• Korean Journal of Childcare and Education
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• v.10 no.3
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• pp.85-102
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• 2014

The purpose of this study is to investigate the effect of toddler's emotionality and mother's reaction to their child's negative emotions of social-emotional behaviors of toddlers. The subjects were 141 mothers and toddlers ranging in age from 18 to 36 months. Instruments used in this study were: 1) Early Childhood Behavior Questionnaire(ECBQ)(Rothbart, 1994), 2) Coping with Toddlers' Negative Emotions Scale(CTNES)(Eisenberg et al., 1996), and 3)Brief Infant Toddler Social and Emotional Assesment(BITSEA)(Carter et al., 2006). Data were analyzed using Pearson's correlation and hierarchical multiple regression analysis. The results of this study show that toddler's emotionality and the mother's negative reaction to their child's negative emotions were related to the social-emotional behaviors of toddler. Also, mother's reaction to their child's negative emotions have mediation effects between toddler's emotionality and social-emotional behaviors. Specifically, toddler's emotionality has a partial mediating effect on social-emotional behaviors through mother's supportive reaction to their child's negative emotions. Additionally it was also determined that the toddler's emotionality has a complete mediating effect on the relationship between mother's unsupportive reaction to their child's negative emotions and the social-emotional behaviors of toddler. Theses results support the notion that mother's character as well as child's personality at birth are critical predictors which could impact social-emotional behaviors of toddler.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.10
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• pp.222-230
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• 2020

This study verified the effect size of related factors through meta-analysis based on master's theses and doctoral dissertations and academic journal papers studied in Korea for the past 10years in relation to the resilience of childcare teachers. The verification results are as follows. First, the overall effect size of the protection factors was large. In addition, the personality factor group was the largest among the protection factor groups, followed by the job characteristic factor group and the organizational attribute factor group. Second, among the protection factors, all the sub-factors except the organizational characteristic factor group-ledger leadership and job characteristic factor group-emotional labor, which showed the medium effect size, showed a large effect size. Third, the overall effect size of the risk factor showed a large effect size. The organizational characteristic factor group-burnout showed a larger effect size than the job characteristic factor group-job stress. In conclusion, this study is meaningful in that it attempted a quantitative integration to examine objective results by integrating the previous studies in relation to the resilience of childcare teachers over the past 20 years. In addition, it is significant that it provided basic data for the development of policies and policy developments to improve the resilience of childcare teachers.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.7 no.6
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• pp.63-72
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• 2017

This study made of centrally actual application in general arts classes based on movie in university. Especially, I analyzed the activities of the class with 'Untouchable: 1% friendship' among 6 films. The objects of this study are 44 students of D university in Busan Metropolitan City who take 'creative fusion from movie' general arts class which opened first semester in 2016. In this study, students were able to watch movies through the creative class, which was out of the traditional classroom method, and after 15 hours of learning the quiz online, they conducted 15 weeks as a teaching method to perform tasks, presentations, experiments, and experiences in regular class time. The results of this study are as follows. 'It is a general arts class that makes movements live,' 'It is a general arts class that shows movies from various perspectives,' and 'It is a general arts class that makes me know.' This suggests that the educational medium, which is easily accessible in everyday life, and the general arts class, which is active in the space outside the framework, are perceived as stimulating curiosity and adding fun to college students.