• Korean Journal of Child Studies
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• v.38 no.1
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• pp.17-31
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• 2017

Objective: The purpose of this research was to examine the effects of parents' childhood attachment representations and parenting behavior in developing early childhood self-regulation, a developmental skill. Methods: This research was conducted with 171 preschoolers, 171 parent couples, and 22 teachers of 5-year-old classes in kindergartens and children's houses in Seoul. Results: First, there was significant correlation among parental childhood attachment representations, parenting behavior, and child self-regulation. Second, parental attachment representations and parenting behavior were shown to affect self-monitoring, a subvariable of self-regulation, and were influenced by maternal independence-oriented parenting behavior, maternal attachment representation, and parental attachment representation. As factors affecting self-control, a subvariable of self-regulation, they were influenced by maternal attachment representation, and maternal and paternal affectionate parenting behavior. Lastly, as factors affecting self-control, they were influenced by attachment representation to parents of origin, maternal affectionate parenting behavior, and maternal independence-oriented parenting behavior. Conclusion: This research revealed that parental childhood attachment representations and parenting behavior are important variables affecting the development of self-regulation in preschoolers. This finding can be used as basic data for parent education content to help preschoolers grow healthier and happier and as basic data for a program to improve parent-child attachment.

• Korean Journal of Community Nutrition
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• v.22 no.1
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• pp.13-21
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• 2017

Objectives: This study was conducted to evaluate the nutrition quotient (NQ) by mother's parenting style which may influence the NQ in preschool children. Methods: Subjects were 310 mothers and their 4-6 year old children. The questionnaire composed of demographic characteristics, mother's parenting style at meal time and eating behavior as measured by NQ questions. The NQ questions consisted of 19 food behavior checklist items and all items were grouped into 5 factors: balance, diversity, moderation, regularity, and practice. Mother's parenting style was classified by using words for nutrition education at meal time. All data were statistically analyzed by SPSS program (Ver. 23) and the statistical differences in variables were evaluated by Student's t-test, ${\chi}^2$-test, One-way ANOVA. Results: We observed that in children whose mothers use the parenting style at meal time of 'explanation' and 'compliment & cheer up' had high dietary regularity, diversity, practice. The children of mothers who use the parenting style at meal time of 'persuasion' and 'reward' were found to have a lower degree of balance, diversity, and practice. Especially, children of 'reward' style mothers had lower moderation of dietary life. On the other hand, among the parenting style at meal time of 'comparison & demand', 'treating' and 'faire', there was no significant difference in the NQ factor by each group. NQ grade was higher among those who used more explanation (p < 0.001) and persuasion (p < 0.01) and with use of less persuasion (p < 0.01) and reward (p < 0.01). The positive association observed between the frequency of dietary education of mothers and higher NQ grade indicated the degree of dietary practices of those children. On the other hand, the children of mothers who rarely practice the dietary education at home had lower NQ grade (p < 0.001). Conclusions: In order to promote children's proper dietary behaviors, it is important to provide nutrition education to children as well as provide guidance on parenting style at meal time.

• Child Health Nursing Research
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• v.24 no.2
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• pp.119-127
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• 2018

Purpose: This study examined the effects of an empathy ability improvement program on empathy ability and parenting efficacy among mothers of elementary school students. Methods: This was a quasi-experimental study using a pre-test/post-test control group design. The experimental group (n=23) completed an empathy ability improvement program, while 22 mothers were assigned to the control group. Pre-test and post-test analyses were conducted using the empathy ability scale and parenting efficacy scale. The data were analyzed using the $x^2$ test and test independent t-test. Results: The experimental group showed a statistically significant improvement in empathy ability (t=2.79, d=4.48, p=.008) and parenting efficacy (t=2.87, d=0.89, p=.006) in comparison to the control group. Conclusion: The results of this study indicate that empathy education may be effective for improving empathy ability and parenting efficacy in mothers of school-age children.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.5
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• pp.391-400
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• 2020

This study compared the parenting education needs of mothers and grandmothers who are rearing toddlers (12~36 months old), in order to examine how to resolve conflicts and problems caused by inconsistencies in the parenting attitudes of these caregivers. The findings will provide basic data for the development of a consistent parenting education program. The participants in this study were 201 mothers and 201 grandmothers who were all rearing toddlers. Data was collected at 11 daycare center in C city, Gyeongsangnamdo from August 1, 2017 to October 12, 2017. The collected data was analyzed by descriptive statistics, frequencies, percentages, means, standard deviations, and independent t-tests. As a result of comparing the parenting education needs of mothers and grandmothers, the overall evaluation of education needs was rated as 2.82±0.58 for mothers and 2.81±0.63 for grandmothers on a scale of 4, and there were no statistically significant differences in all five domains (t=0.21, p=.836). The highest education needs were found in the prevention and management of disease and injury, and the lowest was in the physical caring. Based on the results of this study, a toddler parenting education program was developed after selecting contents focusing on the prevention and management of disease and injury domain where education needs are high. We propose a study to examine the effects of applying such a program to both mothers and grandmothers who are rearing toddlers.

• Journal of the Korean Home Economics Association
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• v.40 no.10
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• pp.191-200
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• 2002

The purpose of the study was to investigate parenting stress of mothers with handicapped children. The study employed an ecological model. Data were collected from 142 mothers of handicapped children enrolled in early childhood education classes at welfare facilities in Seoul, Korea. The main results of the study were as follows: 1. The parenting stress of subject mothers was at a severe level. 2. The hierarchical regression analysis yielded the results that mother's depression(β=.383, p<.001), the degree of child's handicap(β=.307, p<.001), child's age(β=.274, p<.01), and mother's participation at parent education program(β=.176, p<.05) were significant factors in explaining mothers' parenting stress. The research model explained 45% of variance.

• Journal of Digital Convergence
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• v.15 no.3
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• pp.247-257
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• 2017

This study aimed to validate the effect of newborn care education program to parenting confidence, knowledge and self-efficacy using systematic review and meta-analysis. Literature search was used, Library of Congress, KERIS, KISS, domestic Journal, and until 2016, a total of 11 articles were used for meta-analysis to convergence this kind of results. As the result of the meta-analysis, there was no statistically significant difference in the overall effect of parenting confidence on the neonatal care education program, but there was a statistically significant difference in the sub-group analysis. The overall effect of knowledge and self-efficacy was statistically significant. Based on the results of this study, it will be helpful to understand the newborn care education program and the basis for the effect of education. The research that measures the related variables should be repeated and generalization should be planned in the future research.

• Journal of Korean Society of Forest Science
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• v.109 no.3
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• pp.333-340
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• 2020

The aim of this research was to investigate how a family forest education program can improve communication skills, parenting efficacy, and family strengths. For this study, 165 people answered survey questions. The sample group included 103 parents, and 62 children, all of which were family forest education program participants at the National Center for Forest Education, in Hoengseong, Korea. Surveys were conducted before and after participants had taken part in the program. Demographic information, motivation, satisfaction, communication skills,and parenting efficacy were investigated in the surveys. The results showed a statistically significant increase in the level of family strengths of parents and children after the program. Moreover, the program improved parenting efficacy, and parent-child communication skills, which are deeply related to family strengths. In other words, the family forest education program contributed to the enhancement of family strengths. This study verifies the need for continued research in forest education programs.

• Journal of the Korean Home Economics Association
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• v.50 no.1
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• pp.65-78
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• 2012

This research investigated the difficulties in parenting influenced by the mother's characteristics and child's temperament. This study used first-year data from the Panel Study of Korean Children(PSKC), which was carried out under the R&D Center's child care policy. The following methods were used for analysis; descriptive statistics, correlation analysis and multiple regression using SPSS 13.0 program. First, the result is that the difficulties in parenting in terms of mother's sociology of population is more difficult when mother is early 30, low educational attainment and has no income and religion. Second, the result shows that relation between mother's characteristics or child's temperament and difficulties for parenting is affected by both depression, conflict of mother's characteristics and emotions of child's temperament. Third, the most important thing that affects to difficulties in parenting is in order of mother's depression, self-esteem, the method of bringing up, emotions of child's temperament and parent's trouble.

• Korean Journal of Childcare and Education
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• v.18 no.6
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• pp.1-19
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• 2022

Objective: The purpose of this study is to confirm the structural relationship among maternal parenting stress, neglectful mediation of smart media and the over use of smart media in preschool children. Methods: Quantitative surveys were conducted to measure maternal parenting stress, smart media neglect mediation, and over use of smart media in preschool children. In addition, the mediating effect of maternal neglectful smart media mediation in maternal parenting stress and preschool children's over use of smart media was verified using the Amos 23.0 and SPSS 26.0 programs Results: Maternal parenting stress and mother's neglectful mediation of smart media had a direct effect on preschool children's over use of smart media. In addition, mother's neglectful mediation of smart media mediated the influence of the mother's parenting stress on preschooler children's over use of smart media. Conclusion/Implications: These findings emphasize the important role of maternal stress in preschool children's over use of smart media. And maternal competence such as supervision and limit setting is an important role in preschool children's use of smart media, so it is necessary to develop a practical and diverse parenting education program in order to reduce.

• Korean Journal of Child Studies
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• v.17 no.1
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• pp.39-55
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• 1996

A pilot parent education program composed of 8 two-hour sessions was developed on the philosophy of a democratic parent-child relationship. The program focused not only on a concept of personal respect toward children but on change in parenting behaviors through a process of problem-solving. Problem-solving was implemented by encouraging active participation of parents in developing an understanding of the causes of problem behavior and searching for their own solutions. 19 mothers aged 29 to 37 were pre- and post-tested. Two months later, 15 of them responded to a questionnaire (follow-up test). Their concepts of children and parenting behaviors changed dramatically shortly after participation in the program. However, results of the follow-up test showed the such gains are not always long lasting. This implies that further investigation is needed for helping mothers retain the effectiveness of the program.