• Korean Journal of Child Studies
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• v.30 no.6
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• pp.15-28
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• 2009

Parenting or parenting behaviors has been a key subject during the last three decades. Studies on the parenting mainly focused on either the associations between mothers' parenting and child outcomes or variables predicting parenting behaviors. Regarding child outcomes, social-emotional development of children has been more frequently studied than their cognitive development. Also, the characteristics of parents, children, and contextual environments have received attention in predicting mothers' parenting behaviors. Recently, there have been attempts in identifying the processes that are hypothesized to mediate or moderate the relationships between parenting and developmental outcomes. Furthermore, the studies using longitudinal data have been increased as well. For a future direction, the age-specific and culturally sensitive measures assessing Korean mothers' parenting behaviors are needed. Research efforts and policies should be directed toward supporting parents and their children from diverse backgrounds in the rapidly changing Korean society.

• Korean Journal of Child Studies
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• v.22 no.2
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• pp.91-111
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• 2001

The present study investigated differences in children's school achievement and emotional and social development by type of after-school care: self-care and mother-care. It also examined relationships between children's developmental outcomes and ecological variables, including individual, familial, and environmental variables by care methods. The data of 330 mother-care and 161 self-care children was provided by teachers, mothers, and the children themselves. The analyses of the data were conducted by t-test, correlation, and regression. Findings were that mother-care children had higher scores in grades, school adjustment and teacher relationship and lower depression and withdrawn behaviors than self-care children; after-school activities and peer support predicted the developmental outcomes of mother-care children; gender, autonomous ability, and behavior control predicted the development of self-care children.

• Child Studies in Asia-Pacific Contexts
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• v.4 no.1
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• pp.27-45
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• 2014

The present study investigated the developmental pattern of Korean mothers' depressive symptoms from a week prior to birth through four months postpartum in a nationally represented survey sample in Korea, using a Latent Growth Curve model. Mother-reported four factors-maternal self-efficacy in parenting, father's participation in childcare, a number of hours mothers worked per week, child's emotional temperament-were examined as the predictors of depressive symptoms over time in the context of Korean culture. Effects of maternal depressive trajectories on their infants' developmental outcomes at the first year were also examined. Findings were as follows: First, mothers' reports of depressive symptoms decreased at the first month after birth and then increased again during the first 4 months postpartum. Second, mothers' perceived low spousal involvement in childcare, low parental self-efficacy, and their infants' difficult temperament at four-month old had significantly positive relations to the initial level of maternal depressive symptoms whereas the low spousal involvement in childcare and low maternal self-efficacy factors significantly predicted the changes of trajectories of maternal depressive symptoms. Third, the trajectories, in turn, predicted warm and responsive maternal parenting style at the fourth month. Subsequently, the parenting style had a significant longitudinal impact on the development of children's communication, problem-solving, and personal-social abilities. Based on these findings, awareness, preventive and interventional programs might be built to facilitate Korean mothers suffering severe postpartum depressive symptoms and further promote optimal early development of Korean children.

• Child Health Nursing Research
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• v.4 no.1
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• pp.76-85
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• 1998

Rearing is important to the growth and development of the child. Traditionally, nurturing is a maternal role which is expressive role. Maternal role was composed of mothering and maternicity. Rearing is a key concept of psychology, education and sociology discipline. Knowledge of the rearing is an essential component for the development of nursing as a science and a profession. The first thing to study a concept is thought to be a concept analysis. So, in this study, concept analysis of the rearing was performed to clarify a concept of the rearing as a basis for the study of rearing afterward. The approach used for the concept analysis was the approach presented by Walker and Avant (1993). The defining attributes of rearing, identified in this study were (1) a series of caring activities in parent-child relation, (2) an essential of the growth and development of a child, (3) changeable according to time, place and object, (4) effort is necessary to the rearing, (5) positive or negative aspects (6) attitude, behavior, environment is sub-concepts of the rearing concept. The identified antecedents of the rearing was child-birth. The identified consequences of rearing were desirable or undesirable outcomes. Desirable outcome was the emotional satisfaction and growth in parent-child relation. Undesirable outcome was the emotional disorder and social maladaptation of the child. The empirical referents of the rearing could be the caring phenomena in parent-child relation.

• Korean Journal of Childcare and Education
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• v.10 no.4
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• pp.159-176
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• 2014

This study aims to examine the suggestions by studies that family predictors are related to developmental outcomes more strongly for children reared principally by their parents compared to those with extensive child care experience. Zero-order correlations between family predictors and developmental outcomes were conducted and the significance of differences in correlation coefficients between the two child care groups were examined. There was no evidence that there exist systematic differences between the two groups in predictive power of family factors except a few exceptions. At 2 years, social parenting style was more strongly associated with communication ability in the extensive child care group. At 3 years, some HOME subscales were related to a child's expressive and receptive vocabulary skills in significantly greater magnitudes in the mother care group. The findings also implied the potential contribution of child care environment on developmental outcomes for those who spend extensive hours in nonmaternal care.

• Nutrition Research and Practice
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• v.12 no.6
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• pp.521-526
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• 2018

BACKGROUND/OBJECTIVES: Although a lot of effort has been put into increasing fruit and vegetable intakes in preschool children, vegetable intake in this group is still low. This study investigated whether nutrition education focusing on fruit and vegetable intakes can affect preschoolers' fruit and vegetable intakes as well as their behavioral outcomes. SUBJECTS/METHODS: Thirty-five preschoolers (54.3% boys, n = 19) aged 4-6 years residing in Seoul underwent weekly nutrition education intervention (8 sessions) between May and July 2016. Intakes of fruits and vegetables were measured during pre and post-intervention. At snack time, fresh fruit (150 g) and vegetable (120 g) snacks were distributed to each child by teachers. The remaining portions of the snacks were weighed and recorded for each child. Behavioral outcomes were measured by applying Child behavior checklist 1.5-5 and the Diagnostic and statistical manual of mental disorders. RESULTS: During post intervention, vegetable intake increased from $36.15{\pm}30.64g$ to $48.01{\pm}31.23g$ (P = 0.010). Among the emotional and behavioral problems measured by parents, levels of total problems (P = 0.001), internalizing (P = 0.004), externalizing (P = 0.003), anxiety and depression (P = 0.001), and aggressive behavior (P = 0.005) decreased. Anxiety (P = 0.026) score, as measured by teachers, also decreased. CONCLUSIONS: Nutrition education of preschoolers regarding the intakes of fruits and vegetables had a positive effect on preschoolers' vegetable intake as well as on their emotional and behavioral outcomes. A long-term, large-scale study with a broader study design is warranted to further investigate the role of fruit and vegetable intake in cognitive development and behavior of preschoolers.

• Korean Journal of Child Studies
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• v.32 no.3
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• pp.1-17
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• 2011

This study was aimed at developing a scale to evaluate Korean home environments for infants and toddlers for the purpose of being used by teachers caring for infants and toddlers. The subjects of this study were 250 mothers of 0- to 2-year-olds. Mean, SD, $x^2$, Cramer's V, factor analysis, Pearson correlations, Cronbach's ${\alpha}$ were calculated in order to analyze the outcomes of this study. As a result, 38 items of the scale were found to be satisfactory in terms of item distribution and item discrimination. Four factors with 21 items were extracted from the factor analysis : 'developmental stimulus', 'responsivity', 'encouragement of verbal interaction', and 'arrangement of daily routines'. Our analysis of the correlation of this scale with SES, HOME, and children's developmental outcomes showed acceptable concurrent validity. Internal consistency of this scale was high. These results identify this scale as a valid and reliable measure of the Korean home environment for infants and toddlers.

• Journal of Family Resource Management and Policy Review
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• v.8 no.2
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• pp.1-13
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• 2004

This study examines divergent experiences of family leisure from parent, child and family-level perspectives. In particular, emphasis is placed on differences and similarities about family leisure motivation and outcomes of family leisure activities among socioeconomic backgrounds. Questionnaires were completed by 100 families. The results indicate that Korean families mostly participate family leisure activities because of family bonding although this tendency emerges clearly only from parents' and female adolescents' responses. The families evaluate that family leisure activities bring more positive outcomes than negative outcomes to families. Intellectual motivation, family bonding motivation, and relaxation motivation are positively related to positive outcomes while obligation motivation is negatively related to positive outcomes. Further conclusions and implications are discussed.

• Korean Journal of Child Education & Care
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• v.18 no.1
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• pp.53-76
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• 2018

The purpose of this study was to investigate the effect of child care type on infant's developmental outcomes assessed by K-ASQ, focusing on the child-centric role of nurture policy. For this, this study categorized child care type into types including home nurturing, child care center, and subtypes of each category. The findings of multiple regression analysis using the first-third wave data of Panel Study of Korean Children(PSKC) are as follows. First, the child care center experience had rather positive effect on the development of all abilities in the infants comparing to home nurturing. Second, the time of attending child care center was differently related to the development of motor, communication, and personal-social skill in infanthood. Finally, the accreditation of child care showed a difference only in terms of social development of infants. In conclusion, even if the experience of using child care center has positive impact on infant's developmental level, it is still in need of improving service quality such as reinforcing accreditation system.

• Korean Journal of Child Studies
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• v.36 no.6
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• pp.1-21
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• 2015

This study was aimed at examining the paths through which family socioeconomic status as indicated by family income and parental education influenced preschool-aged children's socioemotional and cognitive development through the mediating role of parental warmth and the home learning environment. The study made use of data from 1,080 families who participated in the 5th wave of the Panel Study on Korean Children, when their children were approximately 4 years of age. Structural equation modeling analysis revealed that the models, including both parental warmth and the home learning environment did not fit the data well. The effects of warmth on social competence and cognitive development were not statistically significant. The modified models, using the home learning environment as a mediator between family SES and child's developmental outcomes showed that higher level of family income and parental education predicted a more cognitively stimulating home environment, which in turn, predicted a child's greater levels of social competence and positive cognitive development. The social competence of preschool-aged children again significantly predicted their cognitive development. The mediating effects of the home learning environment were statistically supported.