• Title/Summary/Keyword: peer interaction

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The Relationship among Child's Language Ability, Emotional Regulation and Peer Victimization: The Moderating and Mediating Role of Teacher-Child Conflict Relationship (유아의 언어능력, 정서조절이 또래괴롭힘 피해에 미치는 영향: 교사-유아 갈등 관계의 조절 및 매개 효과)

  • LEE, Won-Mi;KWON, Yeon-Hee
    • Journal of Fisheries and Marine Sciences Education
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    • v.27 no.5
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    • pp.1252-1264
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    • 2015
  • This study examined the moderating and mediating effects of teacher-child conflict relationship among child's language ability, emotional regulation and peer victimization. The participants were 152 children(77 boys, 75 girls) and 14 preschool teachers. The teachers completed rating scales to measure the child's emotional regulation, peer victimization and teacher-child relationship. Child's language ability was assessed by researcher using PRES(Preschool Receptive-Expressive Language Scale). The collected data were analyzed using Pearson correlations and hierarchical multiple regressions. Results showed that peer victimization was related to child's language ability, emotional regulation and teacher-child relationship. Hierarchical aggression analysis indicated that the interaction of child's receptive language ability and teacher-child conflict relationship predicated peer victimization. Child's language ability, whose demonstrated a lower teacher-child conflict relationship, was significantly with peer victimization. In addition, the association between a child's emotional regulation and peer victimization was partially mediated by teacher-child conflict relationship.

A Performance Study on The Advanced Peer-to-Peer Network for Broadband Communications (Advanced Peer-to-Peer Network에서의 초고속 통신망의 성능연구)

  • 황명상;류제영;주기호;박두영
    • Proceedings of the Korea Institute of Convergence Signal Processing
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    • 2000.12a
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    • pp.9-12
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    • 2000
  • In this paper, we carry out a performance study related to the Advanced Peer-to-Peer Network(APPN). For this particular network, it has been proposed to use the leaky bucket as a way of controlling congestion within the network. On the top of leaky bucket type rate based congestion control scheme for high speed networks, a user will typically operate an error control scheme for retransmitting lost and erroneous packets. We propose a Perform ance model in order to study the Interaction between a user's error control scheme and the leaky bucket congestion control scheme for high speed networks. Simulation results show that parameters such as the window size and the token generation rate in the leaky bucket are key factors affecting the end-to-end delay.

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Reconsidering the Concept and Potential of Learning by Teaching (미래학습에서의 Learning by Teaching 적용가능성)

  • Choi, Hyoseon
    • Korean Medical Education Review
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    • v.23 no.1
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    • pp.3-10
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    • 2021
  • Learning by teaching (LbT) has long been recognized as an important learning behavior that constructs meaning based on interactions between learners. This study aimed to explore the meaning of LbT as an important learning activity for future implementation in education. LbT is based on the cultural historical activity theory and sociocultural learning theory, as developed by scholars including Vygotsky. These frameworks value the construction of meaning based on language, and LbT is reported to be effective in constructing meaning. In addition, within the zone of proximal development posited by Vygotsky, learning through interaction between learners improves academic achievement, higher-order thinking, deep learning, and reflective learning. LbT also promotes students' learning presence, and strengthens various competencies such as collaboration and communication skills. Interactive behavior between learners in the form of LbT has been explored as an approach to teaching and learning, with methods including peer learning, peer tutoring, peer teaching, peer mentoring, Lernen durch Lehren, and peer-assisted learning. LbT has also been applied as a learning method. In the future, LbT has boundless potential to improve learning through activities such as flipped learning or online learning based on interactions between learners.

A Study on Mothers Invelvement of Their Preschool Childrens Peer Relations (유아기 자녀를 둔 어머니의 사회성 지도에 관한 연구)

  • 안선희
    • Journal of Families and Better Life
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    • v.19 no.3
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    • pp.41-51
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    • 2001
  • The purpose of this study was to investigate the relationships between mothers involvement of their childrens peer interaction, their memory of childhood peer relations, and their perception of childrens social competence. Subject consisted of 302 mothers of 4- to 6-year-old children. A sample of mothers completed a series of questionnaires assessing their peer experiences, perceptions about their childrens sociability, and a behavioral checklist of their involvement activities. The results indicated that mothers own sociability and their perceptions of their childrens sociability influenced their involvement. More intense maternal involvement occurred when mothers perceived their children to be sociable. Mothers with sociable peer recollections appeared to take more active role in their childrens social development.

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Analysis of Kindergarteners' Behaviors In the Mathematics Corner (유치원 아동의 수학활동에 관한 분석연구 - 수학영역을 중심으로 -)

  • Hong, Hae Kyung
    • Korean Journal of Child Studies
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    • v.13 no.2
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    • pp.33-51
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    • 1992
  • The purpose of this study was to investigate activities of kindergarteners in the mathematics corner. The study included an analysis of children's interactions with mathematics materials and of children's peer interactions during mathematics activities. The subjects were 47 children aged three to four and 72 children aged four to five from four classes of two kindergartens in Kwangju. Children's math activities during free play sessions were observed and audiotaped. The data were coded by the categories of children's peer interactions and types of mathematics manipulations. The characteristics of children's peer interactions and materials frequently selected by the subjects were identified. The results indicated that (1) most of the math materials were for passive manipulation that require children to respond according to predetermined conditions like the rules of games, but (2) the materials that children liked to play with were active manipulative materials that require diversity and flexibility of children's thinking and allow several choices for solutions, and (3) children's peer interactions during math activities were categorized into unilateral and reciprocal/collaborative peer interaction type.

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Maternal Parenting Behaviors and Preschoolers' Peer Competence : Mediating Effects of Preschoolers' Internal Representations (어머니의 양육행동과 유아의 또래 유능성 : 유아 내적 표상의 매개 효과 검증)

  • Chung, Jee-Nha;Lee, Young
    • Korean Journal of Child Studies
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    • v.27 no.4
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    • pp.65-80
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    • 2006
  • Data were collected from 110 preschoolers, 59 boys, 51 girls (ages 4-5) and their mothers. Peer competence was assessed by the Child Behavior Scale (Birsh & Ladd, 1998) and the Peer Rating Scale (Asher et al., 1979). Children's internal representations were measured by the MacArthur Story-Stem Battery (2004) and coded by the MacArthur Narrative Coding Manual (2004). Maternal parenting behaviors were observed during mother-child interaction at home and analyzed with the Teaching Strategies Rating Scale (Erickson, Sroufe, & Egeland, 1985). Data were analyzed by structural equation modeling analysis. Results confirmed the pathway from maternal parenting behaviors via children's internal representations to peer competence showing a significantly good model fit.

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Peer-revision in web-based English writing (웹기반 영작문교육에서의 동료수정 양상 연구)

  • Park, Eun-Young
    • English Language & Literature Teaching
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    • v.10 no.1
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    • pp.107-126
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    • 2004
  • This study is aimed at investigating the aspects of peer correction and responses of English composition in the web-based class. The participants for this study are students enrolled in the 'preparatory college cyber study center'. Two assignments were given--composition with no feedback and composition followed by student feedback. The participants' feedbacks, responses, and attitudes in peer interaction were analysed. The processes of these two assignments were also compared. The results were as follows: First, students' competitive attitude changed into cooperative attitude when peer-revision was followed. Second, both formal and content feedback were shown in the cyber composition class just as in the classroom composition class, but under no specific guidance, the majority of students' feedbacks were formal feedbacks. Third, some characteristics of web-based writing were found. In the web-based writing class where around a hundred students are enrolled. students' feedbacks were inevitable. The results of this study supported the use of students feedback.

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The Role of Language Development in the Relation from Home Environment to Peer Competence of Young Children (유아의 가정환경과 또래유능성의 관계에서 언어발달의 역할)

  • Chang, Young Eun;Sung, Mi Young
    • Korean Journal of Childcare and Education
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    • v.11 no.6
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    • pp.1-18
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    • 2015
  • The purpose of this study was to investigate the effects of the home environment of young children on their language and the quality of peer competence. The current study hypothesized that when the home environment of young children is desirable, the young children would be more likely to develop better language skills, which in turn, predict greater peer competence and lower levels of aggression and withdrawal in the interaction with peers at child care settings. The study used data of 1,802 families who have been participating in the Korean Child Panel Study since 2008. The results revealed that there was a significant relation from both positive home environment and better language skills to more positive play interaction and reduced play disruption and play disconnection. Home environment significantly predicted better expressive language development of young children and, in turn, higher scores on expressive vocabulary tests predicted greater peer competence and less negative play behaviors rated by child care providers. Statistical tests proved that the mediational effects of language skills between home environment and toddler's peer relationships were statistically significant. The study results emphasized the importance of language development in children's expanding social settings and the supporting role of rich and stimulus home environments in children's development.

The Effects of Child-Centered Group Play Therapy Program on the Withdrawal of Children's Daily Stress, Anxiety, Peer-Interaction and EEG Variation (아동중심 집단놀이치료 프로그램이 위축성향 유아의 일상적 스트레스, 불안, 또래상호작용 및 뇌파변화에 미치는 효과)

  • Lee, Yu Seon;Han, You Jin
    • Korean Journal of Childcare and Education
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    • v.11 no.1
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    • pp.249-267
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    • 2015
  • This study aims to examine the effect of child-centered group play therapy on the improvement of withdrawn preschool children's daily stress, anxiety, peer interaction and EEG variation. The research subjects are 12 children of 3-5 years of age who are over 65T in the social-withdrawal scale of KPRC(Korean Personality Rating Scale for Children). They were recommended by class teachers due to the withdrawal behavior at D kindergarten in Seoul. The experimental group received 12 sessions of the child-centered group play therapy program, twice a week for 35 minutes. But the control group did not receive any of the child-centered group play therapy program. To verify the effects of the program, a Mann-Whitney-U test of the non-parametric was preceded and homogeneity between the two groups was verified. Also, a Wilcoxon's signed-rank test was conducted to check on the pre-to-post changes of daily stress, anxiety, peer-interaction and EEG variation by using SPSS 18.0. The results of this research showed that the child-centered group play therapy program decreases daily stress and anxiety, while it increases positive peer-interaction and the EQ of withdrawal children. The result of this study serves as a baseline data about the effects of child-centered group play therapy for withdrawal children with emotional difficulties.

The Effects of a Thematic Fantasy Play Program on Prosocial Behaviors and Peer Play Interaction of Young Children with Developmental Delays in an Inclusive Classroom (통합교실에서 주제환상극 놀이 프로그램이 발달지체유아의 친사회적 행동 및 또래놀이행동에 미치는 영향)

  • Cho, Sung Sim;Shin, Hae Young
    • Korean Journal of Childcare and Education
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    • v.10 no.2
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    • pp.213-236
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    • 2014
  • This study is aimed at enhancing the prosocial behaviors and the positive peer play interaction of young children with developmental delays. Three children with developmental delays and three students without developmental delays who were 4-year-old students in an inclusive classroom were selected. Their homeroom teacher carried out the program with a small group of 6 children totaling 21 sessions over 3 months. The major results of this study were as follows: First, the result of both the observer and the parents' test after the program showed that the small group made positive changes on prosocial behaviors. In addition the frequency of target behaviors increased during the intervention. Second, the result of both the observer and the parents' test after the program showed that positive peer play interaction increased in the small group. Moreover the negative peer play interaction such as play disturbance and play isolation decreased. In conclusion, the thematic fantasy play program is useful for an inclusive classroom, and can be a concrete method to support inclusive education and childcare.