• 대한간호학회지
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• 제35권1호
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• pp.5-15
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• 2005

Purpose: This study was conducted to develop a behavioral checklist to predict an autistic disorder and to identify the earliest detecting time. Method: One hundred and fifty eight children including normal, autistic, institutionalized normal, and retarded were assessed using critical interaction behavioral markers from literature review. Data was collected by semi-structured mother-child interaction by videotape recording and analyzed byfactor analysis, Cronbach a, Kappa, $x^2$, and Duncan. Result: Ten behavioral markers were sorted into 2 factors; joint-attention and synchronized behavior. Autistic children were impaired in pretend play, odeclarative pointing, proimperative pointing, gaze-monitoring, referential looking, showing, joint-attention, rhythmical vocal exchange, and synchronized laughing. The sychronized behavior was also a critical marker to predict the autistic disorder. However, it was difficult to differentiate autistic disorder from mental retardation. In addition, the appropriate detecting time was around 18 months after birth. Conclusion: This checklist should be behavior markers to predict autistic disorder and could be useful as educational material at children's clinics, parents class, and for caregivers in the health center. In addition, early detection should lead to treatment being started as soon after 18 months of age as possible.

• 한국융합학회논문지
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• 제11권5호
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• pp.281-288
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• 2020

본 연구의 목적은 유아의 스마트기기 몰입경향성에 미치는 어머니 스마트기기 과의존의 영향과 반응성의 매개효과를 단기종단적으로 검증하는 데 있었다. 이를 위하여 3-5세 유아-어머니 144쌍(남아 73명, 여아 71명)을 대상으로 시점 1에서 어머니의 스마트기기 과의존과 유아의 스마트기기 몰입경향성, 6개월 후인 시점 2에서 유아의 몰입경향성과 모-아 상호작용 동안 양육자 반응성을 측정하였다. 이때 스마트기기에 대한 어머니의 과의존과 유아의 몰입경향성은 어머니 보고를 통해, 양육자 반응성은 모-아 상호작용 녹화 자료에 대한 관찰자 코딩을 통해 수집하였다. 경로분석을 통해 분석한 결과, 시점 1에서의 유아의 몰입경향성을 통제했을 때, 시점 1에서의 어머니의 과의존 경향성은 시점 2에서의 양육자 반응성을 매개로 시점 2의 유아의 스마트기기 몰입경향성을 간접적으로 유의하게 예측하였을 뿐만 아니라 직접적으로 예측하였다. 본 연구의 의의는 양육자의 스마트기기 사용 특성이 유아의 스마트기기 몰입경향성에 미치는 영향을 종단적 측면에서 실증적으로 살펴보았다는 점에서 찾을 수 있다.

• 부모자녀건강학회지
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• 제5권1호
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• pp.1-23
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• 2002

The purpose of this study was to find out the effect of in-service education on the nurse-newborn play interaction. The research design adopted the pre-experimental design applied only for one pretest-posttest group and Barnard's mother-infant interaction model was used as a conceptual framework. The subjects were 26 nurses who were selected from 2 nurseries in general hospital in Pusan, and 52 healthy newborns who were after 4 days from birth during data collection period at the same hospital. The data were collected from June 1st to October 5th in 2001, by video-taping for the interactive behaviors between the nurse and the newborn, played for 5 minutes in nurseries 2 weeks before and after in-service education. The in-service education consisted of the newborn's behavior responses focused on the newborn baby's states, behavior, cues and state modulation, 3 times per 1 week, 90 minutes per 1 time, lecture, demonstration and hand out project. The experimental tool used for this research was Ha Young-Soo's Korean translation of the Maternal-Infant Play Interaction Scale by Thompson, Jody Baird, Sara Gordman, Bryant(1982), some parts of which were adapted to be suitable for the purpose of this research. Mother and baby scale by Wolke & James-Roberts(1987) was also modified and used as the criterion of nurse's perception of a newborn baby. The results of this study were as follows: 1. This result supported the major hypothesis : After the intervention of in-service education, the nurse and newborn play interaction was promoted. 2. After intervention of in-service education, the nurse perception of newborn, especially the criteria of newborn's reaction was promoted., The results of this research confirm that in-service education on the newborn's behavior responses such as states, behavior, cues and state modulation is an effective way to improve the interaction between the nurse and the baby. It elevated the nurse's sensitivities to the baby's needs. Therefore, in-service education can change the conditions of current nursing practice mostly centered on physical care into a better one in which nurses consider the emotional, social, and intellectual development stages of babies. Accordingly, in-service education contributed to promoting the effective nurse-newborn play interaction so positively.

• 여성건강간호학회지
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• 제1권1호
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• pp.5-27
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• 1995

One of the important tasks for new parents, especially mothers, is to establish warm, mutually affirming interpersonal relationships with the new baby in the family, with the purpose of promoting the health development of the child and the well-being of the whole family. Nurses assess the quality of the behavioral characteristics of the maternal-infant interaction. The purpose of this longitudinal descriptive correlational study is to investigate the changes of the mother - infant interactions from postpartum 1 day to postpartum 8weeks of the transition to parenthood. The aim was to contribute to the development of theoretical under standing on which to base care toward promoting the quality of maternal - infant interaction. Data were collect ed directly by the investigator and at rained from Jul, 1, 1990 to Jun 8, 1991, Subjects were a random sample of 44 mothers, 44 who had a normal delivery (but with out other perinatal complications) at four general hospitals in Seoul. Instruments used were the Stainton Parent-infant Interaction Scale (1981). The first observations were made in the delivery room, followed by day 1, day 2, day 3 and 2 weeks, 4 weeks, 6 weeks and 8 weeks after, birth, for a total of 8 contacts. Observations in the hospital were made during the hour prior to scheduled feedings. The infant was placed beside the mother. Later contacts were made at home. Data analysis was don by computer using as SPSS program and included, Paired t-test, t-test and Pearson Correlation coefficient ; the results were as follows. 1. The daily maternal-infant interaction score for the initial contact ofter birth to 8 weeks postpartum had the lowest average score 5.21 and the highest 8.02(in a range of 0-10). This subject group of mothers needed Extra nursing supporting to promote their maternal-infant interaction. 2. The daily scores for the maternal-infant interaction tended to rise, showing a gradual improvement over the period of eight weeks. However, there were significantly different increases in maternal-infant interaction only from the first to second day (p=0.000) and from the fourth to sixth weeks ofter birth.(p=0.000) 3. When the seven items of maternal-infant interaction were evaluated items of maternal-infant inter action were evaluated separately, "Care taking for the baby" had the highest average score, 1.60(in a range of 0-2) and "Speaks to baby" the lowest, 0.8. All items, suggested the subjects' need of nursing intervention to promote maternal-infant interaction 4. There were positive correlations between certain general characteristics, namely, both a higher economic status (p=0.027) and breast feeding (p=0.021) and maternal-infant interaction.

• 한국생활과학회지
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• 제22권5호
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• pp.447-459
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• 2013

This study aimed to investigate the influence of mother's responsive/restrictive parenting and peer attachment on academic stress in school-aged boys and girls. The participants were 493 5th, 6th graders from five elementary schools in Daegu and Gyeongbuk province. The collected data were analyzed through a t-test, multiple regression, hierarchial regression using SPSS Win 19.0. The results are as follows. (1) Level of academic stress of school-aged girls was higher than boys. (2) Responsive parenting of mothers was the most powerful explanation in academic stress of school-aged boys. However restrictive parenting of mothers was the most powerful explanation in academic stress of school-aged girls. (3) In boys, responsive parenting of mothers influenced their academic stress but peer attachment didn't influence the boys academic stress. In girls, responsive parenting of mothers and peer attachment influenced their academic stress, and interaction effects of responsive parenting of mothers and peer attachment on academic stress was observed. (4) Both boys and girls, restrictive parenting of mothers and peer attachment had influences on academic stress. And interaction effects of responsive parenting of mothers and peer attachment on academic stress was not observed.

• 디자인융복합연구
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• 제15권2호
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• pp.333-345
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• 2016

최근 정보통신 기술 및 로봇 기술이 기존 제품에 접목된 지능형제품들이 개발되고 있다. 사용자에게 보다 수용 가능한 지능형제품을 개발하기 위해, 다양한 인터랙션 방식 또는 지능화 부분을 고려한 지능형제품디자인방법들이 소개되고 있다. 그러나 지능형제품은 모체제품이라고 불리는 기존 제품을 기반으로 하므로, 제품 속성 관점에서의 효과적인 지능형제품디자인방법에 대한 탐색이 필요하다. 이 연구의 목적은 제품 속성에 따른 지능형제품 유형이 소비자 수용도에 미치는 영향을 알아보는 것이다. 이를 위해 유아용 실내화를 사례로 하여, 쾌락적 지능형제품과 실용적 지능형제품을 비교하는 실험을 실시하였다. 실험결과, 제품선호도에 대해 피험자는 실용적 지능형 유아용 실내화를 쾌락적 지능형 유아용 실내화보다 긍정적으로 평가하고, 보다 높은 구매의사와 지불의사 금액을 나타냈다. 이는 유아용 실내화가 유아용 제품이라는 점에서 쾌락적 가치가 요구될 수도 있으나, 층간 소음이라는 사회적 문제와 관련된 제품이므로 실용적 가치가 보다 중요한 가치로 인식된 것으로 해석된다.

• 대한가정학회지
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• 제34권3호
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• pp.245-257
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• 1996

The purpose of this study was to investigate the influences of children's perception of maternal acceptance-rejection and self-evaluation on learned helplessness. The Subjects were 371 fifth and sixth grade children. The helplessness scale, PAQ, PARQ were used. The data was analyzed by factor analysis, MANOVA, ANOVA and path analysis which was made through multiple regression analysis. The results were as follows: 1. The children's perceived maternal acceptance was significantly different depending on their parent's education level. In children's perceived parental rejection, there were gender differences. 2. In the children's self-evaluation, there were an interaction effect determined by the child's sex and the mother's education level, and a main effect of mother's education level. 3. Children's learned helplessness was significantly different depending on their mother's education level. 4. Children's perceived maternal acceptance(β=-0.36, p<.01) and rejection (β=0.17, p<.01) had a direct impact on their self-evaluation. Their self-evaluation(β=0.54, p<.01) and perceived maternal rejection(β=0.16, p<.01) had a direct impact on learned helplessness, but perceived maternal acceptance didn't have a direct impact on learned helplessness.

• 대한가정학회지
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• 제33권2호
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• pp.89-101
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• 1995

Parents were considered as crucial to the promotion of giftedness, because of the family's mediating role. The relations between children's cognitive development and social adjustment were supposed in the prediction of the development of high-level abilities in gifted children, as well as parent-child interaction. Forty four gifted children and 42 ordinary children were responded to K-ABC and social competence tests. Results were found that gifted children who scored high in cognitive abilites were less likely social adjustment. The mothers of gilfted children more often stimulated and broadened their children's experiences. Responsive parenting seems to have a more profound effect on potential high achievers than of average ability.

• 가정과삶의질연구
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• 제29권3호
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• pp.99-118
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• 2011

The purpose of this study was to investigate the dual readership represented in the use of picture books. The study was conducted through in-depth interviews and observation of 9 families including 5-year-olds. The findings of this study were as follows. First, mothers exercised their exclusive right to choose books for their children. They usually used online bookstores, libraries, or book rental shops by consulting other mothers or merchandisers. On the other hand, fathers and children seldom involved themselves in the selection of picture books. Second, children preferred interesting books, while mothers favored complete series of books, which were usually for educational purposes. Third, dynamic interaction between mother and child was occurred during their daily routine of reading picture books together. Five-year-olds seemed to be transitioning into independent readers, and mothers showed that they were also readers of picture books when they appreciated and enjoyed them.

• 대한가정학회지
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• 제46권1호
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• pp.73-86
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• 2008

The purpose of this study was to investigate the personal traits of children's characteristics as well as those of mothers' on the children's maladjustment behaviors. The study subjects were 345 preschooler-mother pairs. Results revealed that boys exhibited more maladjustment behaviors than girls, as expected. The results of a three way ANOVA analyses indicated that the multiple interactive factors of the children's temperament, cognitive outcomes, and parenting attitudes significantly affected the children's maladjustment behaviors. This trend was only representative across the sample of boys. In this study, the interaction effects of negative parenting attitudes and the children's lower levels of cognitive development on the children's maladjustment capacity were accentuated among boys with temperamental vulnerability.