• Korean Journal of Human Ecology
• /
• v.19 no.5
• /
• pp.805-816
• /
• 2010

This study examined the affect of work environment and work-related stress on the mental health of employees. It further sought to provide insights into how employees' work environment and mental health might be improved. Results showed that the relationship between parents of work environment is related to the obsession, depression, working burden is related to the obsession, depression, concern. The lower parts of the relationship with parents and working burden effects every factors. Furthermore, levels of financial compensation and working stability also seemed to have adverse affects on mental health. Secondly, excessive working hours and duty trouble have lots of mutual relationship with the mental health. The lower parts of working stress: excess working hours, duty trouble, and imprecise responsibilities affects the mental health. Especially, the excessive working hours affected all nine parts of mental health level which were examined.

• Korean Journal of Childcare and Education
• /
• v.13 no.2
• /
• pp.59-80
• /
• 2017

Objective: The purpose of the present study was to find out the development of 4-year-old children's emerging poetry composition process and features of poetic expression through their own forest experiences. This research also aims to explore the possibility of alternative poetry education for early childhood. Methods: This study collected data from one class of four-year olds through classroom observation, interviews with teachers, and the researcher's journal entries on events that occurred during forest walking activities. Results: Research findings showed that it was possible to encourage free expression of metaphors and imagination in children and they were able to share excitement about poetry with their classmates when provided with an alternative environment. One remarkable finding was that children's spontaneous writing and pleasure in poetry did not continue when given the new theme of 'Mom and Dad'. Conclusion/Implications: The results imply that to encourage the development of children's intuitive poetic words we need to be interested in how to organize and highlight the experiences of children. This study also suggests that positive methodological and teleological changes are needed for poetry education that is separate from language education.

• The Korean Journal of Community Living Science
• /
• v.22 no.4
• /
• pp.679-688
• /
• 2011

Using data from an ongoing study of 170 children aged 4-6 years in low-income families, this study tests how mothers' parenting behaviors and teacher-child relationship influences the adjustment to child-care centers of young children. The mothers' parenting behaviors were measured by the mothers of surveyed children, while the teacher-child relationship and children's adjustment were rated by teachers. Measurements were recorded from using the Iowa Parent Behavior Inventory(Crase et al. 1987), Student-Teacher Relationship Scale(Pianta et al. 1995) and the Adjustment to Child-care Centers Scale(Lee 2004). The collected data was analyzed by hierarchical regression using the SPSS Program. Results indicate that mothers' parenting behaviors in the low-income families controlled characteristics of children and are positively associated with one area of early school adjustment, learning readiness. In other words, mothers who are more involved and demonstrate supportive parenting, have children with better learning readiness. The teacher-child relationship is strongly related to all areas of children's adjustment. The interaction effect of parenting behaviors and the teacher-child relationship on children's learning readiness is observed. These results highlight the importance of the teacher-child closeness as well as the quality of parenting behaviors during the preschool period for the low-income family in improving early school adjustment.

• Korean Journal of Childcare and Education
• /
• v.17 no.5
• /
• pp.43-61
• /
• 2021

Objective: This study aimed to examine the sequential mediating effects of children's perceived maternal acceptance and peer acceptance in the relationship between maternal warmth and first grade children's school adjustment. Methods: Participants in this study were 979 seven-year-old children(498 boys, 481 girls) recruited for the Korea Child Panel Study. Data were analyzed by analyzing descriptive statistics, correlations, and significance of serial mediation pathways using SPSS 18.0 and PROCESS Macro 3.4. Results: Maternal warmth at age five effected perception of maternal acceptance at age six. Perceived maternal acceptance at age six effected perceived peer acceptance at age six. Perceived peer acceptance at age six effected school adjustment at age seven. Lastly, perceived maternal acceptance and peer acceptance at age six had a serial mediation effect between maternal warmth at age five and school adjustment at age seven. Conclusion/Implications: Perceived social acceptance during preschool years should be emphasized in order to promote school adjustment for first grade children. Parent education for promoting better parent child relationships should be considered and teachers should encourage peer play interaction to help children perceive acceptance from their peers.

• Korean Journal of Childcare and Education
• /
• v.15 no.4
• /
• pp.21-36
• /
• 2019

Objective: Using data from the Panel Study on Korean Children, this study investigated the influence of teacher'thoughts about the transition from ECEC to primary school in relation to learner-centered teaching methods and children's school adjustment. Methods: We analyzed the longitudinal data of 658 seven-year-olds from the 8th and 9th waves of the panel study of Korean children collected by the Korea Institute of Child Care and Education in 2015 and 2016. The main analysis method was Structural Equation Modeling(SEM). Results: First, theachers' thoughts about the transition from ECEC to primary school was noteworthy. Second, the more concern a theacher' had about transition, the higher their learner-centered teaching method. Third, teacher' concern about transition influenced children's school adjustment. Fourth, a teacher's learner-centered teaching method mediated concern about children's transition and school adjustment in the first year and the second year. Conclusion/Implications: According to the results of this study, 1st grade teachers' concern about the transition from ECEC to primary school has been found to be predictors of children's school adjustment.

• Korean Journal of Childcare and Education
• /
• v.15 no.3
• /
• pp.83-113
• /
• 2019

Objective: This study aimed to develop and apply the home connection program for promoting the mathematical interaction of parents of 3-year-olds. Methods: We surveyed questionnaires for 36 parents and interviewed 3 parents of 3-year-olds for the development of the program. Twenty-one 3-year-olds were selected as participants in the program. Quantitative data from a checklist for parent's mathematical interaction were analyzed using repeated measures ANOVA. Qualitative data from self-evaluation of teachers and parents were categorized and analyzed in terms of meaning. Results: Based on the home connection program, the session were provided in the following order [educare center activities ${\rightarrow}$ home-linked activities ${\rightarrow}$ home+educare integrated activities] and in each session, the three-step course [sharing of thinking ${\rightarrow}$ gathering of thinking ${\rightarrow}$ broadening of thinking] was applied. Implementation of this program led to promoting parental mathematical interaction. Conclusion/Implications: This study will lead to follow-up studies that reveal positive effects of our program.

• Korean Journal of Childcare and Education
• /
• v.15 no.1
• /
• pp.1-14
• /
• 2019

Objective: This study examined the effects of mothers' reactions to children's negative emotions on the children's social power through children's emotional regulation ability. Methods: A total of 339 four-year and five- year old preschoolers, and their mother and teachers in Seoul and Gyeongi participated in the study. Data were analyzed by path analysis using AMOS 21.0 program. Results: The results were as follows: First, mothers' reactions to children's negative emotions were significantly related to children's emotional regulation ability and social power. Also, children's emotional regulation ability was significantly associated with children's social power. Second, mothers' reactions to children's negative emotions had indirect effects on social power - prosocial leadership and social dominance-through children's emotional regulation ability. Conclusion/Implications: The results of this study revealed the mediating role of children's emotional regulation ability between mothers' reactions to children's negative emotions and children's social power. Also, these findings will be helpful in order to understand children's social power and to develop parent education programs.

• Korean Journal of Childcare and Education
• /
• v.16 no.6
• /
• pp.105-122
• /
• 2020

Objective: The study aimed to examine the impact of a supportive school environment on children's prosocial behavior by investigating the sequential mediating effects of children's self-esteem and happiness. Methods: Results of the study were obtained by analysing data collected from 633 nine-year-old children in the 10th wave of the Panel Study on Korean Children(2017). The data were analyzed by descriptive statistics, correlation analysis and significance of mediated pathways using SPSS 23.0 and PROCESS macro 3.3. Results: First, children's self-esteem did not have mediational effects with respect to a supportive school environment and children's prosocial behavior. Second, children's happiness had mediational effects with respect to a supportive school environment and children's prosocial behavior. Lastly, a supportive school environment affects children's self-esteem, which affects children's happiness, thereby promoting children's prosocial behavior. Conclusion/Implications: In order to promote children's prosocial behavior, we should put emphasis on developing a supportive school environment, and increasing children's self-esteem and happiness. It is important that teachers treat children and classmates treat each other with a warm attitude so that they can value themselves and feel happiness in their lives.

• Korean Journal of Childcare and Education
• /
• v.17 no.1
• /
• pp.65-84
• /
• 2021

Objective: The objective of this study was to investigate the mediating effect of children's emotional intelligence on teacher-child intimacy perceived by children and peer acceptance. Methods: The participants were 134 five-year-old children(71 boys, 63 girls) attending daycare centers and kindergarten in Seoul and Gyeong-nam province. Children were interviewed to measure teacher-child intimacy and peer acceptance. Teachers completed rating scales to measure children's emotional intelligence. Data were analyzed using descriptive statistics, Pearson's correlation coefficient, three step mediated regression analysis and a Sobel test. Results: The main results are as follows. first, there were significant positive correlations of teacher-child intimacy, emotional intelligence, and children's peer acceptance. Second, children's emotional intelligence had a partial mediating effect on teacher-child intimacy and peer acceptance. Conclusion/Implications: The results of this study demonstrates links between early teacher-child relationships and children's emotional and social development. In order to promote children's peer acceptance, it is necessary to build an intimate teacher-child relationship and to improve children's emotional intelligence based on that relationship.

• Korean Journal of Childcare and Education
• /
• v.17 no.1
• /
• pp.105-124
• /
• 2021

Objective: The purpose of this study was to explore the pathway from mothers' overprotective parenting to their child's peer play interactions mediated by internalizing problems, that is, social immaturity and withdrawal. Methods: Surveys were conducted on mothers and teachers of 341 children aged three to five. SPSS 22.0 was used to analyze the data using descriptive statistics. Structural modeling analysis was also implemented to test theoretical model using AMOS 21.0. Results: Maternal overprotective parenting, which increased social immaturity of their child, indirectly reduced the child's positive interactions with peers during play. Mothers' overprotection led to a higher level of withdrawal of their child while the effect of children's withdrawal on their peer play interaction was not significant. Because overactive parenting of mothers had no direct effect on peer play interaction, the complete mediation model representing a path from maternal overprotection to children's peer play interaction via their internalizing problems was partially supported. Conclusion/Implications: This study shows that overprotective mothers hinder their child to experience confident and mature manners, and eventually lead their child to be socially unskillful and incompetent. It was suggested to explore more individual characteristics of mothers and children to help overprotective mothers to take a step back.