• Journal of the Korean Home Economics Association
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• v.46 no.3
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• pp.73-85
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• 2008

The purpose of this study was to examine: (1) relationships among mothers' attachment experience in childhood, mothers' personality characteristics, and parenting stress and parenting behavior; (2) whether mothers' personality characteristics mediate the relationship between mothers' attachment experience in childhood and parenting stress; and (3) whether mothers' personality characteristics mediate the relationship between mothers' attachment experience in childhood and parenting behavior. The subjects were 177 mothers with preschool children, and the data were collected with questionnaires. It was found that there are correlations among mothers' attachment experience in childhood, mothers' personality characteristics, parenting stress, and parenting behaviors(autonomy encouragement, and rejection). It was found that mothers' attachment experience in childhood predicts mothers' parenting stress, but the relationship is mediated by mothers' personality characteristics. It was also found that mothers' attachment experience in childhood predicts mothers' parenting behavior, but the relationship is mediated by mothers' personality characteristics.

• Journal of the Korean Home Economics Association
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• v.38 no.5
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• pp.107-120
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• 2000

The present study investigated the notion that supportive and harsh parenting might be transmitted across generations. Data for this study were collected from a sample of 421 two-parent families, each of which included a kindergartener. The analyses were conducted separately for the group of fathers and the group of mothers. Descriptive analysis, cronbach's $\alpha$, correlations, and t-tests were used to examine research questions. The findings indicated that 1. There was a difference between fathers and mothers in relation to disciplinary experience in childhood. Mothers perceived their disciplinary experience in childhood more supportive than did fathers. 2. Parents'supportive disciplinary experience in childhood was negatively related to the overreactivity and verbosity of current parental disciplinary practices. 3. Parents'harsh disciplinary experience in childhood was positively related to ineffective parental disciplinary practices at present 4. Fathers who perceived their disciplinary experience in childhood as more supportive exhibited less overreactive and less verbose disciplinary practices while fathers who perceived their disciplinary experience in childhood as more harsh exhibited more overreactive disciplinary practices at present. 5. Mothers who perceived their disciplinary experience in childhood as more supportive exhibited less verbose disciplinary practices while mothers who perceived their disciplinary experience in childhood as more harsh exhibited more ineffective disciplinary practices(including more overreactivity) at present.

• Journal of Family Relations
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• v.21 no.4
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• pp.99-117
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• 2017

Objectives: The purpose of this study is investigate the influences of childhood abuse experience, discipline styles and social support on childcare efficacy according to socio-demographic backgrounds of childcare teachers. Method: For this study's purpose, 200 childcare teachers working at children's schools in J city were surveyed and analyzed for child abuse experience, discipline styles, social support and childcare efficacy. Frequency analysis, t-test, ANOVA and multiple regression analysis were used as study methods. Results: The results of this study are as follows. First, there were statistically significant differences in childhood abuse experiences according to the general characteristics of childcare teachers in the sub-domain of occupational position and marriage status. Second, childcare efficacy and social support were positively correlated, and discipline styles and childcare efficacy were negatively correlated, but there was no correlation between social support and abuse experience. Third, general teaching efficacy regarding childcare efficacy showed a statistical influence of physical abuse, which is a sub-variable of childhood abuse experience. The general efficacy of teaching showed a statistically significant influence on logical discipline and coercive discipline, which are sub-variables of discipline methods. The general teaching efficacy in terms of childcare efficacy showed a statistically significant influence in the family variable which is a sub-variable of social support. The personal teaching efficacy within childcare efficacy showed a statistically significant influence in the logical discipline, a sub-variable of physical abuse, and disciple styles, a sub-variable of childhood abuse experience. Conclusion: From these findings, childcare teachers' childhood abuse experience was a factor affecting childcare efficacy in discipline, social support, and sub-variables. Therefore, it is necessary to remedy the effects of childhood abuse experience, encourage appropriate discipline styles, and to encourage social support in order to improve the childcare efficacy among childcare teachers.

• Journal of Families and Better Life
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• v.26 no.3
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• pp.149-168
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• 2008

The objective of this study was to expand understanding of children's exposure to domestic violence in Korean society. In-depth personal interview was conducted by a researcher on individual experience of domestic violence in childhood. The findings of this qualitative study are summarized as follows; 1) A person who experienced domestic violence in childhood is likely to feel powerless, and think of himself/herself worthless. 2) He/She needs to have sufficient social support and protective networks. 3) A person who experienced parental violence in childhood is to suffer from people's negative behaviors such as social prejudice, preconception, and discrimination. 4) He/She is worried about the cycle of violence from generation to generation. 5) It is necessary for him/her to overcome his/her negative emotions acquired by the experience of domestic violence in childhood to have a constructive goal for the future.

• Korean Journal of Child Studies
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• v.20 no.3
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• pp.153-169
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• 1999

This study investigated childhood experience, personality, and marital satisfaction to parenting behaviors. Subjects were 288 fathers and 331 mothers of 4th and 5th grade children. Data consisted responses to questionnaires. For both mothers and fathers, overall parenting behaviors were positively related to their childhood experience, personality, and marital satisfaction. Childhood experience influenced parenting directly and indirectly through marital satisfaction and personality. Father's childhood experience influenced parenting directly and indirectly through marital satisfaction and personality. Father's personality was the most predictable variable for fathers' parenting. Mother's marital satisfaction was the most significant variable predicting mothers' parenting.

• Korean Journal of Childcare and Education
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• v.17 no.5
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• pp.105-128
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• 2021

Objective: This study aimed to explore the experience and meaning of pre-service early childhood teachers who practiced health promoting activities for themselves. Methods: Research participants were 115 pre-service early childhood teachers enrolled in the health education for children course at one college in G region. The reports of activity records of their eight-week long health promotion activities were collected as qualitative data followed by content analysis being implemented. Results: First, the experience of the health promoting activities the participants took part in was categorized into 'Early phase of experience: A mix of worries and anticipation, and success and failure', 'Mid phase of experience: Being motivated by physical changes and records', and 'Late phase of experience: Continuous execution through habituation.' Second, the meaning of health promotion activities the participants took part in was categorized into 'A great opportunity for introspection', 'A meaningful start of college life', and 'A valuable chance to consider desirable roles of a teacher for early childhood health education.' Conclusion/Implications: The results of this study suggest that pre-service early childhood teachers should pay close attention to their health management, and that contents that emphasize the importance of teachers' health should be included in health education.

• Korean Journal of Child Studies
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• v.29 no.3
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• pp.23-40
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• 2008

This study investigated the beliefs in Developmentally Appropriate Practice (DAP) of 447 mothers of 4- and 5- year-old children by mother's childhood experience, parenting efficacy, and parenting behavior. Results showed that mother's beliefs in DAP were related to children's age, early childhood educational institution, monthly household income, mother's educational background, mother's childhood experience, parenting efficacy, and parenting behavior. Mothers with higher beliefs in DAP were mothers of kindergarten rather than mothers of daycare children; they had 4 years or more college education, and more than $3000 monthly household income.

• Korean Journal of Health Education and Promotion
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• v.27 no.1
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• pp.81-89
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• 2010

Objectives: To investigate the relationship between experience of hunger in childhood or adolescence and diabetes mellitus in old age. Methods: Stratified national samples of 421 men and 554 women aged 60-89 in South Korea were analyzed. Diabetes diagnosed by a doctor was used as the dependent variable. Experience of hunger in childhood was assessed with the question, "In your childhood, have you ever gone hungry with skipping a meal?" and "In your childhood, have you ever eaten porridge or some bran cake as main dish instead of rice because of lack of food?" Odds ratios (ORs) and 95% confidence interval (CI) were calculated by multiple logistic regressions. Results: ORs of diabetes by experience of hunger in childhood were 1.64(95% CI 0.95-2.83) for men and 1.58(95% CI 1.01-2.47) for women. Significant association of experience of hunger in childhood with prevalence of diabetes persisted in men after adjustment for adulthood and old age socioeconomic position indicators and other risk factors(OR 1.88(95% CI 1.04-3.41)). The effect of experience of hunger in 10-19 years was more prominent than that in less than 10 years in both gender. Conclusion: Experience of hunger in childhood or adolescence may increase the risk of diabetes in Korean elders.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.8
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• pp.5189-5197
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• 2015

This study is intended to look into early childhood teachers' perceptions and needs for forest experience activities. To achieve this, a survey was carried out to 170 early childhood teachers in kindergartens and child care centers in Daejeon city. The SPSS(Statistical Package for Social Science) v. 18.0 was used for data analysis through the process of data coding and data cleaning. The frequency analysis was conducted for the general state of those surveyed. The frequency analysis, ANOVA and factor analysis were conducted for the perceptions and needs for forest experience activities. The findings showed that early childhood teachers had positive perceptions for the educational effects of forest experience activities. Especially, they perceived that the educational programs of forest experience activities need to be highly recommended to early children as forest experience education is important for forest experience activities. Consequently, forest experience education is just as important and useful for early children to learn the importance of coexistence with human and nature, and develop a sense of community by interacting with nature.

• International Journal of Advanced Culture Technology
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• v.10 no.4
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• pp.126-136
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• 2022

The purpose of this study is to investigate the application experience and observation of young children's teachers' digital devices. The participants of this study were 6 young children teachers using digital devices. Individual interviews were conducted as a data collection method. It was conducted 2-3 times per research participant. Data collection was conducted from November to December 2020. The Data analysis was focused on the young children's teachers' digital device application experience and observation use. 'Easy and simple use', 'using existing familiar apps', 'providing healing to teachers', and 'improving the utilization of spare time' were derived as early childhood teachers' experience of applying digital devices. 'Easy use of observation records', 'Use together in various ways', 'Use for parent counseling', 'Use appropriate for observation of revised Nuri Curriculum' through early childhood teacher's experience of observing digital devices ' was derived. As a conclusion of this study, first, it is easy for young children's teachers to apply digital devices to the field. Second, if young children's teachers use digital devices, they can make a wide range of observations, enabling high-quality early childhood education practices.