• Korean Journal of Child Studies
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• v.33 no.4
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• pp.91-106
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• 2012

The purpose of this study was to investigate the relationship of toddlers' vocabulary ability with reading activities and teachers' verbal and nonverbal behaviors during book reading. The subjects were 52 teachers and 104 toddlers at age 2. Lee and Kim (2004)'s categories of the Teachers' Verbal Behaviors, the categories of the Nonverbal Behavioral Analysis(Kim. 2005), and the Peabody Picture Vocabulary Test-Revised (Kim, et al.1995) were used. The data was analyzed by t-test, ANOVA, and Correlations. The results indicated that there were significant correlations in the subcategories of reading activities in classrooms, teachers' picture book reading behaviors, and toddler's vocabulary ability. The toddler's vocabulary ability increased as the 'interacting time both before and after book reading' became longer. The toddler's vocabulary ability increased as 'connecting with previous experience', 'asking questions for confirmation', 'acknowledging,' and 'expanding' of verbal behavior, as well as the nonverbal behavior, such as 'requesting behavior', 'emotional contact,' and 'empathetic behavior.' In conclusion, teachers' reading behaviors and activities were related to toddlers' vocabulary ability.

• Maxillofacial Plastic and Reconstructive Surgery
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• v.30 no.5
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• pp.447-456
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• 2008

There is close relationship between intraoral structural anomaly and speech- functional problem. Patient with cleft palate patients & ankyloglossia is a typical example, patients with structural anomaly is repaired toward normal structure by operation. Ankyloglossia may cause functional limitation even after adequate surgical treatment speech disorders being one of them. Interindividually, they vary a lot, showing typical articulation specifics. The objective of this study was to evaluate and compare speech for children with ankyloglossia and general public, to determine whether ankyloglossia is associated with articulation problem. We wanted to present criteria for indication of frenectomy. The group of subject is composed of 10 childrens with ankyloglossia and articulation problem, visited the Oral and Maxillofacial surgical unit, dental hospital, Chonbuk university. The average age is 5 Y 7M, M : F ratio is 8 : 2 at the time of speech test. Control group is composed of 10 members without oral structural anomaly. The average age is 5 Y 10M, M : F ratio is 3 : 7 at the time of speech test. Outcomes were measured the PPVT(Peabody Picture Vocabulary Test), PCAT(Picture Consonant Articulation Test), Nasometer II test result obtained each group, statistically measured by Mann-whitney's U Test. There was no difference for 'chronological age-age equivalent' between two group. There was significant difference for 'consonant accuracy' between two group, showed more lower scores in subject group. There was more 'consonant error' in subject group, mostly showed/1/,/s/. A major modality of 'consonant error' was mostly distortion and replacement. There was no significant difference between two group for nasality.

• Korean Journal of Child Studies
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• v.29 no.4
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• pp.199-212
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• 2008

Relationships between parents' home literacy attitudes in low-income families and children's emergent literacy were studied with 107 children 4- and 5-years of age and their parents. Instruments were Kim and Kwon's (2006) questionnaire about parents' literacy attitudes, the Peabody Picture Vocabulary Test-Revised(Kim et al., 1995) and the Concepts About Print(CAP; Kim & Kim, 2004). Results showed that parents of younger children were positive about reading books; parents of older children were positive about reading instruction. More positive parental feelings about reading and higher frequencies of reading with the child were related to children's higher vocabulary scores. Children's CAP was positively related with amount of parents' reading instruction, home literacy resources, and number of child's books in the home.

• Korean Journal of Child Studies
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• v.30 no.1
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• pp.27-41
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• 2009

This study examined the cognitive and social development of children of low income, disabled mothers. Sixty-four disabled mothers and their 3- to 5-year-old normally developing children participated. Children's IQ, receptive vocabulary, and social adaptive ability were measured with Korean-Wechsler Preschool and Primary Scale of Intelligence (Park et al.,1996), Peabody Picture Vocabulary Test-Revised (Seoul Community Rehabilitation Center, 1995), and Social Maturity Test(Kim & Kim, 1995), respectively. Results showed that IQ and receptive vocabulary scores were lower than average and that verbal IQ was positively related to shared reading time and library use; verbal IQ was negatively related to duration of child-care attendance. Children's social quotient was higher than average and positively related to mother's employment status and amount of books in the home.

• Journal of the Korean Home Economics Association
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• v.46 no.1
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• pp.117-129
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• 2008

In present study, using 1572 low-income families and 266 Head Start teachers from Family and Child Experiences Survey (FACES) in the U.S., we examined the effects of mothers' reading and the characteristics of interaction between teacher-child interaction on 4-and 5-year-olds' cognitive development represented by their verbal and numerical abilities. Frequencies of mothers' reading at home consistently predicted higher scores of children's Peabody Picture Vocabulary Test and Woodcock Johnson Applied Problems. Teachers' sensitivity and permissiveness in their interactions with children in classroom were positively related to children's verbal abilities and teachers' sensitivity predicted better numerical abilities of children after controlling for mothers' reading and the characteristics of family and teacher. The findings shed light on the contributions of teacher behaviors and familial factors to children's cognitive development calling for attention to the need for parent education on cognitively stimulating family environments and continuing education for early childhood teachers focusing on quality interactions with young children.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.10
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• pp.109-118
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• 2016

Language intervention through cooking activity programs is designed to provide an efficient teaching method and improved educational environment in the field of teaching. This program addresses the effects of this program on the language development of three three-year-old infants (M;2, F;1) in the Center in Seoul. A cooking topic suitable for the age of this group was selected. The language Intervention was conducted for 50 minutes per week for a total of 25 times, and made use of vocabulary, verbs and nouns related to cooking which were evenly distributed. In this study, the Peabody Picture Vocabulary Test-Revised (PPVT-R), receptive language age (RLA) and expressive language age (ELA), and Preschool Receptive-Expressive Language Scale (PRES) were used to analyze the collected data. After the study, the cooking activity was accomplished with normal development outcomes appearing in the ability of vocabulary, receptive language, expressive language, and integrated language. There is now a solid evidence base supporting the efficacy of cooking activity in producing positive outcomes in the language development of language delayed infants. Consequently, cooking can induce their active participation and interest and extend their language abilities through various experiences.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.10 no.1
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• pp.21-33
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• 1999

The clinical assessment for preschool children who are known to have problems in selfreporting tends to be dependent on outsiders' reporting. Thus, the direct assessment of children's inner experience, thoughts and feelings is difficult. MacArthur Story-Stem Battery(MSSB) developed to learn more about preschool children's mental representation in play is used in this study to help assess clinical preschool children through developmental study of normal children's mental representation. Fifty five children(32boys and 23girls) who performed MSSB, IQ Test, Peabody Picture Vocabulary Test-Revised(PPVT) were videotaped and were analyzed. The results of this study were as follows：1) Children frequently displayed negative mental representation such as atypical negative response, reparation/guilt, punishment, personal injury and so on during emotionally laden play situation. 2) Mental representation of parent appeared positive, disciplinary, and negative in respective. 3) As a result of factor analysis of MSSB content themes, aggressive, prosocial, and oppositional content theme composites were generated. Aggressive content included atypical negative response, aggression, personal injury, and exclusion. Prosocial content included affection, affiliation, and reparation/guilt. Oppositional content included punishment and non-compliance. 4) Mental representation of parent and content themes showed significant correlation. Positive, negative, and disciplinary representation were significantly correlated for prosocial(r=0.40), aggressive (r=0.52), and oppositional(r=0.75) content theme respectively. 5) Among the correlations between parental mental representations and emotional responses, positive parental representation and anxiety showed significant negative correlation(r=-0.43). 6) Among the correlations between content themes and emotional responses, there were significant positive correlations between aggressive(r=0.28) and oppositional content themes(r=0.29) and distress, and were significant negative correlations between prosocial content theme and concern(r=-0.29) and anxiety(r=-0.43). According to the above results, preschool children frequently displayed negative mental representation in emotionally conflictual play situation. Children with more prosocial themes in their stories exhibit more positive parental mental representation. Also, children with more aggressive themes tend to display more negative parental representation and negative emotional responses.

• Journal of the Korean Home Economics Association
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• v.43 no.5 s.207
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• pp.131-147
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• 2005

The purpose of this study was to provide a better understanding of foreign-born Korean children's early school adjustment in the U.S. The interaction between the foreign-born Korean children in the U.S. and several of the children's microsystems, including family, school, and peer was assessed to meet this purpose. The study subjects were 43 foreign-bom Korean children who were sampled from Korean Sunday Language schools and who attended local schools in the Boston area, MA, USA. Quantitative analysis was conducted to identify which variables of interest predicted the early adjustment of this group of children. Furthermore, in-depth interviews were conducted with mothers of the children from the top and bottom groups 1) the most successful (in the top quartile) and 2) the least successful adjustment groups (in the bottom quartile) sorted by scores on the Peabody Picture Vocabulary Test-Revised (PPVT-R). The interview results were analyzed to elicit maternal perceptions/beliefs on education, in general, and those of home-school relationships, in specific. Several conclusions can be drawn from both the quantitative and qualitative analyses. The results of multiple regression and path analysis showed that the children's language development predicted their adjustment, but the effects of the other two variables, peer relationships and school experiences, on the adjustment of children, were mediated through the children's language. Moreover, common themes and patterns in the responses to a series of open-ended questions emerged from the interviews with the two groups of mothers. The two mothers of the least successful group were concerned about their children's future and school success, but thev did not show anv responsive attitudes toward achieving this goal. By contrast, the mothers from the most successful group were self-determined with regard to their children's education and had strong beliefs and values on how to raise their children in the new culture. The implications were discussed.