• 아동학회지
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• 제33권3호
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• pp.131-148
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• 2012

This study examines the scientific concept development of young children in terms of the day-night cycle. The subjects consisted of 180 three-, four-, and five-year-old children from two kindergartens and one children's center located in Seoul and Jeju. Individual interviews were conducted to collect verbal and pictorial responses on the day-night cycle. The scientific concepts on the day-night cycle are classified five stages including : no recognition, egocentric concept, initial mental models, synthetic mental models, and scientific mental models. Using two-way ANOVA, scores for the types of concept on the day-night cycles were then analyzed according to both the ages and genders of the children. The results reveal the existence of significant differences in terms of the types of concept of young children according to age. Most three-year-olds children had no recognition. Most three, four, and five-year-old children revealed egocentric concepts. Four-year-old children revealed that were in the initial stages of experiencing the mental models and synthetic mental models of the day-night cycle. Five-year-old children revealed that they were in the early stages of experiencing the initial, synthetic, scientific mental models of the day-night cycle. The results suggest appropriate ways of science education for young children based on the development of scientific concepts of the day-night cycle.

• 대한가정학회지
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• 제36권4호
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• pp.137-146
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• 1998

The purpose of this study was to compare the expectations of mothers and teachers regarding development of three-year-old children and to analyze factors influencing the expectations. The results of this study showed that the mothers held higher expectations than the teachers regarding development of their children in all areas. Maternal expectations differed depending on the ages of the mothers and their children's birth order. Teaching experience with three-year-old children also made differences in the teacher's expectations. Implications to parent education and suggestions for future studies were provided.

• 한국생활과학회지
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• 제10권1호
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• pp.15-31
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• 2001

The main purpose of this study was to explore the development of knowledge about the appearance-reality distinction and the perspective-taking ability and to examine its relation. The subjects were 104 children, 13 boys and 13 girls each at the age of 3, 4, 5, and 6. The performance of four age groups were compared on illusion appearance-reality, color appearance-reality, perceptual perspective-taking, and cognitive perspective-taking tasks. The data were collected by individual testing and analyzed by the two-way ANOVA with repeated measures, one-way ANOVA and Pearson Correlation Coefficients. The major results were as follows. 1. In children's understanding of the appearance-reality distinction, significant differences were found between 3-year-olds and 4-year-olds, and 5-year-olds and 6-year-olds. While between 4-year-olds and 5-year-olds showed no such differences. Besides, gender did not affect the children's understanding of the appearance-reality distinction. 2. There was significant difference in performance according to the type of tasks. That is 3-year-olds perform better illusion appearance-reality distintion than color appearance- reality distintion, while 4, 5, 6 year old children's performance of color appearance-reality and illusion appearance-reality distinction showed no difference. 3. In children's ability of perceptual perspective-taking, significant difference was found between 3, 4, 5-year-olds and 6-year-old children. And in ability of cognitive and perspective-taking, significant difference was found between 3, 4-year-olds and 6-year-old children. Besides, gender did not affect the children's perceptual and cognitive perspective-taking. 4. The color appearance-reality distinction and perceptual perspective-taking showed significant correlation. That is, the children of high grade for perceptual perspective-taking were better understanding of color appearance-reality distinction.

• 아동학회지
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• 제34권2호
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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.

• 음성과학
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• 제8권2호
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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.

• 한국지역사회생활과학회지
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• 제19권4호
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• pp.569-580
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• 2008

The purpose of this study is to investigate opposites acquisition and tendency of processing negations about directional oppositionality from 3- to 6-old Korean children. The data were collected from 80 children from a daycare center and 20 university students in Busan, Korea. In Experiment 1, participants were asked to produce opposites for common terms related to colors, directions, and dimension adjectives. In Experiment 2, they were asked to make pictures corresponding to statements with negations(e. g. The arrow is NOT pointing up.). Summarizing the overall results, first, children over 5 considered 'blue' and 'red' as opposites colors in the case of not well-known color opposites. If there exists an opposite color, color opposites have been acquired from 6 year-olds, the directional opposites started from 3 year-olds, and the opposites of dimension adjectives did from 5 year-olds. Second, preferring the antipodal color opposites started from 6 and preferring the antipodal direction did from 3. Consequently, 3-to 6 year-old children acquired opposites at different age and opposites dimension. Also the opposites dimension have an effect on processing negation of young children.

• 아동학회지
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• 제31권6호
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• pp.153-166
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• 2010

The purpose of this study was to examine Korean young children's acquisition of honorific expressions. The participants of the present study were 297 young children (ages 3-5 years) from Kyunggi province. The results of the study showed that young children acquire honorific markers in the order of hearer-honorific expressions, subject-honorific expressions, and then object-honorific expressions. Five-year old children acquired at least 75% of the hearer-honorific expressions. The result can be explained by the fact that most of them were used in greetings. Even though more than 90% of five-year old children acquired the subject-honorific marker si, the acquisition rates of subjecthonorific nouns and subject-honorific verbs were less than 10%. Finally, the acquisition rates of objecthonorific expressions were less than 20%, with the exception of the object-honorific noun ce. The results of the study suggest that educational programs should be developed in order to facilitate the acquisition of honorific markers in young children.

• 대한가정학회지
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• 제40권10호
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• pp.103-112
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• 2002

This study investigated the relation between preschoolers' emotion understanding and parents' emotion expressiveness and attitude toward children's emotion expressiveness. Subjects were ninety 3- to 5-year old children and their parents. Parents' emotion socialization was measured by PACES developed by Saami(1989) and FEQ developed by Harberstadt(1986). And preschoolers' identification of basic emotional expressions and expression of their own feelings and others' feelings in various situations were measured. Results revealed that 5-year-old children understood emotion better than 3-year-old children, and mother's positive emotion expression influenced children's emotion understanding. The results are consistent with recent research showing that parents emotion socialization may be important for preschoolers' emotion understanding.

• 아동학회지
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• 제31권4호
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• pp.49-60
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• 2010

This study sought to investigate and assess the development patterns of children, aged from 3 to 5, by means of a longitudinal approach. The children's developmental patterns are classified according to five curriculum areas; physical health, social skills, expression, language, and exploration-. The developmental patterns are analyzed in detail according to the observation period, children's ages, and their genders. The subjects consisted of 108 children in A city. A research assistant was asked to observe and keep records of the children's behaviors at three distinct times -early, middle, and late in the school year. The 'observational scale for children' was used as the measurement tool. The data which was thus collected was then subject to statistical analysis. The major findings of the study are as follows. First, there were significant differences in all five curriculum areas according to the children's age and observation period. That is, five-year-old children showed higher scores than three- and four-year-old children. Second, there were significant differences in the social development within five curriculum areas according to the children's gender and the observation period. That is, girls exhibited higher scores than boys.

• 한국지역사회생활과학회지
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• 제25권4호
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• pp.609-617
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• 2014

This study investigates the relationships between the parenting stress of mothers of three-year-old children, and parenting styles of these mothers, and characteristics of parents to analyze relevant variables influencing parenting stress. Data on a total of 1,704 mothers from the 2011 Korean Children Panel Survey of the Child-Care Policy Research Institute were analysed. First, the parenting stress of mothers of three-year-old children was negatively correlated with parenting style, marital conflict, and husband's cooperation, but positively correlated with their marital conflict. Second, the positive parenting style had the greatest effect on the parenting stress of mothers of three-year-old children, followed by marital conflict. These results demonstrate that parents' positive parenting style and harmony education and social support for the parenting stress of mothers of three-year-old children.