• Korean Journal of Environment and Ecology
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• v.31 no.6
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• pp.595-605
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• 2017

This study was intended to investigate the effects of after-school forest healing programs on the pro-social behavior and self-efficacy of young children using the attributes of forest and the forest healing factors. The children attending a kindergarten located in ${\bigcirc}{\bigcirc}$ - dong, Cheongju city were divided into a test group which participated in the forest healing program activities and a control group which participated in the regular programs of the kindergarten but not in the forest healing program. Each group consisted of 20 boys and girls aged 3 to 5 years. The forest healing program was conducted once a week from 10 April to 10 July in 2017 for a total of 12 sessions, and each session lasted one hour (60 minutes). The pro-sociality behavior and self-efficacy test of the children was conducted before and after the forest healing program, and the data were analyzed using SPSS 18.0 program. The result showed that the pro-social behaviors that indicated the ability to execute the positive action and the self-efficacy that indicated the self-confidence were statistically significant (p<0.05). The young children who participated in the forest healing program improved their self-esteem through positive thoughts from being with their peer in nature. Moreover, they increased not only ecological knowledge but also consideration for others and cooperative spirit. They also greatly improved the ability to control personal emotion and the ability to form the personal relationship which are the sub-factors of pro-sociality, the ability to adapt to the early childhood education institution, and the physical efficacy which is the sub-factor of self-efficacy. It was concluded that the after-school forest healing program had a positive impact on pro-social behavior and self-efficacy.

• 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 Studies
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• v.29 no.6
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• pp.15-33
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• 2008

The purpose of this study was to investigate which variables predicted preschoolers' pro-social behavior. Subjects consisted of 250 preschooler-mother pairs; children were 3 to 6 years of age Children's emotional intelligence and pro-social behavior were assessed by classroom teachers. Data on the mothers' socialization beliefs and strategies as well as children's temperament were gathered through maternal self-reported questionnaires. Data were analyzed by descriptive statistics, t-tests, correlation and regression analyses. Results showed that children's temperament (withdrawal predisposition) and emotional intelligence (self emotional expression) predicted children's pro-social behavior. Mothers' perceptions of the importance of pro-social behavior correlated negatively with children's pro-social behavior.

• Korean Journal of Human Ecology
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• v.23 no.3
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• pp.409-420
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• 2014

The purpose of this study was to explore the effects of mother-child interaction and child's social behaviors on child's peer acceptance. Participants were 108 4- to 5-year-old preschoolers(58 boys, 50 girls) and their mothers. Data were analyzed by descriptive statistics, correlation analysis and stepwise multiple regression analysis. The major findings are summarized as follows: (1) mother-child interaction are generally correlated with child's peer acceptance. And child's prosocial behavior was positively correlated with child's peer acceptance, whereas child's aggressive behavior, asocial behavior and hyperactive-distractible behavior were negatively correlated with child's peer acceptance. (2) The most influential factor on child's peer acceptance was child's experience in session, the next influential factor was child's hyperactive-distractible behavior and the last influential factor was asocial behavior.

• Journal of the Korean Home Economics Association
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• v.50 no.1
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• pp.103-119
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• 2012

The purpose of this study was to explore the mediating effects of preschooler's effortful control on the relationship between maternal emotional availability and preschooler's social skills and problem behaviors. One hundred-thirty six 5-year-old preschoolers and their mothers participated in this study. Instruments for this study were the Emotional Availability Scale for maternal emotional availability, the Delay task, and the Child Behavior Questionnaire for preschooler's effortful control, and the Social Skill Rating Scale, K-CBCL 1.5-5 and K-TRF for preschooler's social skills and problem behaviors. The resulting data were analyzed using descriptive statistics, partial correlation, and structural equation modeling analysis. As predicted, the preschooler's effortful control mediated the effects of maternal emotional availability on preschooler's social skills and problem behaviors. In conclusion, the preschooler's effortful control mediates the effects of emotion related socialization behavior on the preschooler's socio-emotional adjustment.

• Proceedings of the KHMA Conference
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• 2013.05a
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• pp.267-278
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• 2013

• Korean Journal of Child Education & Care
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• v.17 no.2
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• pp.45-73
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• 2017

The purpose of this study was to suggest the effects of early childhood design program based on brain-compatible learning principles. Subjects were thirty-six children from two class of I kindergarten and S kindergarten in K city. One class was assigned to an experimental group and had early childhood education program activities based on brain-compatible learning principles and the other class was assigned to a comparative group the general art education program activities. The results of this study are as follows. First, there was a significant difference between the experimental group and the comparative group in their fluency, originality, sensitivity of creativity. Second, participants in the experimental group also score higher on the helpful act, communication skill, sharing skill, empathy, and regulation of emotion. Therefore, early childhood design education program based on brain-compatible learning principles should be considered as a meaningful alternative method for promoting children's creativity and prosocial behaviors.

• Journal of the Korean Home Economics Association
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• v.46 no.2
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• pp.1-12
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• 2008

The purpose of this research was to identify the importance of social competence in early childhood, age 3 to 5, by examining the relationship between the children's variables such as gender, age, and temperament, with that of their mothers' emotionality, and the social competence. 72 children in the early childhood age bracket were surveyed. Three major findings were established. Firstly, there were no gender differences in relation to social competence. Children's adaptability and social activity were related to their pro-social behavior and the ability to internalize/externalize problems. Secondly, children exhibited pro-social behavior only when their mother's emotional reactivity was positive. hirdly, children's social competence was influenced by individual variables and their mothers' emotionality. Prosocial behavior, a lower ranking domain, was influenced by children's adaptability and mothers' emotional reactivity. The children's ability to internalize problem was influenced by adaptability. In contrast, The ability to externalize problem was influenced by the range of activities they were involved in. Overall, children's social competence was influenced by their age.

• Proceedings of KHEA Conference
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• 2005.10a
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• pp.174-174
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• 2005

• Korean Journal of Child Studies
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• v.29 no.3
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• pp.223-238
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• 2008

The purpose of this research was to study the effects of children's temperament, social competence, emotional intelligence, morality and parent's child rearing attitudes on young children's internalizing and externalizing problem behavior. Subjects were l34 five-year-old children attending day-care centers and kindergartens in Seoul, Korea. Analysis of the relationships among these variables was by correlation and stepwise multiple regressions. There were statistically significant correlations among the variables of temperament, social competence and parents' child rearing attitudes and young children's behavior problems. Variables influencing young children's internalizing behavior problems were children's temperament and parents' child-rearing attitudes; variables influencing children's externalizing behavior problems were children's temperament, their social competence, and parents' child-rearing attitudes.