• Journal of the Korean Home Economics Association
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• v.40 no.5
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• pp.109-118
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• 2002

This study focused on the relationship among perceived social support from care teacher(institution staff), internal locus of control, and school adjustment of institutionalized children. This also examined the differences of perceived social support, internal thou of control, and school adjustment by gender and the duration in the institution. Participant were 119 fifth-and sixth-grade elementary school studens(58 boys, 61 girts). Perceived social support from care teacher, internal locus of control, and school adjustment were measured by self-reports of institutionalized children. The data were analyzed, in SPSS Win program, by Cronbach's α, T-test, Pearson Correlations, Simple Regression, Hierarchical Multiple Regression. As expected, results confirm that perceived social support was associated positively with internal locus of control and school adjustment. further, perceived social support also exerts indirect effects on school adjustment, mediated by internal locus of control. However, none of these variables differed by gender and the duration in the institution.

• Journal of the Korean Home Economics Association
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• v.47 no.7
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• pp.117-128
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• 2009

The purpose of this study was to estimate the prevalence of ADHD based on estimation of ADHD rating scale between mother-teacher and teacher-teacher. In total, 491 mothers and 23 teachers rated 689 5-year-old children on the K-ADHDDS. Descriptive statistics, in addition to independent and paired samples t-test were performed. Overall, the percentages of children with ADHD on the rating scale were 3% in combined type, 7.1-8.6% in predominately hyperactive-impulsive type, and 4.2% in predominately inattentive type. Boys tended to show greater tendency of ADHD than girls’: Overall, ADHD tendency in boys was 1.3 times greater than girls. Specially, 2.3 times more for hyperactivity, 1.4 times more for impulsivity, and 3.4 more for inattention. The correlation between mothers’ and teachers’ ratings were .35 for total, .40 for hyperactivity, .24 for impulsivity, and .28 for inattention, and there were no significant differences. Alternatively teacher and teacher ratings were .71 for total, .70 for hyperactivity, .70 for impulsivity, and .67 for inattention, and there were significant differences in inattention subscale(p < .01).

• Korean Journal of Child Studies
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• v.29 no.1
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• pp.49-61
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• 2008

This study explored the contents of young children's verbal communications with their teachers in play situations. Participants were 2- to 6-year-old children. Results of observations showed 10 different verbal categories : making demands, asking questions, boasting, complementing the teacher, gaining recognition from the teacher, telling tales, explaining, making suggestions, asking permission, and insisting on one's own way. The five categories most frequently observed in older children were demanding, asking questions, boasting, explaining, and insisting on one's own way. Teachers were advised to prepare to respond more effectively to the variety of young children's verbal communication with their teachers.

• Journal of the Korean Home Economics Association
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• v.37 no.1
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• pp.79-89
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• 1999

Children's sex, temperament, and empathy were studied as antecedents of preschoolers' prosocial development. Eighty eight 5-, and 6-year-old children, 41 boys and 47 girls, were sampled in two kindergartens. Children's naturally occurring prosocial behaviors were videotaped in their classrooms for 21 minutes in 3 days. Teachers rated the children's prosocial tendency using a questionnaire. Empathy was measured individually with a picture/story measure, and mothers provided information on children's temperament using a questionnaire. The two measures of preschoolers' prosocial behaviors, teacher ratings and free play observations, were moderately related. Girls were more prosocial in terms of helping/sharing/cooperation in both teacher-ratings and free-play observations. Preschoolers' adjustability was moderately related to the prosocial behaviors of children in both teacher-ratings and observations. Boys' verbal empathy was related to the observed prosocial behaviors.

• Journal of Korean Elementary Science Education
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• v.18 no.1
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• pp.87-94
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• 1999

This study investigated the influences of science anxiety ill elementary school teachers on tile children's science achievement and attitudes. For this study, 166 elementary school teachers taken charge of 4th, 5th, 6th grade of elementary school children, were chosen as a sample. First, we tested science anxiety test to these teachers, and then chose 50 teachers that are 25 teacher of highest score and 25 teachers of lowest score. Next, we chose 1848 students that 50 teachers take charge. The results are as follows. 1. The children learned from lowest scored teacher got the higher point than the children learned from highest scored teacher in science achievement test. 2. Children's science attitude have a little differences in 4 sub-boundary area but totally lower science anxiety group have higher score than higher science anxiety group. 3. Another variables such as grade, living district, teachers' training experience give influence to the children's attitude to science. In this result, we found that teachers' science anxiety influenced in some part upon the elementary student science achievement and attitude.

• Korean Journal of Human Ecology
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• v.17 no.3
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• pp.377-387
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• 2008

The study is to research their parenting efficacy and parenting practices of a parent teacher as a volunteer(PTV) in the kindergarten. The subjects were mothers (N=127) in Choongbuk Province who had had volunteer education as a teacher assistant. The data were collected by their completing a questionnaire about Parenting efficacy and a Parent As A Teacher inventory (PAAT). The results include as follows: firstly, in PTV's parenting efficacy, 'the type of educational institution children are attending' is an important variable. Secondly, 'mother's educational background', 'father's educational background', and 'the type of educational institution children attending' are important variables in volunteer parents' parenting practices. Besides, 'mother's educational background' and 'participation motivation in volunteer activity' are important variables in parenting practices of 'control/permission' and of 'teaching/learning', and in general parenting practices. Finally, 'parenting efficacy', 'mother's educational background', and 'the sex of children' are important variables in volunteer teachers' parenting practices.

• Korean Journal of Child Studies
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• v.31 no.3
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• pp.17-32
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• 2010

In this study, I examined the direct or indirect paths among the intra-personal factors as well as extra-personal factors affecting on children's peer competence. Subjects were 514 5-year-old children, their mothers, teachers. The teachers rated each children using Peer Competence Scale (Park, 2001) and completed emotion regulation and Student-Teacher Relationship Scale. The mothers responded to a questionnaire, including Parental Involvement Checklist (Cohen, 1989), parenting behaviors, and Children's Temperament. The data were used for path analysis with Amos 6.0 program. Results of this study were : (1) Children's temperament have an influence on children's peer competence through children's emotion regulation via mothers' parenting behaviors. (2) Children's temperament have an influence on children's peer competence through teacher-child relationship. (3) Mothers' parenting behaviors have an influence on children's peer Competence through mothers' management strategies of peer relations.

• Korean Journal of Childcare and Education
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• v.12 no.6
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• pp.1-17
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• 2016

This study aimed to investigate the effects of shyness of 3 to 5-year-olds and the teacher-child relationship on peer play behaviors. For this purpose, a survey was conducted targeting 33 teachers working with 277 three to five-year-olds at child care centers located in Chungbuk, Korea. SPSS 19.0 was used to implement exploratory analyses and hierarchical regression analysis. It was found that children with low sociability and thoes with close relationships with teachers indicated the least play disruption. Children whose assertiveness and sociability were low and whose relationships with teachers were close were likely to do the most play interaction. However, regardless of the level of the lack of assertiveness and of the lack of sociability, children with close relationships with teachers had a higher level of play interaction. Children with a higher level of lack of sociability and in conflict relationships with teachers had a higher level of play disconnection. Findings of this study highlight the importance of considering the interplay of children's shyness and teacher-child relationships in the development of peer play behaviors.

• Korean Journal of Human Ecology
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• v.13 no.6
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• pp.833-845
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• 2004

This study examines different individual and environmental factors that affect children's self-control. For an analysis, locus of control, perceived competence, and achievement motivation were all included in individual variables. For family variables, mothers' parenting and patents' marriage conflict were examined. For classroom psycho-social environment, teacher support, peer relationship, class involvement, and teachers' supervision were used. The sample consisted of 548 fifth and sixth grade children. Statistics and methods used for the data analysis were Cronbach's alpha, frequency, percentage, Pearson's correlation, and Hierarchical Regression. Several major results were found from the analysis: First, locus of control, perceived competence, and achievement motivation had a positive correlation with children's self-control. Second, mothers' affective parenting had a positive correlation with children's self-control. However, mothers' controlling parenting and parents' marriage conflict had a negative correlation with it. Third, teacher support, peer relationship, and class involvement had a positive correlation with children's self-control. In addition, teacher supervision had a positive correlation with girls' self-control. Fourth, class involvement, locus of control, and academic competence were important variables predicting boys' self-control. On the other hand, Class involvement, achievement motivation, academic competence, teacher's supervision, and mothers' controlling parenting were important variables predicting girl's self-control.

• 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.