• Korean Journal of Childcare and Education
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• v.11 no.2
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• pp.239-260
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• 2015

The purpose of this research is to understand the impact of integrated character education activities involving children's songs on children's emotional intelligence and empathic abilities. Research subjects were recruited from J preschool in H County. There were a total of 46 four-year old children who were divided into test and control groups. For 12 weeks, these children participated in activities two times per week for a total of 24 integrated character education activity sessions which consisted of learning and singing children's songs and integration of activities such as storytelling, music, science, building, movement, literature, and cooking. The summary of research findings is as follows: First, there was a significant difference in emotional intelligence between the test group which participated in integrated character education activities involving children's songs and the control group. Secondly, there was a significant difference in empathic abilities between the test group which participated in integrated character education activities involving children's songs and the control group. The result of this study is that writing songs for children and various developed programs should be needed for character education activities.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.1
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• pp.165-172
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• 2015

The purpose of this study was to identify the effect of Genibo program robot-based learning(R-Learning) on a pre-schooler's mental state. To achieve above study purpose, the subject of this study was selected 46(teacher 2, five years old pre-schooler 44) from pre-school childrens in Kyongki Y city(R-Learning activity participants group 21: boys 10, girls 11. non-participants 25: boys 13, girls 12). R-Learning program is consist of 5 field about 20 contents using Genibo robot, were applied to the experimental group and the pre-post test was conducted using the EQ assessment tool and observations. The data were analyzed by t-test using the SPSS(ver 18.0) program. The results were as follows: First, the exposure of robots to pre-schoolers in practical situation has shown positive influence to the children's emotional well-being. Positive improvements were observed in the four sub categories of the EQ assessment after exposure. Second, the Genibo used for this study, is a biomimetic AI based robot mimicking the behavior of a pet dog. This is related more or less to the specifications of a pre-school education where animals are used as a 'friendly medium' to facilitate the learning process. Third, the robot exposure gave benefit to all the ones in the sample, regardless of sex. Furthermore, It is suggested that promising potential for robots to be utilized as a new educational media plus facilitator, R-Learning is related more or less to the specifications of a pre-school education where animals are used as a 'friendly medium' to facilitate the learning process, and when applying them for education, stereotyping the likes of sex is overrated - instead, the focus should be more on the pre-schoolers' / childrens' individual traits, learning curve differences and alike.

• 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.

• Journal of the Korean Home Economics Association
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• v.44 no.6 s.220
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• pp.1-13
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• 2006

This study examined the relationships among maternal psychological life position, involvement in child-rearing and children's emotional intelligence. The subjects were 267 four and five-year-old children and their mothers from five child care centers located in Seoul. Children's emotional intelligence was assessed by the teacher rating scale developed by Kin(1998) and questionnaires were used to assess the maternal psychological life position and involvement in child-rearing. Data was analyzed by t-test, Pearson's correlation, and stepwise multiple regression. Results demonstrated a correlation between the level of the children's emotional intelligence and their gender and age. The strongest predictor of children's emotional intelligence was the child's age.

• Korean Journal of Child Studies
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• v.36 no.2
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• pp.145-166
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• 2015

The main purpose of this study was to examine the direct and indirect effects of maternal meta-emotion on preschoolers' emotional intelligence through mothers' emotion socialization. A total of 252 preschool-aged children and their mothers residing in the Seoul Metropolitan and Gyeonggi-do areas participated in this study. The mothers completed questionnaires regarding their meta-emotion, emotion socialization and preschoolers' emotional intelligence. The results of the study indicated that maternal meta-emotion did not have a direct effect on preschoolers' emotional intelligence. However, maternal meta-emotion did indeed have an indirect effect on preschoolers' emotional intelligence through emotion socialization styles. That is, mothers who had desirable beliefs about emotions provided supportive reactions to children's negative emotion expression and showed positive emotions more frequently in the family. In addition, the preschoolers of mothers who showed positive emotion socialization styles were reported to be more emotionally intelligent. The findings of this study suggest that maternal meta-emotion and emotion socialization are important in predicting preschoolers' emotional intelligence.

• Proceedings of the KHMA Conference
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• 2011.11a
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• pp.260-260
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• 2011

• Proceedings of the KHMA Conference
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• 2011.11a
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• pp.258-258
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• 2011

• Proceedings of KHEA Conference
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• 2005.10a
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• pp.169-169
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• 2005

• Proceedings of the KHMA Conference
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• 2013.05a
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• pp.382-382
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• 2013

• The Journal of the Korea Contents Association
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• v.9 no.10
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• pp.482-491
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• 2009

The purpose of this research is to design and develop teacher assistant contents 'My Class' for an intelligent robot iRobiQ, using in early childhood educational setting. After observing daily activities and correspondence role of teachers in educational settings, we selected the robots' target contents as 6 main functions (Attendance, Activity, Gallery, Learning, Role Calling, and Timer). We designed the contents according to the PLU (Player-Learner-User) model which suggests importance of entertainment, education, and enabling features to meet player, learner, and user requirements. We also considered 'emotional' features to satisfy 'companion' requirements. The developed contents in this study was deployed in kindergarten classrooms consisting of five-years-old for 4 weeks to see how they response and use the contents. We found that both teachers and children were likely to show positive responses to the contents. Especially, young children responded to the entertainment and emotional features more actively than to the other features. And they continually explored for something new inside the contents. Finally, this paper discusses what should be considered to develop more useful teacher assistant contents for iRobiQ.