• Korean Journal of Childcare and Education
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• v.12 no.1
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• pp.37-55
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• 2016

The purpose of this study was to analyze the effects of young children's playfulness, emotional control, and emotional instability on their peer play behavior, focusing on age differences. A total of 209 4- and 5-year-old children attending a child care center in South Korea participated in this study. The instruments used in this study were the Playfulness Scale, Emotion Regulation Checklist, and Penn Interactive Peer Play Scale. The collected data were analyzed using a Student's t-test, Pearson's partial correlation, and stepwise regressions with the SPSS software ver. 16.0. The main results of this study are as follows: First, there was a significant age difference in young children's emotional control, emotional instability, playfulness and peer play behavior. Second, the factors of emotional control and playfulness significantly predicted young children's play interaction irrespective of age. Third, the factors of emotional instability and playfulness significantly predicted young children's play disruption and play disconnection. Further, implications for the use of early intervention targeting specific emotional control and emotional instability problems have been discussed.

• The Journal of the Convergence on Culture Technology
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• v.10 no.3
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• pp.513-518
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• 2024

This study was to investigate the relationship and impact the job autonomy, teaching creativity and play support competency of early childhood teachers. As the research subjects, 252 early childhood teachers in G City were randomly sampled, and a questionnaire survey was conducted. The collected data were subjected to Pearson's correlation analysis and multiple regression analysis through the SPSS 21.0 program. The results of this study showed a positive correlation between job autonomy, teaching creativity and play support competency of early childhood teachers, and job autonomy affect teaching creativity and play support competency. The results of this study are expected to reveal the impact of job autonomy on teaching creativity and play support competency, providing basic data for creating an environment to guarantee and the development of job training programs for early childhood teachers.

• Korean Journal of Childcare and Education
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• v.11 no.4
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• pp.109-125
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• 2015

The purpose of this study was to examine the relationships among teachers' conceptions of art education, and children's creative personality by mediating effects of teachers' role of creativity improvement. Participants included 156 teachers and 593 children in kindergartens and child care centers. Results indicated the following. First, the higher teacher's concepts of art education was the higher their role of creativity improvement was and children's creative personality was. Second, teachers' conceptions of art education and their role of creativity improvement were positively influenced by the children's creative personality. Third, the children's creative personality was influenced by the teachers' conceptions of art education and the their role of creative improvement control and the mediating effects of the teachers' role of creative improvement was significant in a partial way. The implication is that the teachers' conceptions of art education may enhance the their role of creative improvement and foster children's creative personality.

• Korean Journal of Childcare and Education
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• v.10 no.3
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• pp.47-68
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• 2014

The purpose of this study was to investigate how children's temperament and relationships with teachers affect their peer interaction. For this purpose, two surveys were conducted on mothers and teachers of 326 four- and five-year-old children attending four kindergartens in Gyeonggi Province. The data were analyzed by using PASW 18.0 to carry out hierarchical regression and post hocanalyses. The results showed that closeness to teachers moderated the effects of children's emotionality on their positive peer interaction. On the other hand, children's temperaments including emotionality and activity, and their relationship with teachers were directly influential on their negative peer interaction; no interaction effect was found between their temperament and relationships with teachers. It was concluded that the quality of teacher-child relationships could promote children's positive peer interaction while it could also reduce their negative interaction with peers. However, the temperament of children played limited roles in their negative peer interaction.

• The Journal of the Korea Contents Association
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• v.21 no.1
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• pp.603-614
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• 2021

In this study, the relationships between father's maternal attitude and infant's self-efficacy and peer ability was verified, and in this process, the mediated effect of infant's self-efficacy was verified. The subjects of this study were 256 fathers of infants who were enrolled in a kindergarten located in Seoul, and the data was acquired by questionnaire survey. Verification of research questions was carried out through structural equation model analysis. As a result of the verification, the father's affectional attitude and autonomic attitude showed a significant positive effect on the infant's self-efficacy, and the affectional attitude showed a significant positive effect on the infant's peer competence. And it was shown that the infant's self-efficacy has a significant positive effect on their peer competence. On the other hand, the father's maternal was shown to have a positive effect on the infant's peer competence through the mediating of the infant's self-efficacy. The results of this study will be meaningful in that they have derived factors of the father's maternal attitude toward improving peer competence as well as the self-efficacy in terms of infant development.

• Korean Journal of Childcare and Education
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• v.11 no.6
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• pp.37-58
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• 2015

The purpose of the study was to analyze the effects of both young children's gender and temperament and their teachers' teaching efficacy and teacher-child interactions on peer play interactions. For this purpose, the data from the 2012 Panel Study on Korean Children were analyzed using analyses of variances and correlation co-efficiencies. In addition, analyses of hierarchical regression, with young children's temperament and teacher-related factors (teaching efficacy and teacher-child interactions) as the independent variables and three sub-factors of peer play interactions (play interaction, play disruption, play disconnection) as the dependent variables, were conducted. The results showed that young children's temperament, teacher efficacy, teacher-child interactions, and peer play interactions differed by gender and significantly correlated. Young children's temperament and teacher-child interactions significantly affected young children's peer play interactions, and the effect of teacher-child interactions was larger than the effect of temperament by 2~2.5 times. The results proved the importance of early childhood teachers' roles in the development of young children's peer interactions with consideration of differences based on children's gender and temperament. With the results given, implications and suggestions for further research were discussed.

• 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 Gifted/Talented Education
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• v.26 no.2
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• pp.281-297
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• 2016

The purpose of this study was to investigate the structural relationships between gifted preschool children and their related variables(creativity, motivation, family system). 230 preschool children, parents and teachers from U-city have participated in this study. the collected data were analyzed with SPSS and AMOS. The goodness of fit was evaluated using the SRMR, RMSEA, CFI, and TLI. The results of this study were as follows: First, family system(adaptability, cohesion) were found to have a statistically significant direct impact on gifted preschool children. Second, creativity were found to have a significant direct effects on gifted preschool children. moreover they also had an indirect effect on gifted preschool children through family system. Third, motivation were found to have a statistically significant direct impact on gifted preschool children.

• Journal of the Korea Convergence Society
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• v.11 no.5
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• pp.281-288
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• 2020

This study examined an effect of mother's smart device overdependence and short-term longitudinal mediation effect of mother's responsiveness on children's overindulgence tendency in smart devices. A total 144 children-mother dyads(male 73, female 71) participated in the study. The results of path analysis were as follows. The mother's smart phone overdependence and children's overindulgence tendency in smart devices were measured at time 1 and mother's responsiveness and children's overindulgence tendency were measured at time 2, six months later. When Time 1 children's overindulgence tendency in smart devices was controlled, Time 1 mother's smart phone overdependence significantly predicted time 2 children's overindulgence tendency. This study suggested empirical findings that caregiver's smart device were related with children's overindulgence tendency.

• Korean Journal of Comparative Education
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• v.26 no.4
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• pp.153-172
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• 2016

This study aims at comparing and analyzing early childhood education systems in both South and North Koreas and suggesting educational alternatives for integrating in various aspects based on it, in order to build directions of early childhood education system in the preparation of Unification. A comparative study on the early childhood education system in South and North Korea was done in terms of early childhood education, public education of early childhood. As a result, there were differences rather than similarities in many areas due to the differences of political ideology between the South and the North. First, early childhood is not compulsory, but becomes public in South, while it is partially compulsory and has an overall public system in North in terms of its compulsory education and Pulic education. Second, as a result of comparing operating systems depending on early childhood education institutions in the South and North, there were differences in various areas such as subjects of foundation, classification of age, operating types, etc. Third, looking at its administrative support system, two Koreas has a similarity of a overall dual system, but showed a specific difference. Fourth, its public support had a similarity that early childhood education is done free of charge in two Koreas. In light of the results of comparing the early childhood education system in South and North Korea, this study suggests the following implications. First, as part of an effort to restore similarities of the early childhood education system between two Koreas, a challenge that must be addressed with priority is to integrate early childhood education-nursery in the early childhood education for age 3-5. Second, we'll take an effort to include the early childhood education for age 3-5 in the basic disciplines with 'Making early childhood education public' being currently focused. In addition, we should an attitude to recover a similarity through mutual exchange and to have advantages of the early childhood education in two Koreas as a challenge of taking an effort to integrate the early childhood education in the South and the North various studies and debates, discussions will be made for the meaning of the early childhood education and the integration.