• 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.25 no.5
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• pp.179-191
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• 2004

An emotion inference task was used to investigate children's cognitive cuing by age, cue type, and situation-emotion fit. Subjects were 41 of 3-, and 5-year-old children from two different day-care centers in Seoul and Kyonggi province. Each child was individually interviewed with pictorial tasks. 5-year-old children demonstrated more cuing, thinking, and application responses than 3-year-old children. Particularly, they showed more situation and thinking responses in situation-emotion match than in situation-emotion mismatch. 3-year-old children showed more past-oriented responses than 5-year-old children. In the interpersonal cue story, there were more situation, past-oriented and thinking responses than in the interobjective ones. The interpersonal cue story produced more situation responses in situation-emotion match than in situation-emotion mismatch.

• Korean Journal of Child Studies
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• v.38 no.1
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• pp.117-126
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• 2017

Objective: The purpose of this study was to investigate young children's nonsymbolic magnitude comparison ability according to ratio limit and task condition. Methods: The participants included 40 3-year-old children, 42 4-year-old children, and 41 5-year-old children recruited from 4 childcare centers located in Seoul, Korea. All magnitude comparison tasks were composed of image material tasks and concrete material tasks. In addition, each magnitude comparison task varied with the ratio of the two quantities; 0.5 ratio, 0.67 ratio, 0.75 ratio. Results and Conclusion: The results revealed that 3-, 4-, and 5-year-old children could perform nonsymbolic magnitude comparison tasks without learning experiences. Also, 3-, 4-, and 5-year-old children could perform concrete material tasks better than image material tasks in nonsymbolic magnitude comparison tasks. Furthermore, children's performance on nonsymbolic magnitude comparison tasks indicated the ratio signature of the approximate number system. Children have a degree of numerical capacity prior to formal mathematics instruction. Also, children were influenced by task conditions or sense stimulus when they processed numerical information. Furthermore, the approximate number system can be used in understanding the ordinality of number.

• Korean Journal of Human Ecology
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• v.14 no.1
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• pp.59-68
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• 2005

The purposes of this study were to investigate the relationship between children's private speech during the individual session and maternal scaffolding during mother-child session. Subjects were twenty 3-year-old children and twenty 5-year-old children and their mothers recruited from day-care centers in Seoul. Mother-child interaction was videotaped for 15 minutes and maternal utterances were transcribed for analysis maternal scaffolding. Individual session of child after 3-5days was videotaped for 15 minutes and children's utterance was transcribed. Subcategories of maternal scaffolding were significantly related with children's private speech during individual session. There did appear to be an age difference in this relationship. In verbal strategy for scaffolding that 3-year-old's mother used, other-regulation and control, praise strategy was significantly related with children's private speech. In verbal strategy for scaffolding that 5-year-old's mother used, other-regulation and control, teaching strategy was significantly related with children's private speech. In maternal physical control strategy, withdrawal of mother physical control the maze task over time was significantly related with children's private speech. Withdrawal of mother physical control 5-year-old's physical performance was significantly related with children's private speech.

• Korean Journal of Child Studies
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• v.27 no.3
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• pp.255-270
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• 2006

The present study applied the research of Endres(2003) to investigate understandings of theory of mind by 3- and 4-year-olds based on false belief, perspective taking, and intention. Participants were 86 3- and 96 4-year-old children in three kindergartens. Individual interviews were conducted for each task. Results showed that 4-year-olds scored higher than 3-year-olds on all three variables. Both 3- and 4-year-olds scored highest on perspective taking and lowest on intention. These results suggest that children's understandings of the theory of mind are still developing between 3 and 4 years of age and that their understanding of intention develops more slowly than false belief and perspective taking.

• 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.24 no.1
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• pp.61-76
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• 2003

This study investigated children's cognition of physically impossible televised events by age and types of tasks. The 67 subjects were 3-, 5-, and 7-year-old children from 1 day care center and 1 elementary school in Seoul. Children's responses were taped and transcribed. Cognition about the events were measured by recognition of impossibility, possibility of replication, and reasons for the possibility of replication of the events. Data were analysed by ANOVA(repeated measure) and $Scheff{\acute{e}}$ test. Children's cognitions about the events varied by age groups. Three-year-old children's recognition of the 3 tasks was different from that of the 5-and 7-year-old children; while 3-year-olds interpreted the events on TV as real, 5- and 7-year-olds considered them to be unreal.

• Journal of the Korea Society of Computer and Information
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• v.24 no.2
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• pp.179-184
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• 2019

As the tendency of children's overdependence on smart phones increased, it was obligatory to carry out preventive education more than once a year in kindergarten and day care center, but there is no specific guidance on contents and method of preventive education. This is due to the lack of prior studies on the actual use of smartphones and the influence variables of infants and young children. The purpose of this study was to investigate the effects of use time, frequency of use, and sociological background variables on the actual situation of smartphone usage and overdependency on smartphone among 3-5 year old children nationwide. For the analysis, the frequency of the use of smartphone for 3-5 year old children was analyzed by frequency analysis, and the influence variables were correlated and multiple regression analysis. Research shows that smartphone overdependence of 3-5 year old children have an influence on the use time and frequency of use. The results should include content that restricts the use time and frequency of use of smartphones and prevention education programs for 3-5 year olds and young children. Suggesting a need for a transition to the educational method used.

• 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.

• 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.