• Journal of Korean Academy of Nursing
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• v.42 no.6
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• pp.879-888
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• 2012

Purpose: There is evidence that parent-child cohesion is a potentially influential factor in children's self-esteem and acculturation. However, no research to date has examined cohesion with parents as a potential pathway between Korean proficiency and self-esteem or acculturation among children from multicultural families. This study was done to address these limitations by examining whether and to what extent cohesion with parents mediated the effect of Korean proficiency on self-esteem and acculturation among children from multicultural families. Methods: Data were collected from a sample of 138 mothers and their children living in Seoul, Daegu, Kyungi province, and Kyungpook province. Multiple regression analysis was used to examine the relationships between the variables of interest. Mediation effects of cohesion with parents were tested by following the procedure recommended by Baron and Kenny (1986). Results: Cohesion with parents partially mediated the relationship between Korean proficiency and self-esteem. For children's acculturation, the effect of Korean proficiency was partially mediated through father-child cohesion. Mother-child cohesion completely mediated the relationship between Korean proficiency and acculturation. Conclusion: These findings suggest that to help children from multicultural families experiencing difficulties with self-esteem or acculturation, it might be useful to develop programs that are aimed at strengthen cohesion with parents.

• Korean Journal of Community Nutrition
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• v.15 no.5
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• pp.593-602
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• 2010

This study was carried out to examine the effects of nutrition education program developed by Jincheon Public Health Center on preschool children's nutrition knowledge and dietary habits and the parents' dietary attitudes. The subjects of this study were five- and six-year-old children as well as their parents. A 5-week nutrition education program was implemented to 104 children in five day care centers, and 107 children in three day care centers were investigated as a control group. Activity tools designed for each lesson such as puzzles, food magnets, story, songs, Pierrot costume, and balls were used. Nutrition knowledge and dietary habits of children and dietary attitudes of parents were evaluated before and after education. Mean nutrition knowledge score in the education group was significantly higher than that in the control group after education (p < 0.001). Mean dietary habit score of three questions (three meals a day, eating at fixed time, eating breakfast) in the education group was also significantly higher than that in the control group after education (p < 0.01). In addition, parents in the education group showed significantly higher mean dietary attitude score than those in the control group even though they did not receive education (p < 0.001). Our nutrition education program was found to be effective in improving nutrition knowledge and dietary habits in preschool children as well as improving dietary attitudes in their parents.

• Korean Journal of Child Studies
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• v.18 no.2
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• pp.5-18
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• 1997

The purpose of the current study was to determine whether preschoolers' attachment relationships with their parents and socioemotional behaviors are related to their day care experiences in infancy and at the present time. The participants consisted of 59 preschoolers and their mothers from 2-parent, white, middle-class dual earner families in Madison, Wisconsin. Preschoolers' attachment quality was measured by two representational instruments: the Separation Anxiety Test and "My Family and Friends". Mothers completed questionnaires about their family background and their children's day care history. The quality of current day care was obtained from directors' reports about regulatable features of the day care centers. Teachers completed the Preschool Behavior Questionnaire. Data was analyzed by hierarchical multiple regression analysis. The results showed that the quality of preschoolers' attachment relationships with parents were significantly related to the amount of day care during infancy, the quality of current care, and children's gender. In addition, the amount of infant day care appeared to have negative relations with children's socioemotional behavior problems as evaluated by teachers.

• Proceedings of the KSPS conference
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• 2007.05a
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• pp.253-256
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• 2007

Dialogic reading program is designed to involve children actively during shared reading and to provide a rich avenue for language development. The present study is to examine the effects of the modified dialogic reading program on parent-child interactions in parents of children with developmental language delays. six children with developmental language delays and their parents were participated. This 4 week program was composed of three group sessions and one individual feedback session. Parent-child interactions were videotaped before and after the program. As a result, all six parents showed increase in positive behaviors during the interaction after completing the program. And negative behaviors were partly decreased. These results were discussed in conclusions.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.7
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• pp.2991-2999
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• 2012

In this study, a survey was carried out on 150 parents who have regular children attending integrated childcare centers in J area, through March 2 to March 10, 2012, with the purpose of figuring out the Effects of Attitudes toward Disabled Children on Integrated Childcare Attitudes in Regular Parents. The results are summarized as follows. First, the effect of attitudes toward disabled children on regular integrated childcare attitudes showed that cognitive and emotional factors had a statistically significant positive effect on regular attitudes. Second, the effect of attitudes toward disabled children on children's activities and teachers' concerns for integrated childcare showed that cognitive and behavioral factors had a statistically significant positive effect on children's activities and teachers' concerns. Third, the effect of attitudes toward disabled children on behavioral problems of integrated childcare showed that cognitive, emotional and behavioral factors had a statistically significant positive effect on behavioral problems. As for findings stated as above, there was a difference in integrated childcare attitude depending on regular parents' attitude toward disabled children. This implies that there is a difference in cognitive and emotional attitudes toward disabled children in regular parents, acting as positive factors that raise the integrated childcare attitude for the improvement of perception on these factors. Consequently, for the integrated childcare, both disabled children and regular children should admit each other's diversity and accept different each other's existence, and the perception change of parents, who try to respect and learn together, should be preceded.

• Child Health Nursing Research
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• v.19 no.1
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• pp.29-38
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• 2013

Purpose: This study was done to develop a cell phone addiction scale for Korean parents of young children, and to evaluate the reliability and validity of the developed scale. Methods: The scale was developed through construction of a conceptual framework, generation of initial items, verification of content validity, selection of secondary items, preliminary study, and extraction of final items. Participants were 465 parents and 178 children. Data were analyzed using item analysis, factor analysis, criterion related validity, internal consistency, and split-half reliability. Results: Twenty items were categorized into three factors explaining 60.3% of total variance. Factors were named as withdrawal - 4 items, loss of control - 9 items, and persistence - 7 items. Scores for the scale were significantly correlated with self-control, impulsiveness, cell phone use, and cell phone addiction of children as measured by a scale for Korean children. Cronbach's alpha coefficient for the 20 items was .94, and Guttman coefficient was .87. Scale scores identified children as high risk users, at risk users, or average users by standard scores. Conclusion: The results suggest that the cell phone addiction scale for Korean parents is a reliable and valid instrument to measure cell phone addiction in young children.

• Knowledge Management Research
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• v.22 no.3
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• pp.173-199
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• 2021

As the use of smart devices such as smartphones and tablets has become common, the time to start using smart devices is getting earlier, such as using smart devices from the age of one. Also, the use of smart devices by infants and toddlers is continuously increasing. Smart devices have become convenient means of acquiring pleasure and knowledge, but the side effects of addiction and overdependence are becoming issues as much as the benefits of smart devices. This study pays attention to young children's overdependence on smart devices, and focuses on the aspects of parents' perception, control, and observational behavior about smart devices, which can have a profound effect on young children. This study examines how young children's overdependence on smart devices can consequently affect children's characteristics in terms of activity, emotional sensitivity, and social aspects. In particular, this study attempts to explore that the factors influencing children's overdependence on smart devices and the results can vary depending on the moderating variables (parents' control method for children's smart device use, supervision method, and type of contents mainly used). Based on the findings, this study can provide guidelines and implications for parents on how to effectively use smart devices for their young children.

• Korean Journal of Child Studies
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• v.28 no.3
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• pp.187-199
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• 2007

The relation of parents' emotion socialization to emotionality in their 5-year-old children was studied in 106 mothers and 105 fathers. They reported on their own family-related emotional expressiveness and on their children's negative emotions by questionnaires; mothers rated children on both positive and negative emotionality. Results showed that mothers expressed positive and negative emotions more frequently, and mothers showed more distress, expressive encouragement, and problem-focused reactions to children's negative emotions than fathers. Mothers' emotional expressiveness was related to children's emotionality, whereas only fathers' negative emotional expressiveness was related to children's negative emotionality. Mothers' distress and punitive reactions were associated with children's positive and negative emotionality. Mothers' problem-focused and emotion-focused and fathers' problem-focused reactions were associated with children's positive emotionality.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.2
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• pp.342-348
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• 2017

This study examined the difference between parents' and teachers' recognition about problem behaviors of children. The findings showed that there was a distinct difference between parents' and teachers' recognition about all problem behaviors of children. Especially, teachers had more recognition about problem behaviors of children than parents. And the reactive interaction and the actual prevention in educational institutions were preferred in the difference between parents' and teachers' recognition about a teaching strategy for children, such that teachers had significantly higher recognition about a teaching strategy for children than parents did, while there was no significant difference in the strategy for social emotion. This means that teachers should originally control and manage various problem behaviors based on the common teaching strategy, which is socio-emotionally recognized, rather than the biased teaching strategy. But the teaching strategy of reactive interaction is preferred in accordance with the type of problem behaviors between teachers and children and the children who show problem behaviors. Especially, teaching strategies of reactive interaction and actual prevention focused on the inhibition and prevention of children's problem behaviors are preferred in light of children's characteristics of many unexpected problem behaviors.

• Journal of Families and Better Life
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• v.28 no.2
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• pp.1-15
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• 2010

This purpose of study is the effects of parents' family-of-origin experience on their parenting behaviors of 260 parents with child(ren) aged between 3-7. The results were as follows: First, father's with higher monthly average income showed more frequent responsive parenting behaviors. Mothers with different age, income, employment status, employment of their mother in the family of origin, and current family types showed different levels of limit-setting, intimacy, and responsivenss in their parenting. Second, both parents' experiences from their family of orgin were correlated their parenting behaviors. Third, regression analysis revealed that mothers were found to give their children more reasonable guidance if they experienced more independence from their parents and more acceptance from their mothers, if they raise more than two kids, and if their family of origin was an extended type. Fathers who perceived higher family of health, more acceptance by their mothers showed more limit setting parenting behavior.