• Korean Journal of Childcare and Education
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• v.2 no.1
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• pp.41-63
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• 2006

The purpose of this study is to investigate the differences among mother's feeling expression, children's self-regulation, and children's peer competency by socio-demographic background and provide a basic material to develop the parents' education for mother's promosing emotional environment to help development of children by understanding the correlation among mother's feeling expression children's self-regulation, and children's peer competency. The research objects were 361 of 4 to 6-year-old children and their mothers. The tool adapted by Woo Sookyong(2002) was used for Mother's emotional expressivity, and the tool of Lee Jeongran(2003) for the of self regulation and the tool of park Joohee and Lee Eunhae for the children's peer competency. Data analysis was performed with population, percentage, t-test, Cronbach $\alpha$, F-test, and co-relation of LSD posteriori test. The summary of this study are as follows; First, the more negative expressivity was shown as mother's academic career was higher and the more positive one was appeared as family income was greater according to the background of socio-demography. Female children showed the higher self-regulation, and the self-decision and action control were greater as their age was higher. Children's peer competency was higher as they were social and friendly personality. Second, there was the strong relationship among the mother's feeling expressivity, children's self-regulation and peer competency one. Mother's positive expressivity had the relationship with children's self-regulation and peer competency one while weak expressivity had it with self-decision, regulation and children's peer competency. But the strong negative heartstrings' expressivity was an improper co-relation with action control and no relation with similar age competent ability. A definitive relation existed between all low level area except the emotion of self-regulation and children's peer competency. Form the above study, it was Known that there was the relationship among the mother's feeling expressivity, children's self-regulation and peer competency. In particular, there was strong relationship between positive and weak positive expressivity, and children's self-regulation and peer competency. These results could be reflected to parents' heartstrings education by knowing the impact of a positive emotional expressivity and weak-negative one.

• Korean Journal of Child Studies
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• v.29 no.6
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• pp.121-133
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• 2008

This study explored relationships among temperament, multiple intelligences and play characteristics of preschool children. Participants were 150 mothers of preschool children and 10 preschool teachers in Seoul. They responded to questionnaires; data were analyzed by correlation and multiple-regression major results showed there were positive correlations between emotionality sub-areas of children's temperament and play and between multiple intelligences and play as follows : (1) Cognitive play was predicted by linguistic intelligence and response of temperament, (2) Language play was predicted by interpersonal intelligence and physiology-regulation of temperament, (3) Social play was predicted by interpersonal intelligence and response of temperament, (4) Emotional play was predicted by logical-mathematical intelligence and emotions of temperament, and (5) Movement play was predicted by logical-mathematical intelligence.

• Journal of the Korean Home Economics Association
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• v.43 no.4 s.206
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• pp.187-201
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• 2005

This study investigated the relations of personal variables and environmental variables to the peer bullying experienced by fifth- and sixth-grade children. One result was a significant sex difference in the buoying but not in the victimization. The victimization of boys was influenced by withdrawal and assertiveness. Aggression, emotional regulation and withdrawal were important predictors for buoying, whereas withdrawal and aggression were important predictors for victimization among girls. The interactive effect of withdrawal and teacher's support on victimization was statistically significant only for boys, whereas the interactive effect of aggression, maternal affection and teacher's support on bullying was statistically significant only for girls.

• Industry Promotion Research
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• v.7 no.3
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• pp.65-70
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• 2022

The purpose of this study was to investigate the child counselling process of a 5-year old girl with anger problem. Her mother had difficult on caring a child. The researcher conducted 47 session of child counseling through child-centered play therapy once per week during 14months for 40 minutes. Parent consultation session follwed for 10 minutes. The child expressed her aggression, control, desire of affection and power during the sessions. As a result, the child's anger decreased, and child-mother relationship improved. Finally, the child successfully adapted new school life. The mother reported that raising children was much easier than before. This study is meaningful that it is a case study of a child's intervention in counseling prior to her entering elementary school. This study showed her adaptive school lifestyle during the beginning of the first year.

• Korean Journal of Childcare and Education
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• v.8 no.6
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• pp.301-322
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• 2012

The purpose of this study is to provide the basic data which can effectively improve young children's peer interaction behavior. For this purpose, this study examined the differences in the peer interactions of 4-year-old or 5-year-old children according to gender and age, and relationship among young children's temperament and emotion regulation, mother's emotional expressiveness, and teacher-child relationships, and then analyzed the relative influence of these variables on peer interaction behavior. The results are as follows. It appeared that boys' positive peer interaction is higher than girls'. Boys' negative peer interaction also is higher than girls'. In addition, the positive peer interaction of 5-year-old children is higher than that of 4-year-old children. As a result of examining the relative influence on peer interactions, children's emotion regulation ability is the most influential variable.

• Korean Journal of Childcare and Education
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• v.15 no.3
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• pp.61-81
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• 2019

Objective: This study aimed to examine the effects of collaborative activities by utilizing picture books in order to improve the self-regulation and perspectivetaking abilities among four-year-olds. Methods: A total of 52 four-year-olds(control group 26, experimental group 26) attending two classes at D kindergarten located in B city participated in this study. Before and after the activities, all participants individually took a social perspective taking ability instrument and rated their self-regulation with a teacher. Data were analyzed by conducting ANCOVA in the way of setting pre-test scores as the covariate and post-test scores as the dependent variable. Results: First, the total and subarea of self-regulation in the experimental group was higher than the control group. Second, the cognitive and emotional perspective taking abilities in the experimental group were higher than the control group in all cares. Conclusion/Implications: The results of this study suggest that collaborative activities using picture books are effective in improving young children's selfregulation and perspective-taking abilities.

• Child Health Nursing Research
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• v.3 no.2
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• pp.154-168
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• 1997

The purpose of this study were to define the degree of performance in health promoting lifestyle and to identify the variable related to performance in health promoting lifestyle of adolescents. The subjects of this study were 469 adolescents in the 4 high schools. The sample data were collected using a purposive sampling method from July 1 to July 27. The collected data were analysed by using descriptive statistics, Pearson's correlation coefficients, and stepwise multiple regression with SPSS PC+ program. The results of this research were as follows. First, The means of performance in the health promoting lifestyle of adolescents revealed total 2.478 ; harmonious relationships 3.045, regular diet 2.236, professional health management 1.332, sanitary life 2.910, self regulation 2.558, emotional support 2.696, healthy diet 2.408, rest and sleep 2.651, exercise and activity 2.491, self actualization 2.466, diet control 2.408. The factor with the highest degree of performance was the harmonious relationships, whereas the one with the lowest degrees was the professional health management. Second, the relationship between the degree of performance in health promoting lifestyle and its related variable were as follows. (1) Performance in the health promoting lifestyle was significantly correlated with self esteem, self efficacy, health conception, perceived health status, mother's health promoting lifestyle, mother's health conception. (2) The most important factor that affects performance in the health promoting lifestyle of adolescents was self esteem. The combination of self esteem, health conception, mother's health promoting lifestyle, self efficacy, perceived health status accounted for 45.2% of the variance in health promoting lifestyle of adolescents.

• Korean Journal of Childcare and Education
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• v.12 no.1
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• pp.57-81
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• 2016

The purpose of this study was to find out the feature of children's play according to a player number restriction rule in the free choice activities. And it is expected that the result of this study will contribute to improving the management of free choice activities. The participants of this study were a homeroom teacher, professor as a co-researcher and 25 4-year-old children of a private kindergarten. The data were collected by observation, children interview and reflective journal of the teacher from July to October in 2014. The results indicated that the children were stressed out with using name cards for presenting center selection, showed overcompetitive behaviors, and frequently violated the rules. The researchers found that the restriction rule had some dysfunctions, which were interferences of moral development, social-emotional development, self-regulation development, preventing safety-accident and free choice behavior. The researcher as a teacher abandoned the player number restriction rule, and observed the children's play. As a result, children's self-regulation abilities on physical space, play and conflicts improved and the teacher changed her strategy when managing free choice activities. Based on the results, the needs of various restriction rules and appropriate methods for applying the rules in free choice activities were further discussed.

• Journal of radiological science and technology
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• v.38 no.3
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• pp.295-304
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• 2015

This study intended to examine the correlation of career self-regulation (plan and check-up, positive thinking, career feedback, environment formation for career) and career identity (career decision, indecisiveness, career indecision) caused by parental career support (informative, emotional, financial, and empirical) among freshmen, sophomores, and juniors in the radiotechnology department. For assessment, a survey was conducted and according to the results, there existed correlation as follows. Regarding parental career support, emotional support is plan and check-up (r=.25, p<.001), Career feedback (r=.54, p<.001), and positive thinking (r=.46, p<.001) showed high positive correlation while informative support showed correlation in all factors showing high correlation with environment formation for career (r=.22, p<.001), plan and check-up (r=.20, p<.001), career feedback (r=.24, p<.001), and positive thinking (r=.26, p<.001). Financial support career feedback (r=.33, p<.001) and positive thinking (r=.34, p<.001) showed somewhat higher correlation. All factors of environment formation for career (r=.18, p<.001), plan and check-up (r=.25, p<.001), career feedback (r=.37, p<.001), and positive thinking (r=.30, p<.001) showed high correlation. Informative support showed high correlation only with career decision (r=.27, p<.001) and financial support also showed high correlation only with career decision (r=.18, p<.001). Also, empirical support was somewhat highly correlated only with career decision (r=.23, p<.001). Regarding school-year difference depending on parental career support, there was significant difference between emotional support (F=8.52, p<.001), financial support (F=8.97, p<.001), and empirical support (F=5.36, p<.05) while informative support was dismissed. Regarding school-year difference depending on career self-regulation, there was significant difference between career feedback (F=8.48, p<.001) and positive thinking (F=16.29, p<.001) while environment formation for career and plan and check-up were dismissed. Regarding school-year difference depending on career identity, there was significant difference between career indecision (F=4.01, p<.05) and career decision (F=11.72, p<.001) while indecisiveness was dismissed. According to the analysis results, parents' active support to their child like respecting and listening to their opinion on career, provision of career related experience or information, and provision of necessary financial aid for their study or academic preparation made the students plan and exploring their career, examine accomplishment progress, have positive idea to realize their objectives. In addition, the students were able to establish the objective of their career by forming the environment that helped them realize their objectives by seeking advices and encouragement from surroundings. Meanwhile, the parents' attitude to respect and listen to their child's career related opinion affected their career decision and indecision. Although informative support helped the students' career decision, financial and empirical support caused effect only to career decision.

• Women's Health Nursing
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• v.6 no.2
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• pp.269-290
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• 2000

This study was conducted to inquire about the view on childrearing of university women for the purpose of building up the positive parent- child relationship and setting up preliminary parenting education program. The subjects were 137 university women who were freshmen to junior in one women's university in Seoul. Using the self-report questionnaire, data were collected from December in 1998 to March in 1999 and the contents which subjects wrote down were categorized by content analysis method. The results were as followed: 1. The age range of subjects were 20-22 years and main rearer was her mother(71.5%) 2. The view of subjects were revealed by 374 statements and then tied together 34 themes: 'exemplary parent model as a guider'(8.6%), 'determination for oneself' (8.0%), 'expression of love'(6.2%), 'humanity education'(4.8%), 'carrot and stick'(4.5%), 'respect of personality'(4.3%), 'sound living habit'(4.1%), 'conversation'(3.7%), 'regulation of greediness' (3.7%), 'supply of live experience'(3.7%), 'supply of broad and substantial vision'(3.5%), 'free choice'(3.5%), 'broad-mindedness'(3.5%), 'consideration'(3.0%), 'doing together'(3.0%), 'propriety education' (2.4%), 'pursuit of naturalness'(2.4%), 'looking for one's life'(2.4%), 'confidence'(2.1%), 'rearing by oneself'(2.1%), 'encouragement'(2.1%), 'cultivation of right sexual senses'(2.1%), 'desirable home environment'(1.9%), 'doing one's best'(1.9%), 'understanding'(1.6%), 'psychological intimacy'(1.6%), 'treat fair'(1.6%), 'pursuit of physical, psychological health' (1.6%), 'concerning'(1.3%), 'religious life'(1.3%), 'respect of individuality'(1.3%), 'cooperation' (1.1%), 'often-minded family'(0.8%), 'positive attitude'(0.8%). 34 themes were categorized by 12 categories once more: 'mature parenthood'(15.5%), 'acceptance' (11.5%), 'autonomy'(11.5%), 'pursuit of healthy life style'(9.4%), 'eagerness'(9.1%), 'making efforts'(8.8%), 'education'(8.8%), 'emotional bonding' (7.8%), 'respect'(7.2%), 'corporal punishment' (4.5%), 'supporting'(3.2%), 'composition of environment'(2.7%). In conclusion, we could expect that university women had a democratic view on childrearing with love and autonomy for a base. So we need to offer them nursing implementations such as preliminary parenting programs and parenting consulting in order to promote positive and interactional parent-child relationship by strengthening their desirable view on childrearing.