• Korean Journal of Childcare and Education
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• v.16 no.5
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• pp.201-218
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• 2020

Objective: The purpose of this study was to investigate the influence of experiences in close relationships with teachers for young children on their depression and to see whether there would be a mediating effect of their self-compassion. Methods: The subjects were 206 teachers recruited from Seoul and five different provinces who currently worked at the kindergarten and child care centers and agreed to participate in the survey. The data were analyzed by means of frequency, percentages, Cronbach's reliability coefficient and Pearson's correlation using SPSS 25.0 and model 4 provided in The PROCESS macro for SPSS 3.4 version. Results: The findings were as followed. First, the teachers' degrees of anxiety and avoidance for their close relationships were below the median scores. In contrast their degree of self-compassion was above the median score. In addition, their level of depression was relatively low. Second, both of the teachers' anxiety and avoidance for their close relationships had a positive impact on their depression and their self-compassion, and there were the partial mediating effect in both cases. Conclusion/Implications: These results imply that the early attachment experience connecting the experience in close relationships in the adulthood is important and that it is necessary to develop a program to enhance teachers' self-compassion to protect their psychological well-being.

• Journal of Families and Better Life
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• v.31 no.6
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• pp.83-96
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• 2013

The aim of this study was to identify the differences in cellular phone dependency and its use levels of usage purposes according to children's gender, and also to analyze the differences in individual and interpersonal relations development due to cellular phone dependency in children based on gender. Using the first year data of the Korean Child and Youth Panel Survey(KCYPS) 2010, this study analyzed 1,604 fourth graders who have their own cellular phones. For statistical analysis, descriptive statistics were calculated and mean difference analyses were conducted. The results showed that there was no difference between boys and girls in cellular phone dependency. The girls' total phone use level was higher than that of boys and meaningful gender differences in the phone use levels were found in the five phone usage purposes. In both boys and girls, the higher phone dependency groups demonstrated higher levels of phone use in more than eight usage purposes, lower self-resilience and self-regulating learning ability, and less positive peer and teacher relations. These findings show the importance of being concerned about and educating children in the fourth grade about the proper uses of cellular phones.

• Korean Journal of Childcare and Education
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• v.15 no.4
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• pp.1-20
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• 2019

Objective: This study was conducted to examine the mediating effects of play teaching efficacy in the relationship between the organizational health of teacher workplaces and the creative personality of the teachers. Methods: The Pearson product-moment correlation analysis and one-way ANOVA were conducted for data analysis using SPSS 25.0. For mediating analysis, Baron & Kenny's (1986) multiple regression analysis using SPSS 25.0 and the Sobel test were also implemented. Results: There were significant differences in the organizational health of the workplaces according to age, years of working experience, type of workplace, and daily working hours. For play teaching efficacy, there were significant differences according to age, education level, years of working experience, type of workplace, and daily working hours of the teacher. On the other hand, significant differences were found in terms of age and education level in relation to the teacher having a creative personality. Play teaching efficacy was found to have a full mediation effect on the relationship between the organizational health of the workplace and the creative personality of the teacher. Conclusion/Implications: The organizational health of the workplace and play teaching efficacy should be improved in order to enhance the creative personality of teachers in early childhood education.

• International Journal of Advanced Culture Technology
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• v.9 no.1
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• pp.136-142
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• 2021

This study was conducted by researchers to compare the differences between the ratings of mothers and teachers on young children's academic ability and learning ability, and to confirm their influence on elementary school academic performance ability. This study was conducted using data from the 7th year(2 014) and 10th year(2017) of the panel study on Korean children. The analysis data were individual basic background, academic ability, preparation for learning, and academic performance ability. 600 children were used for the study. We suggests that close interaction and cooperation between mother and teacher are necessary to support young children's academic ability and learning preparation.

• 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.

• Child Health Nursing Research
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• v.26 no.4
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• pp.411-421
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• 2020

Purpose: The aim of this study was to develop a self-control competency scale for school-aged children and to confirm its reliability and validity. Methods: This study involved methodological research to verify the reliability and validity of a self-control competency scale for school-aged children. Data were collected from 438 students in the fifth and sixth grades of elementary school. Results: The self-control competency scale was composed of 13 items and six subscales (control of relationship with one's teacher, problem-solving, peer empathy, control of relationships with one's peers, impulse control, and emotional control). The internal consistency reliability of the scale was evaluated using Cronbach's α, which was .83 for the entire scale and ranged from .65 to .76 for the subscales. The model of six subscales was validated by CFA (CMIN/df=1.977; p<.001, GFI=.94, SRMR=.050, RMSEA=.065, IFI=.95, TLI=.93, CFI=.95). Concurrent validity was evaluated by comparing this scale to the scale developed by Nam and Ok (2000), and a significant correlation was found (r=.82, p<.001). On this scale, higher scores indicate higher levels of self-control among late-school-aged children. Conclusion: This scale can be used as a valid and reliable instrument for examining self-control competency among late-school-aged children.

• Korean Journal of Childcare and Education
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• v.10 no.6
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• pp.369-390
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• 2014

This study analyzed the educational contents related with child's human rights in a manual of the Nuri Curriculum for 5-year-olds based on the type and area of activity, 5 areas, and by life theme. The research results are as follows: First, the educational contents on child's human rights in activity type and area showed high frequency in the order of large and small group activity, child selected play activity, and outdoor activity, and among them, right to an education and right to play showed the highest frequency. Second, among the five categories, the area that conducts educational contents on child's human rights was the social relation category, and the area that showed the highest participation was the educational contents on human rights. On the other hand, the areas that were treated the least were physical activity and health. Third, the topic that treated the educational contents related with child's human rights was 'spring, summer, fall, winter,' and 'my family and I' treated educational contents on child's human rights in the lowest frequency. Also, whereas the right to education and right to play showed the highest frequency of educational contents on child's human rights among entire life themes, the educational contents on child's human rights of abuse and neglect(violence) were not treated at all in the entire life themes. Through the results of this study, it will be helpful in planning and deploying activities related with the child's human rights harmoniously, and intends to provide important basic data in organizing activities of human rights program linked with the elementary school. Furthermore, this study intended to provide basic information for developing a program of systematic child's human rights education for children in addition to the curriculum at a national level.

• The Korean Journal of Community Living Science
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• v.19 no.3
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• pp.387-397
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• 2008

Recently, many childcare centers have actively participated in assessment accreditation. 115 teachers who did participate or did not participate in the accreditation process completed a structured questionnaire, We examined differences between teachers in accredited centers and in non-accredited centers in terms of their individual characteristics, work environment, the utilization of activity materials and the interaction with children. In addition, using the regression model, we analyzed the effects of several characteristics of teachers and childcare center's accreditation on the utilization of activity materials as well as the interactions between teachers and children. The main results of this study are as follows. First, overall, the level of work environment of non-accredited centers was lower than that of accredited centers. Second, compared with teachers in non-accredited centers, teachers in accredited centers used more and higher levels of activity materials, and demonstrated a higher level of interactions with children. Third, including accreditation, use of helpers had a significant effect on the interactions between teacher and children. Forth, not only the accreditation system, but also work hours, work experience, children's age and use of helpers had a significant effect on using materials in childcare activities. Conclusively, understanding the experience of teachers in accredited centers is important hi terms of facilitating the quality of activities and the interactions with children.

• Korean Journal of Child Studies
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• v.25 no.4
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• pp.115-128
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• 2004

In this study, we examined the relationship among Multiple Intelligence constructs and the relationship among the sub-areas and analysed the development of the Multiple Intelligence according to age and gender to evaluate Korean children's Multiple Intelligence structures that teachers evaluated based on MIDAS-MYC. The subjects of the study consisted of 158 4-5 year old children (71 4-year-old group(boy 38, girl 33); 87 5-year-old group(boy 40, girl 47)) in Seoul and Gyeonggi. We found several results which are as follows. 1) Reliability on each area of intelligence in MIDAS-MYC was good. 2) The result of confirmatory factor analysis using the model of structural equation modeling was consistent with the results of other studies that children's Multiple Intelligence consists of eight intelligent areas that are independent to each other but are relative to each other. In particular, interpersonal-intrapersonal intelligence, languistic-intrapersonal intelligence, languistic-Interpersonal intelligence, and languistic-logic/math intelligence were high correlation. However, physical/motion-naturalist intelligence and musical-logic/math intelligence were low correlation. 3) Children's multiple intelligence differed according to age and sex, the 5-year-old was higher than 4-year-old and girls were higher than boys in a general way. 4) There was high correlation between the result of evaluation based on MIDAS-MYC and the result of teacher's subjective evaluation about children's Multiple Intelligence.

• Korean Journal of Childcare and Education
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• v.16 no.1
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• pp.99-114
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• 2020

Objective: This study aimed to investigate the effects of a walking program developed by applying the flow learning method in order to improve children's attitude toward nature and their empathy ability among other five-year-olds. Methods: A total of 49 five-year-olds attending classes at two kindergartens located in B city participated in this study. There were 24 children in the comparative group and 25 children in the experimental group. Before and after the program, all participants individually took a child's nature-friendly attitude test and rated their empathy ability with a teacher. Using the SPSS 25.0 version program, data were analyzed by conducting means, standard deviation, t-test, and ANCOVA(Analysis of Covariance). Results: Children who participated in the walking program using flow learning showed significantly higher nature-friendly attitudes than those of the comparative group. And empathy abilities in the experimental group were higher than in the comparative group in all areas. Conclusion/Implications: The results of this study suggest that a walking program applying flow learning is effective in improving young children's nature-friendly attitude and their empathy abilities.