• 한국보육지원학회지
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• 제9권5호
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• pp.157-179
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• 2013

본 연구는 저소득층 가정 부모의 심리적 행동적 특성을 살펴보고, 이러한 부모의 특성이 자녀의 문제행동에 미치는 영향을 양부모 가정과 한부모 가정을 비교하여 살펴보고자 하였다. 연구의 목적을 달성하기 위해 저소득 가정을 위한 드림스타트 프로그램에 참여한 부모 193명을 대상으로 조사를 실시, 자녀의 문제행동을 측정하였다. 그에 따른 연구결과는 다음과 같다. 먼저 심리적 행동적 특성에 있어서는 양부모 가정 부모가 한부모 가정 부모보다 현재 양육 만족도와 양육의 즐거움, 식생활습관, 그리고 긍정양육행동이 높았고, 한부모 가정 부모는 양부모 가정 부모보다 양육스트레스가 높았다. 그러나 자녀의 문제행동에 있어서는 한부모 가정 자녀가 양부모 가정 자녀보다 높았으나 통계적으로 유의미한 차이가 없었다. 다음으로, 저소득층 양부모 자녀는 부모가 양육스트레스가 높을수록 문제행동이 높으며, 자녀관계 만족도가 높을수록 문제행동이 낮았다. 반면에 저소득층 가정 한부모 자녀는 부모가 식생활 습관과 일상생활 만족도가 높을수록 문제행동이 낮으며, 양육스트레스가 높을수록 문제행동이 높았다. 이러한 결과를 볼 때, 저소득층 자녀의 문제행동 감소와 부모의 양육행동의 강화를 위해서는 부모양육 및 교육 등의 프로그램의 개발과 함께, 부모형태에 따른 다각적인 지원이 이루어져야 할 것이다.

• 인간식물환경학회지
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• 제24권6호
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• pp.651-662
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• 2021

Background and objective: This study identifies whether children's planning-organizing executive function can be significantly classified and predicted by home environment quality and wealth factors. Methods: For empirical analysis, we used the data collected from the 10th Panel Study on Korean Children in 2017. Using machine learning tools such as support vector machine (SVM) and random forest (RF), we evaluated the accuracy of the model in which home environment factors classify and predict children's planning-organizing executive functions, and extract the relative importance of variables that determine these executive functions by income group. Results: First, SVM analysis shows that home environment quality and wealth factors show high accuracy in classification and prediction in all three groups. Second, RF analysis shows that estate had the highest predictive power in the high-income group, followed by income, asset, learning, reinforcement, and emotional environment. In the middle-income group, emotional environment showed the highest score, followed by estate, asset, reinforcement, and income. In the low-income group, estate showed the highest score, followed by income, asset, learning, reinforcement, and emotional environment. Conclusion: This study confirmed that home environment quality and wealth factors are significant factors in predicting children's planning-organizing executive functions.

• 보건교육건강증진학회지
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• 제30권2호
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• pp.41-53
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• 2013

Objectives: As the size of elderly population living alone grows, socioeconomic diversity has also increased. This study examined if social risk factors of poor self-rated health were distinguishable between the low income elderly and their non-low income counterparts both living alone. Methods: The '2006 Elderly Health Interview Survey' conducted by D-gu in Seoul was utilized. We divided the elderly living alone into two groups depending on their economic status: low income and non-low income. Employing logistic regression, we analyzed the associations of poor self-rated health with socio-demographic factors, health-related factors, social support, the relations with children, social activities, welfare service use, and the perception of neighborhood safety. Results: Proportion of rating one's own health being poor was different between two populations. Social support was important for the self-rated health of the non-low income elderly, while welfare service use, the perception of neighborhood safety, and the relations with children were noticeable for the low income elderly. Conclusions: To better understand the health need of elderly population living alone, their heterogeneity in socioeconomic characteristics should be taken into account.

• 한국초등과학교육학회지:초등과학교육
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• 제29권4호
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• pp.538-551
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• 2010

This study examined the beneficial effects of the science experiment program for Low-Income Family Children (LIFC) on their science attitude, self-esteem, self-competence, and creativity. The study involved 432 elementary school children of Low-Income Family who were divided two groups as an experimental group with 228 and a control group with 204. The experimental group was given by the science experimental program, whereas the control group was given by ordinary education programs for LIFC, such as supplementary education or after school care. The data about science attitude, creativity, self-esteem, and self-competence of two group children's were collected and analyzed by four kinds of tests on each domain before and after implementing the science experiment program. During the period of the science experiment program, the children who were given the program were observed and reported by the program lecturers and the teachers, who worked at the after school care. The results are as follows; First, there was statistically significant increase on the average points of the experimental group on the three domains except self-esteem from the intra-group analysis. Second, there was also statistically significance between the scores of two groups on the creativity, self-esteem, self-competence from the inter-group analysis. Third, it was reported that the children who were experienced the program were changed positive on their personality and school learning.

• 아동학회지
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• 제31권1호
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• pp.65-82
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• 2010

This study investigated the longitudinal effects of family risk factors, parent-child relationships, and language abilities of children in low-income families in terms of both school adjustment and academic performance. The subjects were 176 children aged 5 to 7 and their mothers. They participated in follow up studies over the next 3 years. The children were tested using the Wechsler Intelligence Scales and language tests; and classroom teachers rated their levels of both school adjustment and academic performance. Mothers reported parent-child relationships, maternal depression, and family economic resources. Data were analyzed using Pearson's correlation, and structural equation modeling (SEM). Our results indicated that there were direct effects of language abilities, and indirect effects of parent-child relationships and maternal depression upon children's school adjustment and academic performance. It was also revealed that language abilities had a mediating effect between parent-child relationship and school adjustment/ academic performance.

• 가정과삶의질연구
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• 제23권3호
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• pp.127-136
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• 2005

The purpose of this study was to assess the effectiveness of a group-counseling program to improve children's social ability. For this study, six children were selected for an experimental group and another six for a control group. They were tested using the Social Skill Rating System for Preschool level. In addition to a quantitative analysis, a qualitative analysis was conducted to examine group processes and changes of each child. The experimental group participated in a socio-drama group art therapy, and game play therapy whereas the control group did not receive any treatment. In order to examine the impact of the intervention, ore-program tests and post-program tests were conducted. The results were as follows: First, children's social ability was improved. There was a significant difference in social ability between the experimental and the control group. Second the group counseling program was proved to be effective. This program was primarily designed for children from low-income families.

• 대한가정학회지
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• 제46권1호
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• pp.117-129
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• 2008

In present study, using 1572 low-income families and 266 Head Start teachers from Family and Child Experiences Survey (FACES) in the U.S., we examined the effects of mothers' reading and the characteristics of interaction between teacher-child interaction on 4-and 5-year-olds' cognitive development represented by their verbal and numerical abilities. Frequencies of mothers' reading at home consistently predicted higher scores of children's Peabody Picture Vocabulary Test and Woodcock Johnson Applied Problems. Teachers' sensitivity and permissiveness in their interactions with children in classroom were positively related to children's verbal abilities and teachers' sensitivity predicted better numerical abilities of children after controlling for mothers' reading and the characteristics of family and teacher. The findings shed light on the contributions of teacher behaviors and familial factors to children's cognitive development calling for attention to the need for parent education on cognitively stimulating family environments and continuing education for early childhood teachers focusing on quality interactions with young children.

• 한국안광학회지
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• 제19권2호
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• pp.207-216
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• 2014

목적: 본 연구는 저소득층 양육형태에 따른 자녀의 시력을 비교 분석하였다. 방법: 보건복지부 산하 질병관리본부에서 시행한 2010 국민건강영양조사 자료를 통해 양육형태에 따라 교정 전 후의 시력을 비교 분석하였다. 결과: 소득 최하위층에서 교정 전 양부모 가정의 자녀 시력은 0.91, 편부모 가정의 자녀 시력은 0.83, 조부모 가정의 자녀 시력은 0.82 그리고 소득 중하위층에서 교정 전 양부모 가정의 자녀 시력은 0.80, 편부모 가정의 자녀 시력은 0.77, 조부모 가정의 자녀 시력은 0.50으로 조사되었다. 결론: 양육형태에 따른 저소득층 자녀의 시력에 대한 관심 부족은 근시유발의 한 요인으로 이어질 수 있으며, 이 시기의 부모의 역할은 매우 크기 때문에 이를 방지하기 위한 사회적 관심이 더욱 필요할 것으로 판단된다.

• 가정과삶의질연구
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• 제31권5호
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• pp.201-210
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• 2013

The purpose of this study was to investigate the possibility of discriminating a high level of school adjustment in low-income school-aged children using interpersonal-related variables(mother attachment, peer attachment) and self-related variables(ego-resiliency, self-control). The subjects were 335 children in fourth, fifth and sixth grades in 4 elementary schools in Daegu. Mean(SD), t-test, and stepwise discriminant analysis were used for data analysis. Base on the results of the discriminant analysis, the discriminant functions suggested that the best predictor for distinguishing between a high level of school adjustment in low-income school-aged children and a low level of school adjustment was ego-resiliency. Self-control, mother attachment and peer attachment reliably separated the groups. And using ego-resiliency, self-control, mother attachment and peer attachment as predictors, the discriminant analysis correctly classified 92.3% of the participants.

• 한국생활과학회지
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• 제20권5호
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• pp.967-981
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• 2011

This study aims to research the effects of group art therapy program on the self-esteem and peer relationships of children in low-income and single-parent families. It was performed for 24 sessions with Lee Hyeon-Jin's(2006) and Shin Ji-Hye and Kim Gui-Bok's(2009) group art therapy program. The evaluation was performed with Park Mi-Ran's self-esteem questionnaire(2007) and Kim Taehee's peer-relationship questionnaire(2005). The subjects are 26 elementary students in low-income and single parent family who are in the 2, 3, and 4 grade and use A-regional children center and B-regional children center which are located in Gyeongbuk province. Means, standard deviations, Independent t-test and Paired t-test were conducted. Firstly, the change in self-esteem of both experiment group and control group is investigated before and after their taking group art therapy program. There are statistically meaningful enhancements in self-esteem of experimental group. But there are no statistically meaningful enhancements in self-esteem of control group. Secondly, peer-relationships in both experimental group and control group do not change between before and after taking group art therapy program. Thus, the program of group art therapy is thought to be effective therapy improving the self-esteem of child in low-income single-parent family.