• Korean Journal of Child Education & Care
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• v.18 no.2
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• pp.1-15
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• 2018

The purpose of this study was to determine if teachers' perception of professionalism, teaching intentions, and the quality of teacher-child interactions differed by teachers' education and career and how those variables were associated with one another. It was conducted in 50 teachers who were in charge of two- to five-year-olds at 22 national/public, private, and employer-supported childcare centers in Seoul and Gyeonggi Province. Arnett's (1989) Caregiver Interaction Scale (CIS) translated by Choi and Shin (2015) was used to measure the quality of teacher-child interactions, and the Current Status and Self-Desire for Professional Competence scale developed by Wang (2005) and translated and revised by Jeong (2016) was used to measure a teacher's perception of professionalism. The Teaching Intention Scale (TIS) developed by Wilcox-Herzog and Ward (2004) and translated and revised by the researcher was used to measure teaching intentions. The researcher and the research assistant personally visited the centers to observe the teachers for the quality of teacher-child interactions and a questionnaire for teachers was used to determine a teacher's perception of professionalism and teaching intentions. For data analysis, t-test and Pearson's product-moment correlation analysis were performed on the basis of the questions. The results of this study can be summarized as follows: First, the quality of teacher-child interactions differed insignificantly by education or career. Second, teacher's perception of professionalism differed significantly by teachers' career but differed insignificantly by education: the longer career, the better perception of professionalism. Third, teaching intentions differed insignificantly by education or career. Fourth, teachers with better perception of professionalism showed higher quality of teacher-child interaction. Fifth, The higher level of teaching intentions teachers showed the more sensitive interactions they made with children.

• Korean Journal of Childcare and Education
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• v.14 no.6
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• pp.1-18
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• 2018

Objective: The purpose of this study was to investigate relationships among child care teachers' role conflict, organizational commitment and teacher's sensitivity. It also aimed to test the mediating effect of organizational commitment on the pathway from child care teachers' role conflict on teacher's sensitivity. Methods: A self-report survey was conducted on 301 child care teachers in Chungbuk. Descriptive, means, standard deviations, correlations using SPSS 18.0, and Structural Equation Modeling using AMOS 18.0 were all conducted in order to analyze the collected data. Results: The results indicated that child care teachers' role conflict and organizational commitment had significant direct effects on teacher's sensitivity. This study also confirmed the significant mediating role of organizational commitment on the pathway from child care teachers' role conflict to sensitivity. Conclusion/Implications: The significance of role conflict and organizational commitment suggests that the integration of individuals with less conflict and more dedication will contribute more qualitative child care services by improving sensitive interactions with young children.

• Research in Mathematical Education
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• v.26 no.2
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• pp.105-120
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• 2023

With the rapid advancement of educational technology, recent studies have connected teachers' professional noticing with the use of digital resources in mathematical instructions. In this study, I examined elementary mathematics preservice teachers' attending and interpreting a mathematical software, ST Math, in the exploring and implementing phases. The findings indicate that preservice teachers paid attention to visual representations and manipulation prior to interactions with children and further took into consideration on task structures and situated context after interactions. They interpreted the events based on connected mathematical knowledge of prior interactions and further reflected on the progression of problem-solving strategies and sequence of tasks. In addition, four distinctive profiles of transitioning of evaluation on ST Math activities were identified with illustrations. Implications for noticing and teacher education were discussed.

• Korean Journal of Child Studies
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• v.31 no.3
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• pp.183-198
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• 2010

The purpose of this study was to interpret relational aggression strategies in 4 year old young children's interactions in 'Sansae class' in terms of two-fold dimensions of proactivity and reactivity. Following an ethnographical approach, participative observation on young children and in-depth interviews with the teacher were employed, over the course of 30 sessions of 3 hours duration. The results are as follows; proactive relational aggression was more frequently observed in girls, and their major strategies employed against someone they disliked were ignoring them, distorting play-rules, and so on. Major strategies of reactive relational aggression in girls were largely manipulative in nature, for example, 'threatening their friend' and 'withdrawal of friendship'.

• Korean Journal of Human Ecology
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• v.21 no.2
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• pp.165-180
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• 2012

The purpose of the study was to prove the effect of the "Picture Book Reading Program for Mothers" developed to enhance the language competence of married immigrant women and their children. Twenty immigrant mothers with three-year-olds were recruited, and they participated in an 8-week-Picture Book Reading Program developed by the reseacher. The REVT and U-TAP were used to measure linguistic abilities for mothers while PRES was used to measure their children's linguistic abilities. Lee(2004)'s "Effect of dialogic picture book reading teacher training program for toddlers" was used to measure the mother's and children's verbal and non-verbal behaviors. The results of the study were as follows: First, by participating in the PBRPM, the mother's linguistic ability as well as children's vocabulary and receptive language have increased. Second, by participating in the PBRPM in terms of mother-child interaction, mother's verbal behaviors to children (i.e. attention and inquiring) and children's verbal behaviors(i.e. responding and imitation) have increased. In conclusion, "PBRPM" for married immigrant women and their children proved to be effective in enhancing the language competence and verbal interactions between married immigrant women and their children.

• Journal of the Korean Home Economics Association
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• v.47 no.2
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• pp.55-67
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• 2009

The purpose of this study was to investigate the effects of perceived daily stress on the adjustment of children and to examine whether social support has a moderating effect on the relationship between daily stress and adjustment. The results are summarized as follows. First, it was found that stress caused by school, family environments and friends had significant effects on the self-concept of children. In addition, it was found that stress caused by teachers/school and family environments had significant effects on achievement motivation and social behavior. Second, the interaction between daily stress and support from family and friends affected self-concept. Furthermore, achievement motivation was positively affected by the interactions between daily stress and family support, between daily stress and teacher support and between daily stress and friend support.

• Korean Journal of Childcare and Education
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• v.19 no.4
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• pp.1-27
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• 2023

Objective: This study designed an Augmented Reality-based intervention program for children with conflicted shyness and examined its effects on social avoidance motivation and preference for being with others. Methods: Sixteen six-year-old children were randomly assigned to either the experimental or control group. The experimental group participated in a six-week AR-based program. Both teachers and children rated social avoidance motivation and preference for being with others to evaluate the program's effectiveness. Data were analyzed using the Wilcoxon signed-rank test and the Mann-Whitney U test. Results: Social avoidance motivation decreased only for the experimental group. Conversely, the control group showed increased motivation scores as reported by the children. The preference for being with others increased in the experimental group based on teacher reports. For the control group, preference scores reported by teachers and children were maintained and decreased, respectively. Conclusion/Implications: This study highlights the effectiveness of the intervention in reducing social avoidance motivation and maintaining a preference for being with others in children experiencing conflicted shyness. Furthermore, the use of AR technology provided a psychologically safe environment for them to initiate social interactions without fear of negative evaluation, highlighting its potential as a primary intervention tool for this population.

• Korean Journal of Childcare and Education
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• v.8 no.6
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• pp.99-125
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• 2012

Teacher-child interaction was included in kindergarten and child care center accreditation evaluation and is considered as important as teaching and learning methods in the newly implemented Nuri curriculum. The purpose of this study was to confirm the difference of levels (emotional. verbal, behavioral) for the style of the interaction between teachers and children in kindergarten and child-care centers and to analyze direct effect and interaction effect, according to institution(kindergarten, childcare center). teacher(age, educational career, academic career), and child group(child number, child age) variables. The subjects in this study were 191 teachers in kindergartens and child-care centers in G region in Seoul. The overall average of the teacher-child interaction (emotional, verbal and behavioral interactions) was significantly higher, and there were not significant differences depending on the institution type and child group. According to the results of this study, factors of teacher characteristics affected the teacher-child interaction more than child-concerned variables.

• Journal of the Korea Convergence Society
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• v.8 no.8
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• pp.215-224
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• 2017

The purpose of this study was to analyze the cases of verbal interactions occurring during the mathematics lessons taught in middle school special classes in order to examine the elements and types of verbal interactions that occur between the teachers and students. Data were collected and analyzed for the sessions on geometric units that formed part of the mathematics lessons routinely implemented in the special classes. The analysis showed that the teachers initiated 237 (84.1%) of the 291 instances of verbal linguistic interactions. A total of 240 teachers' questions were analyzed, and questions in the area of knowledge occurred the most frequently, at 160 times (66.7%). A total of 617 student responses were analyzed, and short answers occurred the most frequently, at 367 times (59.5%). Teacher feedback occurred 581 times in total, and correct/incorrect (simple) feedback occurred the most frequently, at 234 times (40.3%). A total of 237 verbal interactions were observed between the teachers and children, and the I (RF) type (one teacher question, one student response, and one instance of teacher feedback) occurred most frequently, at 83 times (35.0%).

• Korean Journal of Human Ecology
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• v.20 no.1
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• pp.1-19
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• 2011

The purpose of this study was to investigate the interactions of ego-resilience and social supports in the school adjustment in children. The subjects of this study were 479 children drawn from the fourth and sixth grades of three elementary schools in Cheongju city. The pilot study was done to examine the applicability of survey instruments. Data was analyzed by frequency, percentage, Cronbach's t-test, ANOVA with Tukey post-hoc test, correlation, and hierarchial analysis using the SPSSWIN program. The results of this research were as follows: First, the results showed that the effects of the interaction of ego-resilience and social supports on school adjustment were different according to the children's gender and age. Second, teacher supports had influence on school life satisfaction, interest in the subject, attitude in class, and observance of school rules according to the children's gender and age. Finally, overall, the influence of school life satisfaction, interest in subjects, attitude in class, and observance of school rules was greater for girls than boys.