• Korean Journal of Child Education & Care
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• v.18 no.2
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• pp.117-127
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• 2018

The purpose of this study was to analyze the relationships among mother's depression, parenting behavior of children's problem behavior. The subjects used in this study were 203 three to five-year-old children who attended kindergarten and deycare center in Seoul and Gyonggido. The research data were collected through the 'Beck Depression Inventory(BDI)', 'Maternal Behavior Research Instrument(MBRI)', 'K-CBCL'. The data were analyzed by Pearson's correlation and Stepwise Multi-Regression. The results of this study indicate that there were significant positive correlations among children's problem behavior, mother's depression, rejective and control parenting behavior. And there were significant negative correlations among children's problem behavior, mother's affectionate and permissive parenting behavior. Also, the mother's depression was the predicted variable that has the most significant relative effect on children's problem behavior. Moreover, the results of this study indicate that rejective parenting behavior that is subordinate factor of parenting behavior was additional predictor of stress.

• Korean Journal of Childcare and Education
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• v.7 no.2
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• pp.159-180
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• 2011

This study examined the effects of children's temperament, self-control and maternal parenting on children's playfulness. The subjects of this study were 288 3-, 4- and 5- years old children and their mothers. The collected data were analyzed by correlations and pathway analysis. The results were as follows: First, children's sex, sociability temperament, self-control and maternal authoritarian parenting directly affected children's playfulness. Children's sex indirectly affected children's playfulness through children's activity level and self-control. Children's sociability and emotionality temperament indirectly affected children's playfulness through maternal authoritarian parenting. Maternal authoritarian parenting indirectly children's playfulness affected through children's self-control. Second, the most important variable predicting children's playfulness was maternal authoritarian parenting.

• Korean Journal of Child Education & Care
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• v.19 no.2
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• pp.165-176
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• 2019

Objective: The purpose of this study is to develop a measure of the Early Childhood Teacher's Guidance Efficacy Scale based on guidance and teacher-efficacy theory. Methods: This subjects were 243 teachers in Seoul and Gyeonggi-do. Results: An exploratory factor analysis was conducted on the data collected of 4 factors, namely, guidance efficacy for problem behavior, children understanding, home-connected, basic life habits. In addition, there are significant positive correlations between the sub-area score and the overall in the early childhood teacher's guidance efficacy scale(r = .26 ~ .72, p < .001). Internal consistency and split-half reliability of each sub scale were reasonably accept. Conclusion/Implications: 'The guidance efficacy scale for early childhood teachers' developed in this study is an appropriate tool. Therefore, the developed scale can become a useful tool to measure the overall guidance efficacy level of early childhood teachers.

• Korean Journal of Child Studies
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• v.35 no.4
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• pp.79-101
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• 2014

The purpose of this study was validate the Preschool and Kindergarten Behavior Scale-2(PKBS-2) and develop the Korean version PKBS-2(K-PKBS-2) through the phases of concept and statistical review. For this purpose, this study conducted PKBS-2 for teachers with 1,119 young children in Jeonbuk province. During the factor structure review, according to the results of exploratory factor analysis, 30 items and 4 factors(social interaction, social cooperation, social compliance, and social independence) in social skills scale and 40 items and 4 sub-factors of 3 factors(internalizing behavior, externalizing behavior, and interpersonal emotional behavior) in problem behavior scale were extracted. In addition, confirmatory factor analysis, the model fits of social skills and problem behavior scales were higher than the original test and very high reliability and internal consistency were produced. During external factor review, convergent validity and discriminant validity were verified. After cultural specificity and cultural universality between PKBS-2 and K-PKBS-2 were discussed, K-PKBS-2 was presented as e scale which is very useful for the screening, prevention, and intervention program plan of challenging behavior behaviors in young children in Korea.

• Korean Journal of Child Studies
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• v.24 no.5
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• pp.105-118
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• 2003

Construction of the Prosocial Behavior Scale for young children(PBSYC) was based on document research and interviews with kindergarten teachers and child development specialists. After 200 kindergarten teachers evaluated the 42 items of the PBSYC, factor analysis was conducted; items were categorized into seven factors: leadership, helping, communication, concern, proximity, sharing and empathy. As factors showed high correlation. The prosocial behavior of 306 4 to 5 year old children was measured with the PBSYC and compared with the Babock, Hartle & Lamme(l995) scale. The resulting correlation between the 2 scales was .764. Further tests indicate that the PBSYC is a valid and reliable scale for the measurement of prosocial behavior in young children.

• Korean Journal of Childcare and Education
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• v.11 no.1
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• pp.249-267
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• 2015

This study aims to examine the effect of child-centered group play therapy on the improvement of withdrawn preschool children's daily stress, anxiety, peer interaction and EEG variation. The research subjects are 12 children of 3-5 years of age who are over 65T in the social-withdrawal scale of KPRC(Korean Personality Rating Scale for Children). They were recommended by class teachers due to the withdrawal behavior at D kindergarten in Seoul. The experimental group received 12 sessions of the child-centered group play therapy program, twice a week for 35 minutes. But the control group did not receive any of the child-centered group play therapy program. To verify the effects of the program, a Mann-Whitney-U test of the non-parametric was preceded and homogeneity between the two groups was verified. Also, a Wilcoxon's signed-rank test was conducted to check on the pre-to-post changes of daily stress, anxiety, peer-interaction and EEG variation by using SPSS 18.0. The results of this research showed that the child-centered group play therapy program decreases daily stress and anxiety, while it increases positive peer-interaction and the EQ of withdrawal children. The result of this study serves as a baseline data about the effects of child-centered group play therapy for withdrawal children with emotional difficulties.

• Journal of the Korea Convergence Society
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• v.12 no.11
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• pp.319-328
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• 2021

The purpose of this study is to develop core competencies for gifted education by utilizing Delphi survey methods and to present behavioral element selection and scale questions based on the definition of competencies. First, the core competence for gifted education was selected through literature analysis, and the first Delphi survey was conducted to verify that the definition of each competency is suitable for the competency name. Subsequently, through a second Delphi survey, detailed questions were developed and verified by expressing the capabilities required to develop core competencies as behavior elements. Through two rounds of Delphi surveys, eight key competencies were finally selected: attitude and practice willingness, communication and collaboration, information processing and tool utilization, creative problem solving, convergence and application, higher-order inference, community spirit, and learning achievement orientation. This study is meaningful in that it selects core competencies and behavior elements for gifted education that are necessary to pursue goals that meet social needs and it presents tools to measure the degree of competency improvement for gifted education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.2
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• pp.130-143
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• 2019

The purpose of this study is to identify factors of 25~36 months old infant's happiness and to develop a scale to measure infant happiness. The subjects were 250 infants aged 25~36 months. The results of this study are as follows: First, the components and items of infant's happiness scale selected through the literature, the previous measurement tool, and the focus group interview were 8 components and 29 items. The items were composed of 4 items of problem behavior, 4 items of achievement through immersion, 4 items of relationship with friends, 4 items of relationship with teacher, 3 items of physical environment, 4 items of positive emotion, 3 items of negative emotion, and 3 items of health. Second, as a result of validation of validity for infant's happiness scale, the item fit was confirmed with CFI=0.89, TLI=0.88, and RMR=0.05. Also, the construct validity was confirmed with convergent validity and discriminant validity. The concurrent validity was significantly correlated with the components of the previously developed measurement tools, and the reliability was appeared with 0.71-0.89. The infant's happiness scale developed in this study ensured reliability and validity as a measurement to measure infant happiness. Therefore, this scale is expected to be used as a major test tool to develope and verify a program for promoting infant happiness.

• The Journal of the Korea Contents Association
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• v.16 no.12
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• pp.749-760
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• 2016

The purpose of this study was to identify the effects influencing path behaviors of pre-service childcare teachers to present the educational and social welfare measures for promoting children's character development and preventing the alienation of the elderly. The subjects for this study are 176 students who completed the childcare teacher course in four universities located in G city and J province. The scale of this study utilized modified, supplemented scale used in previous studies[1][2] that was constituted for a newly transformed model based on planned behavior theories. The contents of research design include salience beliefs such as attitude beliefs, normative beliefs, control beliefs, etc. as well as a model of planned behavior theories such as attitudes, subjective norms, perceived behavior control, behavior intension, behavior, etc. This study conducted frequency analysis and regression analysis for the data collected by using the SPSS 18.0 for Windows. From the results of verification, all hypothesis was supported. Thus, usefulness of this theory was reconfirmed, and the results of this study are to be utilized as basic materials for professionals who make every endeavor in a perspective of children's character development and in a perspective of reducing alienation phenomenon of the elderly.

• Korean Journal of Child Education & Care
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• v.17 no.2
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• pp.181-203
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• 2017

The purpose of this research is to reveal the difference of teacher-child interaction in relation to professionalism awareness and sensitivity level of early childhood teachers. To this end, we used professionalism awareness, sensitivity, teacher-child interaction as parameters for 226 early childhood teachers in Jeonbuk province. Here are the results : First, we investigated the difference of professionalism awareness, sensitivity, teacher-child interaction in relation to the background of early childhood teachers, and it differs by the age, career, educational level of the teachers. Second, we made group comparison to see the difference of teacher-child interaction depending on professionalism awareness level of teachers, and teachers with high professionalism awareness showed meaningfully higher emotional, verbal, behavioral interaction level than lower group. Third, we made group comparison to see the difference of teacher-child interaction depending on sensitivity level, and teachers of high sensitivity shows meaningfully higher emotional, verbal interaction than lower group. This result could be potential data to ameliorate the quality of teacher-child interaction, and it implies that the improvement of professionalism and sensitivity level could contribute to professional performance capability of teachers.