• Korean Journal of Human Ecology
• /
• v.20 no.4
• /
• pp.777-787
• /
• 2011

The purpose of the study is to examine the relationship between the day care teachers' efficacy beliefs on play and acceptability of social skills strategies for children with disabilities. 174 daycare teachers participated in this study. For this study, two instruments were used. One was the social interaction program features questionnaire (Odom et al., 1993), developed for the purpose of understanding the types of teachers' social interaction, which was modified. The other was the teachers' efficacy beliefs on play by Cho (1999) which was revised. Data was collected and analyzed by SPSS 12. The overall findings of this study were as follows. First, there was a meaningful difference in daycare teachers' acceptability of social skill strategies for disabilities children by factors. Secondly, there was a strong relationship between their acceptability and their efficacy beliefs on play. Thirdly, there was a meaningful differences between higher group and lower group of scores of teachers' efficacy belief on play in daycare teachers' acceptability of social skill strategies for disabilities children.

• Journal of Industrial Convergence
• /
• v.20 no.1
• /
• pp.69-76
• /
• 2022

This study is a descriptive survey study to identify interaction influencing factors in nursing students with experience in child nursing practice. The collected data used the SPSSwin 25.0 program, and the influencing factors on the interaction were analyzed by multiple regression analysis. As a result of the study, among the general characteristics of nursing college students, major satisfaction and play beliefs showed influence on interaction, and the explanatory power for interaction was 36.0%. Based on the results of higher major satisfaction, higher play beliefs, better interaction with children, a child nursing practice curriculum is required to improve nursing students' major satisfaction and have positive beliefs about play, and play in the theoretical curriculum before child nursing practice.It is thought that it is necessary to acquire knowledge of the law and educate on the necessity.

• Korean Journal of Child Education & Care
• /
• v.19 no.1
• /
• pp.59-73
• /
• 2019

Objective: The purpose of this study was to investigate the moderating effect of mothers' play support beliefs on the relation between mothers' insecure attachment and children's playfulness. Methods: The research participants of this study include 254 children aged 3 to 5, who attended kindergartens and day care centers located in Seoul, Gyeonggi and Chung-cheong, and their 254 mothers. For data analyses, descriptive statistics, Pearson's correlation and hierarchical multiple regression were conducted using SPSS 23.0 program. Results: First, there was negative association between mothers' insecure attachment and play support beliefs. Social spontaneity and expression of joy were negatively related to mothers' insecure attachment. However, mothers' play support beliefs showed positive associations with children's playfulness, particularly including children's physical spontaneity and expression of joy. In addition, mothers' play support beliefs moderated the relation between mothers' insecure attachment and children's expression of joy. However, the beliefs did not moderate the relation between mothers' insecure attachment and other playfulness traits. Conclusion/Implications: The findings of the present study indicate that mothers' understanding of the importance of play may buffer the adverse effect of mothers' insecure attachment on children's capabilities of expressing their sense of pleasure.

• Korean Journal of Childcare and Education
• /
• v.18 no.1
• /
• pp.1-22
• /
• 2022

Objective: This study attempted to verify the effectiveness of parent education programs which emphasize parents' direct interaction with young children even when using digital devices. For this purpose, parents' play beliefs and their interaction with their children were evaluated by taking a pre-test and post-test. Methods: The subjects of this study were parents of young children attending child care centers. The collected data were analyzed by one-way covariate analysis (ANCOVA) to find out if there was a significant difference in post-test scores after controlling the pre-test as a covariate to minimize possible errors between groups before the experiment. Results: Parents, who had participated in the parent education program which emphasized parents' direct interaction with young children when using digital devices, showed higher increases of play support beliefs and parent-child interaction than the comparative group. Conclusion/Implications: This study confirmed that in order to develop digital fluency from early childhood, parents should avoid indiscriminate use of digital devices at home, maintain direct interaction with their children even when giving them digital devices to play with, and support healthy growth by way of continuing sensitive interaction with their children.

• Asian Pacific Journal of Cancer Prevention
• /
• v.13 no.12
• /
• pp.6033-6038
• /
• 2012

This study was designed to identify beliefs about physical activity in cancer patients. Semi- structured interviews were conducted with 20 patients under treatment, who were invited to identify perceived barriers for not adopting a physically active lifestyle and to express their beliefs about physical activity. Content analyses revealed five main categories of beliefs including four types of barriers: (a) barriers related to the side effects of treatment; (b) barriers related to a lack of perceived physical abilities; (c) barriers related to a lack of interest for physical activity; (d) beliefs about the negative effects of physical activity, and (e) beliefs about the positive effects of physical activity. These findings extend the existing literature by indicating how stereotypes may play a role in explaining sedentary lifestyles in cancer patients.

• Education of Primary School Mathematics
• /
• v.7 no.1
• /
• pp.1-14
• /
• 2003

The purpose of this research is to explore teachers' role actions in teaching mathematical problem solving and to analyze the influences of the teachers'role actions on their students' activities and beliefs about problem solving. The results obtained in this study suggested that the teachers' role actions brought qualitative differences to students' activities, and students' beliefs about mathematical problem solving were consistent with the perspective held by their teachers. Therefore, teachers should help students build up desirable beliefs about problem solving. They should understand teaching mathematical problem solving and play proper roles in various situations of teaching mathematical problem solving.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.21 no.7
• /
• pp.453-461
• /
• 2020

The purpose of this study was to investigate the mediating effects of young children's playfulness between the children's peer competence and their mothers' play beliefs. For this study, 160 mothers and 160 children aged 4-5 years who were in kindergarten and daycare centers in Area J were selected. The collected data were analyzed based on correlation and mediation using SPSS Statistics. The research results are as follows. First, as a result of analyzing the relationship between the young children's peer competence and playfulness and their mothers' play beliefs, there was a statistically significant positive correlation between a mother's play-support beliefs and their children's peer competence and playfulness. On the other hand, the relationship between a mother's learning-support beliefs and her child's peer competence and playfulness was not significant. There was a significant positive correlation between playfulness and peer competence in the young children. Second, as a result of verifying the mediating effect of the children's playfulness in the relationship between their mothers' play-support belief and the children's peer competence, we found that playfulness has a partial mediating role.

• School Mathematics
• /
• v.17 no.4
• /
• pp.593-611
• /
• 2015

Under the assumptions that teachers' beliefs toward mathematics education play a role of a filter between teachers' knowledge and teaching practices, this study surveyed and analyzed elementary teachers' beliefs toward mathematics education: helping students to understand mathematics concepts, addressing students' mathematical misconceptions, engaging students in mathematics classroom, and improving students' mathematical thinking. From the analysis of survey results of the study, I found that there were dominant components in elementary teachers' beliefs system regarding teaching mathematics. In addition, there are some constructs affected by teachers' characteristics such as gender and educational backgrounds. In this study, I presented a representative model of elementary teachers' beliefs system toward mathematics education.

• Korean Journal of Human Ecology
• /
• v.16 no.6
• /
• pp.1119-1130
• /
• 2007

The purposes of this current study were to develop a pre-parent education class for university students and to examine the difference in their beliefs after the program. The subjects of this study were 86 students who were selected from one university in Kyunggido, South Korea. Students had pre-test and post-test to measure the changes caused by the program. Two instruments were used: Beliefs of Appropriate Education and Child Rearing Attitudes. The results of this study were as following: In the post-test, students showed higher scores on affectionate child rearing attitudes. More specifically, students endorsed expression of affection toward a child, positive mother-child relationship, emotional involvement, giving a child equal right after having pre-parent education class. In terms of beliefs on appropriate education, in the post-test students became put more value on process, child, play, experience- oriented learning compared to their pre-test scores. In sum, this pre-parent education class is an effective one, which improve future parents' beliefs and attitudes on appropriate education and child rearing practices.

• Physical Therapy Korea
• /
• v.16 no.3
• /
• pp.60-68
• /
• 2009

Psychsocial factors appear to play an important role in the maintenance and development of chronic disability from low back pain. Fear of pain may be more disabling than the pain itself in patients with nonacute low back pain. The purpose of this study was to identify the contribution of gender, age, depression and pain-related fear to pain intensity and disability in nonacute low back pain patients. This was a cross-sectional survey study of eighty four patients who had low back pain for at least 4 weeks. More than moderate correlations were found between pain intensity, disability, fear-avoidance beliefs and depression. Regression analyses revealed that disability ratings and fear-avoidance beliefs for work activities significantly contributed to the prediction of pain intensity, even when controlling for age, gender and pain duration. Also, fear-avoidance beliefs for physical activity, pain intensity, age and depression, significantly contributed to the prediction of disability, even when controlling for gender and pain duration. These findings suggest that disability scores and fear-avoidance beliefs for work activities are important determinants of pain intensity. They also suggest that fear-avoidance beliefs for physical activity, pain intensity, age and depression are important determinants of disability.