• Korean Journal of Childcare and Education
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• v.8 no.5
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• pp.203-229
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• 2012

This study tries to provide basic data that can be useful in suggesting the direction of kindergartens attached to elementary schools, by examining the issues in such kindergartens and the ways to develop them for the future. To do this, I surveyed seven participants, who are currently directors in the kindergartens attached to the elementary schools, by in-depth interviewing. As a result, I found the main issue involves the administrators' lack of expertise about the education of preschoolers. Thus, I suggest that there should be more opportunities to retrain the affiliated principals or directors to better understand the education of preschoolers or the related instructors. Second, I concluded that another critical issue involves the poor administrative and financial system in the current kindergartens attached to the elementary schools. To solve this, I suggest that the government and the local education offices should actively support them with a the solid administrative and financial system. Finally, considering the complaints that the current teachers in those kindergartens are being isolated from the greater society, I suggest that there should be specific solutions to construct the cooperative systems related to scholarships and consulting that help the teachers develop their expertise in educating preschoolers.

• Journal of Families and Better Life
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• v.27 no.1
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• pp.73-88
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• 2009

The purpose of this study was to investigate the influence of the factors such as self-esteem, social supports, socio-economic status of parents, degree of disability in child, stress coping, religion, and sports.exercise on the qualities of lives in mothers with disabled children. Data were collect from 45 institutions(schools from kindergarten to senior-high, special education institutes, and social welfare institutions) by self-report questionnaire, and the subjects of the study were 386 mothers in Seoul whose children were attending the schools or institutions. Findings according to socio-demographic variables are as follows: 1. Mothers with disabled children in this study thought their quality of life as average degree. 2. The younger the mothers and children, the higher the quality of life was. 3. The higher the educational level and monthly income, the higher the quality of life was. 4. There was no statistically significant difference between the existence and nonexistence of spouse, and between the existence and nonexistence of religion as well. Findings analyzed by multiple regression are as follows: 1. Among 7 independent variables 'self-esteem'(${\beta}$=.49, p<.001), 'social supports'(${\beta}$=.15, p<.01), and 'socio-economic status'(${\beta}$=.11, p<.05) were found to be statistically significant in quality of life in mothers, while the rests were found not significant. 2. 'Self-esteem' was found to be the most influencing variable, meaning that the psychological factor such as self-esteem is more important than environmental factors in qualities of lives in mothers. 3. The total amount of explanation of the model was Adjusted R square=.301, so that it can be said about 30% can be explained among total variance of the qualities of lives in mothers with disabled children. Conclusions and recommendations based on the results above are: First, it is strongly recommended to conduct programs promoting self-esteem in mothers with disabled children, and to include 'self-esteem' hereafter in the studies related to qualities of lives in mothers with disabled children. Second, comprehensive and practical countermeasures should to be formulated to back up expenses for education and medical care, purchasing relative tools and equipments, plus helping to find jobs.

• Korean Journal of Childcare and Education
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• v.11 no.3
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• pp.103-127
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• 2015

This study is based on the criticism against life contempt tendency in the educational environment of our society. The purpose of this study is to find out the perception and expectation about the realities and formations of partnership between the home and early childhood educational setting of parents and teachers. The ultimate aim is to build a foundation which transforms educational settings into warm educational communities. The research participants were 4 mothers whose children attended the setting and 4 teachers of the early childhood educational setting (8 participants in total). The research results were as follows. The perception of the realities about partnership of parents and teachers was sub-categorized into four categories: 1)"partnership": essential aspect in children's positive development, 2) practicing with vague concepts, 3) lacking the awareness of companion or partnership, 4) disturbing cooperation between parents and teachers from external issues and problems. The expectation of parents and teachers about formation of partnership between home and early childhood educational setting was sub-categorized into five categories: 1) building of community consciousness for better partnership, 2) developing empathy and communication skills between parents and teachers for mutual understanding, 3) considering various strategies to promote partnership with different styles of parents, 4) activating teacher training and parent education in link with local universities and on-line, 5) providing support from the national level to establish new relationships between home and educational settings. Consequently, it will lead early childhood education settings to be transformed into warm educational communities which orientate respect for life.

• Korean Journal of Childcare and Education
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• v.10 no.2
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• pp.213-236
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• 2014

This study is aimed at enhancing the prosocial behaviors and the positive peer play interaction of young children with developmental delays. Three children with developmental delays and three students without developmental delays who were 4-year-old students in an inclusive classroom were selected. Their homeroom teacher carried out the program with a small group of 6 children totaling 21 sessions over 3 months. The major results of this study were as follows: First, the result of both the observer and the parents' test after the program showed that the small group made positive changes on prosocial behaviors. In addition the frequency of target behaviors increased during the intervention. Second, the result of both the observer and the parents' test after the program showed that positive peer play interaction increased in the small group. Moreover the negative peer play interaction such as play disturbance and play isolation decreased. In conclusion, the thematic fantasy play program is useful for an inclusive classroom, and can be a concrete method to support inclusive education and childcare.

• Korean Journal of Childcare and Education
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• v.10 no.6
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• pp.201-221
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• 2014

The purpose of this study was to examine the awareness of kindergarten teachers and daycare teachers on a character strengths-based happiness promotion program geared toward early childhood teachers and their needs for that in an effort to provide some information on the development of this program and how to boost the quality of life of early childhood teachers. The findings of the study were as follows: First, as a result of analyzing their character strengths, happiness and awareness of the two variables, both of the kindergarten and daycare teachers weren't well aware of their own character strengths, and the kindergarten teachers replied they put more efforts into the promotion of their happiness than the daycare teachers did. Second, as a result of looking for any possible differences between the two groups in needs for the development of a happiness promotion program, there were significant differences in opinions on the purpose of the program, operator, execution cycle, what college should be responsible for the development of the program, what early childhood education institutions should conduct it, what efforts teachers should make, what problems might take place during the development of the program, how to raise awareness of the program, and what support would be necessary for the implementation of the program.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.1
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• pp.685-697
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• 2020

This study conducts meta-analysis of the effect size of related factors using research papers published within the past 20 years in relation to adolescent bullying experience in Korea. The verification results are as follows. First, in inducing factors, the overall effect size, personal psychology factor, and school life factor group showed a medium effect size. In the causative factors, the aggression, anxiety, stress, depression, suicidal thoughts, and school stress of school psychological factors showed a moderate effect size. Second, in terms of deterrent, the overall effect size, family environment factor, personal psychology factor, and school life factor group showed a medium effect size. In the sub-factors of determinants, the parenting attitude, parental support, and self-esteem and self-resilience of the family environmental factor group also showed a medium effect size. In conclusion, this study is meaningful in that it tried to quantitatively integrate the previous studies to examine objective results. It is meaningful that it provided basic data in program development and policy making to prevent and reduce the bullying of youth.

• Korean Journal of Culture and Social Issue
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• v.10 no.2
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• pp.103-137
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• 2004

This study examines the basis of trust in relationships by adolescents and their parents using the indigenous psychological approach. Using the indigenous methodology, adolescents were asked the reasons why they trusted their mother, father, friends, and teachers. Parents were asked why they trusted their children, spouse and their children's teachers. A total of 1,737 participants completed an open-ended survey: 579 adolescents (274 middle school and 305 high school students) and their parents (579 fathers) and (579 mothers). The results indicate that adolescents trust their parents because of their sacrifice, followed by consanguinity (i.e., blood relationship), respect, their trust in me, dependability, and their advice and counseling. The reasons why adolescents trust their teachers is because of the academic guidance they provide, unconditional trust of teachers, their concern and care, respect for teachers, advice and counseling they provide, they are like parents, and because of their sacrifice for the students. The reasons for trusting their friends are as follows: Dependability, closeness, unconditional trust of friends, their understanding of me, and their emotional support. The reasons why parents trust their children are: Children's sincerity, honesty, consanguinity, parents' expectation and communication with the children, children's obedience, and since they are diligent in their schoolwork. The reasons for trusting one's spouse are reported to be sincerity, their sacrifice for the family, honesty, unconditional trust of a spouse, and because of mutual support. The reasons why parents trust their children's teachers are reported as follows: Unconditional trust of teachers, their sacrifice for the students, and their sincerity. There were no significant differences across the type of school and academic grades in terms of trust of parents. However, middle school students are more likely to trust their teachers, and high school students are more likely trust their friends. The male students rather than female students and those students with higher academic grades are more likely to trust their parents, friends, and teachers. For parents, there were no significant differences across age, sex, and educational status concerning the trust of their children, spouse, and children's teachers. There was a positive correlations between parents' trust of their spouse and children and their children's trust of their parents. There was also a positive correlations of mothers' trust of children's teachers and the children's trust of their teachers.

• Korean Journal of Childcare and Education
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• v.2 no.1
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• pp.65-88
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• 2006

This study intended to activate public education, researched and analyzed real conditions of preschool education to know desirable directions of public education and help parents recognize public education. The final purpose is to offer basic materials to reestablish preschool education in the public education system. First, parents' recognition concerning preschool education in the public education system was much different from that of teachers. As for definitions of preschool education as a public education, parents understood that it means 'the nation and self-governing bodies manage aid both the public and private kindergartens', and teachers recognized that it means that 'the nation and self-governing bodies not only found operate public kindergartens but also aid manage educational funds of private kindergartens. Second, the examination of educational environments of kindergartens told that teachers and parents thought that opportunity to enter the kindergarten is not equal for all children in our country, and quality of kindergarten teachers is satisfactory. Also, they thought that curriculums of preschool educational organs have been set well according to children's developmental stages, education quality is different according to preschool education organs' foundation-types. They recognized that facilities and apparatus of preschools are satisfactory, security and neatness of preschools are satisfactory, too. Third, the examination of developmental directions of preschool education as a public education proved following facts; as for foundation-types of kindergartens in the future when promoting preschool education as a public education, parents answered financial support and supervision by the government, teachers answered aid and management of operational fees as well as support for teacher personnel expenses.

• KDI Journal of Economic Policy
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• v.31 no.1
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• pp.105-138
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• 2009

Although the decline in fertility rate is generally observed along the history of economic development throughout the world, the continuing decline hitting below the replacement level in Korea over the recent years gathered serious social concerns on the ground that it accelerates the process of population aging. The total fertility rate in Koreareached 2.08 in 1983, and gradually fell to the levels of 1.08 in 2005 and 1.26 in 2007. The policy debate over the role of the government has been focused mainly on the level of theoretical discussion without substantial basis on firm empirical evidence and the determinants of fertility. The objective of the paper is to empirically investigate the fertility effect of the female wage, which is understood as one of the most important determinants of fertility in Koreasince 1980 focusing on one aspect of fertility, namely birth spacing. Using the Korean National Fertility Survey conducted in 2006, I estimate a duration model of first and second births taking into account individual heterogeneity, which turned out to be an important factor to control for. Compared with previous studies in the literature on the Korean fertility, the study has an advantage of using the complete pregnancy history of women in a more representative sample. Unlike the previous studies, the analysis also deals with the endogeneity of marriage by treating a certain age, rather than age at marriage, as the time in which a woman becomes exposed to the risk of pregnancy. The study shares the common problem in the literature on birth spacing of lacking relevant wage information for respondents in a retrospective survey. I estimate the wage series as a function of the basic characteristics using the annual Wage Structure Survey from 1980 to 2005, which is considered as a nationally representative sample for wage information of employees. The results suggest that the increase in female wage by 10 percent leads to a decrease in second birth hazard by 0.56~0.92 percentage points and that the increase in spouse's wage by the equal amount is accompanied by the increase in second birth hazard by 0.36~1.13 percentage points. These estimates are more precisely estimated and of smaller magnitude than those presented by the previous studies. The results are robust to the different specifications of the wage equation. The simulation analysis based on the predicted values shows that about 17% of the change in the second birth hazard over the period 1980 to 2005 was due to the change in the female wage. Although there is some limitation in data, the results can be viewed as one estimate of the role of female wage on the recent fertility decline in Korea. The question raised by the paper is not a normative one of whether a government should promote childbearing but a positive one thatexplains fertility decline. Therefore, if there is a wide consensus on promoting childbearing, the finding suggests that the policies designed to reduce the opportunity cost of women in the labor market would be effective. The recent movement of implementing a wide range of family-friendly policies including child care support, maternity leave, parental leave and tax benefit in developed countries should be understood in this context.

• Journal of Korean Academy of Nursing
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• v.20 no.2
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• pp.153-173
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• 1990

One of the important tasks for new parents. especially mothers, is to establish warm, mutually affirming interpersonal relationships with the new baby in the family, with the purpose of promoting the healthy development of the child and the wellbeing of the whole family. Nurses assess the quality of the behavioral characteristics of the maternal-infant interaction. This study examined the relationships between primiparas pereptions of their delivery experience and their maternal infant interaction. It compared to delivery experience of mothers having a normal vaginal delivery with those having a casearean section. The purpose was to explore the relationships between the mother's perceptions of her delivery experience with her maternal infant interaction. The aim was to contribute to the development of theoretical understanding on which to base care toward promoting the quality of maternal-infant interaction. Data were collected directly by the investigator and a trained associate from Dec. 1, 1987 to March 8, 1988. Subjects were 3 random sample of 62 mothers, 32 who had a normal vaginal delivery and 30 who had a non-elective cesarean section (but without other perinatal complications) at three general hospitals in Seoul. Instruments used were the Stainton Parent -infant Interaction Scale(1981) and the Marut and Mercer Perception of Birth Scale(1979). The first observations were made in the delivery room (for vaginally delivered mothers only), followed by day 1, day 2, day 3, and 2 weeks, 4 weeks, 6 weeks and 8 weeks after birth, for a total of 7-8 contacts(Cesarean section mothers were observed on days 4 and 5 but the data not used for analysis). Observations in the hospital were made during the hour prior to scheduled feedings. The infant was placed beside the mother. Later contacts were made at home. Data analysis was done by computer using as SPSS program and indulded X² test, paired t-test, t-test, and Pearson Correlation coefficient ; the results were as follows. 1. Mothers who had a normal vaginal delivery tended to perceive the delivery experience more positively than cesarean section mothers(p＝0.002). The finding supported the hypothesis I that perception of delivery would vary according to the method of delivery. Mothers' perceptions of birth were classified into three dimensions, labor, delivery and the bady. There was a significantly different and positive perception by the vaginally delivered mothers to the delivery experience(p＝0.000) but no differences for labor or the bady according to the delivery method(p＝0.096, p＝0.389), 2. Mothers who had a normal vaginal delivery had higher average maternal-infant interaction scores(p＝0.029) than mothers who had a cesarean section. There were similar higher scores for the 1st day(p＝0.042), 2nd day (p＝0.009), and the 3rd day(p＝0.006) after delivery but not for later times. The findings supported the hypothesis Ⅱ that there would be differences in maternal-infant interaction for mothers having vaginal and cesarean section deliveries. However these differences deccreased section deliveries. However these differences decreased over time . by eight weeks the scores for vaginal delivery mothers averaged 8.1 and for cesarean section mothers, 7.9. 3. The more highly positive the pereption of the delivery experience, the higher the maternal-infant interaction score for all subjects(F＝.3206, p＝.006). The findings supported the hypothesis Ⅲ that there would be correlations between perceptions of delivery and maternal-infant interaction. The maternal infant interaction was highest when the perception of the bady and deliery was positive(r＝.4363, p＝.000, r＝.2881, p＝.012). No correlations between perceptions of labor and maternal-infant interaction were found(p＝0.062). 4. The daily maternal-infant interaction score for the initial contact after birth to 8 weeks postpartum had the lowest average score 5.20 and the highest 7.98(in a range of 0-10). This subjects group of mothers needed nursing intervention to promote their maternal- infant interaction. The daily scores for the maternal-infant over the period of eight weeks. However, there were significantly different increases in maternal-infant interaction only from the first to second day(p＝0.000) and from the fourth to sixth weeks after birth(P＝0.000). 5. When the eight items of maternal-infant interaction were evaluated separately, “Expresses feelings about her role as mother” had the highest average score, 1.64(ina range of 0-3)and “Speaks to baby” the lowest, 0.9. All items, with the possible exception of “Expresses feelings about her role as mother”, suggested the subjects' need of nursing intervention to promote maternal-infant interaction. 6. There were positive correlations between certain general charateristis, namely, both a higher economic status(p＝0.002) and breast feeding(p＝0.202) and maternal - infant interaction. There were positive correlations between a mother's confidence in her role as a mother and the perception of the birth experience(p＝0.004). For mothers who had a cesarean section, a positive perception of the birth experience was related to the duration of her marriage(p＝0.010), a wanted pregnancy (P＝0.030) and her confidence in her role as a mother(p＝0.000). Pereptions of birth for mothers who had a normal vaginal delivery were positive than those for mothers who had a cesarean section. The level of maternalinfant interaction for mothers delivered vaginally was higher than for cesarean section mothers. The relationship between perception of birth and materanalinfant interaction was confirmed. Cesarean section has an impact on the mother's perceived experience of birth which, in turn, is positively related to maternal-infant in turn, is positively related to maternal-infant interaction. Nursing intervention to enhance maternal-infant interaction should begin in prenatal classes with an exploration of the potential impact of cesarean section on the perceptions of the birth experience and continue throughout the perinatal and post-natal periods to promote the mother's ability to control with this crisis experience and to mobilize social support. Nursing should help transform a relatively negatively perceived experience into an accepted, positively perceived and self affirming experience which enhances the maternal-infant relationship.