• Journal of Nutrition and Health
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• 제36권3호
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• pp.298-305
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• 2003

The purpose of this study was to investigate the relationship between the eating habits and social behavior of preschool children. Six hundred twenty seven children ranging in age from 4 to 7 and their mothers were asked to complete a questionnaire assessing the children's eating habits and kindergarten teachers were asked to rate the social behavior of their preschool children. The eating habits of children positively correlated to those of their mothers, primarily in meal regularity, breakfast frequency, unbalanced meals, overeating, eating delivery food and food preferences. The results showed that 33% of preschool children always had unbalanced meals and 50% sometimes had them. Children who had ice cream, cake, carbonated drinks or cookies as snacks more often, tend to have meals irregularly because they favored sweets and were possibly induced to have unbalanced meals. Sixty five percent of the children were graded as good in terms of having healthy eating habits and had good social behavior. The results indicate that the eating habits of children are related to problem behavior, especially social withdrawal and anxiety. That is, children who have undesirable eating habits are likely to be anxious or socially withdrawn.

• 한국보육지원학회지
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• 제16권1호
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• pp.1-20
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• 2020

Objective: The purpose of this study was to explore the application of the multidisciplinary model, which is customized evidence-based counseling for abused preschool children done by a day care center teacher. Methods: The participants were 16 preschool children which were abused by a day care center teacher and their parents. The data were analyzed by using the Wilcoxon Signed-rank test. Results: The multidisciplinary cooperative service model based on customized evidence-based counseling for abused preschool children, their parents, and day care center teachers was developed. Based on this model, customized evidence-based Post-Traumatic Stress Disorder (PTSD) emergency intervention was provided to preschool children abused by a day care teacher in Incheon. The multidisciplinary cooperative emergency intervention service proved to be effective in reducing emotional and behavioral problems of abused preschool children and enhancing the mental health of parents. Conclusion/Implications: The results of this study indicated that the customized evidence-based counseling for abused preschool children done by a day care center teacher using the multidisciplinary cooperative linkage system would be effective, and that child abuse prevention by day care center teachers and intervention services should be provided systematically at the national level.

• Allergy, Asthma & Respiratory Disease
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• 제6권6호
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• pp.295-302
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• 2018

Purpose: It is thought that Mycoplasma pneumoniae infection is more prevalent and causes more severe pneumonia in school-age children and young adults than in preschool children; however, recent studies suggest that the infection may be underdiagnosed and more severe in preschool children. This study investigated the clinical characteristics of Mycoplasma pneumoniae pneumonia (MPP) and the risk factors of refractory MPP (RMPP) by age. Methods: We retrospectively reviewed the medical records of 353 children admitted due to MPP from January 2015 to December 2016. Demographics, clinical information, laboratory data and radiological findings were collected from all patients in this study. The patients were divided into 2 groups by the age of 6 years. Also, both preschool (< 6 years old) and school-age (${\geq}6$ years old) children were divided into RMPP and non-RMPP patients. Results: Total febrile days, febrile days before admission and the duration of macrolide antibiotic therapy were significantly longer in school-age children than in preschool children. School-age children had significantly greater risk of lobar consolidation (P=0.036), pleural effusion (P=0.001) and extrapulmonary complications (P=0.019). Necrotizing pneumonia and bronchiolitis obliterans tended to occur more frequently in preschool children than in school-age children. In both preschool and school-age children, lactate dehydrogenase (LDH) levels were significantly higher in RMPP patients than in non-RMPP patients. In preschool children, LDH > 722 IU/L (odds ratio [OR], 3.02; 95% confidence interval [CI], 1.44-6.50) and ferritin > 177 ng/mL (OR, 5.38; 95% CI, 1.61-19.49) were significant risk factors for RMPP, while LDH > 645 IU/L (OR, 4.12; 95% CI, 1.64-10.97) and ferritin > 166 ng/mL (OR, 5.51; 95% CI, 1.59-22.32) were so in school-age children. Conclusion: Clinical features of MPP were significantly different between preschool and school-age children. LDH and ferritin may be significant factors of RMPP in preschool and school-age children.

• 아동학회지
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• 제25권2호
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• pp.71-79
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• 2004

The primary purpose of this study was to examine what social behaviors are valued within Korean culture for children of preschool age. The sample consisted of 40 mothers of preschool children and 40 preschool teachers. Two instruments were used : an open-ended interview and the Preschool Behavior Q-sort(Baumrind, 1968). Korean mothers and preschool teachers emphasized social behaviors based on cultural values. However, social behaviors that Korean mothers and preschool teachers emphasized were not, for the most part, the expected behaviors about respect for authority or obedience. Rather, they valued considerateness, politeness, mastery behaviors that represent another aspect of traditional values.

• 부모자녀건강학회지
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• 제18권2호
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• pp.88-99
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• 2015

Purpose: This study was conducted to examine mother-child interactions and the quality of life of preschool children with epilepsy as perceived by mothers, and to investigate the relation between mother-child interactions and the quality of life of preschool children with epilepsy. Methods: Participants for this study consist of 92 mothers of children with epilepsy aged three to six years who were treated at university hospitals and a city hospital located in Seoul, Korea. The instruments used for this study were mother-child interactions of preschool children scale and the Korean version of the TAPQOL (TNO-AZL Preschool children Quality of Life). Results: The level of mother-child interactions for preschool children with epilepsy showed a mean score 125.91. The category of dyadic domain was rated the highest while the child domain category was rated the lowest. The level of mother-child interactions for preschool children with epilepsy showed a significant difference according to the mother-child relationship, birth history, seizure frequency, number of antiepileptic drugs and combined disabilities. The quality of life of children with epilepsy showed a significant difference according to the mother-child relationship, birth history, seizure frequency, number of antiepileptic drugs and combined disabilities. There is a statistically significant positive correlation between mother-child interactions and quality of life of preschool children with epilepsy. Conclusion: This study suggests that the mother-child interaction of preschool children with epilepsy showed a tendency to be led by mothers. In order to stimulate mother-child interactions, mothers should help their children enhance their reaction and participation.

• 대한가정학회지
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• 제50권5호
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• pp.91-100
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• 2012

The purpose of this study was to examine the effects of children's representations of mothers and peer competence on preschool adjustment. 102 preschoolers (47 boys and 55 girls, aged 4-5) participated in this study. The data were analyzed using descriptive statistics and structural equation modeling analysis. The results were as follows: Firstly, children's representations of mothers had a direct effect on peer competence. Secondly, peer competence had a direct effect on preschool adjustment. Thirdly, children's representations of mothers did not directly affect preschool adjustment, but their representations of mothers did indirectly affect preschool adjustment, through peer competence. In conclusion, children's representations of mothers and peer competence influence preschool adjustment.

• 아동학회지
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• 제24권2호
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• pp.51-62
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• 2003

This study investigated differences in play types of preschool children with disabilities both in mainstreamed and segregated classrooms. The play behaviors of 50 preschool children with disabilities were observed and videotaped during free play time. Differences were found in children's dramatic and group play. Conclusions were that mainstreamed preschool program emphasizing a play-based curriculum could be an effective model for children with disabilities by providing for a variety of play types. Implications for mainstreaming education and for teacher education were discussed.

• 한국보육지원학회지
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• 제18권6호
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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.

• 한국식생활문화학회지
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• 제18권2호
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• pp.151-159
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• 2003

This study was conducted to investigate eating behaviors of preschool children for development their snack. Eating habit, preference and nutritional state were investigated using a questionnaire answered by teachers of day-care centers, 548 preschool children(aged 4 to 6 years old) and their mothers. It was found that 93.6% of subjects thought children need to eat snacks not only at day-care center but also at home. For children, snacks clearly played an important role in dietary nutritional intake The frequency and rate of consuming Milk as snack were high$(1.51\;times\;per\;a\;day,\;459.8{\mu}l)$, 53.2% of calcium intake from Milk. The most favorite snack foods of children were fresh fruits, milk, yoghurt, juice. The correlation between frequency of eating food as snack and children's preference for food was low; because choosing food as children's snack was not by themselves but by their mothers and teachers, and variety of food(a taste, kinds) as snack was very weak. Subjects showed rather dissatisfactory view about commercial snack, and wanted new development of nutritionally balanced and natural-tasted snack for preschool children; they preferred dducks, biscuits and snacks as the form of newly-developed snack for preschool children.

• Human Ecology Research
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• 제53권3호
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• pp.229-239
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• 2015

This study investigated the effect of home environment quality and fathers' parenting participation on school readiness of preschool children. The subjects were 101 5-years old children, mothers and teachers at child care centers located in the Gyeonggi area. Home environment quality was measured using a 'Korean Home Environment' questionnaire. Parenting participation by fathers was measured by 'Scale for Productive Roles of Fathers of Children in Their Early Childhood.' Lastly, the children's school readiness measured the 'School Readiness Inventory.' Collected data were analyzed using t-test, correlation analysis, and hierarchical multiple regression. The results of the study showed that the school readiness of preschool children differed by gender. The score of girls' school readiness was higher than boys' school readiness. Such difference was apparent in the school readiness areas of general knowledge, mathematical knowledge, and adjustment. There was a positive correlation between age and the school readiness of preschool children. An increase in children's age also increased school readiness in the areas of linguistic knowledge, mathematical knowledge, and adjustment. Home environment quality and fathers' parenting participation directly influenced the school readiness of preschool children. The pattern of the results suggests that a desirable home environment and fathers' contribution in the family for children are critical components to prepare preschool children for elementary school.