• Korean Journal of Child Studies
• /
• v.31 no.6
• /
• pp.15-34
• /
• 2010

The present study examines the sex differences in 5-year-old preschoolers' aggression according to the type of aggression (overt, relational) and the effect of components of social information processing (SIP : interpretation, goal clarification, response generation, response evaluation) and emotional factors (emotionality, emotional knowledge, emotion regulation) on their aggression. The subjects were 112 5-year-olds (56 boys, 56 girls) and their 11 teachers recruited from 9 day-care centers in Seoul and Kyung-Ki province. Each child's SIP and emotional knowledge were individually assessed with pictorial tasks and teachers reported on children's aggression, emotionality, and emotion regulation by questionnaires. Results indicated that there was a significant sex difference only in the preschoolers' overt aggression. Overtly aggressive response generation in SIP was the strongest predictor of preschoolers' overt aggression while anger of negative emotionality in emotional factors was the strongest predictor of preschoolers' relational aggression.

• Korean Journal of Child Studies
• /
• v.36 no.5
• /
• pp.155-171
• /
• 2015

The purposes of this study were firstly, to examine the emergence of complex strategies for emotional regulation in 3 and 4 years old children, and secondly, to analyze the corresponding relationship of the preschoolers' strategies for emotional regulation and their mothers' responses. The subjects comprised 66 preschoolers(33 boys, 33 girls) and their mothers in J city. The results were as follows. First, the preschoolers' strategies for emotional regulation in frustrating episodes occurred in the following order; instrumental behaviors, cognitive reappraisal, distraction behaviors, and comforting behaviors. Second, the mother's responses to frustrating episodes occurred in the following order; cognitive reappraisal, instrumental behaviors, comforting behaviors, and distraction behaviors. Third, the corresponding relationship of the preschooler's strategies for emotional regulation and the mothers' responses to frustrating episodes were found to be of a similar patterns (e.g. preschoolers' cognitive reappraisal strategy and mothers' cognitive reappraisal response).

• Korean Journal of Child Studies
• /
• v.25 no.6
• /
• pp.171-189
• /
• 2004

Children develop emotional intelligence during the early years of life, and according to experts, emotional intelligence(EI) is a more reliable predictor of academic achievement than IQ. However, nowadays children appear to be low on emotional well-being. This has potentially negative consequences, not only for academic achievement but also for personal relationships. The purpose of this study was to develop emotional education program for young children(EEPYC). In this study, EI is defined to carry out reasoning in regard to emotions and to use emotion for enhancement of thought. Designed to facilitate development of young children's EI. EEPYC is based on the four branch model, which is mental EI model and based on the guiding principle of Collaborative to Advance Social and Emotional Learning. The subgroups(curricular) that compose EEPYC are Emotional Perception, appraisal, and expression, Self-recognition program, Self-esteem program, Emotional Stress Regulation, Emotional problem solving & conflict resolution. EEPYC has the potential of fostering emotional intelligence. Moreover, EEPYC can promote a motivation, prosocial activity, and regulation of stress. This helps young children to develope cognition and emotion in harmonious fashion.

• Korean Journal of Child Studies
• /
• v.26 no.6
• /
• pp.173-187
• /
• 2005

This study examined relations between infants' strategies for emotional regulation and maternal responsiveness. Fifty 24-month-olds were observed for six kinds of emotional regulation strategy during four negative emotion-eliciting tasks; their mothers were observed for five styles of maternal responsiveness during toy-centered free play. Infants used different strategies according to the kinds of negative emotioneliciting tasks; their strategies correlated with maternal responsive styles. In the anger-eliciting tasks, infants used "distraction" and "self soothing." In the fear-eliciting tasks, they used "avoidance" and "problem solving." Infants who received more negative feedback from their mothers used the "irritation" strategy. Infants who got received more positive feedback from their mother used the "getting reference" strategy.

• Korean Journal of Child Studies
• /
• v.26 no.6
• /
• pp.1-15
• /
• 2005

The purposes of this study were to assess children's emotional competence, to examine whether there was a difference in children's emotional competence according to their gender, and to investigate the relationship between children's emotional competence and their play behavior. The subjects of this study were 104 four-year-old children(56 boys, 48 girls). Collected data were analyzed by frequency, percentage, means, standard deviation and Pearson's correlation. The results were as follows : First, there was meaningful correlation among the emotional competence measured by teacher, the understanding and expression of emotion and the emotional regulation measured by mother. Second, there was difference in children's emotional competence according to gender. Specifically, girls showed better competence in the socio-behavioral emotional competence and the understanding and expression of emotion than boys. Third, the dramatic play and the group play had some meaningful correlation with the emotional competence measured by teacher and the understanding and expression of emotion measured by mother.

• Korean Journal of Child Studies
• /
• v.34 no.5
• /
• pp.17-41
• /
• 2013

The purpose of this research was to investigate meaning of teachers as they manifest themselves in the emotional regulation of 2year old infants in a daycare center. In addition, the research attempts to provide basic research data that can be used as a guideline for teacher's awareness, roles, attitudes, and classroom management for infant's emotional education in the future. To achieve this goal, participatory observation was conducted in a child care center class for infants under 2 years old from January 17 to January 29, 2012. The teacher is defined as follow : Teachers are authority figures whose image is that of absolute authority, and coupled with their dual role of passive caretakers. Additionally, they function as guides who guided infants through the process of emotional socialization, and played the central role of emotional contagion from whose expression speech and atmosphere the said infants receive much influence. Such results seemed to indicate that teachers today do not fully comprehend the importance of their roles in influencing the emotion regulation of infants.

• Korean Journal of Biological Psychiatry
• /
• v.29 no.1
• /
• pp.15-21
• /
• 2022

Objectives Maltreatment experiences can alter brain function related to emotion regulation, such as cognitive reappraisal. While dysregulation of emotion is an important risk factor to mental health problems in maltreated people, studies reported alterations in brain networks related to cognitive reappraisal are still lacking. Methods Twenty-seven healthy subjects were recruited in this study. The maltreatment experiences and positive reappraisal abilities were measured using the Childhood Trauma Questionnaire-Short Form and the Cognitive Emotion Regulation Questionnaire, respectively. Twelve subjects reported one or more moderate maltreatment experiences. Subjects were re-exposed to pictures after the cognitive reappraisal task using the International Affective Picture System during fMRI scan. Results The maltreatment group reported more negative feelings on negative pictures which tried cognitive reappraisal than the no-maltreatment group (p < 0.05). Activities in the right superior marginal gyrus and right middle temporal gyrus were higher in the maltreatment group (uncorrected p < 0.001, cluster size > 20). Conclusions We found that paradoxical activities in semantic networks were shown in the victims of maltreatment. Further study might be needed to clarify these aberrant functions in semantic networks related to maltreatment experiences.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.30 no.1
• /
• pp.19-28
• /
• 2024

Purpose: The purpose of this study was to develop a child abuse prevention education program for parents. Furthermore, the aim was to investigate the impact of child abuse prevention education on parents' response to positive emotion, parenting stress, and potential for child abuse. Methods: A randomized controlled pretest posttest design was used. A total of 60 participants, who were parents with children aged 1~5 and attending 8 nurseries and kindergartens located in Daegu, were recruited. They were randomly assigned to an experimental group (n=30) and a control group (n=30). The collected data were analyzed by an independent t-test, paired t-test, and χ²-test along with descriptive statistics using IBM SPSS Statistics 25.0. Child abuse prevention education for the experimental group included four modules on child rights, understanding child abuse, proper child discipline, and positive parenting attitudes. Results: The experimental group showed a significant difference in positive rumination from the control group (t=2.15, p=.036). The experimental group reported a significant difference in dampening from the control group (t=-2.49, p=.016). Additionally, the experimental group reported a significant difference in parenting stress from the control group (t=-2.12, p=.038) and also reported significant differences in child abuse potential from the control group (t=-2.26, p=.028). Conclusion: The results of this study indicate that child abuse prevention education for parents can improve positive rumination, reduce dampening, and reduce parenting stress and child abuse potential. Therefore, this study is useful in demonstrating how parental susceptibility to child abuse can be decreased. Future studies should pursue long-term programs and counseling programs.

• Korean Journal of Child Studies
• /
• v.27 no.3
• /
• pp.53-66
• /
• 2006

An experimental group consisting of 15 boys and 13 girls, and a control group of 12 boys and 18 girls comprised the 58 five-year-old kindergarten sample of this study. Teachers measured children's emotional intelligence with the Emotional Intelligence Rating Scale(Kim, 1998); educational activities for the emotions focusing on self-awareness, self-management, self-motivation, empathy, and social skills were carried out with the experimental group. ANCOVA confirmed effectiveness of the educational activities; the experimental group had higher scores than the control group on self-awareness and expression of emotion, emotional regulation, and awareness of others' emotion. Children of the experimental group also showed higher interpersonal abilities in teacher and in peer relationships than the control group.

• Journal of the Korean Home Economics Association
• /
• v.49 no.6
• /
• pp.57-66
• /
• 2011

This study investigated the self-related and parental factors that influence depression in 204 adolescents from a low social economic status background. The self-related factors were self-trust and emotional regulation, and the parental factors were parental concern and domestic violence. The results showed that girls were more likely to be depressive, but had better emotional regulations and a closer relationship with their parents than boys. There was no significant difference between age groups with respect to parental concern, self-trust and emotion regulation. It was also found by regression analyses that girls' depression was predicted by both emotional regulation and parental concern while boys' depression was predicted only by self-trust. The finding suggested that intervention for boys' depression has to focus more on intrapersonal factors, but should emphasize interpersonal factors for girls.