• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.13 no.1
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• pp.153-162
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• 2002

Summary：This study was designed to examine the effect of mother's depressive mood and parenting related attitude on parenting behavior, focusing on the cases having an ADHD child. Method：A total of 82 parents, 31 parents having children with ADHD and 51 normal, were involved in this study. The children of ADHD and normal group were 6-11 years old. ADHD group were diagnosed as attention-deficit hyperactivity disorder by psychiatric doctor and psychological evaluations using DSMIV criteria and the normal group were excluded by using Diagnostic Rating Scale-Parent, Teacher Form. The mothers of both group completed a series of questionnaire about mother's depressive mood and parenting-related attitude. To investigate the relationships between each variables, Student's t-test, correlation, stepwise regression, and hierarchical regression analysis were performed. Result：In correlation analysis, Mothers with an ADHD child were likely to report more coercive parenting behavior, more negative parenting-related attitudes, and depressive mood than normal group. In regression analysis, mother's parenting stress, dysfunctional thoughts, parenting competence, and depressive mood predicted coercive parenting behavior significantly, total explaining 50% of its variance, and especially depressive mood explained 29% of their coercive parenting behavior. These Results indicated that mother's depressive mood accounted for a substantial portion of coercive parenting behavior. Conclusion：These findings suggested that it is significantly important to reduce Mother's depressive mood through dealing with parenting sense of competence and dysfunctional thoughts, so, both parent education program and cognitive-behavioral therapeutic approach are needed to change parent's coercive parenting behavior. Finally, limitation of the present study and suggestions were discussed for further studies.

• The Korean Journal of Elementary Counseling
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• v.11 no.1
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• pp.71-91
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• 2012

The purpose of this study is investigate what effects of counseling program using children's poem on maladapted children in school on the children's self-esteem and school adjustment. For this, counseling programs using children's poem was developed and this counseling sessions were implemented to maladapted children in school and the research question to analyze the effect is as follows. First, what effect does the counseling program using children's poem have on the improvement of self-esteem of the maladapted children in school? Secondly, what effect does the counseling program using children's poem have on the school life of the maladapted children in school? The research target were maladapted children in school who are enrolled in the 4th grade in Elementary school. Through two different case studies, these students were selected after reflecting the opinions of the students' current homeroom teacher, parents, and friends. The counseling program using children's poem were conducted from June 2010 to July 2010, twice a week for a total number of 12 sessions. Each session consisted of 40 minutes and client's change process was explored. Through the counseling program using children's poem, this study collected data and examined the effectiveness of the program through comparing the results of the evaluated results of the language and behavior the target children responded, depth interviews with parents, friends, and teachers, behavior observation checklist, and the pre and post test results of the measurement tools. The results of this study is as follows. First, the counseling program using children's poem improved the self-esteem of the maladjusted child in school. Especially, among the sub-region of self-esteem, it was able to improve the domestic, social and academic self-esteem. Secondly, the counseling program using children's poem had a positive effect on the school adjustment of the maladjusted child in school. Among the sub-region of school adjustment, it had a positive change in the teacher relationships, peer relationships, and attitude. In addition, children's poem which was the reading material for the counseling program using children's poem was proven to work effectively in the counseling progress. Recitation and content of the children's poem promoted self-open of the client and as a result, it had a positive effect on improving relations with the counselor and this became the media that led to a successful counseling session. Therefore, I anticipate that this counseling program using children's poem will be actively used in counseling sessions through applying the results of this study and after revising the program so the counseling program could have a more efficient effect on self-esteem and school adjustment.

• Korean Journal of Childcare and Education
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• v.11 no.4
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• pp.109-125
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• 2015

The purpose of this study was to examine the relationships among teachers' conceptions of art education, and children's creative personality by mediating effects of teachers' role of creativity improvement. Participants included 156 teachers and 593 children in kindergartens and child care centers. Results indicated the following. First, the higher teacher's concepts of art education was the higher their role of creativity improvement was and children's creative personality was. Second, teachers' conceptions of art education and their role of creativity improvement were positively influenced by the children's creative personality. Third, the children's creative personality was influenced by the teachers' conceptions of art education and the their role of creative improvement control and the mediating effects of the teachers' role of creative improvement was significant in a partial way. The implication is that the teachers' conceptions of art education may enhance the their role of creative improvement and foster children's creative personality.

• Korean Journal of Childcare and Education
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• v.9 no.4
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• pp.135-158
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• 2013

The purpose of this study was to investigate the relationships between the pedagogical content knowledge in science teaching of pre-service early childhood teachers and their attitude toward science and science teaching efficacy belief. A total of 294 pre-service early childhood teachers responded to a questionnaire that examined their pedagogical content knowledge in science teaching, attitude toward science, and science teaching efficacy belief. The results of this study were as follows: First, teachers had average pedagogical content knowledge in science teaching. The groups of 3rd and 4th grades were significantly higher than the 2nd grade group. Second, the teachers' recognition was below average in attitude toward science and science teaching efficacy belief. The groups of 3rd and 4th grades were significantly higher than the 2nd grade group. Third, a meaningful statistical relationship was found between the pedagogical content knowledge in science teaching of pre-service early childhood teachers and their attitude toward science and science teaching efficacy belief. As the score of pre-service early childhood teachers in pedagogical content knowledge in science teaching became higher, the score in attitude toward science and science teaching efficacy belief became higher.

• The Korean Journal of Food And Nutrition
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• v.10 no.2
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• pp.219-227
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• 1997

This research aims to reveal the attitude of day-care center and preschool teachers to nutrition, while understanding the influence of their experience of participation in nutrition education programs or taking nutrition courses in school days on the degree of their nutrition knowledge scores. The 204 subjects answered the questionnaire by a self-administration method from April 3 through April 30, 1997. Following are the results of this study : The teachers thought higher of social life(50.5%) and health life(37.3%) among the 5 item of child's living guidance. 58.8% answered 'necessary' and 36.3% 'very necessary' about nutrition education in one's childhood. As to the participation in nutrition education programs, 28.4% answered 'without fail' and 55.9% 'will try'. About the meaning of the meal time, 55.4% regarded it as an occasion for the child's socialization and 30.9% as an opportunity of nutrition education. Looking into their nutrition knowledge scores in four parts, 5 points each, the average totaled 10.9$\pm$3.0 : basic nutrition as 2.7$\pm$1.2, child's nutrition as 3.0$\pm$1.2, food and cookery as 2.4$\pm$1.2, food storage and hygiene as 2.8$\pm$0.8. Those teachers who had some experience of participation in nutrition education programs earned 11.0$\pm$3.1, while the rest scored 10.3$\pm$2.7-no significant difference. On the other hand, those teachers who had experience of taking nutrition courses received in school days 11.1$\pm$2.9, whereas the rest got 10.6$\pm$3.2-no significant difference.

• 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.6
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• pp.5-23
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• 2014

The purpose of this study was to investigate the teachers' multi-media application ability, their perception on the use of multi-media for story-telling, and actual use in class. The survey, using a questionnaire, was conducted targeting 225 teachers in Seoul, Gyeonggi and Incheon. The results of the study are as follows: Firstly, teachers who were younger, had a higher level of education, were experienced in taking multi-media courses, and took charge of larger classes showed better ability of multi-media application. And teachers who were trained on multi media as well as kindergarten teachers indicated a more positive perception about applying multi-media for story-telling. In addition, teachers who had higher levels of education, were experienced in taking multi-media courses, and teaching larger classes at national/public institutions applied multi-media more frequently. Secondly, the teachers' ability of applying multi-media, their perception on the use of multi-media for story-telling, and their multi-media use in class indicated strong positive correlations. Thirdly, a teacher's perception on the significance of the multi-media application for story-telling, their skills for multi-media use, the size of classes, and the training experiences on multi-media affected their actual application of multi-media for story-telling.