• Journal of Korean language education
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• v.25 no.1
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• pp.235-265
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• 2014

This study is for looking into distinguishing features in child KSL learners' early literacy development. For these, the writings, recording data of dialogue, and observational journals of KSL child learners was collected regularly and the data were analysed. As results, KSL child learners showed lots of writing errors due to difficulty in phonological awareness or letter awareness of Korean language. And they seemed to develop the competence of connecting letters and meanings prior to developing the competence of connecting letters and sounds. Three KSL child learners showed great individual differences in development rate, and it is supposed to be mainly caused from differences of literacy development in their mother tongue, or quantity and quality in exposure for Korean language.

• Korean Journal of Child Studies
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• v.30 no.5
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• pp.87-102
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• 2009

This study used path analysis to investigate the effect of home environment on children's linguistic ability. Participants were 230 4- to 5-year-old kindergarten and child care children and their parents located in D city, Gyeongbuk Province. Instruments were the Children's Linguistic Ability Test (Suk Im Lee, 2006), and questionnaires to measure the physical and literacy environment at home and parents' socio-economic status. Results showed that parents' socio-economic status and application of a literacy environment directly caused children's literacy; physical surroundings and an environment of literacy were variables that effected children's literacy indirectly.

• Korean Journal of Child Studies
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• v.26 no.4
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• pp.173-188
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• 2005

To examine relationships between learning-related social skills(LRSS) and literacy development a sample of 167 children aged 5-6 years were selected from 3 preschools in Seoul. Instruments for measuring LRSS were the cooperation, assertion, and self-control scales of the Social Skills Rating System (Gresham & Elliott, 1990) and the mastery behaviors scales of the Child Behavior Rating Scale (Bronson, et al. 1990). Literacy development was measured by the Concepts about Print(Woon, 1999), the Learning Readiness Scale(Korean Educational Development Institution 1998), and the Writing Development Scale(Lee, 1997). Teachers rated children's LRSS. Data were analyzed by mean, standard deviation, t-test, bivariate correlation, and regression analysis. LRSS correlated with children's literacy development. Mastery behaviors were the best predictor of literacy development.

• Korean Journal of Child Studies
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• v.33 no.6
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• pp.109-131
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• 2012

The purpose of this study was to investigate the effects of the home literacy environment, mother's literacy belief and parenting efficacy in terms of the interaction which occurs during reading picture books between mothers and preschoolers. Questionnaires from 378 5-year-olds' mothers in Seoul and Kyunggi province were analysed. The findings from the validated structural equation model constructed with these variables were as follows. First, the home literacy environment, the mother's literacy beliefs and the mother's general parenting efficacy affected the quantity, and the quality of interaction whilst reading books with preschoolers. Second, the mother's efficacy in education and communication had a direct impact on the quantity of the interaction during reading books through the mediation of the home literacy environment, and had an indirect effect on the quality of the interaction whilst reading books, respectively. Third, the mother's efficacy in communication directly accounted for the quality of the interaction which occurs whilst reading books with children.

• Korean Journal of Child Studies
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• v.28 no.3
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• pp.101-113
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• 2007

The present study investigated the print richness of early childhood classrooms and examined differences in classroom literacy environment by teacher demographics. The 117 participants were teachers of kindergartens and daycare centers. They responded to a 33-item questionnaire constructed by Wolfersberger et al.(2004). Questionnaire categories included literacy items pertaining to classroom environment and literacy items pertaining to teacher-student interactions. Major findings were that the classroom literacy environment was usually satisfactory. The age and career of teachers was the predictor of the classroom literacy environment, especially 'providing the classroom with literacy tools' and 'arranging literacy tools in the classroom space'.

• Korean Journal of Child Studies
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• v.16 no.1
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• pp.167-181
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• 1995

The purpose of this study was to examine how the intervention of a literacy environment influences young children's literacy behavior in dramatic play. Four classrooms at S kindergarten and Y kindergarten in Seoul were randomly selected for this study. Each of the classrooms was designated as an experimental group: that is, experimental group A (38 children), experimental group B (34 children), experimental group C (35 children) and a Control group (40 children), respectively. Group C was provided with literacy materials, theme of dramatic play and teacher's intervention. Group B was provided with literacy materials and theme of dramatic play. Group A was provided with only literacy materials. It was found that the intervention of the literacy environment in dramatic play brought about an increase in children's total literacy behavior, increase in the frequency of children's reading behavior, and increase in the frequency and function of children's writing.

• Korean Journal of Child Studies
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• v.31 no.4
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• pp.61-74
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• 2010

The present study sought to examine parent-child relational factors associated with young child's language abilities according to socioeconomic status. To do so, the survey responses of 2,269 parents of 0- to 5- year-olds, taken from research on the Actual Condition of Korean Children and Youth were analyzed. The results were as follows : (1) Low-income families had significantly fewer toys related to literacy than middle and upper-income families. (2) There were fewer instances of parent-child play interactions as well as lower scores of parenting styles and beliefs in low-income families than in middle and upper-income families. (3) Although there was no difference in terms of language abilities from 0- to 1-year-old children according to socioeconomic status, 2-, 3-, 4- and 5-year-old children from low-income families exhibited significantly lower language scores than children from middle- and upper-income families. (4) Toys related to literacy and parent-child relational factors were positively related to children's language abilities. (5) It can be further argued that toys related to literacy and parent-child relational factors clearly predict children's language abilities.

• Journal of the Korean Society of School Health
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• v.36 no.3
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• pp.71-81
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• 2023

Purpose: This study aimed to investigate the trends in domestic research related to health literacy in children and adolescents. Methods: Six journal articles and four dissertations or theses related to health literacy in children and adolescents were analyzed according to the following criteria: study aim, research design, study population and sample size, sampling method, health literacy variables, and characteristics of health literacy measurement instruments. Result: The majority of studies focused on general children and adolescents. Correlational studies were most prevalent, while no experimental study was identified at all. The variable most frequently explored in relation to health literacy was health promoting behaviors. Functional health literacy instruments, assessing numeracy and reading comprehension, were most commonly used to evaluate child and adolescent health literacy. Conclusion: Considering the emphasis on health literacy improvement in order to achieve health equity across the entire life cycle, there is a need for both quantitative and qualitative growth in domestic health literacy studies for children and adolescents. School-based interventions are essential for enhancing health literacy. Furthermore, it is also necessary to develop an instrument to measure health literacy of children and adolescents that can be utilized and monitored at the national level.

• Journal of the Korean Home Economics Association
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• v.46 no.10
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• pp.97-106
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• 2008

We examined the effects of family and home literacy environments on the vocabulary and reading abilities of 3 to 5-year-olds. In particular, SES was considered against home literacy environment. The sample consisted of 366 Korean children and their mothers. We found that the level of mother's education was related to the child's vocabulary test score. After controlling for family factors, home literacy environment score positively predicted children's performance both in vocabulary and reading tests. Magnitudes of differences between the two literacy groups (high and low home literacy environment) became larger in the children from relative lower income families. Magnitudes of differences for vocabulary and reading tests was strikingly large in the low-income group both in vocabulary and reading tests. These findings shed lights on the importance of parent education and family services for low-income families with preschool children.

• Korean Journal of Child Studies
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• v.32 no.5
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• pp.151-165
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• 2011

The purpose of this study was to examine the relationship between the information literacy of preschoolers and their developmental trends. The subjects in this study were 122 preschoolers. After taking tests in information literacy and early childhood development, the collected data was analyzed. The findings of the study were as follows : First, there were gaps among the preschoolers in the level of early childhood development according to the relative levels of their information literacy. When a post-hoc analysis was carried out to investigate intergroup differences in detail, there were statistically significant gaps between the preschoolers with excellent information literacy and those with intermediate-or poor information literacy, and between the preschoolers with intermediate information literacy and those with poor information literacy. Second, the differences in terms of the levels of information literacy and the impact these differences made to their body, cognition, language, sociability and emotions which comprise the five subfactors of the early childhood development inventory were checked after the mutual influence of the five subfactors was controlled. As a result, statistically significant gaps were apparent in all the subfactors of early childhood development according to relative levels of information literacy. The preschoolers who had a better level of information literacy exhibited a statistically significantly better level of development in every subfactor.