• The Journal of the Korea Contents Association
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• v.17 no.8
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• pp.263-273
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• 2017

Although this research puts the emphasis on the importance of the personality education, and lacks the understanding of the early childhood educator about the personality education, and essentially the content analysis of the direction of the operation of the personality education hasn't been performed. Therefore through the research study once again we collected the opinion of the early childhood educator about the personality education. As the object of the investigation, we questioned 208 teachers who work in the Daycare Center in the S city, and applied the SPSS 18.0 program. The result is as the following. First, there was a lot of concern in the understanding of the early childhood educator about the personality education, and that it was in need. The reason for emphasizing the personality education appears to be the "Individual Egoism", and the "Parental Value" as the factor of influence, and "Whole People Human Development and Health Promotion" as a factor of helping, and "Courage" as the inner information of the information of the personality education, and "Manner" as the outer information. Secondly, more than the majority was carrying out the personality education in the real state of the early childhood educator on the personality education and it happens to be that the instructional material is the "Material related to the personality education", "Conversation" as the teaching learning method, "Once per week" as number of times, "Within 30 minutes" as lead time, "Teacher in Charge" as the host, and "Uncooperative parents" as the difficulty. Lastly the accurate time of demanding the early childhood educator about the personality education happens to be from "Infancy", and the teaching method is "Teaching by making a connection with the family", and that "Leading by example of the teacher" is the factor of consideration.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.1
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• pp.85-94
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• 2017

This study researched the meaning of the outdoor play spaces used by young children, as perceived by them and their teachers. For this purpose, indirect observation, nonformal interviews during the activity of young children and in-depth interviews with teachers were conducted in 3 kindergartens and 1 day care center which operate various programs. As a result, outdoor play spaces were recognized as a psychological space, expanded space and sequential space for the relationships of young children. Meanwhile, early childhood teachers perceived them as a functional space, expanded space and restricted space of the children's daily lives. It was recognized that outdoor play spaces provided the children with good and unstructured environments to reorganize their own daily pattern through expanded play and the chance to naturally form peer relationships. This suggests that the space configuration which is most suitable for child centered development is one that is formed within and by their daily lives, rather than the standardized configuration of outdoor play spaces.

• Women's Health Nursing
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• v.18 no.4
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• pp.257-267
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• 2012

Purpose: This study was conducted to identify the caring experience of the mothers of childhood burn patients. Methods: Data were collected from 28 mothers of childhood burn patients, through semi-structured in-depth interviews. Data were categorized and coded by using content analysis. Results: 27 categories and 102 statements were drawn from 4 domains. The analyzed domains were psychological sufferings, confronted harsh reality, coping method, and future concerns. Psychological sufferings were categorized heartache, sense of guilt, confusion, regret, depression, sorriness, getting hurt, frustration and upset feeling. Confronted harsh nature were categorized economic difficulty, physical burn-out, lack of caring other children and family troubles. Coping method were categorized positive thinking, having hope, ventilating feelings, accepting the situations, demanding help from family members, changing patterns of the burned child rearing, collecting information for burn treatment, refusing accept the condition of burned child, avoiding personal and social relationship, and reliance on religion. Concerns were categorized concerns of growth and adaptation of the burned child, anxiety for scar, concerns of adapting school life and vague future concerns. Conclusion: The nursing interventions for early assessing psychological problems and providing social supports for caring both burn patients and other siblings should be provided to the mothers of childhood burn patients.

• Journal of Families and Better Life
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• v.31 no.1
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• pp.61-72
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• 2013

This study evaluated Kinetic Family Drawing according to preschoolers' external problem behavior. To achieve this, 120 preschoolers who were four or five years old were investigated and data were statistically analyzed using mean, and chi square analysis with the SPSS Win 13.0 program. The preschoolers' family drawings were analyzed by using the method in Kinetic Family Drawing(Burns & Kaufman, 1972). First, regarding characteristics, the preschoolers in the aggression group rotated certain person or drew the figure from behind, the preschoolers in the delinquency group drew long arms, the figure from behind, and angular forms. Second, regarding action depicted, the preschoolers in both aggression and delinquency groups perceived the lower activity level of their fathers, dangerous situations, and excluded family interaction. Third, regarding symbols, the preschoolers in the delinquency group drew objects such as balls. Finally, regarding drawing style, the preschoolers in the delinquency group drew edges and underline.

• International Journal of Advanced Culture Technology
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• v.6 no.4
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• pp.45-51
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• 2018

The purpose of the study was to examine the effects of family related factors (mothers' self-esteem, mothers' parenting stress, mothers' marital satisfaction, fathers' parenting involvement, and social support) on mothers' postpartum depression. The subjects were 797 households that were extracted from the $1^{st}$ wave of the Panel Study of Korean Children (PSKC). The study variables were measured using the survey questionnaires, and analyses of Pearson's correlation and multiple regression were conducted. Results showed that family related factors significantly predicted mothers' postpartum depression. Moreover, the most significant predictor was mothers' parenting stress, followed by marital satisfaction, self-esteem, fathers' parenting involvement, and social support. Study findings indicate that mothers' postpartum depression is attributed to not only personal but also family related factors. Our results suggest importance of parent education and family support along with social support.

• Human Ecology Research
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• v.54 no.3
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• pp.293-305
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• 2016

This study examines the mediation effect of teacher-child interactions in the process of the impact of teacher's teaching-efficacy on childhood education institutions and classroom environment on peer-play interactions. We used data from 970 children aged between 49 and 55 months and 970 homeroom teachers from the fifth Korean Child Panel (2012) of the Korea Institute of Child Care and Education. The model fitness was excellent after data were statistically analyzed with model of structure to testify the relationship and effect among teaching efficacy, classroom environment, teacher-child interactions, and peer-play interactions. First, the analysis also showed that the teacher's teaching efficacy did not influence peer-play interactions directly, but gave an indirect effect on the peer-play interactions with the mediation of the teacher-child interactions. Second, the classroom environment directly and indirectly influenced the peer-play interactions with the mediation of the teacher-child interactions. Third, the variable of teacher-child interactions was fully effective as a mediating variable in the process of the teaching efficacy and classroom environment influence on teacher-child interactions. Teaching efficacy and classroom environment influenced the peer-play interactions through the mediation of the teacher-child interactions. The significance of mediation effect of the teacher-child interactions was verified through a bootstrapping method.

• Journal of the Korean Home Economics Association
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• v.45 no.5
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• pp.25-38
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• 2007

This study sought to analyze the trends in research on Korean fathers with young children. In this study, journal articles related to child and family studies, early childhood education and childcare published between 1980 and 2006 were analyzed for research frequency, content, and methodology. The study results were as follows. First, 56 research articles on Korean fathers with young children were published during this period of time. Second, the research was primarily focused on fathering attitudes and the relationships between the characteristics of the father and the development of the child. Third, the majority of the studies used methods categorized as quantitative and non-experimental: the subjects included more than 100 fathers with 3-5-year-old children. Research instruments validated in foreign countries (52.4%), surveys (75.4%), and quantitative data analysis methods (98.2%) were primarily used in these research studies. Finally, the results of this study suggest that further studies concerning Korean fathers with young children need to be conducted according to current research trends, content, and methodology.

• Journal of the Korean Home Economics Association
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• v.43 no.12 s.214
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• pp.97-111
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• 2005

Early Head Start (EHS) can provide services to a child and family from pre-birth until the child is three years old. Services are comprehensive, intensive, individualized and flexible according to child and family needs, and integrated with community service delivery systems. The local program designs and operations were developed and carried out within the framework of the Head Start Revised Performance Standards, which included specific provisions for services to pregnant women, infants and toddlers and emphasized prevention, early intervention, safety, and health education. As with preschool Head Start, EHS programs are required to make available 10 percent of their enrollment for infants and toddlers with disabilities as defined by Part C regulations of the state in which the program operated. Quality child care has become a priority for EHS. A majority of EHS children need child care, and the quality is important to their development. An evaluation of EHS in 17 programs selected from the first program cohorts showed that the program had significant and positive impacts on a wide range of parent and child dimensions, some with implications for children's later school success. Among the issues for policy attention identified by American EHS for the Korean system are: - The need to create a comprehensive infant/toddler care system - The need to address access of teachers for young children - The need to improve quality.

• Journal of the Korean Home Economics Association
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• v.43 no.10 s.212
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• pp.39-53
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• 2005

The present study tested a multivariate model of direct and indirect influences of family Socioeconomic Status (SES) on children's early reading skills at kindergarten entry. The data used here are from one of the largest national databases in the USA, the Early Childhood Longitudinal Study-Kindergarten cohort (ECLS-K). Utilizing structural equation modeling, the results revealed that a number of factors within parental characteristics, home practices, and SES come together to influence children's early reading skills. SES operated primarily indirectly through home literacy activities and also directly in influencing reading. In addition, parental beliefs about kindergarten readiness mediated the relation between SES and home literacy activities. Thus, SES influenced early reading directly and indirectly, through home literacy activities, and simultaneously, through parental beliefs, which in turn, were associated with home literacy activities that were directly associated with children's reading. The findings emphasized the multiple pathways through which SES is associated with children's reading and the need to search for other mediators of SES influence.

• Human Ecology Research
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• v.58 no.1
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• pp.87-103
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• 2020

This study discusses the institutional change of Chinese early childhood education quality assurance institution (ECEQAI) from the three dimensions of the perspective of historical institutionalism of that refer to the external environment, dynamic mechanism containing with nation-market-society, and the invisible ideology of the institutional change. Chinese ECEQAI was divided into five historical periods, which were 17 years after the founding of China (1949-1966), the Great Cultural Revolution (GCR) period (1966-1976), the early stage of Reform and Opening-up (RO) (1976-1995), the social change period (1995-2010) and the new period (2010-now). This study also concludes five separate change models for Chinese ECEQAI that correspond to the five periods. The first was a compulsory and gradual institutional change model influenced by the Soviet model and dominated by national power. The second was compulsory and radical change model controlled by the counter-revolutionary group. The third was a compulsory and gradual institutional change model dominated by national power. The fourth was induced and gradual^① institutional change model driven by market power and forced by society power. The fifth was a compulsory and gradual institutional change model led by national power and forced by society power. Finally, the future change direction of China's ECEQAI was further pointed out, that was the government-leading and tend to balanced three-pole power model of "Nation-Market-Society", as well as the "three-pole power relationship" of indepth communication and positive interaction.