior problems, and interpersonal problem solving strategies according to their sex and age, and the relationships among them. The subjects were 185 preschoolers (97 boys and 88 girls; 83 four-year-olds and 102 five-year-olds). Results showed that boys were higher in behavior problems (aggression) and forceful problem solving strategies than girls, while girls were higher in happiness (characteristics of self) than boys. Also, 4-year-old children were higher in forceful problem solving strategies than 5-year-olds. Children's happiness was negatively related to their internalizing and externalizing behavior problems. Behavior problems and interpersonal problem solving strategies of children were influenced by their happiness. These findings provide preliminary evidence that children's happiness may predict their behavior problems and interpersonal problem solving strategies.

• Pediatric Gastroenterology, Hepatology & Nutrition
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• v.11 no.sup1
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• pp.143-148
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• 2008

It is relatively common to have various feeding problem during infancy and childhood, even for typically developing children. Treatment outcome studies for pediatric feeding disorder consistently reported that applied behavior analaysis (ABA), a type of behavior intervention, is very effective and efficacious. Interdisciplinary team approach is necessary for severe feeding problems, but similar methods could be used through parent training for moderate and mild feeding problems. This article introduced assessment procedure to identify feeding problems as well as specific methods to deal with diver feeding issues. Each strategy can be used effectively only when it is combined with several other strategies including environmental rearrangement and should be developed individually upon each child's feeding issues. In addition, systematic and continuous parent trainings are mandatory. At the end, several treatments related issues were addressed.

• Korean Journal of Child Studies
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• v.15 no.2
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• pp.141-152
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• 1994

The purpose of this study was to investigate the goal and strategy differences in the Social Problem Solving (SPS) according to ages and interaction targets of children. The subjects were 48 children between the ages of 3, 4 and 5 years. Their SPS behavior was observed as it occurred naturally in free play interactions. The data were analysed by one-way ANOVA, Duncan's multiple range, repeated measures, and t-test. The results showed that there were significant goal and strategy differences in SPS behavior according to age and interaction targets of children.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.1
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• pp.53-64
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• 2013

This study examined the relationships between the cognitions and strategies of child's problem behaviors depending on the level of preschool teacher's professional development. Participants were 176 preschool teachers in B Metropolitan city. The teachers completed rating scales to measure teacher's professional development, the perception of child's problem behaviors, and teacher's guiding strategies for child's problem behaviors. The collected data were analyzed using descriptive statistics, one-way ANOVA, and Pearson correlations. Results showed that there were different cognitions of child's problem behaviors depending on the level of teacher's professional development. Secondly, child's problem behavior guiding strategies by the level of teacher's professional development were significant differences in the positive prevention strategy I, II, and the positive reaction strategy. Finally, there were somewhat different relationship between the cognition of child's problem behaviors and the problem behavior guiding strategies according to the level of teacher's professional development. Findings are discussed in terms of the importance of teacher's professional development in the context of teacher's education planning for teacher's guiding strategy about preschooler's problem behavior.