• Journal of Families and Better Life
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• v.34 no.4
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• pp.1-19
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• 2016

The present study aimed at investigating the relations between the amount of child care experienced in the first three years of life and socioemotional development of children at age 4 indicated by problem behaviors and peer competence. Using the longitudinal data of the Panel Study of Korean Children(PSKC), the information of 1,699 children were analyzed. The results indicated that any child care experience, hours in child care, full-time child care and early entry to child care were significantly related to children's externalizing behavior problem and play disruption at age 4. Some significant relations were detected between child care experience and better peer competence as well. Interestingly, the patterns of relations were different for boys and girls. Being in child care, a greater amount of child care and early entry to child care tended to be related to externalizing problem behaviors of boys and whereas they were more related to peer competence of girls indicated by play interaction, play disruption and play disconnection. Child care hours at age 3 were relative stronger predictors of children's development compared to those at age 1 or at age 2. The findings imply that the amount of child care during the first 3 years of life does not have strong harmful effects on preschoolers' socioemotional development and that there are differences in the effects of child care on boys and girls.

• Journal of the Korean Home Economics Association
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• v.44 no.1 s.215
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• pp.59-74
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• 2006

As an exploratory inquiry prior to developing a measure to assess Korean families with adolescents' family resilience, this study examined the construct validity of the family resilience measures that were developed in the U. S. Iowa Youth and Families Project(Conger & Elder, 1994): emotional support between spouses, problem solving style between spouses, and parenting behavior. The participants were 277 pairs of middle aged, middle class husbands and wives (554 individuals) who were the parents of first graders in middle schools in the metropolitan areas around Seoul. The results of exploratory and confirmatory factor analysis supported the construct validity, indicating that emotional support, problem solving style, and parenting behavior may be used as measures to assess Korean family resilience. However, further tests of convergent validity using various assessment methods and analytical procedures are needed to ensure the construct validity of family resilience measures.

• Anxiety and mood
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• v.5 no.2
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• pp.96-102
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• 2009

Objective : We investigated that ADHD categorical diagnosis and the dimensional tools for the evaluation of ADHD, widely used in the clinical field, such as the child behavior check list- Korean version (K-CBCL), Korean personality inventory for children (KPI-C), computerized Attention Diagnostic System (ADS). Method : The DSM-IV clinical diagnosis applied by child psychiatrist. K-CBCL, KPI-C, ADS are used. Ultimately, totally 161 ADHD children and 161 controls were evaluated. Subject group are consist of 202 boys (62.7%) and 120 girls (37.3%), and the mean age was $9.5{\pm}2.0$ years old. Results and Conclusion : Social problem, and attention problem in the K-CBCL, correct response time standard deviation in the computerized ADS were statistically significant different and attention problem in the K-CBCL, hyperactivity subscale in the KPI-C were significant trait, between subject group and control group. The ROC value of attention problem in the K-CBCL, hyperactivity subscale in the KPI-C, and ADS were .78, .93, .86. Finally, we found that K-CBCL, KPI-C, ADS were significant corelation with the ADHD categorical diagnosis.

• Korean Journal of Child Studies
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• v.26 no.5
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• pp.1-14
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• 2005

The purpose of this study was to examine the relation between forms of children's solitary play and temperament, problem behaviors. Seventy-six children of four-year-olds were observed during free play. Children's temperament was measured by mothers of participants. Children's problem behaviors were measured by teachers. Following from Coplan et al(1994), this study were analyzed three aggregate measures of solitary play consisting of reticent behavior, solitary-passive play, and solitary-active play. The results of this study shows that first, the highest frequency of solitary play's forms was reticent behavior, followed by solitary-passive play, then solitary-active play. There weren't any differences in children's solitary play according to their gender. Second, there were significant differences among forms of children's solitary play and temperament. And there were gender differences in the correlates of different forms of solitary play. Third there were significant differences among forms of children's solitary play and problem behaviors. Also, there were gender differences in the correlates of different forms of solitary play. This result points out the important of solitary play and distintion of solitary play'forms.

• Journal of the Korean Home Economics Association
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• v.50 no.1
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• pp.103-119
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• 2012

The purpose of this study was to explore the mediating effects of preschooler's effortful control on the relationship between maternal emotional availability and preschooler's social skills and problem behaviors. One hundred-thirty six 5-year-old preschoolers and their mothers participated in this study. Instruments for this study were the Emotional Availability Scale for maternal emotional availability, the Delay task, and the Child Behavior Questionnaire for preschooler's effortful control, and the Social Skill Rating Scale, K-CBCL 1.5-5 and K-TRF for preschooler's social skills and problem behaviors. The resulting data were analyzed using descriptive statistics, partial correlation, and structural equation modeling analysis. As predicted, the preschooler's effortful control mediated the effects of maternal emotional availability on preschooler's social skills and problem behaviors. In conclusion, the preschooler's effortful control mediates the effects of emotion related socialization behavior on the preschooler's socio-emotional adjustment.

• Journal of Families and Better Life
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• v.29 no.4
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• pp.175-186
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• 2011

The purpose of this study was to explore the differences in interactive peer play according to the type of problem behavior. The subjects were 112(67 boys, 45 girls) S-year-old children at 25 daycare centers in Seoul, Gyeonggi, and Gyeongsang areas. Instruments included the Preschool Behavior Questionnaire(PBQ; Behar & Stringfield, 1974) and the Penn Interactive Peer Play Scale(PIPPS) in both the teacher version(Choi & Shin, 2008) and the parent version(Fantuzzo, Mendez, & Tighe, 1998). The data were analyzed with descriptive statistics, cluster analysis, t-test, and one-way ANOVA using the SPSS 18.0 software program. The results showed that the clusters of problem behaviors on the PBQ could be grouped into four categories; 'hostility-aggressiveness', 'hyperactivity- distractibility', 'anxiety-fear', and 'combined'. In addition, group differences among the problem behaviors were significantly found in 'play disruption' and 'play disconnection' but not in 'play interaction' of the PIPPS on teachers' and parents' ratings. Specifically, group differences were not found in the parental reports, while significant group differences were noted in the 'play disconnection on PIPPS component of the teachers' reports.

• Journal of the Korean Home Economics Association
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• v.37 no.8
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• pp.103-116
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• 1999

The purpose of this study was to explore leacher and peer relationships and child development in two types of early childhood program; halfway kindergarten and full-day childcare. The subjects were 90 four and half year old children and their teachers enrolled in 10 kindergartens and 20 childcare centers in Seoul. Each teacher evaluated her children with six scales developed by NICHD Early Child Care Research Network(1996); child-leacher relationship, peer relationship, social competence, adaptive language, behavior characteristics, and behavior problems. The data were analyzed by ANOVA. The results of this study were as follows: First, the girls in both programs had closer relationship with their teachers than the boys. The boys in the daycare were less dependent than those of kinder; on the other hand, the girls in the daycare were more dependent than those of kinder. Second, there was no significant difference in peer relationship between the children in both centers. Third, the girls of both centers scored higher than the boys in social competence. Fourth, in the child's adaptive language, both boys and girls were well developed, but girls were higher than boys, especially in kinder Fifth, the children in both centers behaved attentively in the groups, but in particular, the girths were more attentive. Finally, most of children were received low scores in the behavior problem scale.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.29 no.1
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• pp.7-13
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• 2018

Objectives: Problem behaviors pose a great obstacle to daily functioning in children with neurodevelopmental deficits and are an important target for treatment. In this study, we translated the Behavior Problems Inventory (BPI)-01 into Korean language and tested its psychometric properties. Methods: We attained the approval of the BPI author and performed standard translation-back translation. Then, professional caregivers examined appropriateness according to cultural and situational contexts in order to make necessary modifications of the Korean version of the BPI. Results: The BPI-01, Korea-Scales of Independent Behavior-Revised (K-SIB-R), and Child Behavior Checklist were completed for 98 autistic spectrum disorder or intellectual development disorder participants (mean age=28.3, standard deviation=7.3, range=10.1-51.7). The inter-rater reliability of the BPI-01 was found to be high (r=0.992-1.000). As for the results for concurrent validity for subscale items of BPI-01 and scales of SIB, correlations between SIB and BPI-01 subscales were statistically significant (r=0.357-0.672). Discussion: The Korean version of the BPI-01 showed good psychometric properties with high reliability and sufficient convergent validity. Further examination of the validity of BPI-01 should be carried out with inclusion of younger aged children and a closer look at less frequently occurring symptoms.

• International Journal of Advanced Culture Technology
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• v.11 no.1
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• pp.55-62
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• 2023

For proper socialization of children the psychological and emotional state of parents that affect children is very important. Recently, while interest in various psychological behavioral problems of children has increased, various studies have been conducted on parental psychology that affects children's emotions. In particular, due to COVID-19, stress has increased throughout society, and it has made parental psychology and childrearing more difficult. Therefore, we aim to investigate the effects of psychological factors, among the variables of various parents that affect children's problem behavior in this study. As a result of this study, it can be confirmed that there is a difference in the effect of parental depression on children's internalizing and externalizing behaviors. Parental depression had a significant positive effect on children's internalizing behavior with 𝛽 =.34, p<.001. In other words, the higher the parents' depression, the higher the child's internalization behavior. And parental depression was found to have a significant effect on children's externalizing behavior, with 𝛽 =.81, p<.001. This also means that the higher the parents' depression, the higher the child's externalizing behavior. Therefore, it can be seen that parental depression is an important factor influencing both children's internalizing and externalizing behaviors.

• Child Health Nursing Research
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• v.17 no.3
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• pp.174-180
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• 2011

Purpose: This study was conducted to describe the relationship of perception of parenting attitude, behavior problems and resilience of school age children. Methods: Participants were 131 children enrolled in the 4th to 6th grades. Data were collected from November 29 to December 6, 2010 using a self-report questionnaire. The questionnaire included the Parental Bonding Instrument, Korean version of Youth Self-Report, and Resilience. Data were analyzed using SPSS WIN 18.0 program. Results: There were significant differences in resilience according to gender, relationship with peers, academic achievement and school satisfaction. Resilience showed a positive correlation with parental bonding attitude and negative correlation with problem behavior in the children. Conclusion: This result suggests that interventions focusing on parenting attitude to enhance resilience should be developed to help school age children.