• Korean Journal of Childcare and Education
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• v.15 no.4
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• pp.83-113
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• 2019

Objective: The purpose of this study was to examine the experiences of mothers who participated in the training of consultants for the purposes building an early childhood educational community. Methods: Participants were 14 mothers in the first phase, 10 mothers in the second phase, and 8 mothers in the third phase. Data were collected from stories shared during the learning community activities. The mothers' experiences were analyzed according to qualitative analysis procedures. Results: Mothers' experiences of participating in the training of consultant for building early childhood educational community were categorized into three themes and seven sub-themes. The first theme was "self as a parent" including "looking inside myself in the parent-child relationships" and "looking inside myself in the relations with other mothers". The second theme was "self as a member of the community" which consisted of "sharing emotions through ritual", "forming communitarian identity through hospitality and solidarity" and "growing as a social mother". The third theme was "self as a educational community consultant" out of which emerged "setting up shared visions", "building practical community competence", and "creating fields of community implementation". Conclusion: The results suggested there are implications for the effective practices of building an early childhood education community and the direction and methodology of parent education.

• Korean Journal of Child Studies
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• v.36 no.2
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• pp.111-130
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• 2015

The purpose of this study was to conduct a qualitative analysis of mothers' role experiences during their children's transition from early childhood to middle childhood. Eleven mothers of first-grade elementary school students participated in a group meeting, group interviews and journal writing. The results indicated that mothers described their experiences as a critical first step outwards on the journey to independence. The role experiences of the mothers who participated in this study can be seen from three perspectives: Firstly, as mothers as individuals projecting a mother's worries onto their child and becoming a capable person to help their children adjust to a new school environment, secondly, as mothers as family members experiencing a more authoritarian parenting style and difficulties of co-parenting with their husbands and parents-in-law, and lastly, as mothers as members of the extended family systems experiencing communication difficulties regarding the public education system and feeling uncomfortable with other parents. The findings may be used to develop support programs as well as a channel for interacting with public education bodies and community agencies.

• Korean Journal of Child Studies
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• v.28 no.2
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• pp.137-153
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• 2007

This research studied differences in the distribution of maternal attachment representation between divorced and non-divorced low income mothers, associations between their divorce and childhood experiences, and associations between maternal attachment representation and childhood experiences. Subjects were twenty each divorced and still-married women with low socioeconomic status. The Adult Attachment Interview was used to assess their attachment representation resulting in classification by four types; autonomous (F), dismissing (Ds), preoccupied (E), or unresolved/disorganized (Ud). The divorced women had more childhood experiences of being rejected and neglected by their mothers than the non-divorced women. This indicates that maternal childhood experiences were related to maternal attachment representation and divorce.

• Human Ecology Research
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• v.62 no.2
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• pp.337-349
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• 2024

The aim of this study was to explore the mediating effects of adult attachment and marital satisfaction on the relationship between childhood maternal attachment and parenting behavior. A total of 372 mothers of preschoolers completed questionnaires on childhood maternal attachment, adult attachment, marital satisfaction, and parenting behavior. Adult attachment was analyzed by distinguishing between attachment anxiety and attachment avoidance. Parenting behavior was categorized into positive and negative behaviors. For the main analyses, Preacher and Hayes's PROCESS macro program was used to examine serial mediating effects. The results revealed that attachment anxiety mediated the effects of mothers' childhood attachment experiences on both positive and negative parenting behavior. However, attachment avoidance only mediated the effects on positive parenting behavior. Marital satisfaction mediated the effects of mothers' childhood attachment experiences on both positive and negative parenting behavior. Notably, the sequential mediating effects of attachment anxiety and marital satisfaction were not significant for either positive or negative parenting behavior. By contrast, the sequential mediating effects of attachment avoidance and marital satisfaction were significant for both positive and negative parenting behavior. These findings elucidate the predictive factors for parenting behavior within a process model framework, providing valuable insights for parental education and counseling aimed at enhancing mothers' parenting practices.

• Korean Journal of Child Studies
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• v.21 no.1
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• pp.85-98
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• 2000

This study examined the impact of physically punished experiences in childhood on parents' use of corporal punishment with their own children. The sample of parents who had been exposed to family violence in childhood was obtained from 4th and 5th grade elementary school children. The sample consisted of 420 parents of which 292 were suitable for this study. Physically punished experiences or parents in childhood influenced aggression, and aggression had an impact on the corporal punishment of children i.e. physically punished experiences and coping strategy did not have a direct impact on the corporal punishment of children but had an indirect effect through aggression. Mothers whose parenting attitude was high in the shame were low in use of corporal punishment while mothers high in use of corporal punishment were low in shame.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.32 no.2
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• pp.63-70
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• 2021

Objectives: Adverse childhood experiences (ACEs) of mothers may negatively affect the mental health of their offspring. Little is known about the intergenerational effect of maternal ACE on post-traumatic stress disorder (PTSD) in the offspring. This study investigated the impact of maternal ACEs on PTSD in the offspring. Methods: A total of 156 mothers with children aged 13-18 years completed the Diagnostic Interview Schedule for Children (DISC) Predictive Scales to determine the presence of psychiatric disorders in their offspring. The subjects completed the ACE questionnaire and the Early Trauma Inventory Self-Report-Short Form. Multivariable logistic regression was used to analyze the relationship between maternal ACEs and PTSD in the offspring. Results: Of the mothers, 23.7% had at least one ACE, and PTSD was reported in 21.8% of the offspring. The offspring of the mothers in the ACE group had a significantly higher rates of traumatic experiences and PTSD than the offspring of the mothers in the no ACE group. Maternal household dysfunction independently predicted offspring PTSD [odds ratio (OR)=3.008, p=0.05), and three or more maternal ACEs were significantly related to PTSD in the offspring (OR=10.613, p=0.025). Conclusion: Maternal ACEs have a significant impact on the risk of traumatic experiences and PTSD in the offspring. These findings suggest the presence of intergenerational transmissions by which maternal ACEs affect the mental health of the offspring.

• Journal of the Korean Home Economics Association
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• v.45 no.5
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• pp.85-94
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• 2007

The purpose of this study was to examine the relationships between mothers' childhood experiences, satisfaction as a parent, spousal support in parenting and their children's perception of their child-rearing practices. The subjects were 321 fifth and sixth graders from two elementary schools in Seoul and their mothers. A revised version of the Mother-Father Peer Scale (MFPS; Epstein, 1983) was used to assess the mothers' child experiences. To measure parental satisfaction, the Parent Satisfaction Scale (PSS; Duke, Rose, & Halverson, 1997) was revised and used. A modified version of the Teamwork of Parenting Alliance Inventory (PAI; Abidin, 1988) was used to assess spousal support in parenting. A modified version of the Child-rearing Behaviors Questionaire (Park, 1995) was used to assess the mothers' child-rearing practices. The data were analyzed with descriptive statistics and a t-test. The results of this study were as follows. 1) Mothers who received a greater degree of independence encouragement and acceptance from their fathers tended to show more warmth/acceptance in their child-rearing practices than those who received a lesser degree of independence encouragement and acceptance from their fathers. Mothers who received a greater degree of independence encouragement from their own mothers tended to show more warmth/acceptance of their children but less permissiveness/nonintervention and rejection/restriction in their child-rearing practices when compared to those who received a lesser degree of independence encouragement from their own mothers. The mothers who received a greater degree of acceptance from their own mothers tended to show more warmth/acceptance of their children but less rejection/restriction in their child-rearing practices when compared to those who received a lesser degree of acceptance from their own mothers. 2) Mothers who had a greater degree of satisfaction as a parent tended to show more warmth/acceptance but less rejection/restriction in their child-rearing practices than those who had a lesser degree of satisfaction in parenting. 3) Mothers who received a greater degree of spousal support in parenting showed more warmth/acceptance in their child-rearing practices than those who received a lesser degree of spousal support.

• Journal of Families and Better Life
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• v.33 no.6
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• pp.35-49
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• 2015

This study is to examine the relationships between experiences in the family of origin with fathers, parenting participation of fathers, and parenting stress of mothers. The subjects in this study consisted of 203 couples with children of ages 3, 4, and5 attending child care centers in the Gyeong-gi province. The results of this research are summarized as follows. First, experiences in the family of origin with fathers, have meaningful correlations with parenting participation of fathers and parenting stress of mothers. Also, parenting participation of fathers has meaningful correlations with parenting stress of mothers. Second, experiences in the family of origin with fathers have direct/indirect influence on parenting stress of mothers and parenting participation of fathers played a mediating role between the two variables. It is significant that these results give the basic research data for developing aparental education program that can lower parenting stress of mothers by parenting participation of fathers.

• Korean Journal of Human Ecology
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• v.18 no.5
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• pp.1009-1020
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• 2009

The purpose of this study was to present a developmental direction of the early childhood social education in kindergarten by investigating the mother's perceptions using the focus group interview. Mothers who have 4~5 year old children were selected for 3 focus group interviews. The following results were obtained: 1) The mothers recognized early childhood social education as an essential step before entering elementary school. 2) The mothers were found to have recognized that the cultivation of the various social situations of the children in kindergarten would be a very important task of the kindergarten, because kindergarten is a place for children to be introduced to social experiences for the first time in their lives. 3) Most of the mothers have the perception that early childhood social education showed positive effects on the development of their children. This perception was based on the evaluation of the social educational effect of kindergarten compared to that of elementary school.

• Korean Journal of Child Studies
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• v.27 no.6
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• pp.69-79
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• 2006

This study investigated intergenerational transmission from mother's attachment representation to infant's attachment pattern and the associations between maternal attachment representation and their childhood experiences. Subjects were forty 12- to 15-month-old infants and their mothers. The Adult Attachment Interview (Main & Goldwyn, 1984) was used to assess mother's attachment representation. The Strange Situation (Ainsworth, 1978) was used to classify infant's attachment relationship. Mothers were classified as autonomous (F), dismissing (Ds), preoccupied (E), or unresolved/disorganized (Ud). Infants were classified as secure (B), insecure-avoidant (A), insecure-resistant (C), or insecure-disorganized (D). Exact A/B/C/D and Ds/F/E/Ud agreement was observed in 30 of 40 dyads(75%). Maternal childhood experiences were related to maternal attachment representation.