• Korean Journal of Childcare and Education
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• v.5 no.2
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• pp.91-112
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• 2009

The purpose of this study was to analysis children's engagement behavior and teachers' linguistic behavior by type of group activity in kindergarten. The subjects were 45 children and 2 teachers of 5 years' class in 2 kindergarten. The data were collected by 16 times observation in general classrooms for 4 weeks to explore the children's engagement behavior and teachers' linguistic behavior. The results of this study are as follows: Firstly, the large group and structural activity from initiated teacher's plan. Secondly, children's watching and listening behavior was most frequently shown in academic large group activity. And children's active engagement behavior was most frequently shown in free play of peer group. Finally teachers explained and directed frequently in academic large group activity. And teacher praise and permission was frequently shown in free play of small group teacher-child interaction. Consequently, it is important to recognize the relationships between the activity type and children's engagement behavior in organized daily program for early child education.

• Korean Journal of Childcare and Education
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• v.12 no.1
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• pp.37-55
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• 2016

The purpose of this study was to analyze the effects of young children's playfulness, emotional control, and emotional instability on their peer play behavior, focusing on age differences. A total of 209 4- and 5-year-old children attending a child care center in South Korea participated in this study. The instruments used in this study were the Playfulness Scale, Emotion Regulation Checklist, and Penn Interactive Peer Play Scale. The collected data were analyzed using a Student's t-test, Pearson's partial correlation, and stepwise regressions with the SPSS software ver. 16.0. The main results of this study are as follows: First, there was a significant age difference in young children's emotional control, emotional instability, playfulness and peer play behavior. Second, the factors of emotional control and playfulness significantly predicted young children's play interaction irrespective of age. Third, the factors of emotional instability and playfulness significantly predicted young children's play disruption and play disconnection. Further, implications for the use of early intervention targeting specific emotional control and emotional instability problems have been discussed.

• Pediatric Gastroenterology, Hepatology & Nutrition
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• v.14 no.2
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• pp.161-170
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• 2011

Purpose: The aim of this study was to investigate the feeding patterns, use of dietary supplements, and nutrient intake of Korean toddlers. Methods: We used data for 930 toddlers who participated in the 4th Korean National Health and Nutrition Examination Survey (KNHANES) from 2007 to 2009. Feeding patterns and use of dietary supplements were assessed using standardized questionnaires, and nutrition intake was assessed using the 24 hr recall method. Results: In 2007~2009, 48.7% of toddlers used dietary supplements. Most parents (95.4%) initiated a regime of dietary supplements for their children following the advice of friends or relatives. Only 0.4% of parents followed the advice given by their doctors for dietary supplements use. In the survey of nutrient intake for toddlers, the prevalence of inadequate calcium intake was 53.9% for subjects aged 1 year, 55.2% for 2 years and 65.6% for subjects aged 3 years. The prevalence of inadequate iron intake was 52.0% for subjects aged 1 year, 48.7% for 2 years and 48.4% for subjects aged 3 years. In the survey performed on feeding patterns of toddlers during the infant period, mixed feeding accounted for 57.4%, breast feeding for 32.2%,and formula feeding for 10.4%. Sixty-five percent of toddlers began weaning between 4 and 6 months. Conclusions: This study indicated that a number of toddlers were at risk of inadequate calcium and iron intake. The role of professionals in counseling for qualified dietary intake and dietary supplement use is therefore necessary for Korean toddlers.

• Korean Journal of Childcare and Education
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• v.9 no.1
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• pp.281-299
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• 2013

The purpose of this study was to examine the relations between the quality of teacher-child relationship, child temperament, and teacher-child interaction. The subjects were 51 3-4 years old children who were attending a preschool in Seoul and their mothers. The mothers of the young children rated child temperament and the head teachers of the children evaluated the quality of teacher-child relationship. The frequency of teacher-child interactions in the classroom was collected through observation during self-selected activities in the classrooms. Observational data included frequency of teacher-initiated interactions and number of child-initiated interactions. The results showed that boys were more likely to have conflictual relationships with teachers and girls were likely to have close relationships with teachers. And lower levels of effortful control were associated with teacher-child conflict. More child-initiated interactions were related to the conflict relationships with teachers. Results suggest that child characteristics and teacher-child interactions contribute to children's relationships with teachers.

• Korean Journal of Child Education & Care
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• v.17 no.4
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• pp.51-69
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• 2017

The purpose of this study is to derive educational meaning by analyzing 5-year-olds' activities process in soil-themed activities about 'soil' theme which was investigated by examination and teachers' reflective journals. For this, data of 20 children in 5-year-old class were collected and analyzed. As a result, firstly the value of children's pre-concept evaluation on soil theme was identified. Secondly, 'soil' theme was found to have a positive influence on children's feeling of wonder about nature and their ecological perspective taking ability. Thirdly, children could comprehensively investigate science education fields such as biology, ecology, and earth science in the process of investigating soil theme. Fourth, children came into interest in the process of understanding the relationship between soil and human through media. Lastly, children were found to compose scientific knowledge while investigating soil, through naturally using the method of inference.

• Korean Journal of Childcare and Education
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• v.11 no.6
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• pp.115-131
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• 2015

This study is aimed to determine the relation among fathers' rejective parenting style, fathers' community spirit, and their children's humanity. We also examined whether fathers' community spirit mediates the association between fathers' rejective parenting style and children's humanity. The study used data from 207 4-to 5-year-old children and their fathers from a kindergarten located in Seoul, South Korea. We estimated Cronbach's ${\alpha}$ and Pearson's correlation coefficient, and employed a two-way ANOVA and a multiple regression analysis. In addition, a Sobel test was conducted to examine the mediation effect. The results are as follows. First, There were no significant differences in fathers' rejective parenting style, fathers' community spirit, and their children's humanity by children's sex and age. Second, children's humanity was negatively related to fathers' rejective parenting style and positively related to fathers' community spirit. That is, children's humanity can be improved further by lowering fathers' rejective parenting style and increasing fathers' community spirit. Third, our results showed that fathers' community spirit mediated the association between fathers' rejective parenting style and their children's humanity.

• Journal of Gifted/Talented Education
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• v.25 no.4
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• pp.581-605
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• 2015

The purpose of this study is to build an instruction method focused on the mathematical process and apply it to 12, 5-year-olds from Kindergarten located in Seoul with a view to explore the changes in their mathematical thinking. In addition, surveys with parents and teachers, as well as those conducted in the field of early childhood education, were conducted to analyze the current situation. The effects focused on the five mathematical processes, namely problem solving, reasoning and proof, connecting, representing and communication was found to help the interactions between teacher-child and child-child stimulate the mathematical thinking of the children and induce changes. The mathematical process-focused instruction aimed to advance mathematical thinking internalized mathematical knowledge, presented an integrated problematic situation, and empathized the mathematical process, which enabled the children to solve the problem by working together with peers. As such, the mathematical thinking of the children was integrated and developed within the process of a positive change in the mathematical attitude in which mathematical knowledge is internalized through mathematical process.

• Korean Journal of Child Studies
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• v.30 no.5
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• pp.9-22
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• 2009

본 연구에서는 유치원에서의 훈육과정을 관찰하고, 이에 대한 담론을 분석함으로써 교사와 학생간의 관계 형성 과정 및 유형에 대해 살펴보았다. 이를 위해 미국에 위치한 대학부속 유치원에 재학중인 만 4세 학생 32명과 지도교사와의 대화 내용을 녹음하였으며, 지도교사와의 심층면접도 실시하였다. 분석 결과, 교사-아동간의 관계 형성 유형은 크게 친밀, 독립, 갈등적 관계의 세 유형으로 구분되었으며, 대부분의 아동들은 교사와 친밀 또는 독립적 관계를 보였다. 단지 3명의 학생이 교사와의 갈등적 관계를 보였는데, 이는 교사의 차별적 처사 때문이 아니라 교사가 긍정적인 상호작용을 시도했음에도 불구하고 학생들이 교사의 암시적인 단서를 놓치거나 무시함에 따라 부정적 상호작용이 반복되면서 발생되는 것으로 밝혀졌다. 즉 학생들의 미성숙한 사회적 기술로 인한 것이었다. 따라서 본 연구에서는 교사가 학생과의 갈등적 관계 형성 과정을 인지하고, 그들을 위해 명시적인 훈육방법을 제공해야할 필요성에 대해 제안하였다.

• Journal of Gifted/Talented Education
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• v.12 no.2
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• pp.1-15
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• 2002

The purpose of this study was to investigate the characteristics of preschoolers' giftedness by their parents' perception. Total 3 groups of 148 subjects from age 30 months to 6 years 10 months old young gifted children's parents participated. The major findings were as follows : (1) There were critical characteristics of preschoolers' giftedness by parents' perception, which were 'good memory', 'high curiosity', 'read and understand of math', 'enjoy of learning and high motivation', 'high concentration', reading books', 'verbal ability', 'creativity', 'questions', and 'independency', (2) These characteristics of preschoolers' giftedness showed more strong and intense as they got older, and (3) Some characteristics revealed more, but the other characteristics revealed less as they got older. These findings suggested the consideration of child's age as the reliable identification process of young gifted children.

• Korean Journal of Child Education & Care
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• v.19 no.1
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• pp.59-73
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• 2019

Objective: The purpose of this study was to investigate the moderating effect of mothers' play support beliefs on the relation between mothers' insecure attachment and children's playfulness. Methods: The research participants of this study include 254 children aged 3 to 5, who attended kindergartens and day care centers located in Seoul, Gyeonggi and Chung-cheong, and their 254 mothers. For data analyses, descriptive statistics, Pearson's correlation and hierarchical multiple regression were conducted using SPSS 23.0 program. Results: First, there was negative association between mothers' insecure attachment and play support beliefs. Social spontaneity and expression of joy were negatively related to mothers' insecure attachment. However, mothers' play support beliefs showed positive associations with children's playfulness, particularly including children's physical spontaneity and expression of joy. In addition, mothers' play support beliefs moderated the relation between mothers' insecure attachment and children's expression of joy. However, the beliefs did not moderate the relation between mothers' insecure attachment and other playfulness traits. Conclusion/Implications: The findings of the present study indicate that mothers' understanding of the importance of play may buffer the adverse effect of mothers' insecure attachment on children's capabilities of expressing their sense of pleasure.