• 아동학회지
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• 제14권1호
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• pp.77-89
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• 1993

The purpose of this study was to investigate (1) children's field dependence by age and sex, (2) children's interpersonal problem solving ability by age, sex, and contextual factors, (3) children's interpersonal problem solving ability by field dependence. The subjects were 120 five-, seven-, and nine-year-olds. Children's field-dependence was measured with the Children's Embedded Figures Test (CEFT). Children's interpersonal problem solving ability was measured with the Preschool Interpersonal Problem Solving Test (PIPS Test). Statistical methods adopted for data analysis were frequencies, percentiles, means, standard deviation, t-test, oneway ANOVA. $Scheff{\acute{e}}$ test and Pearson's correlations. Major findings were that (1) The older children were more field-independent than the younger ones (2) The older children suggested more problem solving methods and higher-level problem solving strategies than the younger ones. (3) Children suggested higher-level problem solving strategies in contexts involving familiar as opposed to unfamiliar participants and contexts involving children as opposed to adults. (4) 9-year-olds' field-independence was positively associated with interpersonal problem solving ability.

• 아동학회지
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• 제25권6호
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• pp.153-170
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• 2004

This study explored age and sex differences in preschoolers' narrative representations of their mothers. Subjects were 120 3-, 4-, 5- and 6-year-old children, with 15 boys and 15 girls in each age group. Using the MacArthur Story Stem Battery(Bretherton et al., 1990), observations were made to obtain children's narrative representations of their mothers. content themes and emotional responses. Boys' representations were more negative and less positive than girls' regardless of their age. Boys talked about more aggressive themes and showed more anxiety and less joy. Five and 6-year-old children had less negative and disciplinary representations of their mothers than 3- and 4-year-olds. Six-year-olds showed less prosocial themes than 3- and 5-years, and fewer aggressive themes than 3-and 4-year while they showed less joy, distress and concern responses than 3-years.

• 한국보육지원학회지
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• 제10권3호
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• pp.121-135
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• 2014

본 연구에서는 동물체험활동이 유아의 정서지능 및 심리적 건강성에 미치는 영향을 알아보고, 성, 연령에 따른 차이를 분석하였다. 연구대상은 만 3, 4세아 70명이며 실험집단의 유아는 12회의 동물체험활동을 경험했다. 실험집단과 통제집단을 대상으로 정서지능, 심리적 건강성을 사전 사후 측정한 후 공변량분석한 결과 동물체험활동에 따른 실험효과가 나타나 정서지능 전체, 그리고 하위변인별로는 자기정서의 이용, 타인정서의 인식 및 배려, 자기정서의 인식 및 표현, 감정조절 및 충동억제에서 동물체험활동을 경험한 집단의 정서지능이 통제집단보다 높은 것으로 나타났다. 심리적 건강성의 경우 연령에 따른 차이가 나타나 4세의 심리적 건강성이 3세보다 높은 것으로 나타났으며, 집단과 연령 간 상호작용효과가 나타나 동물체험활동의 긍정적 효과가 3세보다 4세에서 더 뚜렷했다.

• The Journal of Korean Physical Therapy
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• 제11권2호
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• pp.21-28
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• 1999

The purpose of this study were to describe the performance 67 kindergartener who aged from 4 to 7 years on the Pediatric Clinical Test of Sensory Interaction for Balance(P-CTSIB) and to determine difference with foot position and age. All Subjects were performance with different foot position that were feet-together, heel-toes. the starting position was that subject placed their hands on the hips, The results of this study were as follows 1. There were significiant difference in all instances by age whoa subjects were foot together(p<0.05). 2. There were singificiant difference in all instances by age excepts condition V awhen subjects were heel toes(p<0.05). 3. Duration of balance performance, of 4-year-olds were shortest and duration of balance performance of 7-year-olds were longest.

• 대한가정학회지
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• 제43권3호
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• pp.185-197
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• 2005

The purpose or this study was to investigate the effects of children's internal (age, sex, self-respect) and external (maternal belief, childrearing behavior) variables on self-regulation. The subjects were 2004-and-5-year-olds, their mothers, and teachers. Children's age, sex, and self-respect had m influence on self-regulation; that is 5-year-olds were higher than 4-year-olds for behavioral self-regulation, girls were higher than boys for cognitive and behavioral self-regulation, and the high self-respect group was higher than the low self-respect group for cognitive self-regulation. The psychological controlling and externally directed strategies had a negative influence on children's self-regulation. Maternal affectionate childrearing behavior had an influence on children's self-regulation; that is the high affectionate group had children with higher self-regulation.

• 아동학회지
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• 제21권3호
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• pp.107-117
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• 2000

This study examined a portfolio scale for the assessment of the writing of 295 kindergarten children. The data were analyzed by Spradley's Developmental Research Sequence(DRS), using qualitative methods. Results showed that the writing portfolio scale for 4-year-olds includes "a word or write a children's name" "picture or word with shape of letters" and "scribbling or zig-zag". The writing portfolio scale for 5- and 6-year-olds includes "invented spelling" "write according to sound" and "omitted letters" "write a good hand". The writing portfolio scale for 4-, 5-, and 6-year-olds reflects their writing experience in daily life.

• 가정과삶의질연구
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• 제29권3호
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• pp.99-118
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• 2011

The purpose of this study was to investigate the dual readership represented in the use of picture books. The study was conducted through in-depth interviews and observation of 9 families including 5-year-olds. The findings of this study were as follows. First, mothers exercised their exclusive right to choose books for their children. They usually used online bookstores, libraries, or book rental shops by consulting other mothers or merchandisers. On the other hand, fathers and children seldom involved themselves in the selection of picture books. Second, children preferred interesting books, while mothers favored complete series of books, which were usually for educational purposes. Third, dynamic interaction between mother and child was occurred during their daily routine of reading picture books together. Five-year-olds seemed to be transitioning into independent readers, and mothers showed that they were also readers of picture books when they appreciated and enjoyed them.

• 한국보육지원학회지
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• 제9권4호
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• pp.107-133
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• 2013

본 연구는 유치원과 어린이집에 다니는 유아의 어머니들을 대상으로 만 5세 누리과정에 대한 인식을 조사, 분석하여 누리과정의 발전과 정착에 필요한 기초자료를 제공하는 데 목적이 있다. 연구의 대상은 만 3~5세 유아의 어머니 382명(유치원 192명, 어린이집 190명)이다. 연구의 결과는 첫째, 자녀의 재원 기관에 관계없이 어머니들은 누리과정이 시행 중인 것과 누리과정이 유치원과 어린이집에 다니는 유아들을 위한 공통 교육과정인 것을 알고 있었다. 둘째, 어머니들은 누리과정이 필요하며, 누리과정에 대해서 만족을 나타냈다. 셋째, 누리과정이 갖추어야 할 환경적 요소에 대한 인식에는 유의한 차이가 없었다. 넷째, 누리과정을 담당하는 교사의 자질에 대해서는 어머니 간 차이가 있었으나, 학력과 연령에 대한 선호에는 유의한 차이가 없었다. 다섯째, 누리과정이 유아교육 보육의 질적 수준 향상에 비교적 도움이 된다고 인식하였다. 여섯째, 어머니들은 만 5세 누리과정이 시행된 이후 자녀가 다니고 있는 기관을 옮기지 않았다. 본 연구의 결과를 바탕으로 유아교육기관의 선택을 앞둔 유아와 학부모에게 도움을 주고자 한다.

• 아동학회지
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• 제29권1호
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• pp.15-32
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• 2008

The logical and mathematical thinking of 1- to 3-year-olds was studied by age groups at 6 month intervals; logical-mathematical thinking was examined by the two physical knowledge activities of cylinder rolling and making a slope. Results showed that in their early 1st year infants failed in both tasks. Infants in their late 2nd year showed understanding of 'rolling things' and 'non-rolling things' by comparing cylinders and cubes in the cylinder rolling activity and they showed 'spatial inference' by adjusting the position and direction of the cylinder so that the cylinder could roll properly and by adjusting the board on a block in the slope making activity. Three-year-old children rolled a cylinder and made a slope without difficulty.

• 아동학회지
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• 제24권1호
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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.