• Korean Journal of Human Ecology
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• v.19 no.1
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• pp.215-225
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• 2010

This study had the purpose of presenting a residential environment solution as a desirable educational environment for middle school students to grow soundly and to achieve proper self-realization while providing basic materials to build up a suitable residential environment by comparing and analyzing what relationships exist between different home backgrounds, residential environments and middle school students' social maturity. This research was conducted from Feb. 11, 2008 to Feb. 13, 2008. The subject of this research was 601 students in 3 middle schools located in Gyunggi-do. The data analyzed used the SPSS 11.5 version. The summary of this study's results is as follows. First, in terms of home background, the higher the parents' educational background and social and economic position, the greater the students' social maturity. Second, in terms of home environment, the more spacious the living space, the better the water and sewage system and rest room, the more convenient the air conditioner and kitchen system, the better the lighting, ventilation, soundproofness, insulation, the less the danger in relation to fire, crime, traffic accidents, disaster, the greater the students' social maturity. Third, in terms of the home environment related to the correlation between the residential environment and social maturity, all areas such as housing facilities, housing structural environment and housing safety showed static correlations and proved that the residential environment has an important influence on social maturity. Accordingly, in order to build up an ideal residential environment, we should make efforts to expand and improve better facilities at home considering privacy, lighting, ventilation, soundproofness, heating etc. and remove unsound factors that obstruct students social maturity and build up clean and safe residential environment with good relations with their neighbors.

• Korean Journal of Child Studies
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• v.36 no.6
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• pp.1-21
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• 2015

This study was aimed at examining the paths through which family socioeconomic status as indicated by family income and parental education influenced preschool-aged children's socioemotional and cognitive development through the mediating role of parental warmth and the home learning environment. The study made use of data from 1,080 families who participated in the 5th wave of the Panel Study on Korean Children, when their children were approximately 4 years of age. Structural equation modeling analysis revealed that the models, including both parental warmth and the home learning environment did not fit the data well. The effects of warmth on social competence and cognitive development were not statistically significant. The modified models, using the home learning environment as a mediator between family SES and child's developmental outcomes showed that higher level of family income and parental education predicted a more cognitively stimulating home environment, which in turn, predicted a child's greater levels of social competence and positive cognitive development. The social competence of preschool-aged children again significantly predicted their cognitive development. The mediating effects of the home learning environment were statistically supported.

• Korean Journal of Childcare and Education
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• v.19 no.2
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• pp.1-20
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• 2023

Objective: The present study aimed to investigate the sequential mediation effects of creative home environment and preschoolers' playfulness on the relationship between mothers' play beliefs and preschoolers' happiness. Methods: The subjects of this study were 233 preschoolers between the ages of 3 and 5 and their mothers. Mothers were asked to complete a questionnaire that assessed their beliefs about play, the creative home environment they provided, as well as their child's playfulness and happiness. The data collected were analyzed using the SPSS Process Macro program to investigate the sequential mediating effects. Results: The study found that the mothers' play support beliefs were directly associated with their preschoolers' happiness. Additionally, the creative home environment was found to mediate the relationship between the mother's play beliefs and their preschooler's happiness. The children's playfulness was also identified as a mediator in the relationship between the mother's play beliefs and their preschooler's happiness. Furthermore, the findings of this study indicated that the relationship between the mother's play beliefs and preschoolers' happiness was sequentially mediated by the creative home environment and preschoolers' playfulness. Conclusion/Implications: Findings of this study provide insights into the potential development of a parent education program aimed at modifying mothers' play beliefs and the home environment.

• Journal of Families and Better Life
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• v.29 no.6
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• pp.105-121
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• 2011

The purpose of this study was to propose ubiquitous housing environment based on older residents' needs for ubiquitous(UT) home services. For this purpose, at the previous study which was the first stage of this study, UT home services by each elderly household based on spouse, income level, and health status were identified and this study finally proposed UT home services by each elderly household type according to residents' level of needs for UT home services. One to one interview with a structured survey questionnaire and illustration was implemented and 204 older residents who were composed of one of six elderly household types were responded. Among 6 types of elderly households, type 2 and 6 were the groups which had higher needs for various kinds of UT home services. Economic status and their health status were the key factors to determine their needs for UT home services. Type 4 and 7 were the groups to express their lower needs for UT home services due to their lower income level and good health condition. Ultimately, two floor plans for type 4 and 5 elderly households were developed to show applicable UT home services in each room of the house.

• Korean Journal of Childcare and Education
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• v.7 no.3
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• pp.259-284
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• 2011

This thesis examined the effects of social demographical variables, multiple intelligences, and creative home environment on the child leadership. Study samples are 5 years old children at the kindergartens located in Seoul and metropolitan areas as well as their parents and (homeroom) teachers. 173 copies were analyzed. Results of this study are as follows: First, in terms of difference of multiple intelligences, creative home environment and child leadership depending on social demographical background, The second child showed significantly different interpersonal intelligence among other multiple intelligences from the first child with regard to the birth order. In terms of mother's education level and creative home environment, mothers with education more than universities showed big difference in family pressure. In terms of effects of total income, the children from families with total income over 4 million won showed significant difference in logical, mathematical, naturalist intelligence. and language intelligence. In terms of creative home environment, significant difference was found with regard to learning environment and child respect. Second, multiple intelligences, creative home environment, and child leadership showed correlated strongly. Third, total income in social demographic variables, language intelligence in multiple intelligences, and family pressure in creative home environment were found to have effects on it. Total income in social and demographical variables and family pressure in creative home environment were found to have effects on it. Interpersonal relation intelligence in multiple intelligences and learning environment in creative home environment were found to have effects on it. Total leadership had effects on family pressure only in creative home environment.

• Korean Journal of Child Studies
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• v.28 no.1
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• pp.115-128
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• 2007

Participants in this study to develop the Korean version of the Early Childhood Home Observation for Measurement of the Environment(EC-HOME) were 294 3- to 6- year-old children enrolled in a child care center and their parents. Results were that EC-HOME had sufficient internal reliability : Cronbach's ${\alpha}=.80$. Correlation of test-retest ranged from .76~.97. In item-analysis, 9 items with low 'corrected item-total correlation' were removed resulting in 30 items. Factor analysis confirmed 6 factors : 1) Learning Material, 2) Learning Stimulation, 3) Responsivity, 4) Physical Environment, 5) Language Stimulation, and 6) Variety of Materials. Analysis of the relation of children's home environment to their characteristic variances with parents and developmental functioning showed high internal consistency and convergent validity of the sub-scales.

• Journal of the Korean Home Economics Association
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• v.33 no.4
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• pp.265-278
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• 1995

The present study investigated the relationships among psychological process of home environment, parenting attitude and competence perceived by children. The subjects were 1,022 fourth, fifth and sixth grade children selected from six elementary schools in Daegu. K-SPCC was employed to access childrens self-perceptions of competence, DFCS-CP and CRAS-CC were employed to examine the psychologicl process of home environment and parenting attitude. The collected data were analysed by multiple regressions, path analysis.

• Korean Journal of Childcare and Education
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• v.12 no.6
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• pp.41-58
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• 2016

This study investigated the relationships between socio-economic status of family, home environment stimulation, children's behavioral problems, and interactive peer play of preschool children. Surveys of 2,150 Korean mothers with their preschool children(Mean age= 51.9 months) from the Panel Study of Korean Children by Korea Institute of Child Care and Education were analyzed using structural equation modeling. Each variable's confirmatory factor analysis showed the correlation coefficient below .85, which made a satisfactory level of discriminant validity. The model fit to the data well, with an agreeable level of index. The major findings were as follows. First, SES did not significantly affected children's interactive peer play. Second, SES significantly affected home environment stimulation and children's behavioral problems. And the relationship between SES and children's behavioral problems are significantly mediated by home environment stimulation. Third, the relationship between SES and children's interactive peer play are significantly mediated by home environment stimulation and children's behavioral problems. These results help better understand the paths among the home characteristics and children's behavioral problems on children's social development. Interpretation and implication of the results have been discussed.

• Korean Journal of Child Studies
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• v.8 no.1
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• pp.83-112
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• 1987

This study examined the characteristics of the relationship of home environment variables and children's intellectual ability. Two studies were conducted: Study I examined the predictability of home environment variables for children's intellectual ability by children's age and the correlations between environment variables and children's intellectual ability. Study II investigated causal relationships among the variables which are supposed to affect children's intellectual ability. The subjects of this study were 240 children at age four, six and eight attending nursery schools, kindergartens and elementary schools and their mothers. Instruments included the Inventory of Home Stimulation (HOME), inventory of sociodemographic variables, and the K-Binet scale. The results obtained from this study were as follows: 1) Home environment variables had a significant positive correlation (.36 ~ .78) with children's intellectual ability. 2) The home environmental variables that significantly predicted children's intellectual ability differed according to children's age. That is, play materials, breadth of experience, and quality of language environment were predictive of children's intellectual ability at age four, while parent's education, developmental stimulation, and play materials were predictive at age six. Economic status of the home, need gratification, avoidance of restriction, and emotional climate were predictive at age eight. 3) The causal model of home environment affecting children's intellectual ability was formulated by exogenous variables (parent education and economic status of the home) and by endogenous variables (direct stimulation, indirect stimulation and the emotional climate of the home). 4) The results of the analysis of the causal model showed that the kind of variables that affected children's intellectual ability directly differed according to children's age. That is, direct stimulation and parent's education affected children's intellectual ability directly at age four and six, while the economic status of the home and indirect stimulation affected intellectual ability directly at age eight. The amount of variance that explained children's intellectual ability increased with increase in children's age.

• Korean Journal of Childcare and Education
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• v.12 no.2
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• pp.19-39
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• 2016

This study attempted to explore child, family, and parents' psychological factors that were related to quality of home environment among families with preschoolers in Korea. The relationships between a series of factors and home environment and the predictive effects of the factors on HOME scores were analyzed using data from 1,690 families who participated in the5th wave of the PSKC (Panel Study of Korean Children) when the target child's age was about 4 years old. The results revealed that when the child was a boy and when the child had a difficult temperament, the overall HOME scores were lower. Mothers' age, parents' education, family income, poverty and family life events were significantly related to the HOME scores, too. All of the psychological factors of both mothers and fathers were significantly correlated with the HOME scores. When both mother and father had less depressive symptoms, lower level of parenting stress and greater marital satisfaction, the HOME scores were higher. Regression analysis showed that child's gender, father's education and mothers' marital satisfaction were relatively strong predictors of HOME. The policy implication for parent education and suggestions for future study were proposed.