• Korean Journal of Child Education & Care
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• v.17 no.2
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• pp.1-24
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• 2017

The purpose of this study is to present information about effective parent education method by examining effects of parenting education program on emotional coaching, parenting efficacy, parenting attitude and emotional expression. For this purpose, 43 parents who have a toddler who is financed in H daycare center and Y daycare center in G city of Jeonbuk were selected as research subjects. Among them, twenty - two mothers of infants who are financially supported by H day care center were selected as experiment group and they conducted a total of 8 cycles of emotional coaching parent education program for 120 minutes per week and once a week. For the analysis of collected data, ANCOVA was performed using SPSS 18.0 program. The results were as follows. The parenting program of emotional coaching positively affects mother 's parenting efficacy, parenting attitude and emotional expressiveness. The results of this study can be used as basic data of parent education method which helps the desirable interaction with infant through more specific steps through emotional coaching to parents with toddlers.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.34 no.1
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• pp.4-14
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• 2023

This study aimed to discuss mental health services for children and adolescents that are being implemented as initiatives of the Korean government and to review the functions and roles of these projects during the COVID-19 pandemic. Three government departments are in charge of providing mental health services for children and adolescents: Ministry of Education, Ministry of Gender Equality and Family, and Ministry of Health and Welfare. The Ministry of Education has implemented several policies to facilitate the early detection of mental health issues among school students (from preventive interventions to selective interventions for high-risk students). The Ministry of Gender Equality and Family additionally serves out-of-school children and adolescents by facilitating early identification of adolescents in crises and providing temporary protection or emergency assistance (as required) through the Community Youth Safety-Net Project. Furthermore, the Ministry of Health and Welfare operates relevant mental health agencies for individuals of all ages including children and adolescents. Any high-risk students who have been screened through the projects of the Ministry of Education are supported through referrals to the following institutions for appropriate treatment of their symptoms: specialized hospitals, the Youth Counseling and Welfare Center operated by the Ministry of Gender Equality and Family, the National Youth Healing Center, the Mental Health Welfare Center operated by the Ministry of Health and Welfare, the Suicide Prevention Center, and the Child Welfare Center. To assist students who are facing any psychological difficulties because of the COVID-19 pandemic, the Ministry of Education has established a psychiatric support group for providing emergency mental health care; furthermore, schools are promoting psychological surveillance (e.g., provision of non-face-to-face counseling services that are centered around the Wee Center). The Ministry of Education, Ministry of Gender Equality and Family, and Ministry of Health and Welfare have provided varied mental health support services in order to address the challenges faced by children and adolescents during the pandemic. Nevertheless, the mental health services operated by each ministry do show some limitations because their service provision system is insufficiently collaborative. The present study discussed the positive effects of each initiative as well as its limitations; furthermore, it suggested improvements for facilitating the healthy development of children and adolescents' mental health.

• Journal of Family Resource Management and Policy Review
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• v.14 no.3
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• pp.143-163
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• 2010

The purpose of this study is to analyze the trend of research system and contents of thesis which was published with a theme of child tea ceremony education. Under this purpose we have searched the thesis related to the child tea ceremony education which was in the data base of the National Assembly Library, the National Library of Korea, Korea Education & Research Information Service and we have collected total of 22 analyzing subject data. The major results of this study are as followings: First, after analyzing the research system, the release year of child tea ceremony education study which was published from year 2000 to 2009 are shown as followings, 1 unit in year 2000, 2 units in year 2001, 2002 & 2003, 4 units in year 2004, 5 units in year 2005, 2 units in year 2006, 1 unit in year 2007, 2 units in year 2008, 1 unit in year 2009. The publishing type were 14 units of master's degree thesis, 6 units of academic journal, 2 units of doctor's degree thesis. The academic area of researchers are 8 units of propriety and tea culture, 5 units of early childhood education, 5 units of child welfare, 2 units of family culture and consumer, 1 each unit of counseling psychology and korean culture. As per the research method there were 15 units of experimental study, 6 units of reference research, and 1 unit of thesis which adopts both interview and case study. Second, as a result of analyzing the research contents, the goal of child tea ceremony education was shown to be a holistic child growth and development, a formation of basic living habit, a development of pride on traditional culture and an establishment of national identity. The contents of child tea ceremony education has been classified into 57 items. The activity of child tea ceremony education has been classified into 34 items. The vitalizations of child tea ceremony education is shown to be a education for parents and teachers, a development of systematic educational program, durability of child tea ceremony education, and a verification of effectiveness of child tea ceremony education.

• The Korean Journal of Community Living Science
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• v.19 no.4
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• pp.547-558
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• 2008

The purpose of this study was to identify a couple's parental efficacy combination and, then, analyze parental role-sharing and parenting stress according to this combination type. The subjects were 307 couples who have a child in 1st or 2nd grade. The main results were as follows: First, fathers and mothers, as a group, did not differ in terms of parental efficacy. Secondly, some demographic variables related to parental efficacy. Thirdly, there are more couples who have similar levels of parental efficacy than those who have different levels of parental efficacy. Fourth, no significant difference in parental role-sharing was found among the 4 types of couple's parental efficacy. Fifth, mothers had low parental stress when both of the couple had high levels of parental efficacy while fathers perceived low parental stress if only he, himself, had a high level of parental efficacy.

• Child Health Nursing Research
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• v.6 no.2
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• pp.240-248
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• 2000

Nurses working with families who has a hospitalized child are aware of the complexity of the tasks and stresses they deal with new setting of environment. The challenge is to assess the family coping activity that require the most immediate intervention for the effective nursing care for child and family. This study describe the family coping inventory for the clinical guidance to identify a family coping with stressors. The purpose of this study was to look at the factors related to the family's coping activity when the child was hospitalized. The data were collected with a questionnaire between July and August, 1999, in a sample of 106 families who have hospitalized child. Family coping was assessed using Family Crisis Oriented Personal Evaluation Scale(F-COPES). Data was analyzed using correlation coefficient and analysis of variance. Positive correlation was found between social support, reframe with mobilizing the family to acquire and accept help in sub-domain of family coping. Strongest correlation existed between the family's spiritual support and total family coping. The type of diagnosis, the level of family income, religion, and child's age were significantly different in family coping. The result show that the family coping is affected by the characteristics of child and family, as well as the factors of coping activity. Therefore, early assessment of family coping skill and activity is important to the prevention of problem with function toward wholeness as a unit and child's well being. It can be used with a broad range of child's hospitalization process. It also serve as a nursing record and planning tool for documenting issues that may become priorities for future interventions.

• Child Health Nursing Research
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• v.28 no.2
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• pp.103-111
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• 2022

Purpose: This study investigated the physical and emotional health of South Korean mothers of preterm infants in the early postpartum period. Methods: In this descriptive correlational study, the participants included 91 mothers of preterm infants who were admitted to the neonatal intensive care unit of a tertiary hospital in South Korea. Physical health status was measured using a self-reported questionnaire, postpartum depression using the Edinburgh Postnatal Depression Scale, anxiety using the State-Trait Anxiety Inventory, and guilt using a 4-item scale. Results: Fatigue had the highest score among mothers' physical health problems, followed by shoulder pain, nipple pain, neck pain. The average postpartum depression score was 11.02 points, and 44% of women had postpartum depression with a score of 12 or above. Postpartum depression significantly was correlated with physical health (r=.35, p=.001), anxiety (r=.84, p<.001), and guilt (r=.75, p<.001) and was significantly higher for women with multiple births, and preterm infants who required ventilator and antibiotic treatment. Anxiety also showed a significant difference according to preterm infants' condition. Conclusion: The significant correlations between postpartum depression and physical health, anxiety, and guilt indicate a need for nursing interventions that provide integrated management of mothers' physical and emotional health.

• Korean Parent-Child Health Journal
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• v.3 no.1
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• pp.46-59
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• 2000

The purpose of this study is to determine whether the NCASA (Nursing Child Assessment Sleep/Activity Record) would be suitable to evaluate and to provide the basic resources for a Korean model of sleep/activity patterns during the first 6 months Korean infants' lives and to provide a basis for nursing intervention for mothers of early infants. The subjects of this study were 94 normal infants from birth to 6 months of age who visited the postpartum care center and two general hospitals located in Pusan from February 1 to April 28, 2000. The method of data collection was through convenient sampling. The instrument of this study was the NCASA translated by the Korean parent Child Health Academic Association. The collected data were analysed by mean, standard deviation, frequency percentage and ANOVA, Post Hoc test by use of SPSS/PC. The conclusions obtained from this study are summarized as follows: 1. The mean amount of daytime sleep was 8.06 hours. The mean amount of nighttime sleep was 6.31 hours. The mean amount of total daily sleep was 14.37 hours. The mean of the longest sleep period was 5.20 hours. The mean regularity of daytime sleep was 25.84%. The mean regularity of nighttime sleep was 77.69%. The mean regularity of total daily sleep was 42.60%. The mean frequency of nighttime wakenings was 2.33 times. 2. The mean amount of daytime activity was 8.25 hours. The mean amount of nighttime activity was 1.39 hours. The mean amount of daily total activity was 9.64 hours. The mean of the longest activity period was 3.80 hours The mean frequency of daytime feeding was 5.69 times. The mean frequency of nighttime feeding was 2.08 times. The mean frequency of total daily feeding was 7.74 times. The mean frequency regularity of feeding was 54.62%. The mean frequency of wakenings was 5.14 times. The mean frequency of crying was 1.90 times. 3. According to an analysis of sleep patterns based on an infant's age, there were some significant differences in the following factors: amount of daytime sleep(p<.001), amount of night time sleep(p<.05), amount of total daily sleep (p<.001), longest sleep period(p<.001), regularity of daytime sleep(p<.001), regularity of nighttime sleep(p<.01), regularity of total daily sleep(p<.001), frequency of nighttime wakenings(p<.001). 4. According to an analysis of activity patterns based on an infant's age, there were some significant differences in the following factors: amount of daytime activity(p<.001), amount of nighttime activity(p<.01), amount of total daily activity(p<.001), longest activity period(p<.05), frequency of nighttime feeding(p<.01), frequency of wakenings(p<.001). 5. The mean amount of a mother's day time was 16.30 hours. The mean amount of a mother's night time was 7.70 hours. In conclusion, the initial irregular sleeping and activity patterns of the early infant became regurized as the infant grew older and estabilished firmer patterns of sleeping and of activity.

• The Korean Journal of Community Living Science
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• v.18 no.1
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• pp.177-187
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• 2007

본 연구의 목적은 국공립 보육시설과 사립 보육시설을 구조적, 과정적, 소비자 관점의 질 등 세 가지 질의 관점에서 비교하고, 이들 세 가지 유형의 보육의 질 간의 관계를 알아보는 것이었다. 이를 위하여 서울시에 위치한 국공립 보육시설 8개소와 사립 보육시설 8개소를 관찰하고, 이 보육시설들을 이용하는 어머니 293명을 대상으로 질문지 조사를 실시하였다. 그 결과, 국공립 보육시설과 사립보육시설은 구조적 질과 소비자 관점의 질 측면에서는 유의한 차이가 있지만 과정적 질 측면에서는 유의한 차이가 없는 것으로 나타났다. 그러나 공립과 사립 보육시설의 과정적 질이 유사함에도 불구하고 소비자로서의 부모들은 공립 보육시설에 더 만족하는 것으로 발견되었다. 또한 보육시설의 구조적인 질은 과정적 질, 소비자 관점의 질과 상관이 있으나 과정적인 질은 소비자 관점의 질과 유의한 상관이 없었다.

• Korean Journal of Child Education & Care
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• v.17 no.3
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• pp.1-28
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• 2017

The objective of this study was to examine the effect of storytelling-used drawing activities on young children's creativity and linguistic expressiveness, thus working out basic data to help young children's development of creativity and linguistic expressiveness. Study subjects were 20 4-year old children at D Child-care Center in Anyang City, Gyeonggi-do. The experiment group conducted storytelling-used drawing activities, whereas the control group carried out drawing activities after viewing famous paintings and hearing fairy tales. Study findings are as follows: First, young children in the experiment group who carried out storytelling-used drawing activities presented significantly higher improvement in creativity than children in the control group did. Regarding the sub-variables of creativity, the score of the experiment group was higher in sensitivity, originality and flexibility than that of the control group, and the difference was statistically significant. Second, young children in the experiment group who carried out storytelling-used drawing activities presented significantly higher improvement in linguistic expressiveness than children in the control group did. Regarding the sub-variables of linguistic expressiveness, the score of the experiment group was higher in the area of 'story development after seeing paintings' and 'connected story development after seeing paintings' than that of the control group, and the difference was statistically significant. In conclusion, the significance of this study seems to be in that it verified storytelling-used drawing activities have positive effects on young children's improvement of creativity and linguistic expressiveness, and confirmed storytelling-used drawing activities are an effective technique to improve young children's creativity and linguistic expressiveness.

• Korean Journal of Childcare and Education
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• v.14 no.6
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• pp.143-170
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• 2018

Objective: The purpose of this study was to develop assessment indicators and to verify the validity and reliability of the developed assessment indicators. Methods: A Delphi survey, focus group interviews, and content verification were conducted in order for experts to develop an evaluation index of the strengths of the day care center. A main survey was conducted on 438 daycare center principals and teachers to test their item quality, validity and reliability. Results: The final assessment indicators consisted of three areas, seven assessment criteria, 19 evaluation factors, 41 assessment items and a five-point rubric rating scale. As for the common strengths indicators, there were three assessment areas, five assessment criteria, 12 assessment elements and 22 assessment items. In regard to the selective strengths indicators, there were 3 assessment areas, 5 assessment criteria, 12 assessment elements and 16 assessment items. Conclusion/Implications: The efforts to confirm the strengths of daycare centers are expected to facilitate the identity building of the daycare center itself and for its organizational members to make a contribution to the qualitative improvement of childcare.