• Korean Journal of Child Studies
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• v.35 no.6
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• pp.65-78
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• 2014

The purpose of this study was to examine the relationships between preschooler's sex, effortful control, working memory, and emotion regulation. The moderating effect of sex in the influences of effortful control and working memory on emotion regulation was also investigated. Eighty-eight children from the ages of 3 to 5 years participated in this study. A working memory task of the Korean Wechsler Intelligence Scale for Children IV(K-WISC-IV; Kwak, Oh, & Kim, 2011) was administered to the children. Their parents completed a very short form of the Children's Behavior Questionnaire(Putnam & Rothbart, 2006) and Emotion Regulation Checklist(Shields & Cicchetti, 1997). The results indicated that effortful control significantly predicted emotion regulation. Additionally the moderating effect of sex on the relationship between working memory and emotion regulation was significant. Specifically, the influence of working memory on emotion regulation was significant only in boys, but not in girls. This result suggested that effortful control has an effect on emotion regulation in a stable manner whereas working memory has different effects on the influence of emotion regulation according to sex.

• Korean Parent-Child Health Journal
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• v.8 no.1
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• pp.37-48
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• 2005

Purpose: The purpose of this study was to develop a play education program to reduce children's fear of needle insertion to the implanted port, and to assess the effect of this program. Method: The play education program was composed of play education before needle insertion, encouragement during needle insertion, and a present to reward then after needle insertion. Measurement instruments were the Procedure Behavior Check List(PBCL) and Faces Rating Scale(FRS). Results: The first hypothesis, "the PBCL point of children with malignant disease would decrease after play education program", was rejected(before insertion : Z=-0.189, p= .850, during insertion : Z=-0.350. p= .727, after insertion : Z=-0.590, p= .555). The second hypothesis, "the FRS point of children with malignant disease would decrease after play education program education", was rejected(observer 1 : Z=-0.245, p= .806, observer 2 : Z=-0.912, p= .362, self-report : Z=-0.181, p= .856). The third hypothesis, "the Time of needle insertion would decrease after play education program", was rejected(Z=-0.464, p= .642). Conclusion: The effect on fear-reduction of play education program for children with malignant disease inserted implanted port was not significant but continuous education is needed for parents and children.

• Journal of the Korean Home Economics Association
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• v.43 no.11 s.213
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• pp.109-125
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• 2005

This study identified which aspects of perceived social support influence children's internalizing problems. The participants were 91 children from divorced families and 87 children from non-divorced families. They completed a questionnaire assessing the level of perceived social support and their teacher rated their internalizing problems(withdrawal, depression/anxiety) on K-CBCL scale. Sixth graders from non-divorced families perceived evaluative support higher than sixth graders from divorced families. In withdrawal, third graders from divorced families were rated higher than preschooler and sixth graders by their teacher. In depression/anxiety, third graders from divorced families were rated higher than sixth graders by their teacher. Internalizing problems of children from divorced families were affected by their perceived emotional support. Namely, children from divorced families who perceived less emotional support experienced more withdrawal and depression/anxiety.

• Journal of Family Resource Management and Policy Review
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• v.18 no.2
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• pp.143-162
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• 2014

The purpose of this study is to analyze the influences on resource transfers between middle-aged parents and their married children. This study used 2009 data from the National Research Foundation of Korea regarding inter-generational resource transfers and preparation for later life (kfr-2009-c00010). A sample of 1208 households of middle-aged parents with married children was used. The study found that parents provided financial resource transfers to their married children in the following circumstances: where parents received financial resource transfers from their married children, where the household income of parents was high, where the children were younger, and where the children were male. Parents provided instrumental resource transfers to their married children in the following circumstances: where parents received instrumental resource transfers from their married children, where the gender of children was female, where the children were employed, where married children had their own children who were either younger than a preschooler, and where household incomes of married children were high. Parents received financial resource transfers from their married children in these circumstances: where their emotional ties with their children was high, where the household income of the parents was low, where the household income of the married children was high, and where married children had preschoolers. The circumstances in which parents received instrumental resource transfers from their married children were where parents provided instrumental resource transfers and the household incomes of married children were high.

• Child Health Nursing Research
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• v.7 no.1
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• pp.118-140
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• 2001

The purpose of this study was to measure the effect of safety education program in preschool children for accident prevention and improve their health through more systematic method. Data were collected from 584 preschoolers(247 preschooler are assigned to experimental group and 337 preschoolers are assinged to control group) from 4 to 6 years old using APP paper test which consists of questions and drawings. To experimental group, safety education were done 4 times within the time of 30 minutes per 1 time using education books, drawings, OHP. The findings of this study are as follows: 1. There were significant difference in movement(χ²=18.732, p=.0000), behavioral character(χ²=27.785, p=.000), synthetic judgement(χ²=12.02, p=0.002). So, safety education program have effect on preschooler. 2. In the accident proneness on preschooler between experimental group and control group according to general characteristics, it proved significant difference in the case of accident prevention education were done, reasoning power(χ²=10.48, p=.005), movement speed(χ²=7.341, p=.025) and behavioral character(χ²=18.86, p=.000), in the case of housing pattern is private house(individual house, yard?), reasoning power(χ²=6.683, p=.035), movement speed(χ²=12.76, p= .002) and behavioral character(χ²=12.24, p=.002), in the case of housing pattern is mixed-type, movement speed(χ²=6.935, p= .031) and behavioral character(χ²=10.816, p=.004), in the case of housing pattern is over six stories, movement speed(χ²=7.543, p=.023), in the case of subjects' age is 4 years old, movement speed(χ²=16.5, p= .000) and behavioral character(χ²=12.18, p=.002), in the case of subjects' age is 5 years old, movement speed(χ²=7.519, p= .023), watchfulness(χ²=6.372, p=.041), behavioral character(χ²=14.74, p=0.001) and synthetic judgement(χ²=14.5, p=.001), in the case of subjects' sex is male, life safety(χ²=6.406, p=.041), movement speed(χ²=22.86, p= .000), behavioral character(χ²=13.72, p= .001) and synthetic judgement(χ²=13.82, p=.001), in the case of subjects' sex is female, reasoning power(χ²=12.57, p=.002) and behavioral character(χ²=13.16, p= .001), in the case of childrens have past accidental experience, traffic safety(χ²= 6.683, p=.035), in the case of childrens have no past accidental experience, reasoning power(χ²=8.384, p=.015), movement speed(χ²=20.6, p=.000), behavioral character(χ²=25.1, p=.000) and synthetic judgement(χ² =10.79, p=.005), in the case of children's order is first, reasoning power(χ²=11.15, p=.004), movement speed(χ²=11.92, p= .003) and behavioral character(χ²=7.003, p=.030), in the case of children's order is second, movement speed(χ²=6.694, p= .035), behavioral character(χ²=26.9, p= .000) and synthetic judgement(χ²=14.3, p= .001), in the case of nuclear family, reasoning power(χ²=8.777, p=.012), movement speed(χ²=19.0, p=.000), behavioral character (χ²=26.4, p=0.000) and synthetic judgement (χ²=9.999, p=.007), in the case of mothers' school career is under high school graduate, life safety(χ²=8.023, p=.018), movement speed(χ²=10.99, p=.004) and behavioral character(χ²=6.777, p=.034), in the case of mothers' school career is beyond college graduate, reasoning power(χ²=6.717, p= .035), movement speed(χ²=8.963, p=.011), behavioral character(χ²=25.03, p=.000) and synthetic judgement(χ²=15.19, p=.001), in the case of mothers' age ranged 31-34, movement speed(χ²=12.29, p=.002) and behavioral character(χ²=14.17, p=.001), in the case of mothers' age ranged 35-39, movement speed(χ²=9.859, p=.007), behavioral character(χ²=9.095, p=.011) and synthetic judgement(χ²=7.810, p=.020), in the case of mothers' age is over 40, life safety(χ² =5.593, p=.025), in the case of mothers' job is full-time, traffic safety(χ²=6.032, p=.049) and reasoning power(χ²=8.502, p= .014), in the case of mothers' job is part- time., movement speed(χ²=10.99, p=.004) and behavioral character(χ²=7.895, p= .019), in the case of mothers have no job, movement speed(χ²=6.410, p=.041), movement stability(χ²=6.879, p=.032), behavioral character(χ²=27.72, p=.000) and synthetic judgement(χ²=18.11, p=.000). The difference of accident proneness between experimental group and control group according to general characterists, it also showed that there were significant difference in behavioral character compared to other area.. From this findings, we can guess that safety education program change and guide preschoolers' behavioral character to desirable direction.

• Korean Journal of Human Ecology
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• v.24 no.4
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• pp.477-497
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• 2015

The purpose of this study was to examine the psychometric property of the Children's Behavior Questionnaire(CBQ), including reliability, content validity, construct validity, cross validity, and concurrent validity with EAS(Emotionality, Activity, Sociability) scale. The CBQ is a caregiver report measure designed to provide a detailed assessment of temperament in children 3 to 7 years of age. In this study, two groups of participants were included to check cross validity. The first group of participants were 108 preschoolers, 3 to 7 years of age attending kindergartens or child care centers, and their mothers. The second group of participants were 168 preschoolers and their mothers. The CBQ subscales demonstrate adequate internal consistencies. Also, exploratory and confirmatory factor analyses of the CBQ scale reliably recover a three-factor solution indicating three broad dimension of temperament: extraversion/surgency, negative affectivity, and effortful control. Evidence for concurrent validity derives from results of correlation analysis with EAS scale.

• Child Studies in Asia-Pacific Contexts
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• v.3 no.2
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• pp.123-137
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• 2013

Individuals rely on Theory of Mind (ToM) to represent themselves, others, and socio-cultural norms. Distinctive Western and Eastern developmental patterns of ToM have been reported in monocultural children. Relatively little is known about bicultural children, especially those children who grow up in two conflicting and unbalanced cultures. We hypothesized that the development of ToM in these bicultural preschoolers would follow the pattern of the dominant culture. To examine this hypothesis, we recruited English-speaking Chinese Singaporean preschoolers. In Study 1, we tested 3- to 5-year-olds (N = 120) with 5 ToM tasks, including diverse desires, diverse beliefs, knowledge access, and false belief, as well as a vocabulary task. In Study 2, we tested 5-year-olds (N = 30) with a picture-choice version of these ToM tasks. Both studies supported our hypothesis by revealing that the development of ToM in these bicultural children followed the pattern of the dominant culture. Additionally, we found that 5-year-old bicultural children are still developing false belief, and their verbal ability correlated with their ToM.

• Journal of Korean Academy of Nursing
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• v.34 no.1
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• pp.182-190
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• 2004

Purpose: This study was conducted to understand the health status and health behaviors of preschoolers to provide baseline data for developing health promotion programs. Method: Parents of children attending day-care centers were recruited for the study. Participating day-care centers were selected using a stratified sampling method. Data was collected from June to August 2002 using a questionnaire. Result: Among 754 preschoolers, 17.3% were overweight, while 18.2% were underweight. The most frequent infectious diseases that children have had previously were hand-foot-mouth disease (20.2%) and chicken pox (18.7%). Current health conditions that children have frequently are respiratory disease (28%) and atopic dermatitis (23.8%). Only 61% brush their teeth everyday at bedtime, 54.3% wash their hands every time after returning home, 8.8% wear bicycle helmets, 9.3% use a child car seat, and 8.1% eat fruits and vegetables five times a day. Children residing in the metropolitan area were more likely to have positive health behaviors, and children of parents with an advanced college level education were more likely to have positive health behaviors than those with only a high school level education. Conclusion: Based on the study results, health professionals could plan and develop health promotion programs to change unhealthy behaviors of preschoolers targeting high-risk groups.

• Journal of the Korean Society of Food Culture
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• v.8 no.2
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• pp.125-137
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• 1993

The purpose of this study was to develop nutrition education program that promotes eating behavior of preschool children. 118 parents of preschool children were surveyed to understand of children's food preferences and prejudices. The preference for vegetable showed the lowest score(2.345) and fruit was the favorite food(4.11). These results imply the consequence of teaching balanced diet with emphasizing vegetables for preschoolers. Thus, nutrition education program including teaching material were developed to provide the preschoolers with cognitive, affective, and psychomotor activities in order them to the familiar with vegetables. The program were consisted of following five parts: 1. Read-A-Story includes six stories with follow-up activities. 2. Grow-A-Plant gives instructions for growing vegetables. 3. Play-A-Game stimulates children's imagination and learning. 4. Take-A-Trip suggests places to visit that grow, sell, and prepare vegetables. 5. Eat-A-Treat presents easy ways to prepare and enjoy vegetables. Twenty one-Standardized recipes for vegetable dishes were also developed for preschooler's luncheon and snack in daycare center.

• Journal of the Korean Home Economics Association
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• v.34 no.3
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• pp.305-325
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• 1996

This study was designed to compare mothers' beliefs of literacy development and home literacy environment and to explore how the children interacted with their mother during literacy activities and how they used the strategies to develop knowledge of literacy. The qualitative data was collected from multiple sources of naturalistic information and analyzed through triangulation of diverse methods including participant observations in the home, parental during literacy events, written logs kept by the mothers, the children's writing products, three emergent assessment forms, and photographs. The three preschoolers and their mothers provided different literacy experiences to support their children's emerging conventional literacy development. Child 1's mother highly valued the rich home literacy environment and the child 1's initiative interactions during literacy events. Child 3's home literacy context was very similar to her Montessori classroom's phonic approach and writing skills. Child 2 was provided with an inappropriate literacy environment at home through direct instruction and an emphasis on correct writing. All of the children were interested and attended to story. Child 1 interacted with her mother in expanded cycles as child's initiation, mother's clarification, and child's evaluation, compared with the child 2's simple cycle and the child 3's classroom-like cycle as mother's initiation, child's response, and mother's evaluation. The children and their mothers employed a number of diverse strategies to understand knowledge of literacy. Importantly parent education needs to emphasize the importance of playful one to one mother-child interaction, a functional holistic literacy environment., and strategies for expanding child's knowledge with parent as mediator.