• 초등상담연구
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• 제4권1호
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• pp.285-310
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• 2005

School adjustment of elementary school children is one of the most important things,sinceitisthebasisofthefuturelife. The purpose of this study was to investigate the relationships between parent-child relationship, peer relationship, teacher-child relationship, and school adjustment of elementary school students. The research topics of the present study were as follows: (1) Is the school adjustment of elementary school students different depending upon the parent-child relationship? (2) Is the school adjustment of elementary school students different depending upon the peer relationship? (3) Is the school adjustment of elementary school students different depending upon the teacher-child relationship in school? (4) Is the school adjustment of elementary school students different depending upon the grade, and sex? 460 students were sampled in Kangwon-do, and 400 were used in the final data analyses, excluding 60 due to the incomplete answering. Parent-child relationship inventory, peer relationship inventory, teacher-child relationship scale, and school adjustment scale were used. Data were analyzed using SPSS(win) 10.1K. The results were as follows: First, elementary school students adjust themselves to the school better when parent-child relationship, peer relationship, and teacher-child relationship are good. Second, teacher-child relationship has the most important effects on the school adjustment, and peer relationship, and parent-child relationship sequentially. Third, 4th graders adjust to the school better than the 6th, and there is no difference between boys and girls in terms of school adjustments. Based on the above results, discussion and implications for the future research and education were as below: First, teachers need to understand children's school adjustments depend upon their human relationships especially upon teacher-student relationships. Second, teachers need to understand students have more difficulties in adjusting to the school when they grow older. Third, teachers have to keep the children positive peer relationship, and parent-child relationship which are important in children's adjusting to the school. Fourth, future researches need nation-wide sampling and more systematized research design in order to generalize the results.

• 한국산학기술학회논문지
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• 제20권4호
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• pp.169-176
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• 2019

본 연구는 어머니의 심리적 통제와 유아-교사 상호작용이 유아의 자기조절능력에 미치는 영향을 알아보는데 목적이 있다. 연구대상은 3~5세 유아와 그들의 어머니 358명, 그들의 담임교사 28명이며, 자료 분석을 위해 SPSS 18.0 프로그램을 이용하여 기술통계, Pearson의 상관분석, 중다회귀분석을 실시하였다. 연구결과는 다음과 같다. 어머니의 심리적 통제와 유아-교사 상호작용은 유아의 자기조절능력에 유의한 영향을 미쳤다. 그 중 유아-교사 상호작용이 어머니의 심리적 통제에 비해 더 큰 영향을 미치고 있었으며, 행동조절보다는 정서조절에 더 많은 영향을 주는 것으로 나타났다. 본 연구의 결과는 유아의 자기조절능력에 영향을 미치는 변인으로서의 어머니의 심리적 통제와 유아-교사의 상호작용을 확인하였으며 어머니의 훈육방식에 대한 교육, 그리고 교사의 상호작용에 관한 지속적인 교육과 예비 교사 대상의 교육프로그램 개발의 필요성을 부각시켰다는 점에서 그 의의를 찾을 수 있다.

• Journal of Nutrition and Health
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• 제28권7호
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• pp.644-652
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• 1995

The purpose of this study was to examine the relationship between sugar intake and behavioral problems in Korean school children. The subjects were 280 school children lived in Soung Nam city. Nutrient and sugar intakes were measured by 24-hour recall method and food frequency method through personal interview. Hyperactivity scores of children were measured by teacher and mother using conners Rating Scale-Revised. The average daily total sugar intake for the total sample was 63.0$\pm$37.4g(Range : 10g-220g). The result of stepwise multiple regression analysis using the sugar intake as dependent variable showed that energy, participation of school lunch program, Vit B2, protein, education of fathers, niacin, calcium are significant explanatory variables, explaining 44.8% of variation. As a result of the Conners scale test by teacher, 4% of children were Attention Deficit Hyperactivity Disorder(ADHD) children. A result of the Conners scale test by mother, 8% of children were ADHD children. The result of simple regression analysis had not shown significant relationship between sugar intake and ADHD scores. But the result of the Conners test by teacher, sugar intake(69.9$\pm$37.1g) of ADHD children were significantly higher than sugar intake(62.9$\pm$37.7g) of normal children(p<0.01).

• 아동학회지
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• 제18권1호
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• pp.143-162
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• 1997

This qualitative study explores the development of young Korean children's reading stances and responses to children's books and discusses their literacy development in relation to school reading experiences. Rosenblatt's theory (1978) of aesthetic and efferent stances is used to characterize the relationship between the reader and the text. A teacher's reading stances in the official school world are analyzed and their relationships to children's stances and responses are discussed. The teacher's efferent stance encouraged her children's responses to he efferent as well. It also influenced children's assumptions and expectations about the teacher's reading activities, so that the children came to view these activities only as ways of obtaining factual knowledge and practicing literacy skills. The children's own interests and intentions during free play time are described in order to understand children's reading stances in the unofficial school world. The children showed various types of stances during free play time even though they were encouraged to take only one type of stance, i.e., an efferent stance, in the official school world. The findings are discussed In terms of their implications for classroom practice and literacy research.

• 아동학회지
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• 제33권3호
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• pp.149-175
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• 2012

This study is designed to positively transform a teacher's emotional state whilst teaching their classes and be able to create happier lessons for preschool children. To do this, a teacher needs to reflect upon current problems and take steps to deal with them. The data for this study was collected from participatory observation and in-depth interviews, making use of photos, a reflective teacher's journal and interview records from Mar. 28, 2011 through Oct. 7, 2011. The problems identified were, (1) teacher centered classes, (2) a daily routine filled with large group activities, (3) disruptive students, and (4) repetitiveness. The routes to greater classroom "happiness" are (1) rearranging seats, (2) "story sharing activities" in small groups, (3) making a separate "story sharing activity" area, (4) using small groups instead of large groups, (5) changing the daily routine. The role of the teacher in finding greater "happiness" are (1) meaningful, 'real observation', (2) discovering genuine change from small points, (3) power sharing, and (4) growing and developing with children.

• Human Ecology Research
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• 제53권3호
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• pp.241-251
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• 2015

This study examined the effect of preschooler's emotional intelligence, child-teacher relationships (intimacy, conflict and dependency) on children's social competence. A sample of 269 children (142 boys and 127 girls) aged 3 to 6 in Seoul or Gyeonggi-do participated in the Emotional Intelligence Scale, the Child-Teacher Relationships Scale and Social Competence Scale by teachers. Descriptive statistics, t -test, Pearson's correlation analysis and regression analysis analyzed data via SPSS ver. 20.0. This study followed a mediated effect model. The results showed that: (1) The emotional intelligence of girls was significantly higher than boys. However, the child-teacher relationship and children's social competence had no significant difference relationship to gender. (2) There was a mediating effect of child-teacher relationships between preschooler's emotional intelligence and social competence. The effect of emotional intelligence on social competence was partially mediated by intimate relationship, conflict relationship and dependency relationship. The degree of mediating effect was investigated in regards to conflict relationship, dependency relationship and intimate relationship. This study demonstrated that child-teacher relationships mediate the relationship between emotional intelligence and social competence of preschoolers.

• 가정과삶의질연구
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• 제20권2호
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• pp.9-20
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• 2002

This study examined different individual and environmental factors that affect children's experience of harassment from their peers. For the individual variables, gender, behavioral problems, and self-esteem were included in the anal)'sis. For the family variables, mother's parenting style and the socio-economic status of parents were examined, and for the school variables, the supervision of the teacher and the attitudes of the classmates toward bullying were used. Two forms of peer harassment, the overt form and the relational form were examined in this study. The sample consisted of 520 fifth grade children. Statistics and methods used for the data analysis were Cronbach's alpha, factor analysis, frequency, percentage, means, standard deviation, Pearson's correlation, and multiple regression. Several major relationships were found from the analyses. First, the more the children tend to internalize behavioral problems and have lower self-esteem, the more likely they are to get victimized by overt and relational forms of harassment. Boys experience more overt harassment than girls. Second, the more the mother's parenting style is permissive-nonintervening, or rejecting-restricting, and the higher the father's social status is, the more likely the child is subjected to overt and relational forms of harassment. Third, the more the children feel that the teacher is paying attention to bullying, the less the children are subjected to the overt form of peer harassment. Fourth, children's internalizing behavioral problems, mother's permissiveness-nonintervention, children's self-esteem, children's gender, and the supervision of the teacher regarding bullying significantly affected the experience of overt forms of harassment. A twenty two percent variance in the victimization of an overt form was explained by those variables. Children's internalizing behavioral problems, mother's permissiveness-nonintervention, children's self-esteem, and mother's rejection-restriction significantly affected the experience of relational form of peers harassment. Twenty six percent of the variance in the relational form of victimization was explained by those variables.

• 아동학회지
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• 제29권4호
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• pp.231-248
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• 2008

This research used Q-Methodology to investigate kindergarten teachers' perception style regarding children's creativity. The 30 participants had various teaching experiences and educational backgrounds and were teaching in a variety of types of kindergartens in the cities of Busan and Ulsan. Individual teacher's subjective perspective was the main target for the analysis. Results showed four types of teachers' perceptions of creativity : 1) perceiving creativity as children's creative thinking ability, 2) focusing on creative curriculum development 3) perceiving creativity as children's creative personality, and 4) focusing on either teacher's thorough understanding of children's creativity or teachers' creativity. These results indicate that teachers tend to perceive creativity in narrow and specific domains. These findings are discussed with respect to their educational implications.

• 가정과삶의질연구
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• 제20권6호
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• pp.61-68
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• 2002

Relations of regulation, negative emotionality and problem behaviors to school adjustment were examined for 1,105 elementary school children from 558 2nd grade and 547 5th grade. Children reported their regulation and negative emotionality and teachers rated children's problem behaviors such as hyperactive and withdrawal behaviors and school adjustment including school life, grades, social competence with peers and teacher. Measures of problem behaviors were highly contributed to the prediction of children's school adjustment, especially hyperactive to school life and grades and withdrawal to social competence with peers and teacher. Behavioral regulation was associated with school adjustment including school life and social functioning with teacher and was able to modulate the influence of hyperactive. It was found that depression had both direct and indirect effects via withdrawal behavior on school adjustment.

• 가정과삶의질연구
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• 제28권2호
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• pp.51-62
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• 2010

This study aims to find out how childhood teachers recognize the characteristic of children, family and community resilience and there are any relationships between children, family and community resilience that teachers recognize. In this Study, 280 teachers working in kindergarten and nurseries in Busan and Ulsan Metropolitan City were subjected to questionnaire survey. Data obtained were analyzed by using frequency, percentage, average, standard deviation, one-way analysis of variance, correlation analysis and factor analysis of SPSS 12.0 statistical program. The results were as follow: First, childhood teacher recognized optimism and positiveness as characteristics of childhood resilience. Second, childhood teacher recognized family cohesion and role stability as characteristics of family resilience. Third, childhood teacher recognized community service and support system as community resilience. Fourth, childhood teacher recognized illustrates mutually organic relationship amongst them, childhood resilience was found to be more closely related to family resilience.