• The Korean Journal of Community Living Science
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• v.25 no.4
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• pp.619-628
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• 2014

This study analyzes whether children's independent picture book reading affects their reading activities and whether the mother-child interaction during this reading improves their reading activities. The study provides basic data and policy implications for developing children's reading ability. Data were collected from a sample of 192 children aged 4 and 5 in Seoul and Anseong, where a survey of their mothers as well as their nursery school teachers was conducted. Variables of interest were analyzed through a correlation analysis and a hierarchical regression analysis, First, children's reading recognized by their mothers was bipolarized as "very high" or "very low". Second, children's reading activity had a significant positive relationship with independent reading, indicating that children active in independent reading were likely to develop their, reading ability. Third, in addition to independent reading, the mother-child interaction had a significant positive effect on children's-reading ability, indicating the importance of the mother's role in developing the child's reading ability.

• Korean Journal of Child Studies
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• v.30 no.3
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• pp.23-36
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• 2009

Relationships between immigrant mothers' Korean language ability and preschoolers' language development in multi-cultural families were studied with 91 mothers and their children. Language capacity of mothers and children was measured by receptive and expressive vocabulary test, sentence comprehension test and two kinds of reading tests. Results showed that mothers' level of comprehension was relatively low but their reading ability was higher than that of elementary school first-grade Korean students. Comprehension of children in multi-cultural families with non-immigrant counterparts showed a lower level of language ability. Mother's level of expressive vocabulary, receptive vocabulary and reading ability correlated with children's language development. These results indicate a relationship between children's delayed language development in multi-cultural families and mother's low proficiency in Korean language.

• Korean Journal of Childcare and Education
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• v.10 no.2
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• pp.133-151
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• 2014

The purpose of this study was to examine maternal mental-state talks while mothers and their 2-year-old children interacted in two contexts which were pretense/role-play and shared book reading contexts. Thirty-six dyads of mothers and their 2-year-old children participated in this study. The results showed that the mothers made more references to mental-state in the pretense/role-ply context than in the book reading context, but the ratio of using the three types of mental state talks(i.e., desire, feeling, and cognition) did not vary with the contexts. The most frequently used mental-state talk by the mothers was 'desire' in both contexts and the tendency to use the three types of mental-state talks in the two contexts was related. The results of this study suggest implications for providing useful information on the role of mothers in the development of children's theory of mind.

• Journal of the Korean Home Economics Association
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• v.41 no.3
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• pp.17-30
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• 2003

The purpose of this study was to explore the difference mother-child verbal interaction between wordless and narrative picture book. Forty-two 4-year-old middle class children(21 girls and 21 boys) and their mothers were observed in their home. Major findings were as follows: 1) Mothers' verbal interaction strategies shows difference according to the genre of the book. Mothers used more descriptive statement, descriptive questions, inferential statements, evaluative statements and elaborative feedback when sharing the wordless book than the narrative book. 2) Children differently interact when reading picture books of different genres. Children used more descriptive statements, inferential statements and elaborative feedback. 3) Compared with the narrative picture boot mother and child engaged in more turn-taking when reading the wordless picture book. 4) While the proportion of collaborative type was higher when reading the wordless boot the proportion of passive type was higher when the narrative book.

• Journal of the Korean Home Economics Association
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• v.41 no.3
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• pp.57-71
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• 2003

The purpose of this research was to find out how the interactions between mothers and their children differed depending on the age of the child and the type of book. The subjects of this study were thirty 2-year-olds and thirty 4-year-olds and their mothers. The number of male and female children was the same. The maternal interactions were analyzed in term of attention gelling, explanation, request, asking questions, and feedbacks, and the children's verbal and nonverbal reactions were also analyzed. The results showed that the characteristics of the mother and child interactions were different according the age of the child and the type of picture books. The results were discussed from the perspective of maternal scaffolding and the quality of mother-child interactions. The implications of the study were suggested in terms of the importance of the picture books and maternal roles in reading pictures books to their child.

• Journal of the Korean Home Economics Association
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• v.37 no.4
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• pp.97-110
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• 1999

The purpose of this study was to examine Korean mothers' child rearing beliefs for their infant/toddlers and to compare young mothers' child rearing beliefs with grandmothers'. The subject was composed of 130 pairs of young mothers whose first child is 2 - 2 and half years old and their mothers(grandmothers) in Taegu city area. The major results of findings were as follows : 1. The Korean mothers' Infant/toddler Rearing Beliefs had four subfactors in both area of Interdependence and Independence. 2. Korean young mothers and grandmothers had higher infant/toddler rearing beliefs of interdependence than those of independence. 3. Korean grandmothers had higher infant/toddler rearing beliefs of interdependence than young mothers. 4. Korean young mothers had higher infant/toddler rearing beliefs of independence than grandmothers. 5. While Korean grandmothers had mainly infant/toddler rearing beliefs of interdependence, Korean young mothers had both infant/toddler rearing beliefs of independence and those of interdependence.

• Korean Journal of Childcare and Education
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• v.14 no.3
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• pp.41-58
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• 2018

Objective: The goal of this study is to research how mother's literacy interaction influences children's interest in vocabulary and reading. Methods: The research subjects selected were 120 children who were three to four-year-old and their mothers. This study conducted questionnaires about the literacy interaction of the mothers. This study also surveyed vocabulary and interest in reading of the children by directly visiting the institutes and by researching the subjects individually. This study used technical statistics, Person's product-moment correlation analysis, and multiple regression analysis in order to analyze the collected data. Results: The results of this study are summarized and concluded as follows. First, open interaction among the sub-areas of a mother's literacy interaction significantly affected children's vocabulary. Second, a mother's literacy interaction with children had no direct impact on the child's interest in reading. Conclusion/Implications: The mother's literacy interaction could have a correlation with the vocabulary development of three to four-year-old children, and a mother's application of open interaction could significantly influence the receptive vocabulary and expressive vocabulary of children.

• Korean Journal of Child Studies
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• v.30 no.4
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• pp.47-56
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• 2009

This longitudinal study examined picture book reading practices with very young children and its influence on early intellectual development. The home picture book reading activities of 322 infants and their mothers were assessed by questionnaire every 6 months from 18 months till 42 months of age. Infants' IQ was measured with Korean-Wechsler Preschool and Primary Scale of Intelligence(Park et al., 1996) at 42 months. Results showed that monthly book expense (r=.28, p<.01) and infants' asking for reading (r=.14, p<.05) at 18 months were positively correlated with IQ at 42 months. Reading time between 24 and 42 months correlated positively with IQ(r=.17~.34, p<.01). These results reveal the importance of early book environment and actual reading time in the intellectual development of very young children.

• Journal of Families and Better Life
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• v.17 no.1
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• pp.191-203
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• 1999

The purposes of this study were to examine the relationships between how mothers scaffolded a shared bookreading task and the preschoolers' level of distributive justice reasoning and to investigate the mothers' shared bookreading process. The subjects were thirty-two 6-year-old children(16 boys and 16 girls) selected from 4 kindergartens and their mothers. The family SES was controlled. The children's response with story dilem,as and mothers' shared bookreading were audiotape recorded and transcribed and scored. Major findings were as follows; 1. Preschoolers' level of distributive justice reasoning were usually external characteristics - desire- need- and equity-orientation 2. There was no sex difference in the preschooler's level of distributive justice reasoning and the mothers' shared book reading process. 3. Preschoolers' level of distributive justice reasoning were significantly correlated with mothers' shared bookreading process.

• Korean Journal of Child Studies
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• v.32 no.6
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• pp.157-185
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• 2011

The purpose of this study was to explore the factors influencing preschoolers' emergent English as a second language literacy skills in terms of maternal language behavior in Korean and English picture book reading. This study was also conducted in order to identify the pathways of each factor. The subjects consisted of 201 mothers and their 3~5 year-old children from middle income families living in Seoul, Incheon, Gyyounggi-do, and Chungcheongbuk-do. The results indicated that the factors influencing preschoolers' emergent English as a second language literacy skills acquisition were as follows : maternal beliefs about the value of picture book reading, the child's level of interest in picture book reading, the time spent on picture book reading and maternal language behavior during picture book reading activities. The results further indicate that it is important that the mother shares desirable language interaction with her children in their native language while reading not only Korean but also English picture books when aiming to improve preschoolers' emergent English literacy skills.