• 가정과삶의질연구
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• 제35권1호
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• pp.59-69
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• 2017

The purpose of the study was to investigate the roles of child group home directors and their experiences with children. The study utilised the interpretive science paradigm and individual in-depth interviews for data collection. The qualitative theme analysis method explored the experiences of child group home directors. The participants, seven group home directors in the metropolitan area of Seoul, explained their multiple roles such as protector, nurturer, discipliner, mediator, and supporter of children while recognizing dysfunctions of children's family of origin. Participants claimed that the specialization of the child group home and the professionalism of its staffs were needed in order to improve the quality of child welfare. The results of this study might contribute to practical suggestions for group home professionals.

• 대한간호학회지
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• 제39권6호
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• pp.796-804
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• 2009

Purpose: This quasi-experimental study was performed to evaluate the effectiveness of an early nursing intervention program to support mothers of children aged 0-3 yr living in poverty. Methods: In this study, mothers who received financial support from the government were recruited from one city and assigned to an intervention group (24) and comparison group (18). They completed a baseline questionnaire about depression, child rearing burden, agreement on physical punishment, and child temperament. Also, Denver II screening of the children was performed by the researcher. Mothers in the intervention group received a home visit intervention every two weeks for three months. At 3-months post-baseline, questionnaire and Denver II screening were reused to compare these two groups. Results: Mother's depression, child rearing burden, agreement on physical punishment, and child temperament were not significantly different between the two groups. However, the percentage of depression declined only in the intervention group. Mothers in the intervention group showed higher Home Observation for Measurement of the Environment (HOME) scores than mothers in the comparison group. Conclusion: The findings of the study show that this nursing intervention is an effective parenting program. The early nursing program for mothers with infant and toddlers in poverty is effective in promoting HOME, the child rearing home environment.

• 한국생활과학회지
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• 제13권3호
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• pp.381-391
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• 2004

The purpose of this study was to investigate the maternal child rearing behavior, sibling relationship, and children's social adjustment in group home and original home. Subjects of this study were 159 mothers and their children in Seoul and Gyounggi-do. Mothers responded to 'Korean Maternal Behavior Inventory', 'Sibling Relationship Questionnaire' and 'Social Maturity Scale'. The collected data were analyzed by ANCOVA, Pearson's partial correlation, factor analysis, and Cronbach's ${\alpha}$ for internal consistency by SPSS PC program(10.0 version). The results were as follows; first, there was a significant difference in maternal rearing behavior between group home and original home. Original home mothers showed higher scores in reasoning guidance, affect, authoritarian control, achievement, overprotection, active involvement, and limit setting. Second, there was a significant difference in sibling relationship among two different homes. Sibling relationship in original home was more worm, intimate, and competitive. Third, there was no significant difference in social adjustment in those homes. Finally, there were different correlations among those homes. In original home, there were significant correlations between maternal rearing behavior and children's social adjustment, but there were no significant correlations between those variables.

• 대한가정학회지
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• 제50권3호
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• pp.35-50
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• 2012

This study aims to investigate the effect of group home adolescents' emotion regulation and school adjustment. A survey was carried out on a total of 246 middle and high school students, who live in group homes. For data analysis, t-test, two-way ANOVA, Pearson's correlation analysis, multiple regression analysis, and reliability coefficients were carried out by using SPSS program(version 18.0). The findings of this study were as follows: First, there were significant differences in emotion regulation ability of group home adolescents, depending on the grade and gender. Second, there was an interaction by grade and gender in school adjustment of group home adolescents. Last, group home adolescents' gender, grade, and emotion regulation ability affected their school adjustment.

• 대한가정학회지
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• 제45권2호
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• pp.33-50
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• 2007

This study aimed to improve mothers' knowledge, attitude, and practice of home safety. The study subjects were 146 mothers who were randomly assigned to either the intervention or control group. The intervention group received a Home Safety program at a childcare center for 90 minutes once a week for 5 sessions, while the control group received no treatment. The scores of the mothers in the intervention group were significantly increased compared to those in the control group after the five-week program. The mothers' safety practice lasted for at least two weeks after the termination of this program.

• 아동학회지
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• 제29권4호
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• pp.115-134
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• 2008

This study analyzed home environment, self-efficacy and parents' child rearing attitudes of disruptive children and of cooperative children in the classroom. Participants were 322 children(11-12 years of age) and 49 teachers. Instruments were four kinds of questionnaires. Data were analyzed by T-test and Fisher's exact test. Results of between group differences in parents' academic backgrounds showed more parents of cooperative children had completed high school. Disruptive children's mothers were more occupied outside the home; cooperative children's mothers engaged in more housework at home. Disruptive children's perceptions of their economic status were lower than cooperative children's perceptions. Results of comparison of general self-efficacy, scholastic self-efficacy, and home environment showed that disruptive children were statistically lower than cooperative children on all sub-variables.

• 한국콘텐츠학회논문지
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• 제22권2호
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• pp.457-474
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• 2022

이 연구의 목적은 첫째 보호종료아동의 자립 관련 법률과 제도를 분석하고, 둘째 보호종료아동의 현황에 대한 설문조사를 실시하여 분석하고, 셋째 보호종료아동의 자립증진을 위한 법률 및 제도 개선방안을 제시하는 데 있다. 이를 위해 첫째, 보호종료아동의 자립 관련 법률 및 자립지원 제도를 분석하였다. 보호종료아동의 자립 관련 선행연구, 보호종료아동의 자립 관련 법률, 보호종료아동을 위한 자립지원 제도를 분석하였다. 둘째, 보호종료아동의 현황조사를 실시하고, 그 결과를 분석하였다. 한국아동복지협회, 한국아동청소년그룹홈협의회, 중앙가정위탁지원센터의 협조를 받아 전국의 보호종료아동 251명을 대상으로 설문조사를 실시하고, 그 결과를 분석하였다. 셋째, 연구의 결론으로서 아동양육시설, 공동생활가정, 위탁가정의 보호종료아동의 자립증진을 위한 법률과 제도의 개선방안을 제시하였다.

• 한국주거학회논문집
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• 제24권1호
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• pp.1-10
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• 2013

Number of children cared by child care centers has getting up almost half of the from zero to five year age group in korea. Home care children' activities are reported more active and natural than those of center care children. So this study seek the design guidelines for the residential core model of child care centers as second home in korea. The residential core model by Anita Lui Olds was selected and ten domestic center cases were surveyed for guidelines. Firstly, daily-residential core model is learning by daily life at home, and is equiped with cooking kitchenet and group activity area in group room. Secondly, play-residental core model is learning by playing by self, and is equiped with acting, eating and reading common area clustering two or three group room. Thirdly, eco-residental core model is learning by eco-friendly activities, and is equiped with companying, cooperating and sharing area. Fourthly, project-residental core model is learning by project by self, and is equiped with drawing, experimenting and presenting common area. Fifthly, the space of residential core model is organized with three or four group room and clustering living or common area. The larger the center is, the more the cluster is vertically. Facility area and outdoor playground per child is about 7 and $3m^2$.

• 대한가정학회지
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• 제36권8호
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• pp.123-140
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• 1998

The purpose of this study was to verify preschool children can be classified of Attention-Deficit Hyperactivity Disorder (ADHD) children across situation. It also was to examine differences among groups according to sex and age, and to investigate the family caracterisitcs of ADHD groups. The subjects of this study consisted of 228 preschool chilren (147 boys and 136 girls aged from 3- to 7- year-old) drawn from five Child Care Centers in Chung-Ju. Data were analyzed by the frequency, percentages, Cronbach's ${\alpha}$ coefficient, ${\chi}^2$-test, F-test, Tukey post-hoc test, and Pearson correlation using SAS program. The results were as follows: 1. Preschool children could be classified by four diagnostic groups across situation; (1) 168 children (59%) of the control group (no disorder of ADHD), (2) 49 children (17%) of ADHD-Home group (ADHD only at home), (3) 43 children (15%) of ADHD-School group (ADHD only at school), and (4) 23 children (8%) of ADHD-PH group (ADHD both at home and at school). Ratings by parents and by teachers correlated very low with each other, as in previous studies. These results confirm the findings that ADHD be classified across situation. 2. There were significant differences among four groups according to sex and age. In the ADHD-PH groups, the boys is 3 times higher than the girls and the children aged 6- to 7-year-old was shown highly distributed in the pervasive ADHD.

• 아동학회지
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• 제31권3호
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• pp.117-138
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• 2010

The purpose of this study was to investigate the effects of early storybook reading intervention participation on the first graders' language abilities in low income families. The subjects consisted of 148 first graders and their primary caregivers. The intervention group was composed of 100 first graders who participated in the early storybook reading intervention program in childcare or kindergarten. The comparison group comprised 48 first graders from equivalent social and economic backgrounds, who did not participate in the program. The language abilities of the children were tested and questionnaires regarding the home literacy environment, children's reading activities at home and parents' perceptions of their children's reading behaviors were completed by the children's primary caregivers. The data were analyzed by means of structural equation modeling. The results indicated that early intervention participation was directly associated with children's higher language abilities in first grade and indirectly influenced the children's language abilities through the home literacy environment, children's reading activities at home and parents' perceptions of their children's reading behaviors.