• Korean Journal of Child Studies
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• v.25 no.5
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• pp.73-94
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• 2004

The study examined the effects of an intervention program for improving mother-child interaction behaviors of mothers with developmentally delayed young children. The program consisted of three main activities, lectures for good parenting, video-feedback of mother-child interactions, and consultation for problem behaviors of children. The subjects were 4 mothers of 5-6 years old children with developmental delays who were referred to a social competence program of a child counseling center. The mothers were identified to have problematic mother-child interaction behaviors through clinical interviews. The program ran for 16 sessions, one parent group leader implemented each session for 90-120 minutes once a week. The videotaped data of mother-child interactions for 10 minutes every 4 sessions were estimated by Maternal Behavior Rating Scale(MBRS) and qualitatively analyzed by transcription of communications between mothers and their children. It concluded that the intervention program enhanced mother-child interaction behaviors.

• Korean Journal of Child Studies
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• v.31 no.6
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• pp.71-85
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• 2010

This study examined the moderating role of young children's playfulness and the association between maternal parenting and young children's peer competency. The subjects of the present study were 132 4 or 5-year-old young children and their mothers recruited from child-care centers in Seoul and Gyeonggi-Do. The findings of this Study were as follows : First, maternal parenting influenced children's peer competency. Second, young children's playfulness influenced young children's peer competency. Third, the association between overprotective and permissive maternal parenting styles and young children's leadership abilities were negative only in the low cognitive playfulness group. Fourth, the association between maternal rejective and negligent parenting and young children's socialibility were found to be negative only in the low physical playfulness group.

• Industry Promotion Research
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• v.7 no.3
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• pp.71-75
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• 2022

The purpose of this study was to investigate the child counselling process of a 6-year old girl. The child has showed inattention and impulsity. Her mother had difficulty on caring a child. The researcher conducted 63 session child counseling through play therapy once per week after tested clinical psychological full battery. During the counseling process, a child showed desire of affection and aggressive and impulsive behavior through the child's leading play. As a result the child's inattention and impulsivity decreased, and child-mother relationship improved. The child could express her feelings to their parents in concrete terms. Finally, the child successfully adapted new school life. The mother reported that raising children was much easier than before, and she decided to have a follow-up counseling once a month. This study is meaningful in that it is a case study conducted during 1 year and 8months since she was 6-year old. The young child becomes primary school girl. In this study, it was confirmed that children had an adaptive school life during the first and second grades.

• Journal of the Korean Home Economics Association
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• v.50 no.4
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• pp.21-36
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• 2012

The purpose of this study was to find out the influence of the Parent's control based on young children's habit of lying. This study was carried out through experimental observations. For the purpose of this study a total of 798 participants were selected from 5 kindergartens located in Seoul, Gyeong-gi and Incheon. The results of the study showed that rather than parents being excessively strict towards their children and commanding discipline, the child rearing attitude of rational and logical explanation along with discretionary power given to young children of their own rules. This can allow young children to morally decide and behave themselves. Moreover, moral education that is suited for the young children's development in order to internally learn about the moral behaviors on their own is needed.

• Korean Journal of Child Studies
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• v.36 no.1
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• pp.1-17
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• 2015

The purpose of this research was to explore the influence of a mother's motivational beliefs in the context of the child education and parent-teacher relationship and the impact that it has on the learning related skills of young children. The participants in this study consisted of 243 mothers of 4~5 years old children and 20 teachers in 5 child education centers located in Seoul, Korea. The data was analyzed by means of using statistical method such as mean, standard deviation, t-test, Pearson correlation, and stepwise regression. The major findings of this study were as follows: First, there were significant differences between parent-teacher relationship and learning related skills of young children according to the children's sex and maternal educational level. Second, children's sex, maternal educational level, and the parent-teacher relationship were significantly related with the learning related skills of young children. Last, mother's motivational beliefs in the context of child education and the parent-teacher relationship directly influenced the learning related skills of young children. The results of this study suggest that positive parent-teacher relationships are important for developing the learning related skills of young children and this in turn can predict the level of children's adjustment and success in school.

• Journal of the Korean Home Economics Association
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• v.46 no.4
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• pp.15-24
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• 2008

The main purpose of this study was to examine the main and interaction effects of inhibition, day-care experiences and mothers' controlling child-rearing behavior on young children's social withdrawal in peer situations. A total of 62 young children(34 boys; 28girls) enrolled in day-care center and their mothers participated in this study. Data on child inhibition and parenting were gathered via questionnaires whereas the quality of day-care and social withdrawal were observed in the day-care center. As results, the quality of day-care and mothers' controlling child-rearing behavior were negatively related to social withdrawal. Further, both day-care entry age and the quality of day-care were served as an intervening variables between child inhibition and social withdrawal.

• Korean Journal of Child Studies
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• v.17 no.2
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• pp.47-59
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• 1996

This study analyzed the relationship between mother-child communication and the self-concept of young children. The subjects were 93 three-, four-, and five-year-old kindergarten children and their mothers in the city of Chunju. The self-concept test, mother-child communication inventory for children and the mother-child communication questionnaire for mothers were used. The data were analyzed by T-test, General Linear Models analysis, Duncan's Multiple Range test, Paired T-test, and Pearson's correlation coefficient. The major findings were that (1) the children perceived mother-child communication more intensively than mothers, (2) the more positive communication the children perceived they had with their mothers, the higher their self-concept, (3) the self-concept of 5-year-olds was more highly correlated with perception about mother-child communication than the self-concept of the younger children, and (4) boys' self-concept was more highly correlated with perceived mother-child communication than girls'.

• 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.

• Korean Journal of Child Studies
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• v.33 no.2
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• pp.243-261
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• 2012

This study examined the effects of the mother-child relationship and marital satisfaction on the subjective well-being of mothers with young children. The subjects consisted of 237 mothers with young children. Data were analyzed by means of multiple regression analysis, T-test and one way ANOVA. The results included that 1) There were clear differences in terms of the mother's level of education, her monthly income in household, and job satisfaction when it came to the subjective well-being of mothers. 2) The mother-child relationship and marital satisfaction were both positively correlated with the cognitive and affective factor (positive affects) of subjective well-being, whereas there were negative correlations with regard to affective factors (negative affects) of subjective well-being. 3) The mother-child relationship and marital satisfaction accounted for 32.5% of subjective well-being. More specifically, marital satisfaction was the most influential variable when it came to determining the level of life satisfaction (which is also a cognitive factor of subjective well-being), whereas the mother-child relationship was the most influential variable when it came to the affective factor of subjective well-being.

• Korean Journal of Childcare and Education
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• v.8 no.3
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• pp.69-89
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• 2012

This study was to examine the effects of young children's temperament and teacher-child relationship on young children's problem behaviors. The subjects of this study were 231 3-, 4- and 5- year old children and their teachers. The collected data were analyzed by correlations and pathway analysis. The results were as follows: First, young children's temperament were found to affect young children's problem behaviors directly and indirectly though teacher-child relationship. 'Negative emotionality' and 'attention span/persistence' temperament were found to be important for externalizing problem behaviors, and 'activity level' temperament to be important for internalizing problem behaviors. Second, teacher-child relationship was found to affect young children's problem behaviors directly and to mediate between young children's temperament and problem behaviors. Additionally teacher-child conflict relationship was found to be the most important variable predicting young children's externalizing and internalizing problem behaviors.