• 한국보육지원학회지
• /
• 제14권4호
• /
• pp.109-126
• /
• 2018

Objective: The purpose of the present study was to explore the moderating role of children's verbal ability in the relation between shyness and teacher-child relationships. Methods: Participants were 200 children, their mothers, and their kindergarten teachers. Children's shyness was rated by their mothers and teachers, and children's verbal ability was measured using the language problem solving ability test. And teachers completed a rating scale in order to examine the teacher-child relationship. The collected data were analyzed using correlations and hierarchical multiple regressions. Results: Children's shyness had a negative relation to close teacher-child relationships. And child's verbal ability was significantly related to teacher-child relationships. Hierachical regression analysis indicted to the interaction of child's shyness and verbal ability predicted close teacher-child relationships. Children's shyness, those who demonstrated the lowest level of child's verbal ability, was significantly associated with close teacher-child relationships. Children's shyness had no significant relation to close teacher-child relationships, especially for the highest level of children's verbal ability. Conclusion/Implications: We suggested that verbal ability training for children might be valuable for shy children in order to buffer the link between shyness and teacher-child relationships.

• Human Ecology Research
• /
• 제53권3호
• /
• pp.229-239
• /
• 2015

This study investigated the effect of home environment quality and fathers' parenting participation on school readiness of preschool children. The subjects were 101 5-years old children, mothers and teachers at child care centers located in the Gyeonggi area. Home environment quality was measured using a 'Korean Home Environment' questionnaire. Parenting participation by fathers was measured by 'Scale for Productive Roles of Fathers of Children in Their Early Childhood.' Lastly, the children's school readiness measured the 'School Readiness Inventory.' Collected data were analyzed using t-test, correlation analysis, and hierarchical multiple regression. The results of the study showed that the school readiness of preschool children differed by gender. The score of girls' school readiness was higher than boys' school readiness. Such difference was apparent in the school readiness areas of general knowledge, mathematical knowledge, and adjustment. There was a positive correlation between age and the school readiness of preschool children. An increase in children's age also increased school readiness in the areas of linguistic knowledge, mathematical knowledge, and adjustment. Home environment quality and fathers' parenting participation directly influenced the school readiness of preschool children. The pattern of the results suggests that a desirable home environment and fathers' contribution in the family for children are critical components to prepare preschool children for elementary school.

• 대한가정학회지
• /
• 제48권1호
• /
• pp.127-136
• /
• 2010

The purpose of this study was to investigate the relationships between the young children's creative trait and personality affecting their learning readiness. The participants were 131 young children in kindergartens or nursery schools and their mothers from Seoul, Gyeonggi and Chungnam province. The instruments were the Korea Learning Readiness Test, Young Children's Creative Traits Test, and Young Children's Personality Test. The data were analyzed by one-way ANOVA, t-test, Pearson's partial correlation, stepwise multiple regression, and Scheff$\'{e}$ test by SPSS PC(version17.0) program. The results were as follows. Firstly, there were no significant differences in young children's learning readiness, creative trait and personality by children's age, location, school type, father's age, mother's educational level and mother's job type, while there were significant differences in the creative trait and the subfactor scores of personality by children's sex, father's educational level and parents' job type. Secondly, there was a positive partial correlation(r = .20~.24) between young children's learning readiness and creative trait, while there were no correlations between their learning readiness and personality and between their personality and creative trait. Thirdly, cognitive factor of creative trait and father's educational level did not effectively explain the children's learning readiness.

• 한국학교ㆍ지역보건교육학회지
• /
• 제16권1호
• /
• pp.65-81
• /
• 2015

Objectives: This descriptive study was aimed to investigate the related factors of smartphone addiction among preschool children. Methods: The subject of study was 186 smartphone using mothers with children between 3 to 6 years old in Busan. Data were collected with self-administered questionnaires from July to November, 2013 at nurseries, preschools, and cultural center. Data were analyzed using descriptive statistics, t test, ANOVA, and stepwise multiple regression. Results: 79.6% of children have ever used smartphone and mean smartphone addiction of them were 26.77 based on 60 points. The related factors of smartphone addiction among children were the children's smartphone usage time per day (less than 0.5 hours vs 0.5-0.9 hours (p=0.004), less than 0.5 hours vs more than 1.0 hours (p<0.001), mother's smartphone addiction (p<0.001), and perceived mother's permission level compared to other children's mothers (p=0.004), which 3 factors explained 39% of variance of smartphone addiction of children. Conclusions: Considering the related factors of smartphone addiction among preschool children, mothers should recognize the importance of the their use smartphone and attitude toward smartphone use of children, and take measure to limit children's excessive use of smartphone.

• 아동학회지
• /
• 제26권5호
• /
• pp.59-72
• /
• 2005

This study used secondary data of the Illinois Subsidized Guardianship Waiver Demonstration, Chicago Public Schools and administrative data of the Illinois Department of Child and Family Services. Multiple regression analysis was the main statistical method. Results revealed a positive effect of foster parents' expectations on educational achievement of foster children without disabilities. Among types of educational involvement, 'direct educational activities' showed a positive effect on math and 'supervision reported by children' showed a positive effect on reading achievement. Among indices of the quality of relationship: the presence of kinship ties, permanence achievement, and level of affection between foster parents and children, only level of affection had a significant positive association with both math and reading achievement.

• 가정과삶의질연구
• /
• 제30권6호
• /
• pp.1-11
• /
• 2012

We investigated the effects of maternal parenting behavior and social supports on children's problem behaviors. The participants are 148 elementary school children and their teachers from one elementary school in Seoul. The data were analyzed by using descriptive statistics, correlation analysis, t-test, and multiple regression. The major findings are summarized as follows: (1) there were differences in maternal parenting behavior(warmth), teacher support, and internal problem behaviors according to children's gender; (2) mothers's parenting behavior(warmth) and teachers' support explained children's overt problem behaviors; and (3) mothers' parenting behaviors(supervision) and friends' support explained children's internal problem behaviors. In conclusion, there were differences between the subscale of maternal parenting behavior and social supports influencing overt problem behaviors and internal problem behaviors.

• 아동학회지
• /
• 제17권1호
• /
• pp.213-226
• /
• 1996

The aim of this study was to investigate the relationships of mothers' authoritative and authoritarian childrearing attitudes to their 5-year-old children's attachment representations and to teacher-rated social competence. The sample consisted of 69 mothers and their 5-year-old children from intact families. Children were interviewed to assess the quality of their attachment representations using Slough & Greenberg's(1990) version of the Separation Anxiety Test(SAT). Mothers were administered the Childrearing Practices Report Q-sort(Block, 1965) and filled out questionnaires regarding their childhood experiences, their marital relationship and their psychological well-being. In addition, teachers rated children's social competency in school settings using Kohn's(1972) Social Competence Scale. Hierarchical multiple regression showed that mothers' high scores on affective components of authoritative parenting and low scores on authoritarian attitudes are closely associated with children's secure attachment as well as teacher-rated social competence.

• 한국생활과학회지
• /
• 제13권3호
• /
• pp.361-369
• /
• 2004

The purpose of this research was to delineate the effect of parenting stress of the children's self-esteem. Such variables as the mother's age, her education level and maternal parenting stress were chosen for the analysis. The sample subjects were 659 pairs of fifth/sixth grade of elementary school and first/second grade of middle school and their mothers. The major findings of the research were as follows : First, the children's self-esteem was significantly different to mother's education level but the children's self-esteem not significantly different to mother's age. Second, parenting stress related to temperament, relationship and learning expectation was significantly different to children's self-esteem. Third, the result of stepwise multiple regression analysis on the effects of the maternal variables(mother's age, her education level, parenting stress) to the children's self-esteem indicated that maternal parenting stress related to temperament, relationship and mother education level were the significant contributing factors.

• 아동학회지
• /
• 제26권3호
• /
• pp.141-161
• /
• 2005

The 612 4th- and 6th-grade subjects completed a self-administered questionnaire. Data were analyzed by t-test one- and two-way ANOVA, Pearson's r, and multiple regression analysis. Perceived mother's emotional abuse and neglect predicted child's depressive tendencies(DT). Abusive mothers were hostile and showed lack of concern for children's safety. Male children reported more neglect by mothers than female children. Younger mothers were more abusive. Higher maternal education was negatively related to neglect and positively related to lower DT. Mother's having a job was positively related to neglect. Mother's emotional abuse and neglect was the greatest predictor of child's self-regulation; children who experienced more emotional abuse had lower self-regulation capacity and higher DT. Self-regulation of male children was positively while that of female children was negatively correlated with age.

• 아동학회지
• /
• 제13권2호
• /
• pp.53-64
• /
• 1992

The purpose of the present research was to investigate developmental trends in children's class-inclusion performance and to examine the influence of task characteristics(provision or deprivation of quantitative information and perceptual information) on a class-inclusion task. The subjects of this study were 96 children, 12boys and 12girls at each age level. 5, 6. 7 and 8 years of age. The experimental materials consisted of 12 stimulus boards which were constructed on the basis of picture cards used by Judd and Mervis(1979) and Lane and Hodkin(1985). The class-inclusion tasks were individually administered by the researcher. The data were analyzed by the statistical methods of t-test, one-way ANOVA and Duncan multiple range test. The results showed that (1) There were significant age differences in children's class-inclusion performance. That is, children's performance scores on the class-inclusion task increased with age.: (2) There were significant task characteristics differences in children's class-inclusion performance. That is, children performed better on the deprivation of quantitative information task than on the provision of quantitative information task.