• 대한가정학회지
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• 제36권6호
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• pp.27-40
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• 1998

The purpose of this study was to examine the role of children's characteristics, family environment and child care quality in socio-emotional development of children among dual-worker families. The sample consisted of 138 children aged 5-7 and their parents. Descriptive statistics, t-tests, correlation analysis, one-way ANOVAs, and stepwise regression were used to analyze data. Results showed that there were significant sex differences in children's temperament and popularity. Mother's marital satisfaction had a negative correlation with peer rejection. Low maternal role conflict and child's age had effects on children's self-perception. Moreover, sex and age of the child, mothers' responsive parenting, number of teachers in the classroom were significant predictors for children's peer rejection.

• 한국보육지원학회지
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• 제13권2호
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• pp.97-114
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• 2017

Objective: This study examined the association between mother-child communication and preschool children's peer competence mediated by ego resiliency Methods: The data from 318 preschool age children and their mothers in Seoul and Gyung-Gi province were used for this study. Mothers reported mother-child communication using three subscales from the revised parent-child communication inventory(Barnes & Oslom, 1982). This study used four subscales from the Korea Personality Inventory for Children (KPI-C)in order to calculate children's ego resiliency and used six subscales from the Child Behavior Scales(Ladd & Profile, 1996). The data were analyzed using Multiple Regression in SPSS 19.0. Results: Positive mother-child communication predicted a higher level of children's ego resiliency and peer competence. Ego resiliency fully mediated the association between mother-child communication and prosocial competence, rejection against peers and insecurity. And positive mother-child communication predicted lower levels of children's aggression, dissociality and irritability. Its association was also mediated by ego resiliency. Conclusion/Implications: These findings indicated that a mother's positive communication with their child would enhance children's ego resiliency and peer competence in preschool children. Thus, the efforts to facilitate parents' positive communication skills in parent education can be promising for preschool children's positive development.

• Child Health Nursing Research
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• 제25권2호
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• pp.154-164
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• 2019

Purpose: The study aimed to develop a play toolkit to facilitate infants' and toddlers' symbolic thought and fine motor development. Methods: This study used a methodological study design including two phases of development and evaluation. After reviewing the play culture and developmental health issues in Kyrgyzstan through a literature review and interviews with local experts and parents, the toolkit was developed and evaluated using content validity and utilization tests. Results: The toolkit was based on Westby's symbolic play and the fine motor milestones in the Bright Futures Guidelines. The Toolkits were composed of an overall suggested play schedule according to the child's age, four kinds of play props, and a utilization guidebook for parents. The play props were a felt book, sorting and assembling blocks, cup blocks, and a tangram. The guidebook contained age-appropriate operating methods and alternative ways to use the materials. Conclusion: A play toolkit was developed to enhance nurturing practices among parents of infants and toddlers. The findings may help facilitate effective interactions between parents and their children. Considering that nurturing care is critical for achieving better child health outcomes, enhancing parenting resources and parent-child relations could function as an effective strategy for promoting child health.

• 아동학회지
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• 제23권4호
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• pp.227-248
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• 2002

The purpose of this study aimed at establishing the validity and reliability regarding the instrument of assessing child psychological well-being. The child psychological well-being rating scale contained 3 dimensions (sense of competency, sense of relation, sense of improvement) 8 variables (sense of control, sense of achievement, sense of confidence, sense of acceptance, sense of intimacy, sense of balance, sense of morale, sense of hope) and 4 rating scale of 80 items. After the scale development, the estimates of reliability for the scale were high. Cornbach ${\alpha}$ was .962 and generalizability was .875. And concurrent validity, criteria related validity, and discriminant validity appeared to be evident sufficiently to the validity of child psychological well-being instrument. The significance of the present study was intended to apply scale validity procedure by using generalizability.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• 제35권3호
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• pp.163-168
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• 2024

Stress is a natural state that emerges due to the dynamics of an individual's life. Children must learn how to effectively manage stress as part of their growth and development. Resolution is possible when children are exposed to stress and receive adequate support from their families. However, when stress is intense, frequent, protracted, or traumatic, as in cases of childhood abuse, it can become toxic and interfere with the development of the child's brain and body. This results in vulnerability, which can have detrimental effects on the child's overall physical, mental, and emotional health. This perspective discusses the impact of childhood maltreatment and toxic stress, drawing on insights gained during the COVID-19 pandemic. We aimed to shed light on the lessons learned from this unique and challenging period and how they inform our understanding of the effects of stress on children's well-being.

• 아동학회지
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• 제17권2호
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• pp.107-119
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• 1996

This study investigated social competence, peer contacts, and emotional development in children of lower SES employed mothers. Instruments were Choi's (1992) questionnaire on social competence, Pettit's (1988) questionnaire on peer contacts, and Kang's (1986) and Kim's (1993) questionnaires on emotional development. The data was analyzed by t-test. Social class differences were found in children's social capability, leadership and anxiety, in peer contacts, and in emotional disturbance and aggression.

• 한국생활과학회지
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• 제24권5호
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• pp.617-629
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• 2015

The purpose of this study was to explore the effects of children's self-regulation and teacher-child relationships on children's social behaviors. Participants were 239 4- to 5-year-old children(114 boys, 125 girls) and their 23 teachers. The teachers completed rating scales to measure children's social behaviors and teacher-child relationships. Children's self-regulation was assessed by a mother reported questionnaire. Data were analyzed using descriptive statistics, Pearson's correlations and stepwise multiple regression analysis. The major results of this study were as follows: First, Children's social behaviors were partially correlated with children's self-regulation and teacher-child relationships. Second, The most influential factor by children's social behaviors was teacher-child relationship. Specially, teacher-child intimacy was the most powerful factor predicting children's asocial behavior and prosocial behavior. While teacher-child conflict was the most powerful factor influencing children's aggressive behavior, hyperactive-distractible behavior and anxious-fearful behavior. Findings are discussed in terms of the importance of teacher-child relationships in the context of program development and guidance for maladjusted children.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• 제29권3호
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• pp.144-148
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• 2018

Objectives: Previous studies have reported that internet addiction (IA) is associated with attention-deficit/hyperactivity disorder (ADHD) consistently. However, in terms of gender, there are controversial findings. We aimed to investigate the relation between IA and self-acknowledged ADHD traits among female college students in Japan. Methods: The study questionnaire consisted of questions about demographics, Adult ADHD Self-Report Scale-V1.1 Part A (ADHD screener) and Young's Internet Addiction Test (IAT). When four or more items are more frequent than the cut-off on ADHD screener, the subject was categorized into students with a positive ADHD screen. We defined students with total IAT score of 70 and higher as IA. Results: A total number of respondents was 369 (mean age: $19.0{\pm}0.7years$). Seventy-seven subjects were screened positive on ADHD screener (20.9%). Students with a positive ADHD screen scored significantly higher on the IAT ($54.2{\pm}14.2$ vs. $42.5{\pm}11.3$). The rates of IA in students with and without a positive ADHD screen were 18.2% and 1.0%, respectively. Conclusion: Results of this study demonstrated the relation between IA and self-evaluated ADHD traits among female college students in Japan. Appropriate education for students on how to use the internet properly will be necessary to prevent IA.

• 한국지역사회생활과학회지
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• 제20권1호
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• pp.91-102
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• 2009

The purpose of this study was to analyze the effect of home related variables like socio-demographic variables, parent-child communication, and concern for children's education on children's school adjustment. The data was collected from 287 elementary school children living in Gyunggido. Measurement scales included the children's school adjustment inventory, the questionnaire of the socio-demographic variables, the parent-child communication index, and the parent's concern about children's education index. Results showed that children's school adjustment was significantly effected with regard to: father's age, father's education, mother's education, income, and mother's job. Correlation analysis indicated that parent-child open communication was positively correlated to children's school adjustment; that is the relationships with teachers and with friends, study at school, and rule of school. As well, parent-child problematic communication was negatively correlated to all of the school adjustment variables. Parent's concern about children's education indicated positive correlations with all of the school adjustment variables. It was also found that: parent's concern about children's education, parent-child open communication, parent-child problematic communication, mother's education, and income were significant predictors of the children's school adjustment.

• 한국생활과학회지
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• 제22권6호
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• pp.529-546
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• 2013

The purpose of this study was to find the effects of parenting behavior, parenting involvement and father-child communicationon on children's multiple intelligence. For this purpose, 182 children selected from three elementary schools and their fathers participated in the study. The findings of this study are as follows : First, there were some significant differences in children's multiple intelligence according to the children's grade, gender, father's educational background and income. Second, there were some significant differences in children's multiple intelligence according to the parenting behavior, warmth acceptance, rejection restriction and permissiveness nonintervention behaviors, and to leisure activity, life guidance, study guidance of parenting involvement and to father-child open communication, problematic communication. Third, It was also found that children's grade, gender, father's educational background, warmth acceptance behavior, permissiveness nonintervention behaviors and open communication, problematic communication were all significant predictors of the children's multiple intelligence. In order to increase the children's multiple intelligence, parents should be warmer and more accepting and have open commnication with their children.