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

• Journal of the Korean Child Neurology Society
• /
• v.26 no.4
• /
• pp.189-196
• /
• 2018

Purpose: Floppy infants or congenital hypotonia indicates decreased muscle tone in infants secondary to abnormalities of the central or the peripheral nervous system, or both. Previous literature classified its causes as those attributable to a central vs. peripheral origin; however, recent studies have introduced a newer classification describing a combined origin. We invenstigated floppy infants by applying the new etiological classification and reviewed the most common etiologies based on the age of presentation. We additionally reviewed the clinical characteristics, diagnoses, and the developmental outcomes in these infants. Methods: We retrospectively reviewed the electronic medical charts and recruited 116 infants diagnosed with floppy infant syndrome between January 2005 and December 2016 at Severance Children's Hospital. Among these infants, 66 with a confirmed diagnosis were reviewed for the etiological classification. Information regarding developmental outcomes was obtained via phone interviews with the infants' families. Results: Based on the new etiological classification, among 69 infants with a confirmed diagnosis, in 40 (34.5%) this syndrome was of central origin, in 19 (16.4%) of peripheral origin, and in 10 (8.6%) of combined origin. Prader-Willi syndrome, myotonic dystrophy, and spinal muscular atrophy were the most common disorders observed and combined hypotonia showed the poorest developmental outcome. Conclusion: The study states the importance of proper evaluation of etiological diagnosis and optimal intervention for developmental prognosis. The introduction of a new etiological group of combined hypotonia especially emphasizes regular monitoring and timely rehabilitative intervention in patients for the better quality of life in them as well as their caregivers.

• Korean Journal of Child Studies
• /
• v.35 no.2
• /
• pp.43-61
• /
• 2014

The main purpose of this study was to investigate the paths from the cumulative risk factors to infant's development at 24 months of age via the mediation of maternal parenting behaviors. The data consisted of 3 year's worth of data harvested from 1802 families participating in the Panel Study on Korean Children (PSKC). The results revealed that cumulative family risk factors tended to stay in the family in relatively stable ways. Early risk factors significantly predicted later risk factors. Cumulative risk factors were negatively associated with the parenting styles of mothers, which in turn, significantly predicted the development of the infants concerned. Statistical tests supported the notion that mothers' parenting behavior is the mediator of the relation between family risk factors and infant's developmental outcomes.

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

• Journal of Christian Education in Korea
• /
• v.61
• /
• pp.165-201
• /
• 2020

The purpose of this study is to explore the development of language education of Christian early childhood education by exploring the change of pre-Christian preschool teachers through the development of biblical language education activities. Interviews, surveys, action plans, and reflections of 19 Christian education students who participated in the development of bible-based language education activities for children based on the language of early childhood language, were conducted from September 3 to December 28, 2018. The data were collected through a portfolio. By analyzing the collected data, the key categories were derived and categorized. For the objectification of data analysis and interpretation, two thematic and early childhood education specialists were identified. As a result, the preparatory Christian teacher experience for the development of bible-based langage education activities for young children was categorized into cognitive change, personality change and practical change. First, through the development of bible-based early childhood language education activities, Christian pre-service early childhood teachers have brought cognitive changes as 'processes not outcomes', 'integration not separation', 'living non-curriculum' and 'meaning not effect'. In developing bible-based language education activities for young children, Christian pre-service early childhood teachers experienced a cognitive change in the 'process of language education activities' rather than the developmental achievements and results of early childhood language education. Christian pre-service early childhood teachers recognized the necessity of 'integration of listening-speaking-reading-writing', not the separation of early childhood language education. They recognized the importance of 'informal language education in kindergarten life', as well as teacher-centered formal language education. In addition, they have made a cognitive change that 'child-centered meaningful language education experience' is more important than the effectiveness of early childhood language education. Second, in developing bible-based language education activities for young children, Christian pre-service early childhood teachers showed personality changes as 'confident teachers', 'professional teachers', and 'teachers with reflective thoughts and attitudes'. Finally, in developing bible-based language education activities for young children, Christian pre-service early childhood teachers recognized the power of positive language and practiced it to form habits of using the right language and to link Christian education with early childhood education. Through the development of bible-based language education activities for young children, Christian pre-service early childhood teachers are equipped with the heart attitude and enthusiasm required to become true early childhood teachers for young children in unpredictable educational conditions and rapidly changing educational realities. Teacher efficacy has improved. In the future, it is expected that various teacher education programs linking Christian education and early childhood education will be continuously and systematically implemented.

• Journal of the Korean Society of Child Welfare
• /
• no.54
• /
• pp.79-111
• /
• 2016

The purpose of this study was to examine the structural models in which early cumulative risk factors affect children's language(indicated by expressive vocabularies) and social development(indicated by peer competence) at age 3 thorough their effects on the home learning environment. To examine the hypothesized models, the data of 1,725 families from the second and the fourth waves of the Panel Study of Korean Children was used. Correlation analysis and structural equation modeling were conducted to test the models. First, the cumulative risk factors at age 1 and 3 were highly correlated, implying the stability of the risk factors over time. The more cumulative risk factors at age 1 predicted the lower level of the home learning environment at age 3, which, in turn, was significantly related to both language and social development at age 3. However, the early cumulative risk factors did not directly influence later developmental outcomes. Moreover, the cumulative risk factors at age 3 were directly related to the child's language development, but neither social development northe home learning environment. In addition, the mediational role of the home learning environment (i.e., cumulative risk factors at age 1${\rightarrow}$home learning environment${\rightarrow}$language and social development) was statistically supported. In conclusion, the early cumulative risk factors in infancy indirectly predicted children's development at age 3 through the home learning environment. The practical implications for the early intervention and support for the families with infants who are experiencing multiple risk factors were discussed.

• Clinical and Experimental Pediatrics
• /
• v.49 no.6
• /
• pp.659-664
• /
• 2006

Purpose : To evaluate the morbidity and mortality of children with status epilepticus(SE) as an initial seizure and to compare these according to age groups. Methods : The 78 cases(38 cases <2 years and 38 cases ${\geq}2$ years) with SE as an initial seizure admitted to the Chonnam national university hospital from Jan. 2000 to Jan. 2004 were reviewed. Developmental profiles, laboratory findings, etiologies and seizure types of SE and outcomes were compared in between two age groups, under and over 2 years. Results : SE occurred predominantly in less than 5 years old. Febrile causes were the most common, which is significantly more in those under 2 years than over 2 years(P<0.05). whereas idiopathic and acute symptomatic causes were more common in those over 2 years(P<0.05). Generalized tonic-clonic seizures was the most common type. The mortality rate was 6.4 percent(5 cases : 1 case <2 years and 4 cases ${\geq}2$ years). The estimated occurrence of epilepsy after SE was 24.4 percent(19 cases : 8 cases <2 years and 11 cases ${\geq}2$ years). The neurologic sequelae after SE in cases that had developed normally before SE(62 cases : 32 cases <2 years and 30 cases ${\geq}2$ years) were observed in 20 cases(32.3 percent), and were more frequent over 2 years(21.9 percent vs. 43.3 percent, P<0.05). Conclusion : In this study death was less common and the neurologic sequelaes of SE as an initial seizure were less severe in children under 2 years of age. The reason seemed to be the difference in the etiology of SE with age.