• Journal of Families and Better Life
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• v.28 no.1
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• pp.37-49
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• 2010

This study investigated the effects of three factors - children's age, sex and parental feeding styles - on children's self-help skills. The subjects were 213 children and their parents who lived in Kwanak-ku, Seoul. The three-way analysis of variance was employed. The main results were as follows: 1. Children's autonomy was varied significantly according to their sex. Girls do better by themselves than boys do in toileting, washing and drying hands, putting on and buttoning up a coat, putting on clothes, washing and drying their faces. Children's autonomy also varied significantly according to age. A majority of the autonomy subsets increased as the children's ages increased. However, drying their hands with a towel, removing their coats, and drinking water did not vary by age. 2. Children's autonomy also varied significantly according to their parents' feeding style. A responsive feeding style encouraged children to drink water by themselves. 3. The group with the highest score in self-help skills in toileting was 6-year-old girls, and the group with the lowest score was 3-year-old boys. Additionally, the groups with the highest scores in toileting were 4-year-old girls whose parents demonstrated a neglective feeding style, 5-year-old girls whose parents demonstrated an authoritative feeding style, 5-year-old girls whose parents demonstrated a responsive feeding style, 3-year-old boys whose parents demonstrated a responsive feeding style and 6-year-old boys whose parents demonstrated a neglective feeding style. Conversely, the groups with the lowest scores in toileting were 3-year-old girls whose parents demonstrated an authoritarian feeding style, 5-year-old girls whose parents demonstrated a neglective feeding style, and 3-year-old and 6-year-old boys whose parents demonstrated an authoritarian feeding style. 4. The group with the highest score in removing their coats was girls whose parnets demonstrated authoritative, responsive or neglective feeding styles. The group with the lowest score in removing their coats was boys whose parents demonstrated authoritative or neglective feeding styles.

• Korean Journal of Child Studies
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• v.21 no.2
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• pp.171-188
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• 2000

The level of representation, exploration and artistry by age and sex was examined in twenty children in each of 4-, 5-, and 6-year old groups attending an early education facility in Pundang City, Kyong'gi Province. Evaluation was by the scoring system used in the Project Spetrum(Krechevsky, 1994) with children's drawings of an animal, person, imaginary animal and 3D work with clay. Data were analyzed by 2-way ANOVA and Duncan test. The level of representation was lower than exploration and artistry in the 4-year-old groups. Level of artistry was lower than representation and exploration in the 5-and 6-year-old groups. The older children and girls showed higher scores than the younger children and boys in representation and exploration. There were differences between 4-and 5-year old children in artistry development.

• Korean Journal of Child Studies
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• v.34 no.1
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• pp.21-34
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• 2013

The purposes of this study were (1) to investigate the differences in the level of children's knowledge and reasoning skills due to the sloping phenomenon according to their ages and the types of tasks they were asked to perform, and (2) to investigate whether children's prior knowledge is changed to post knowledge through their reasoning. A total of 120 subjects, forty from each of the age groups 4, 6 and 8 were selected for the study. The major findings are presented below : 8-year old children showed higher levels of prior knowledge than 6-year old children. The prior knowledge level of the "size" task was higher than that of the "weight" task. 6-and 8-year old children showed higher levels of reasoning than 4-year old children. The reasoning level of the "size" task was higher than that of the "weight" task. 6-and 8-year old children showed higher levels of post knowledge than 4-year old children. However, there was no difference in children's post knowledge according to task difference. Through the different types of reasoning involved in the children's performances of the two tasks, changes in the prior knowledge of the sloping phenomenon were observed among all age groups.

• Journal of the Korean Home Economics Association
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• v.35 no.4
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• pp.111-124
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• 1997

The purpose of this study was to find out the effects of children's elementary school entrance age and sex on cognitive and social abilities. The subjects were 80 the same number was slected by elementary school entrance age(5-year and 6-year) and sex. Their cognitive and social abilities were measured by Intelligence Maturity Test and Revised Vineland Adaptive Behavior Scales. The data were statistically analyzed including descriptive statistics and multivariate analysis of variance. The results were as follows: 1) 6-year-old children had higher perceptive ability of sameness and calculation ability than 5-year-old children. Girls also had higher IQ and language concept than boys, 2) 6-year-old children's communication socialization and total social ability were higher than those of 5-year old children Girls' communication and total social ability were higher than those of boys. The implication was that it would be important to consider children's social ability if their entrance age were decided. In addition Early Entrance to Elementary School system should be reconsidered in the point of childer's developmental adaptation.

• Korean Journal of Child Studies
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• v.34 no.2
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• pp.63-81
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• 2013

The purpose of this study was to investigate and conduct effective schemes to direct drama activities for three-year-old children and to examine its influence on them. This research subjects comprised 23 three-year-old children and 2 teachers attending classes at Gureum at SanDeul kindergarten in Seoul, Korea. The researcher first recognized that problems existed in the ways in which children's leading roles were limited by the actor's roles themselves and they therefore were constrained in their use of dramatic expressions while performing drama activities. The researcher also recognized that children's drama activities integrated with traditional culture were largely deficient. For more effectively direction of children's drama activities, action research method was conducted over two sessions. First, certain factors of plays and traditional culture were incorporated within children's drama activities. Second, certain factors of Madangguk and traditional culture were also incorporated within children's drama activities. Through undertaking this research project, children were given the opportunity to actively participated in drama activities, trained their range of imaginative expressions, improved their cooperation with peers and enhanced their interest in traditional culture. The research suggests that children's drama activities when integrated with plays and Madangguk could effectively enhance children's artistic and educational skill.

• Speech Sciences
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• v.8 no.2
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• pp.7-22
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• 2001

This research with 40 hearing impaired children was performed to find out the characteristics of the phonological processes for each age, hearing loss degree and aided threshold degree through the transcriptions. The phonological processes of hearing impaired children are similar to those of normal children with a peculiar type of patterns in phonological processes. The results show that: (1) Between 5 and 6 year old groups the phonological processes were significantly different in palatal backing, glottal replacement and frication; between 6 and 7 year old groups the phonological processes were significantly different in velar fronting, labialization, alveolization and labial assimilation; between 7 and 8 year old groups the phonological processes, labialization, alveolization and alveolar assimilation, however 8 year old group showed more phonological processes than 7 year old group. (2) Between moderately-severe and severe hearing impaired groups, phonological processes were significantly different in the omissions of postvocalic, nasal and velar, stopping and stop assimilation. The differences of severe and profound groups were not found at all. (3) Aided hearing thresholds did not show any significant difference.

• Speech Sciences
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• v.13 no.3
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• pp.207-219
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• 2006

The present study was designed to investigate the comprehension of 'who' and 'what' questions in 2- to 3-year-old normal children. Sixty children were divided into 3 groups depending on their ages, i.e., age groups 2;6-2;11, 3;0-3:5, and 3;6-3;11. Three types of 'who' questions and 2 types of 'what' questions were generated depending on the attached case markers, i.e., who-nominative, who-accusative, who-dative, what-nominative, and what-accusative. The children watched 36 cuts of short video recordings. After watching each cut, they were asked to answer one of the 5 types of wh-questions. For the 'who-nominative' and 'what-accusative' questions, even the late 2-year-old children performed with over 70% of accuracy, and the late 3-year-old children performed with over 95% of accuracy. For the 'who-accusative' and 'who-dative' questions, the late 2-year olds exhibited difficulty in comprehension with performance accuracy of 41% and 33%, respectively. However, the late 3-year olds could comprehend those questions correctly with over 90% of accuracy. On the other hand, in answering 'what-nominative' questions, the children did not show rapid development across the age groups, as the mean performance accuracies of the 3 groups were 39%, 49%, and 59%, respectively. The results indicated that children's understanding of a wh- question is largely affected by the case of the interrogative.

• Proceedings of the KSPS conference
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• 2003.10a
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• pp.89-93
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• 2003

The aim of this paper is to investigate the development of inflected words of Korean based on the analysis of 3 to 8 year-old children's spontaneous speech. For this purpose, the authors transcribe the spontaneous speech of 10 Korean children for each age and classified inflected word. The result of the analysis is as follows : $\circled1$ In the verbs simple words are occupied 62％, derivative words 18％ and complex words 20％. In the adjectives simple words are 82％, derivative words 7％ and complex words 11％. $\circled2$ The children's getting older, derivative and complex words are increased, in spite of simple words are reduced. $\circled3$ 4 year-old children get to start the ability of word formation and then since the children become 8 year-old, the children complete that ability almost all we think.

• Korean Journal of Child Studies
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• v.36 no.4
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• pp.229-242
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• 2015

The purpose of this study was to investigate young children's nonsymbolic arithmetic ability according to task difficulty. The participants in this study comprised 43 2-year-old children and 48 4-year-old children recruited from 5 childcare centers located in Seoul, Korea. All tasks were composed of comparison, addition, subtraction, multiplication and division tasks. In addition, each arithmetic task varied with the ratio of the two quantities; low level(1:2), middle level(2:3), high level(4:5). The results revealed that 2 & 4-year-old children could perform a large numerical range of nonsymbolic arithmetic tasks without influences from previously learned mathematics. This finding suggests that children have a degree of numerical capacity prior to symbolic mathematics instruction. Furthermore, children's performance on nonsymbolic arithmetic tasks indicated the ratio signature of large approximate numerical representation. This result implies that large approximate numerical representation can be used in arithmetical manipulations.

• Korean Journal of Child Studies
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• v.16 no.2
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• pp.125-138
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• 1995

The purpose of the present research was to study developmental trends in categorical organization strategy. The subjects were 160 children - 40 nine - year - old boys, 40 nine - year - old girls, 40 seven - year - old boys, 40 seven - year - old girls. All subjects received one of three lists of items differing in category representativeness in either a free -recall or a sort -recall task. The selection of list materials permitted separation of the effects of age differences in category knowledge from those of knowledge per se on children's recall behavior. The tasks were administered to children individually with the memory task followed by the metamemory task. The data was analyzed with three - way ANOVA arid Pearson's correlation coefficient. The results were that (1) Children's recall, clustering, and metamemory increased with age, while age effects for clustering were restricted to the sort - recall/high typicality condition. At each age level, children showed higher level of recall, clustering and metamemory for category typical rather than atypical list, and sort - recall than free-recall. Level of clustering and metamemory were superior in the sort - recall task and for items of high category typicality. (2) 9 - year - old children were capable of deliberately and efficiently using category organization as a memory strategy at least when appropriate contextual support was present (as determined by task requirements and list materials: sort - recall/high typicality).