• Korean Journal of Child Studies
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• v.26 no.3
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• pp.1-13
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• 2005

Subjects were 78 12- to 35- month old infants, their mothers, and their teachers. Instruments included the Revised Toddler Temperament Questionnaire(Y. H. Choi 1990) and the Assessment Profile for Early Childhood Programs(M. K. Hong 1997; S. K. Kim 1999). There was no significant difference in perceptions of infant temperament between mothers and teachers. Infant-mother interaction differed by infant temperament in that mothers had high scores with easy infants but low scores with difficult children. On the other hand teachers maintained high interactions with difficult infants in the case of infant's rhythmicity. Infant-teacher interaction correlated with such teacher variables as teacher-infant ratio, teachers' academic backgrounds and working hours.

• Korean Journal of Child Studies
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• v.28 no.6
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• pp.183-199
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• 2007

This longitudinal study investigated developmental changes in temperament and examined social adjustment problems by early temperamental characteristics and developmental patterns of temperamental change during infancy. Subjects were 153 six-month-old infants and their mothers. Infant temperament and toddler's problem behavior were measured by the Infant Behavior Questionnaire-Revised (Garstein & Rothbart, 2003) and the Toddler Behavior Checklist (Larzelere et al., 1989), respectively. Results showed that distress to limitations, high pleasure, perceptual sensitivity, and approach increased with age, while activity level, cuddliness, and vocal reactivity decreased. Infants with high scores in activity level, fear, sadness, and approach at 6 months showed more problem behaviors at 18 months. Infants showing abrupt developmental change of high pleasure and perceptual sensitivity developed more negative behavior.

• The Journal of the Korea Contents Association
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• v.22 no.4
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• pp.509-518
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• 2022

The childcare scpace environment greatly affects the growth and development of infant and toddler. Building a comfortable space environment is considered a great social task. Through this study, the current guidelines can be expanded and supplemented by comparatively analyzing the childcare space environment of domestic and foreign guidelines. An integrated guideline with additional suggestions for universal design, scale, dimensions, environment, and finishing materials was derived.

• Journal of Korean Academy of Nursing
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• v.48 no.3
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• pp.335-348
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• 2018

Purpose: The purpose of this study was to identify parental coping strategies in the face of early infant and toddler injury, and to provide basic data for a parental education program and the most desirable directions it should take. Methods: A Q-methodology to analyze the subjectivity of each item was used. Thirty-four Q-statements were derived from a literature review and interviews. Forty-seven parents were classified into a shape of normal distribution using a 9-point scale. Collected data were analyzed by the pc-QUANL program. Results: Five types of parental coping in early infant and toddler injury were identified. Type I was "hospital treatment focused", type II was "Improving the safety of the child's environment", type III was "expression of negative emotion", type IV was "taking the lead in problem solving", and type V was "Interrogating the person in charge of the situation in which the injury occurred". Conclusion: The results of this study indicate that different approaches to educational programs can be used for parents in early childhood injury.

• Pediatric Gastroenterology, Hepatology & Nutrition
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• v.24 no.1
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• pp.38-44
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• 2021

Purpose: Digital communication is becoming increasingly important in clinical practice and research. The finding that stool consistency can be evaluated similarly using either "in vivo" or photographic material by health care professionals will decrease subjective interpretation by parents. The primary outcome of this study was the reliability of stool consistency scoring using the Brussels Infant and Toddler Stool Scale (BITSS) between fresh stools and their photos; the secondary outcome was the inter-rater reliability based on the fresh stools. Methods: Fresh stool samples from healthy children were collected in a day care center. These stools, and one month later the corresponding photos presented in a random order, were presented to 14 observers. Reliabilities were analyzed using absolute agreements and weighted and unweighted Cohen's κ. Results: In total, 202 samples were rated 576 times. Absolute agreement between photographic and real time assessment ranged between 71.1% and 83.3% among observers. This corresponded with substantial agreement (unweighted κ=0.70 [95% CI, 0.61-0.78]; weighted κ=0.86 [95% CI, 0.78-0.88]). The inter-observer agreement showed similar percentages of absolute agreement (81.4-82.0%) and κ-values corresponding with fair-to-moderate agreement. Conclusion: Our findings suggest that the assessment of fresh stool consistency can also reliably be done on photographic material when using the BITSS. This opens opportunities in scientific surroundings and in our daily life communication with parents and caretakers.

• Korean Journal of Child Studies
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• v.35 no.5
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• pp.37-61
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• 2014

The purpose of the present study was to conduct a preliminary study for developing a Korean version of the Fine Motor Scale of the Bayley Scales of Infant and Toddler Development, $3^{rd}$ Edition(Bayley-III). The subjects for this study included 313 Korean infants and toddlers aged from 16 days to 42 months and 15 days. The results of this study were as follows. Firstly, the analysis of the degree of item difficulty indicated that the arrangement of the items corresponded with child development by age. Secondly, the analysis of the inter-item consistency, the test-retest reliability and the inter-rater reliability revealed a high degree of reliability of the scale. Thirdly, the Fine Motor Scale of K-Bayley-III score showed a significant high correlation with the Motor composite score but a significant moderate correlation with the Language composite score, providing evidence of its convergent and discriminant validity. This study demonstrated that the preliminary version of the K-Bayley-III Fine Motor Scales can be applied to assess the development of fine motor skills of Korean infants and toddlers.

• The Journal of the Korea institute of electronic communication sciences
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• v.11 no.12
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• pp.1251-1258
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• 2016

Lately, Importance of coding is getting emerged because of IT technology development. Software coding boosts logical thinking power and creativity and contribute to future human resources as ability of solving problems. This is education system Coding education compounds to playing. It can be helpful for infant's muscle development through blocks, confirm programing through moving of blocks. This system can systematically educate algorism which make infant improve power of thinking and infants can feel joy, immersion, sense of achievement.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.6
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• pp.231-239
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• 2018

This study was conducted to examine the influence of personal characteristics of infant-toddler and mother, social support and mother-child interaction on mother-child attachment. A descriptive study was implemented, and data were gathered from March 1 to September 30, 2016. The subjects were 215 mothers whose children were in infancy or toddlers. A survey was conducted with self-administered questionnaires regarding general characteristics, social support, mother-child interaction and attachment. SPSS 24.0 was used for descriptive statistics, intergroup comparisons of average scores, correlation analysis and multiple regression analysis. Statistically significant differences in average attachment scores according to gender (t=3.200, p<0.002), age (t=4.037, p<0.001) and temperament (F=4.614, p<0.011) were observed among the characteristics of infant-toddlers, as well as according to age (F=18.028, p<0.001) and academic credentials (F=4.241, p<0.016) among the characteristics of mother. Attachment was correlated with social support (r=0.507, p<0.001) and with mother-child interaction (r=0.571, p<0.001). The factors that affected attachment were mother-child interaction (${\beta}=0.361$, p<0.001), social support (${\beta}=0.309$, p<0.001), age (under the age of 30)(${\beta}=-0.370$, p<0.001) and marriage duration (less than 10 years)(${\beta}=-0.179$, p<0.033). Overall, the results indicate that interaction programs that bolster social support and mother-child interactions that exert a crucial influence on attachment should be developed.

• Clinical and Experimental Pediatrics
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• v.54 no.6
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• pp.229-233
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• 2011

In the pediatric literature, excessive crying has been reported solely in association with 3-month colic and is described, if at all, as unexplained crying and fussing during the first 3 months of life. The bouts of crying are generally thought to be triggered by abdominal colic (over-inflation of the still immature gastrointestinal tract), and treatment is prescribed accordingly. According to this line of reasoning, excessive crying is harmless and resolves by the end of the third month without long-term consequences. However, there is evidence that it may cause tremendous distress in the mother-infant relationship, and can lead to disorders of behavioral and emotional regulation at the toddler stage (such as sleep and feeding disorders, chronic fussiness, excessive clinginess, and temper tantrums). Early treatment of excessive crying focuses on parent-infant communication, and parent-infant interaction in the context of soothing and settling the infant to sleep is a promising approach that may prevent later behavioral and emotional disorders in infancy.

• The Journal of the Korea Contents Association
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• v.16 no.5
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• pp.318-326
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• 2016

The purpose of this study was to analyze differences in toddler teachers' perception and application of the contents of the Standard Educare Curriculum. The participants of this study were 205 toddler teachers in charge of two-year-old children at childcare centers in Jollanamdo. For the survey, a questionnaire was prepared for the purposes of this study based on the contents of the $3^{rd}$ Standard Educare Curriculum. Collected data were analyzed using SPSS 18.0 through frequency analysis, descriptive statistics, paired sample t test, independent sample t test, F test, and Duncan's post hoc test. The results are as follows. First, toddler teachers' perception of the contents of the National Standard Educare Curriculum was high, and the level of understanding was higher than when their academic degree was high. Second, toddler teachers' application of the contents of the Standard Educare Curriculum was relatively high. Third, there was a significant difference between toddler teachers' perception of the contents of the Standard Educare Curriculum and their actual application of the contents.