• Title/Summary/Keyword: 유아 정서조절력

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The Effect of Emotional Control and Interpersonal Cognitive Problem Solving Ability on Children's Interpersonal Relationship Formative (유아의 대인관계 형성능력에 미치는 정서조절능력과 대인문제해결사고의 영향)

  • Park, Wha-Yun;Ma, Ji-Sun;Kim, Min-Young
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.13 no.11
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    • pp.5083-5090
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    • 2012
  • This study was designed to examine the effect of emotional control and interpersonal cognitive problem solving ability on children's interpersonal relationship formative. The subjects were 133 boys and girls who were day care center in G metropolitan city. Data analysed with t-test, ANOVA, Pearson correlation coefficient, regression. The results were as follows. First, there were significant differences in the children's interpersonal relationship formative according to children' sex. There were significant differences in the emotional control and interpersonal cognitive problem solving ability according to their sibling and mother occupation. Second, there were significant correlations between the children's interpersonal relationship formative, emotional control and interpersonal cognitive problem solving ability. Third, the children's interpersonal relationship formative was affected by emotional control and interpersonal cognitive problem solving ability.

The Effects of Mothers' Parenting Efficacy on Children's Emotional Regulation : The Role of Mothers' Perception of Fathers' Involvement in Child Care (어머니의 양육효능감이 유아의 정서조절력에 미치는 영향 : 어머니가 지각한 아버지 양육참여도의 역할)

  • Yoon, Seohee;Sung, Jihyun
    • Korean Journal of Child Studies
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    • v.35 no.4
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    • pp.199-222
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    • 2014
  • This study sought to illuminate a moderating effect of mother's perception of father's involvement on the associations between mother's parenting efficacy and child's emotional regulation. The participants in this study comprised 292 mothers whose children were aged between 4 and 5. The children were attending child care centers or kindergartens located in Seoul or Gyeonggi-do province in Korea. The questionnaires on mother's parental efficacy, father's parental involvement, and their children's emotional regulation were distributed to mothers through their child care centers or kindergartens. The results indicated a significant correlation among the variables. Although mothers' parenting efficacy had relatively higher effects upon their children's emotional regulation than their fathers' involvement, the effect of a fathers' involvement was still significant. In particular, the fathers' involvement in leisure activities moderated the effects of the mothers' parenting efficacy on children's emotional comprehension and regulation(one of the sub-factors of emotional regulation).

The Influence of the Peer Play Interaction of Young Children on Peer Competency and Self-Regulation (유아 또래놀이 상호작용이 또래유능성과 자기조절력에 미치는 영향)

  • Choi, Tae-Sun
    • Journal of Korea Entertainment Industry Association
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    • v.13 no.5
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    • pp.185-193
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    • 2019
  • Young children facilitate their social and emotional development by doing a lot of play activities with their peers. As an empirical survey study, this study is aimed at analyzing how the peer play interaction influences peer competency and self-regulation. To achieve that, a questionnaire survey was conducted with 271 young children aged 5 years who were going to the kindergarten in the G district of Seoul. With the data collected in the survey, frequency analysis, descriptive statistics, reliability test, correlation analysis and regression analysis were conducted by SPSS program. The analysis results are presented as follows: firstly, peer play interaction positively influenced young children's sociability, pro-sociality, and leadership as their peer competency factors; secondly, peer play interaction positively influenced their patience, endurance of waiting, and adaptation as their self-regulation factors. This study drew the conclusion that peer play interaction is a critical variable to predict young children's peer competency and self-regulation. Therefore, it will be necessary to continuously develop a variety of play activity programs which young children can join in the inside and outside of kindergarten in order to helps young children improve their peer competency and self-regulation, and to actively connect the programs with Nuri curriculum.

The Effect of Korean Traditional Play on Young Children's Social Competence and Resilience (전래놀이 활동이 유아의 사회적 능력 및 회복탄력성에 미치는 효과)

  • Kim, Jeong Kyoum;Shin, Hyun Sook
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.15 no.1
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    • pp.173-181
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    • 2014
  • In order to determine the effect of Korean traditional play on young children's social competence and resilience, 44 children were used in a study in the Korean traditional play program. The program was held 2 times per week for 7 weeks and was divided into control group and experimental group. The study found that there was a significant difference in children's social competence between the experimental group that executed Korean traditional play in comparison to the ordinary outside play group. There was a significant difference statistically in the sub-factors of social abilities of scrupulosity, cooperation and sociability; it found that Korean traditional play had a greater positive influence on children's social skills in contrast to ordinary outside play. Also results showed that there was a significant difference in resilience between the experimental group that executed Korean traditional play and the experimental group that executed ordinary outside play. This shows there is a positive effect in the increase in resilience from Korean traditional play on young children. However this study found that there was a significant difference in only resilience sub-factors of the ability to control emotions and there was no significant difference in the ability to control impulse, optimism, and problem solving ability, empathy skill, efficacy and active participation to challenges. In other words, Korean traditional plays had a positive effect on a sub-factor of young children's social competence and resilience, emotional control.

A Study on Factors Affecting Self-Esteem of Young Children (유아의 자기존중감에 영향을 미치는 변인에 관한 연구)

  • Kwon, Hwa Sook
    • Korean Journal of Childcare and Education
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    • v.10 no.6
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    • pp.185-200
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    • 2014
  • This study aimed to figure out the factors affecting the self-esteem of children. For this purpose, 296 fosterers (those who use the children education institutions) were targeted to analyze the factors affecting the self-esteem of children. The factors can be categorized as the personal internal factors (problematic behavior and self-control capability of the children) and the environmental factors (parenting efficacy and parenting stress of the fosterers). As a result, self-assessment, depression, emotionality, and behavioral restriction factors of the children and child-rearing efficacy, and the child-rearing stress of the fosterers were proven to be influential; these two factors have 50.5% of the explanation power. In conclusion, if self-assessment, emotionality, and behavioral control of the children and rearing efficacy of the fosterers were high, self-esteem of the children was increased. However, if depression of the children and rearing stress of the fosterers were high, self-esteem of the children was decreased. This result suggests a need of program development and a new teaching method to reduce problematic behavior of the children and rearing stress of the fosterers, as well as to enhance rearing efficacy of the fosterers and self-control capability of the children for the purpose to increase self-esteem of the children.

A Study of the Relationship between Decision Making Abilities in Young Children and Self-directed Learning Abilities (유아 의사결정력과 자기주도 학습능력 간의 관계 연구)

  • Park, Ji-Young
    • Korean Journal of Child Studies
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    • v.33 no.6
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    • pp.71-84
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    • 2012
  • The purpose of this study is to analyze the relationship between decision making abilities young children and their self-directed learning abilities. A survey was carried out using 160 young children in the J region. The collected data were analyzed by Pearson correlation and multiple regression techniques using the SPSS statistics program. The conclusions are as follows : First, decision making abilities in young children exhibited a positive correlation with their self-directed learning abilities. Second, decision making abilities in young children were an influential variable in terms of their self-directed learning abilities. As a result, decision making abilities in young children were an important variable in predicting their self-directed learning abilities.

The Relationship between North Korean Refugee Mothers' Perceived Home Psychological Characteristics and Ego-resilience of Young Children : The Moderating Effect of Social Support (북한이탈주민 어머니가 지각한 가정의 심리적 특성과 유아의 자아 탄력성 간의 관계: 사회적 지지의 조절효과)

  • Jo, Hye Young;Noh, Hyun Ju
    • Korean Journal of Childcare and Education
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    • v.11 no.6
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    • pp.59-78
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    • 2015
  • This study aims to explore the relationship between North Korean refugee mothers' perceived home psychological characteristics and ego-resilience of their young children focusing on moderating effect of social support. For this purpose, we sampled 96 North Korean refugee mothers with 3-5 year old children. Home psychological characteristics consisting of family strength, family environment and family functioning, social support, and ego-resilience was analyzed by Pearson correlation analyses and hierarchical regression method. The results of this study were as follows. First, there is a significant correlation between North Korean refugee mothers' perceived home psychological characteristics and ego-resilience of their young children. Second, the perceived factors by North Korean refugee mothers of home psychological characteristics explained their young children's self-resilience 73.4% of the time and social support had a significant moderating effect. These results suggest that more effective social support to North Korean refugees has to be offered. Not only financial but emotional support is also needed.

Exploring of Resilience in Emergency Infectious Diseases to Moderate Job Stress, Job Burnout, and Turnover Intention of Childcare Teachers (보육교사의 직무스트레스와 직무소진, 이직의도 조절을 위한 긴급 감염병 상황에서의 회복탄력성 탐구)

  • Lee, Jae-Moo;Cho, Kyung-Seu
    • The Journal of the Korea Contents Association
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    • v.21 no.4
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    • pp.509-519
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    • 2021
  • This study was conducted in order to acquire useful information regarding the resilience of childcare educators amidst an emergency pandemic to adjust their job stress, job burnout, and turnover intention. A questionnaire was conducted for analysis from August 19th to the 30th in 2020 and 201 responses ended up being used for analysis. The analysis results revealed that job stress, job burnout, and turnover intention of childcare educators were low while resilience was high and it was acknowledged that all of them mostly differed according to the types of personal traits. Although the job stress of childcare educators had a positive (+) influence on job burnout at a statistically significant level, it turns out that job stress does not have an influential relationship with turnover intention. Furthermore, the emotion regulation ability, impulse control, and active conductivity among resilience displayed a moderating effect in the relationship between job stress and job burnout. Amidst an emergency pandemic known as the COVID-19 virus, it has been confirmed that job stress and turnover intention of childcare educators deteriorated, and the prominent reason for this was identified as the difficulty in carrying out smooth job performances. Accordingly, measures to strengthen resilience such as countermeasures against quarantine-based job stress and turnover intent, daily management over job burnout and resilience, as well as counseling or programs based on self-focused attention have been suggested.

Study on Guidelines for Selecting Traditional Games in Relation to Multiple Intelligence Development (다중지능발달을 위한 민속놀이 선정기준 연구)

  • Kim, Eun Kyung;Kwon, Dae Won
    • Korean Journal of Childcare and Education
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    • v.10 no.5
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    • pp.229-248
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    • 2014
  • The purpose of this study is to draw guidelines on how to select traditional games that would efficiently help and develop multiple intelligences in children. Guidelines standard of section inquiries were prepared through a Delphi survey targeting twenty experts in early childhood education and traditional games. As a result, linguistic intelligence questions regarding writing, listening, speaking and vocabulary acquisition were selected. logical-mathematical intelligence questions regarding strategy, counting, patterns, hypothesis, verification, and comparing, contrasting, calculating ability were selected. Spatial intelligence questions regarding drawing, coloring, representation activities, operating and creating were selected, physical performance intelligence questions regarding global muscles, eye-hand coordination, flexibility, accommodation force, balance, agility and muscular strength were selected. Musical intelligence included questions about singing, and playing musical instruments. Interpersonal intelligence included perspective-taking, role-sharing, cooperation and discussion. For intrapersonal intelligence questions regarding personal significance-ties, planning-decision making, emotional expression and problem solving were selected. Finally, in relation to naturalist intelligence, questions regarding living organisms, inanimate objects and seasons were selected. In addition, traditional games were analyzed based on the finalized guidelines, and the results showed that each of the traditional games would not only work with one intelligence at a time but with other different intelligence as well. In the light of that, the study confirmed the validity of the guidelines on how to select traditional games that would develop multiple intelligences in children.