• 한국생활과학회지
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• 제20권3호
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• pp.611-623
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• 2011

The purpose of this study was to investigate young children's play preferences through observation at their classrooms and to examine the relationship between children's play preferences and their peer competence and peer acceptance. The subjects were 55 four-year-old children from a kindergarten in C city of Chungnam province. The data was analyzed by MANOVA, t-test, and Pearson's correlation. The results were as follows: first, boys and girls showed different play preferences except for language play and science play. Boys were better liked by same-sex peers while girls were better liked by other-sex peers. Second, there were significant correlations among certain play preferences. Block play preferences were negatively correlated with other play preferences. Third, some play preferences were significantly associated with some sub-dimensions of peer competence. Language play displayed a positive relationship to pro-social behavior, but art play showed a negative relationship to leadership. Finally, peer acceptance was positively correlated only with number/manipulation play preferences. Other-sex peer acceptance was positively correlated with number/manipulation play preferences and art play preferences but negatively with block play preferences.

• 한국생활과학회지
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• 제5권1호
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• pp.1-14
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• 1996

The purpose of this study was to examine children's dramatic play and dramatic play themes in the same-age and mixed-age kindergarten classrooms. The subjects were 45 children in three classrooms of 4-year-olds, 69 children in three classrooms of 5-year-olds, and 60 children in three mixed-age classrooms of 4-and 5-year-olds. Observations were conducted by videotape recordings. Observation periods were of five-minutes duration. There were ten observations of children's indoor free-play periods. Four-and five-year-olds in mixed-age classrooms were more likely to engage in group-dramatic play than 4-and 5-year-olds in same-age classrooms. Four-year-olds in mixed-age classrooms were more likely to engage in domestic and family, war/violence, school, animal, and vehicle play themes than 4-year-olds in same-age classrooms. However, 5-year-olds in mixed-age classrooms were more likely to engage in family and school play themes than 5-year-olds in same-age classrooms. 5-year-olds in same-age classrooms were more likely to engage in vehicle and animal play themes than 5-year-olds in mixed-age classrooms. 5-year-olds in same-age classrooms did not differ from 5-year-olds in mixed-age classrooms on the war/violence themes used during dramatic play. In terms of sex differences, boys were more likely to engage in violence, adventure fantage themes than girls. Conversely girls were more likely to engage in family/marriage static play themes than boys.

• 한국생활과학회지
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• 제22권3호
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• pp.391-404
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• 2013

This study examined the moderating role of teacher-child relationship on the relation between children's problem behavior and peer victimization. Participants were 198 children(97 boys, 101 girls; recruited from classes with 5-6 year olds) and their kindergarten teachers. The teachers completed the rating scales to measure the children's peer victimization, problem behavior and teacher-child relationship. The collected data were analyzed using descriptive statistics, t-tests, correlations, and hierarchical multiple regressions. Boys and girls were analyzed separately. Results showed that children's problem behavior had positive relation to their peer victimization. Teacher-child relationship significantly related to children's peer victimization. Hierarchical regression analysis indicated that the interaction of boys' withdrawal behavior and teacher-child closeness predicted boy's peer victimization. Boys' withdrawal behavior, whose teachers demonstrated the lowest level of teacher-child closeness, associated significantly with their peer victimization. Boys' withdrawal and aggressive behavior had significant relation to their peer victimization, especially for the highest level of teacher-child conflictual relationship. Findings suggested the importance of teacher-child relationship in the context of intervention planning for peer victimization.

• 한국보건간호학회지
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• 제34권2호
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• pp.289-300
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• 2020

Purpose: This study aimed to identify gender differences associated with weight related teasing by parents, and development of anti-fat attitudes among Korean children aged 5 to 7 years. Methods: This study used a descriptive cross-sectional design. Questionnaire interviews were conducted by enrolling 222 healthy children having normal development and living with their parents in South Korea. Results: Results showed gender and parental weight-related teasing was significantly associated with anti-fat attitudes among children. Significance of the association between parental weight-related teasing and anti-fat attitudes among kindergarten children differed according to the child's gender. Among girls, the higher level of parental weight-related teasing was associated with greater anti-fat attitude. However, parental weight-related teasing was not associated with increased anti-fat attitude among boys. Conclusion: Considering our study results, we recommend developing programs aimed towards decreasing teasing in the family environment, such as changing the gender-specific weight norms to prevent anti-fat attitudes in Korean girls.

• 한국생활과학회지
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• 제16권5호
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• pp.945-955
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• 2007

The purpose of this study was to explore the characteristics of the children's rough-and-tumble play, and investigate the differences in rough-and-tumble play according to children's gender and social competence. The subjects were 80 five to six year-old children. The children's behaviors during the outdoor play were observed by a modified version based on the Rough-and-Tumble Play Categories(Humphreys & Smith, 1987). Children's social competence was measured by using the Scale for the Social Competence of Kindergarten(Doh, 1994). The data were analyzed by descriptive statistics, t-test, and ANCOVA. The results were as follows: Firstly, about 25.6% of outdoor play types was rough-and-tumble play behaviors. Specifically, children's rough-and-tumble play was more 'chasing' behaviors than 'mock-fighting' behaviors. Secondly, boys involved in rough-and-tumble play more often than girls did. In general, boys participated more frequently in various rough-and-tumble play categories, whereas girls involved only in chasing behavior more often. Finally, controlled by sex, children with higher social competence participated more frequently in rough-and-tumble play, which showed statistical significance. In conclusion, children's rough-and-tumble play behaviors were related to the gender and the social competence.

• 수산해양교육연구
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• 제27권3호
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• pp.601-613
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• 2015

This study investigated peer competence according to children's types of multiple attachment for mothers and teachers. The subjects of this study were 129 five-year old children and their 7 teachers who attend 3 kindergarten in Busan. They completed Attachment Story Completion Task(ASCT), Attachment Q-set and Peer Competence Measure. Collected data were analyzed using t-test and two-way ANOVA. The major results of this study were as follows: First, for mother, children who were securely attached showed higher peer competence than children who were insecurely attached. Girls showed higher peer competence than boys. No significant differences were found between securely attached and insecurely attached children with teachers. Girls showed higher peer competence than boys. Second, children who were attached both mother and teacher or either mother or teacher showed higher competence than children who were insecurely attached with both mother and teacher.

• 한국콘텐츠학회논문지
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• 제11권10호
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• pp.165-175
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• 2011

본 연구의 목적은 어린이그림책 일러스트레이션에서 나타나는 사실적 표현과 환상적 표현의 선호도 차이를 비교, 분석하는데 있다. 연구대상은 충청남도 천안에 위치한 유치원생 7세 어린이 52명(남 26명, 여26명)으로 하였으며, 2차에 걸쳐 실시한 선호도 조사는 어린이의 개별면접과 자기기입식 설문지를 통한 자료수집방식을 활용하였다. 설문에 활용한 연구도구는 국내에서 제작, 출판된 어린이그림책 중에서 어린이도서연구회의 추천도서와 국외 수상작 가운데 사실적 표현과 환상적 표현이 잘 나타난 어린이그림책을 활용하였다. 선호도비교에서는 남녀어린이 모두 사실적 표현에 비해 환상적 표현형식을 선호하는 것으로 나타났으며, 여자어린이의 경우 남자어린이보다 사실적 표현을 다소 선호하는 것으로 나타났다. 연구과정에서 지역별, 연령별 어린이들의 선호도 분석 및 동일한 주제나 이야기내용을 바탕으로 서로 다른 표현유형의 그림책을 보았을 때 나타나는 어린이의 반응을 분석하는 데는 한계점이 있었다.

• 아동학회지
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• 제11권1호
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• pp.87-99
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• 1990

The present study was designed to investigate the effect of altruistic TV viewing and verbal training on the altruistic behavior of preschoolers. The subjects of this study were a total of 56 boys and 57 girls from a kindergarten in Kwachon, Kyung-gi do. The subjects were assigned to one of three conditions: in the first condition subjects were shown video tapes designed to portray prosocial themes (TV modeling group) ; in the second condition subjects saw the video tapes in addition to verbal training (TV modeling plus verbal training group); in the third condition subjects received neither TV modeling nor verbal training (control group). Statistical analysis was by ANOVA and $Scherr\acute{e}$ test. Significant differences were found in altruistic behavior between the TV modeling and the TV modeling with verbal training groups.

• 아동학회지
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• 제27권5호
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• pp.109-122
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• 2006

The program for overcoming shyness consisted of four step-by-step parts, understanding shyness, overcoming anxiety, improving self-esteem, and promoting self-assertion. Participants were 6 boys and 10 girls from three kindergarten classes. The two gender groups were randomly assigned to either the experimental or the control group. The experimental group participated in the program for 50 minutes per day twice a week for 12 sessions, and the control group received no treatment. Eight non-shy children also joined the program in the ninth and tenth sessions. Findings indicated that shyness in the experimental group decreased significantly while the control group maintained previous levels of shyness, implying that early intervention programs have potential effectiveness for reducing shyness in young children.

• 아동학회지
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• 제28권3호
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• pp.201-217
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• 2007

Subjects included Hyomin Kim and Eunha Sohn (fictitious names) of Purum Class (a class for 5-year-olds) at 'H' Kindergarten. Subjects were selected after interviews with teachers and observation by the researcher. This study examined communication with classmates focusing on spontaneous dialog situations and functions. Results showed that Hyomin and Eunha exercised power in the art group and the math groups, respectively. The power exercise processes comprised a variety of behaviors including : to become similar with each other; to assign an exclusive seat; to act as an elder sister; to allow to do something; to keep a friend ata distance; to defend oneself; to threaten or persuade with a diversity of linguistic strategies; to teach like a teacher.