• Journal of Fisheries and Marine Sciences Education
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• v.27 no.3
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• pp.601-613
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• 2015

This study investigated peer competence according to children's types of multiple attachment for mothers and teachers. The subjects of this study were 129 five-year old children and their 7 teachers who attend 3 kindergarten in Busan. They completed Attachment Story Completion Task(ASCT), Attachment Q-set and Peer Competence Measure. Collected data were analyzed using t-test and two-way ANOVA. The major results of this study were as follows: First, for mother, children who were securely attached showed higher peer competence than children who were insecurely attached. Girls showed higher peer competence than boys. No significant differences were found between securely attached and insecurely attached children with teachers. Girls showed higher peer competence than boys. Second, children who were attached both mother and teacher or either mother or teacher showed higher competence than children who were insecurely attached with both mother and teacher.

• Journal of the Korean Home Economics Association
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• v.45 no.7
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• pp.49-60
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• 2007

The purpose of this study was to analyze the weight measurement tasks according to children's ages and whether 4-to 6-year-old children use proper measurement equipment to measure weight. The study subjects were 105 preschool children: 37,38, and 30 4-, 5-, and 6-year-old children, respectively. The results showed that young children use 3 to 4 strategies. They used a strategy to estimate objects visually on the first step in measurement by direct comparison. On the second step, in measurement by nonstandard unit, they held up objects with one hand or two hands. That is, two strategies were shown in measuring objects with hands in this second step. On the third step, which is measured by standard unit, they used a strategy to choose the equal arm balance out of suggested measurement equipment.

• Fashion & Textile Research Journal
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• v.16 no.3
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• pp.406-420
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• 2014

The goal of this study is to support the children's pants construction methods that secure clothing size and fit appropriateness through proposed improvements of denim pants construction method focusing on 4-year-old boys. Depths interview on the actual condition, measurements and calculations for positions and ease of the clothing points corresponding to the body points actually worn were conducted for 47 denim pants of nine boys. "Characteristics of the areas worn" and "physical characteristics of lower body" were analyzed, and improvements of 4-year-old children's denim pants construction method were proposed. As the results, the different figures in "characteristics of the areas worn" between the existing children's pants construction methods and children's actual wearing habits were found, and identification of distinct children's lower body from adults' supports that we should avoid tracing adults' methods without reasons. Children's pants construction method on basis of actual wearing should be devised to solve fit problems. Improvements of children's method were proposed such as ease of girth by different area worn, ease of "elastic waist girth", the difference between "elastic waist girth" and "pattern waist girth", and the difference between "pattern waist girth" and "pattern hip girth" as considerations of pants girth items, and appropriate position "clothing waist girth" "pants hip length" level, "pants crotch length" level, "clothing knee length" level, and "pants outside length" level for pattern making as considerations of clothing length items.

• Clinical and Experimental Pediatrics
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• v.63 no.6
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• pp.232-236
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• 2020

Background: Children today get access to smartphones at an early age. However, their ability to use mobile apps has not yet been studied in detail. Purpose: This study aimed to assess the ability of children aged 2-8 years to perform touchscreen gestures and follow prompting techniques, i.e., ways apps provide instructions on how to use them. Methods: We developed one mobile app to test the ability of children to perform various touchscreen gestures and another mobile app to test their ability to follow various prompting techniques. We used these apps in this study of 90 children in a kindergarten and a primary school in New Delhi in July 2019. We noted the touchscreen gestures that the children could perform and the most sophisticated prompting technique that they could follow. Results: Two- and 3-year-old children could not follow any prompting technique and only a minority (27%) could tap the touchscreen at an intended place. Four- to 6-year-old children could perform simple gestures like a tap and slide (57%) and follow instructions provided through animation (63%). Seven- and 8-year-old children could perform more sophisticated gestures like dragging and dropping (30%) and follow instructions provided in audio and video formats (34%). We observed a significant difference between the number of touchscreen gestures that the children could perform and the number of prompting techniques that they could follow (F=544.0407, P<0.05). No significant difference was observed in the performance of female versus male children (P>0.05). Conclusion: Children gradually learn to use mobile apps beginning at 2 years of age. They become comfortable performing single-finger gestures and following nontextual prompting techniques by 8 years of age. We recommend that these results be considered in the development of mobile apps for children.

• Korean Journal of Child Studies
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• v.26 no.3
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• pp.29-42
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• 2005

In this study on the development of children's understanding of varieties of expertise, forty-seven 3-, 4- and 5-year old children were asked to differentiate expertise in the minds of adults, using twenty-four questions consisting of 3 levels of inferences, False belief tasks were also provided to discover correlations with knowledge of various pockets of expertise, Results revealed that 4- and 5-year olds made more correct attributions than 3-year olds. Children also inferred attributions properly on familiar experts, understanding of stereotypical roles, normal functioning, and underlying principles, in that order. Children's concepts of varieties of expertise were correlated with their understanding of false beliefs.

• The Journal of Pediatrics of Korean Medicine
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• v.17 no.1
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• pp.17-27
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• 2003

Background: Snoring in children, is associated Kith adenotonsillar hypertrophy and sinusitis which contribute to upper airway obstruction, so we studied the sinusitis and adenoid size of snoring children with plain radiography Materials and method: Fifty patients having snoring, nasal obstruction in our hospital between November 2001 and November 2002 were studied using plain radiology PNS(water's view) and Neck lateral view(adenoid size with A/N ratio) Results: 1. In oriental medicine, Hu-Bi means laryngopharyngeal edema and obstruction, laryngopharyngeal disease are due to Hwa-Yeoul( fire and hot), sinus disease are due to Fung-Han(wind and cold) and Fung-Yeoul(wind and hot). 2. Age ranged from 2 to 17 year-old ( mean age: 6 years), 5-7 year-old were 18 patients (36%). Age of on set, 25 patients were 1-4 year-old (50%). 3. Of the 50 snoring patients, 37 patients were sinusitis(74%), 20 patients had enlarged adenoid(40%). Of the 20 large adenoid patients, 19 patients were sinusitis(95%). 4. Of the 50 snoring patients, size of tonsil were flowed. Fifteen were severe(3+), 17 patients were moderate(2+) and 15 patients were mild(1+). Of the 20 enlarged adenoid patients, size of tonsil flowed. Five were severe(3+), 11 patients were moderate(2+) and 4 patients were mild(1+). Conclusion : Of the 50 Snoring patients, 37 patients showed sinusitis(74%), 32 patients showed large tonsil(64%), 20 patients showed large adenoid(40%).

• The Korean Journal of Community Living Science
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• v.22 no.1
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• pp.95-102
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• 2011

The purpose of this study was to examine the development of detailed description for drawing houses according to the shapes of lines, and dimensions of space from 4 to 5 years-old children. Participants were 76 children from a daycare center in Busan, Korea. Each child was asked to draw 4 different houses according to the shapes of lines and dimensions of space, such as: straight lines and 2-dimensional pictures straight lines and 3-dimensional Models, curved lines and 2-dimensional pictures and curved lines and 3-dimensional models. The children's drawings were scored based on a "detailed description rating table" which consisted of 10 items. Summarizing the overall results, first, 5 year-olds scored significantly higher than 4 year-olds in the detailed description of 4 different house models. Second, the houses with straight lines scored significantly higher than those with curved lines in the detailed description. Third, there were no significant differences between 2-dimensional houses and those of 3-dimensional models in the detailed description. These results suggest that the detailed description of young children's drawing is developed as children grow older, and drawing with straight lines are earlier developed than curved lined drawings.

• Korean Journal of Child Studies
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• v.36 no.4
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• pp.1-16
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• 2015

The purpose of this study was to examine the bidirectional relationship between the negative emotionality of 0-to 3-year-old and maternal parenting styles, focusing on warmth and reactivity. Four waves of panel data from the Korean Children Panel Study(KCPS) were analyzed in this study by means of autoregressive cross-lagged modeling. The results of this study were as follows. First, negative emotionality and maternal parenting styles were consistently stable for 0-to 3-year-old. Second, a bidirectional relationship between negative emotionality and maternal warmth parenting styles was confirmed according to the appearance of both parent and child effects. In other words, higher levels of negative emotionality was associated with lower maternal warmth parenting styles across time and in both directions. Additionally, the relationship between negative emotionality and maternal reactivity parenting styles were partially identified as being bidirectional in nature, whilst also being related to age. These findings suggested that parent education aimed at strengthening parenting skills, and programs designed to relieve negative emotionality of 0-to 3-year-olds are clearly needed.

• Korean Journal of Child Studies
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• v.22 no.3
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• pp.241-256
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• 2001

This study investigated types of language during dyadic collaboration on 2 spatial perspective problems. Subjects were 3 groups of children consisting of 14 dyads each of boys and of girls paired by age and sex, totaling 168 6-, 8-, and 10-year-old children. The entire procedure was videotaped. Data were processed by t-test and one-way ANOVA. Older children used less ego-centric and more socialized speech than younger children. No age differences were found for degree of exploration without collaboration, quarreling, or nonabstract collaborative explanation. The 10-year-olds used more abstract collaborative explanation, primitive argument, and genuine argument than the 6-year-olds.

• Korean Journal of Child Studies
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• v.21 no.1
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• pp.35-44
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• 2000

This study examined the development of phonological awareness of 3-, 5-, and 7-year-old children, 20 subjects at each age level. The 3-year-olds were given 2 phoneme detection tasks and the 5- and 7-year-olds were given 5 phoneme detection tasks. In each task, the children first heard a target syllable together with 2 other syllables and were asked to tell which of the 2 syllables sounded similar to the target. Children were able to detect relatively large segments ($Consonant_1+Vowel$ or $Vowel+Consonant_2$: $C_1V$ or $VC_2$) at the age of 3 and gradually progressed to smaller sound segments(e.g., phonemes). This study indicated the Korean children detect $C_1V$ segments better than $VC_2$ segments and detect the initial consonant better than the middle vowel and the final consonant.