• Human Ecology Research
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• v.61 no.2
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• pp.169-182
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• 2023

This study aimed to investigate the mediating effect of the screen media time of young children on the relationship between mothers' reasons for allowing young children to use screen media and their children's ability to regulate screen media. The participants consisted of 614 children aged 5-6 (312 boys and 302 girls), and all the survey questions were answered by their mothers. Descriptive statistics, Pearson's correlation, structural equation modeling, and bootstrapping analysis were employed to analyze the data using SPSS 25.0 and Mplus 8.6. The results were as follows. First, mothers' educational and ritualized reasons for allowing young children to use screen media and children's screen media time directly affected young children's ability to regulate screen media. Second, children's screen media time mediated the relationship between mothers' educational and ritualized reasons for allowing their children to use screen media and children's ability to regulate screen media. When mothers permitted their children to use screen media for educational purposes, their children were likely to spend less time on screen media usage which, in turn, increased their ability to regulate screen media. Conversely, the more mothers allowed their children to use screen media for ceremonial purposes, the more time their children spent on screen media and the less ability they had to regulate screen media usage. These outcomes suggest that, to improve children's screen media regulation ability, mothers must not routinely allow their children to use screen media and should manage their children's screen media time.

• Korean Journal of Childcare and Education
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• v.18 no.6
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• pp.1-19
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• 2022

Objective: The purpose of this study is to confirm the structural relationship among maternal parenting stress, neglectful mediation of smart media and the over use of smart media in preschool children. Methods: Quantitative surveys were conducted to measure maternal parenting stress, smart media neglect mediation, and over use of smart media in preschool children. In addition, the mediating effect of maternal neglectful smart media mediation in maternal parenting stress and preschool children's over use of smart media was verified using the Amos 23.0 and SPSS 26.0 programs Results: Maternal parenting stress and mother's neglectful mediation of smart media had a direct effect on preschool children's over use of smart media. In addition, mother's neglectful mediation of smart media mediated the influence of the mother's parenting stress on preschooler children's over use of smart media. Conclusion/Implications: These findings emphasize the important role of maternal stress in preschool children's over use of smart media. And maternal competence such as supervision and limit setting is an important role in preschool children's use of smart media, so it is necessary to develop a practical and diverse parenting education program in order to reduce.

• Journal of the Korean Home Economics Association
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• v.42 no.1
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• pp.181-195
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• 2004

The purpose of the study was to explore the degree of children's access to media and the relationship between the use of media and language development of Korean-Chinese bilingual children in Yanji, China. Questionnaires were answered by 258 4th graders and their parents. The results showed that the children had an access to a variety of media. The children's use of language(Korean/ Chinese) differed to the type of media： they had more access to Korean language in the use of newspapers/magazines, books, and radio, and to Chinese language in the use of computer. They had comparatively a balanced access to Korean/chinese language in the use of TV. Stepwise regression analyses revealed that the children's access to Chinese language in the use of media, proficiency of a parent's Chinese language, and a parent's affection were related to proficiency of the children's Chinese language. Implications are derived from the use of media in development of bilingualism.

• Child Health Nursing Research
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• v.21 no.2
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• pp.183-193
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• 2015

Purpose: The purpose of this study was to identify the influence of parental media use, parents' educational needs regarding media use, and parents' media guidance for children on the children's media use. Methods: The participants were 161 parents of elementary school children in the 1st and 4th grades. Data were collected through self-report questionnaires, and analyzed using the SPSS/WIN 19.0 IBM program. Results: The average times for watching television and using the internet in the children were 11.44 hours and 5.89 hours per week, respectively. Children's time watching television was influenced by parents' time watching television, children's gender (girl), and parents' educational needs. Children's television dependency was influenced by parents' educational needs, parents' time watching television, and parents' age (under 36 years). Time using the internet and internet dependency in the children were influenced by parents' educational needs, family monthly income (under 3 million won), and parents' guidance for children on watching television. Conclusion: The findings indicate that elementary school children's media use is influenced by parental media use, parents' educational needs, and parents' media guidance for children. Therefore parental factors should be considered in developing approaches to provide education programs to prevent media overuse in children.

• Korean Journal of Child Studies
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• v.19 no.2
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• pp.3-17
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• 1998

Five metropolitan cities in Korea were the setting for a survey of the use of media by 622 families. Correlations with children's problem behavior, cognitive development, and family environment were analyzed. Parents completed questionnaires on media use by family members, children's problem behavior, and family environment. Children were tested individually with 4 sub-scales of the Wechsler Intelligence Scale. There were age as well as sex differences in the use of media. There were correlations between children's use of media and their problem behavior, intelligence, and family environment. Regression analyses revealed that the parents' use of media was the most important determinant of children's use of media. Therefore, adult media education as well as children's education is recommended as a way to improve the media environment for children.

• Korean Journal of Childcare and Education
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• v.13 no.6
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• pp.163-179
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• 2017

Objective: The purposes of this study are to test a direct effect of mother-child interaction and to examine the mediating effect of children's smart media use on a child's sleeping hours. Methods: We analyzed the longitudinal data of 1,494 children from the $6^{th}$ panel study of Korean children collected by the Korea Institute of Child Care and Education in 2013, which examined 5-year-old children. The main analysis method was Structural Equation Modeling (SEM). Results: The study results showed that mother-child interaction had a direct effect on the child's sleeping hours. Children's smart media use also directly influenced the child's sleeping hours. In regard to mediation, the results revealed that children's smart media use mediated the relationship between mother-child interaction and child's sleeping hours. Conclusion/Implications: Bidirectional mother-child interaction and the degree of smart media use played an important role in children's sleeping hours. This study suggests policy and practical implications in order to retain children's healthy sleeping hours.

• Korean Journal of Community Nutrition
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• v.28 no.3
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• pp.206-219
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• 2023

Objectives: Screen time refers to the time spent using screen media, such as televisions, smartphones, computers, or tablets. Excessive exposure to screen media has been reported to negatively impact young children's health and development, including overweight, short sleep duration, and language delays. This study examined the association of screen time and mealtime media use with dietary behaviors among preschool children. Methods: A cross-sectional survey was conducted on parents of children aged three to five years using the online questionnaires of the Nutrition Quotient for Preschoolers (NQ-P) and the Dietary Screening Test (DST). Data from 261 children's parents were analyzed. Results: Of the 261 children, 96.9% used screen media, 55.6% used screen media for two hours or more daily, and 30.7% were exposed to screen media during meals. The NQ-P scores were significantly lower in the children with longer screen time and mealtime media use. Children who used screen media for two hours or more and those exposed to screen media during meals consumed kimchi less frequently and confectionery and sugar-sweetened beverages more frequently than children who used less than two hours and were not exposed to screen media during meals. In addition, they were more likely to be picky about food, refuse to eat, and less likely to feed themselves than children with shorter screen time and no mealtime media use. Conclusions: This study reported an association between unhealthy dietary behaviors, feeding difficulties, and screen time and mealtime media use among preschool children. Further research should explore effective strategies for reducing children's screen time.

• The Korean Journal of Community Living Science
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• v.25 no.2
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• pp.207-218
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• 2014

This study examines the use of paid content by children and identifies their monetary concept based on the following three research questions: (1) What are the characteristics of paid-content use by children? (2) How can the monetary concept of children be classified? (3) How does this monetary concept vary across use groups? Data were collected from 245 elementary school students. Based on the results, there were two types of media content used by children: mobile and computer content. Children were classified into four consumer groups based on the type media content use and the amount of content use. In addition, monetary concepts of children using paid content had two dimensions: money for means and that for objects. For computer users, monetary concept for conspicuous consumption and mammonism were more likely in the high-use group than in the low-use group. For mobile users, there was no significant difference in money for means and money for objects between the high-use group and the low-use group. The limitations of this study offer some interesting avenues for future research.

• Korean Journal of Child Studies
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• v.37 no.5
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• pp.53-64
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• 2016

Objective: This study explored the mediating effects of language development on the influences of young children's media use on positive and negative peer interactions. Methods: The data came from the 2013 Panel Study on Korean Children (N = 1,215) and were analyzed to assess the mediating effects of media use on positive and negative peer interactions, using SEM with the bootstrapping method by means of SPSS 21.0 and AMOS 20.0. Results and Conclusion: The results show that increased media use affects positive and negative peer interactions through language development. This indicates that, while media use does not directly affect positive and negative peer interactions, it appears to increase the difficulty of developing language ability; as the language development worsens, undesirable peer interactions may develop. Thus, language development seems to play an important mediating role between media use and peer interactions. Theoretical and practical implications are discussed.

• Journal of information and communication convergence engineering
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• v.21 no.2
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• pp.145-151
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• 2023

This study aimed to determine whether there is a significant difference in play properties in the case of media conversion through the combination of analog three-dimensional puzzles and immersive media in children's experience. Based on Roger Caillois' play theory and the contents of previous research, an experience was conducted on an experimental group and control group, and a questionnaire was prepared. The results of the correlation and paired t-test analysis showed that the play properties were higher and more evenly distributed in the media conversion immersive experience. This implies that an increase in children's fun during the immersive experience further increases their immersion, suggesting that the use of immersive media may have a positive effect on children who achieve holistic development through play and experience. We hope that this study will help recognize the difference in effectiveness through conversion into immersive media and will be referenced in various media studies that consider double-play properties.