• Child Health Nursing Research
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• v.21 no.1
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• pp.55-63
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• 2015

Purpose: The purpose of this study was to identify cell phone addiction in school-age children and factors influencing addiction. Methods: The participants were 163 parents of elementary school students in the 1st to 4th grades. Data were collected through self-report questionnaires completed by the parents, and analyzed using the SPSS/WIN 19.0 IBM program. Results: Of the children, 86.5% were reported as being average users, 9.2%, at risk users, and 4.3%, at high risk users. Cell phone addiction in the children was significantly different according to games played by the children and parents' monthly income. Significant factors influencing cell phone addiction in the children were children's self-control, games played by the children, parents' cell phone addiction and parental control for children's cell phone use, explaining 24% of variance in cell phone addiction. Conclusion: The findings indicate that cell phone addiction in school-age children is influenced by parent-related factors as well as personal factors. Therefore approaches to education programs on cell phone use in school-age children should include parent-related factors as well as personal factors of the children.

• Korean Journal of Social Welfare Studies
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• v.48 no.2
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• pp.303-329
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• 2017

This study aimed to explore the trajectories of computer game use of school age children and to identify the related predictors. The data for this study used Korean Children and Youth Panel data covering from the second year to the sixth year of elementary school. A total of 1,959 participants were analyzed. Latent class growth model was employed to explore the trajectories of computer game use and multinomial logistic regression was conducted to identify the significant predictors. Main results indicated that three types of trajectories were identified: low game using group, high initial using-fluctuating group, and high increasing game using group. Each group was found to be associated deferentially with sex, aggression, attention deficit, main caregiver's education, siblings, parent absence after-school, neglecting, family income, family trip, school grades, and peer relationship. Based on these findings, this study emphasized the importance of predictive intervention for the game user among early school age children and suggested useful practical strategies.

• Proceedings of the KHMA Conference
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• 2012.05a
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• pp.355-355
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• 2012

• Proceedings of the KHMA Conference
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• 2012.05a
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• pp.354-354
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• 2012

• Korean Journal of Childcare and Education
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• v.11 no.1
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• pp.329-354
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• 2015

The purpose of this qualitative study was to develop a social skills training program for improving early school-age children's social behaviors and to investigate its effectiveness by observing their experiences on the program with a qualitative method. Data were collected from 7 children using observer's descriptive notes and reflective notes, compliment notes by assistant leader, program leader's weekly journals, children's weekly journals, and video recordings. Four theme categories and 11 sub-lower categories emerged. Theme categories were (1) relationship building, (2) changes in emotional expressions, (3) changes in prosociality, and (4) changes in social skills. This study observed early school-age children's positive changes in social behaviors and emotional expressions through the social skills program.

• Journal of the Korea Convergence Society
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• v.10 no.5
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• pp.359-367
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• 2019

This study was done to examine the effect of 'Zippy's friends' program based on stress coping model for early child. A nonequivalent control group was designed to conduct a pre-post test for this study. The participants for this study were 148 first grade elementary school students in G city(experimental group=72, control group=76). The experimental group received 'Zippy's friends program for 24 weeks (6 module, 24 hours). The control group did not receive any treatment. From April to December 2017 data were collected using self-report structured questionnaires, and were analyzed using the ${\chi}^2$-test, t-test, and ANCOVA with SPSS/WIN 20.0 Program. After the treatment, significant differences were found between the experimental group and control groups in terms of stress coping ability( F=22.77, p<.001),but not in level of emotional intelligence (t=-.37, p=.715). Results of this study indicate that Zippy's program can be used in school based practice as an effective mental health intervention for early child.

• The Journal of Korean Academic Society of Nursing Education
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• v.11 no.2
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• pp.214-221
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• 2005

Purpose: This study was to investigate the perception of the myopia in early school-aged children's mother and develope myopia preventive education program. Method: Data was collected from June 1th to 24th, 2003. The sample group(two elementary schools in A city)consisted of 105students mother with normal vision(naked vision 1.0 or more), 105 students mother with subnormal vision(0.7 or less). The data was analyzed using S.A.S. For the test of homogeneity and significance of variable, Fisher's Exact test and Student's t-test were used. Results: 1. There was significant difference in perception of being changed the children's eyesight between normal and myopia group(t=7.86, p=.0492). 2. High scores of cause of myopia were distance from TV or computer to viewer and time of watching TV or using computer in both groups. 3. There was significant difference in perception score of cause of myopia in the myopia group was 13.26, and 18.04 in the normal group(t=3.01, p=0.003). Especially in the unbalanced and regulated diet, regulated exercise, distance of eyes reading books and illumination, normal group had more perception score than myopia group. Conclusion: A myopia education program for children and parents should be planed and the effect be verified.

• Korean Journal of Child Studies
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• v.35 no.6
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• pp.111-133
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• 2014

This study was conducted in order to develop a parenting behavior scale for parents of school-age children and to analyze the scale in terms of both reliability and validity. Data were collected from a sample of mothers of $1^{st}$ to 3rd grade students in four elementary schools located in Seoul. 778 mothers were administered a parenting behavior scale with 123 items, and 779 mothers were asked to verify the validity of the developed scale in which 45 items remained after a series of analyses. Data were analyzed by means of exploratory factor analysis, confirmatory factor analysis, and correlation analysis. The results of factor analysis identified five factors, Warmth, Reasoning, Intrusiveness, Coercion, and Neglect. The Cronbach's ${\alpha}$ of each factor demonstrated results of .82~.86, suggesting that the scale had adequate internal consistency. Concurrent validity was established by using correlations between mothers' parenting behaviors and children's social competence. Moreover, cross-validation was also verified for the five factors. Considering the reliability and validity of this scale, it can clearly serve as a useful tool for assessing parenting behavior which is closely related to child development.

• The Journal of Korean Academy of Sensory Integration
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• v.7 no.2
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• pp.37-47
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• 2009

Objective : The aim of this study is to verify the effects of group sensory integrative intervention on praxis and socialization for school-aged children with sensory integration disorder. Method : The subjects are five children aged between 7 and 13 with sensory integration disorder. All children had participated in 26 sessions of group sensory integrative intervention. The Bruininks-Oseretasky Test of Motor Proficiency(BOT-2) and The Scale for Basic Socialized Function were used so as to evaluate the praxis and socialization. One group pretest-posttest design was used to verify the effect of group sensory integration(SI) intervention. The statistical difference between before and after the group SI intervention in the BOT-2, Scale for basic socialized function is tested by the Wilcoxon matched-pairs signed ranks test. Results : There is a significant difference in BOT-2(Z=-2.023, p=.043) and Scale for basic socialized function(Z=-2.023, p=.043) scores comparing pre-intervention with post-intervention. Conclusions : The results of this study showed that the group sensory integration intervention is effective in improving the praxis and socialization for school-aged children. However, it is difficult to generalize the conclusion because the number of subjects was limited and the environmental confounding factors had not been considered. Therefore, in the future research, it should supplement the aspect these limitations before applying the sensory integration intervention in order to suggest standard criteria for norm data.

• Journal of Gifted/Talented Education
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• v.21 no.4
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• pp.979-992
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• 2011

Gifted children cultivate their many talents through experience. For the purpose of revealing the talents or abilities of gifted children, it is necessary to provide them with various types of environment for their exploration from the early stage of their school age. In addition, knowing their concern, aptitude and interest from the early stage of their school age will be much helpful for them to grow, advance and search for their future career path. Accordingly, the purpose of this study is to examine the definitional and cognitive characteristics of gifted children through tests on the creative disposition, creative thinking power, multiple intelligences and morality of gifted children at the early stage of their school age in order to provide basic information on the gifted children studies. Accordingly, 90 gifted children were selected as the participants of this study through observation and recommendation. The result showed much difference between the second grade and the third grade in their creative disposition, creative thinking power, multiple intelligences and morality according to school year. As for the difference according to gender, the second grade female students showed meaningful differences in the sub-domain of creative disposition, multiple intelligences and morality and the third grade showed no differences. Such study result shows that students in upper school year clearly have their own sense of purpose.