• Korean Journal of Child Studies
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• v.31 no.2
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• pp.53-68
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• 2010

The purpose of this study was to explore the relationship between children's playfulness, the degree of preschool adjustment and behavior problems. The subjects were 118 children from 3 child care centers and 5 kindergartens in Kyungbuk province. Children's playfulness was measured through the children's playfulness scale (CPS) and the level of preschool adjustment was measured through the preschool adjustment questionnaire (PAQ). The modified version of Kim's (2000) Preschool Behavior Questionnaire (PBQ), created by Behar and Stringfield (1974) was used to measure the acceptability of children's behaviors. The regression and correlation analysis was performed through the use of SPSS 12, and the findings are as follows. First, there exists a meaningful correlation between the children's playfulness, the degree of preschool adjustment, and the acceptability of behavior problems. Second, the degree of preschool adjustment appears to be a reliable predictor of children's playfulness.

• Journal of the Korean Home Economics Association
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• v.50 no.5
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• pp.91-100
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• 2012

The purpose of this study was to examine the effects of children's representations of mothers and peer competence on preschool adjustment. 102 preschoolers (47 boys and 55 girls, aged 4-5) participated in this study. The data were analyzed using descriptive statistics and structural equation modeling analysis. The results were as follows: Firstly, children's representations of mothers had a direct effect on peer competence. Secondly, peer competence had a direct effect on preschool adjustment. Thirdly, children's representations of mothers did not directly affect preschool adjustment, but their representations of mothers did indirectly affect preschool adjustment, through peer competence. In conclusion, children's representations of mothers and peer competence influence preschool adjustment.

• Korean Journal of Child Studies
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• v.28 no.2
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• pp.155-174
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• 2007

This study explored effects of inhibited behavior on preschool adjustment and mediating effects of social characteristics and emotional intelligence on the relationship between inhibited behavior and preschool adjustment. The Inhibition Questionnaire (Park, 1998), The Social Attribute Checklist (Min, 1997), Emotion Questionnaire (Lee, 1997) and The Preschool Adjustment Questionnaire (Kim, 1996) were administered to 602 preschoolers (322 boys, 280 girls, 4-5 years of age). Descriptive statistics and hierarchical regression analysis were performed. Gender differences in adaptation to preschool by inhibited children were affirmed by results showing that inhibited boys have more difficulties adapting to preschool than inhibited girls. Social characteristics and emotional intelligence had mediating effects on the relationship between inhibited behavior and preschool adjustment.

• Korean Journal of Human Ecology
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• v.23 no.1
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• pp.15-29
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• 2014

The purposes of this study were to explore the effect of mother-child emotional availability on preschooler's preschool adjustment and mediating effect of preschooler's effortful control on the relationship between mother child emotional availability and preschooler's preschool adjustment. 222 preschoolers(110 boys, 112 girls, aged 5) and their mothers participated in this study. Mother child emotional availability was assessed by Emotional Availability Scale(Biringen, et al., 1998). Preschooler's effortful control was measured by the Child Behavior Questionnaire(Rothbart, et al., 1994). Preschooler's school adjustment was measured by Teacher Rating Scale of School Adjustment: TRSSA(Buhs & Ladd, 2001). Data were analyzed using descriptive statistics, correlations, and structural equation modeling analysis. The major results of this study were as follows; First, Mother-child emotional availability effected on preschooler's preschool adjustment. Second, Mother-child emotional availability effected on preschooler's effortful control. Third, Preschooler's effortful control effected on preschooler's preschool adjustment. Forth, preschooler's effortful control mediated the effect of mother-child emotional availability on preschooler's preschool adjustment. That was, the more mother-child were emotionally available to each other, the more preschooler's effortfully control their attention and behavior, which in turn contributed to preschooler's preschool adjustment. In conclusion, mother-child emotional availability affect on preschooler's preschool adjustment and preschoolers control mediates the relationship between mother-child emotional availability and preschool adjustment.

• Journal of the Korean Home Economics Association
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• v.36 no.10
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• pp.65-78
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• 1998

The purpose of this study was to analyze a causal relations of preschool aged children's social adjustment, socio-demographic variables, parenting stressor, social support and parenting behaviors. The major findings of this study were as follow; (1) Parenting stressor was the first contribution factor on preschool aged children's adjustment. (2) Parenting stressor had a indirect effect through social suport, limit setting, encouragement of independence behavior as well as a direct effect on preschool aged children's social adjustment. (3) Preschool aged children's social adjustment was affected by social support indirectly through parenting behaviors. (4) Encouragement of independent behavior, limit setting behavior had a direct effect on preschool aged children's social adjustment.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.8
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• pp.397-406
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• 2016

The purpose of this descriptive study was to identify the relationship between maternal self-efficacy and young children's ego-resilience on their children's adjustment to educational institutions. The study population consisted of 162 young children's mothers and teachers from seven kindergartens in A city. Data were collected from June 1 to June 30, 2016. The questionnaire consisted of 73 items about maternal self-efficacy, children's ego-resilience and children's preschool adjustment. The collected data were analyzed by frequency, descriptive methods and Pearson's correlation coefficient using SPSS/WIN 22.0 version. The study results were as follows. First, maternal self-efficacy was weakly positively(+) correlated with the activeness of children's preschool adjustment. Second, children's ego-resilience was significantly positively(+) correlated with children's preschool adjustment. Third, regarding the relationship between maternal self-efficacy and young children's ego-resilience on their children's adjustment to educational institutions, maternal self-efficacy was weakly positively(+) correlated with children's ego-resilience and children's preschool adjustment, while children's ego-resilience was strongly positively(+) correlated with maternal self-efficacy and children's preschool adjustment. In conclusion, this study finding of a positive(+) relationship between maternal self-efficacy and young children's ego-resilience on their children's adjustment to educational institutions indicates that children's ego-resilience is a reliable predictor of children's preschool adjustment. These study results imply that children's ego-resilience is strongly influenced by children's preschool adjustment.

• Korean Journal of Human Ecology
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• v.23 no.6
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• pp.969-980
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• 2014

This paper reports on a study that examined the longitudinal and concurrent effects of the home literacy environment(HLE) on first grade language performance, and the effect of language performance on school adjustment. Study subjects were 469 first graders of 6 elementary schools. The parents' and teacher's reports were used to investigate the subjects' language performance, school adjustment, and the HLE before and after the elementary school entry. Findings from the study show that there is an association between the HLE during the preschool period and the HLE in first grade, and the HLE in first grade positively affects children's language performance. Also the children's language performance had a positive influence on their school adjustment. Therefore, it can be concluded that the HLE during the preschool period is a significant feature that lingers to affect children's language performance and school adjustment.

• Human Ecology Research
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• v.58 no.2
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• pp.267-278
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• 2020

This study examined the longitudinal effect of preschool children's media exposure and maternal depression on first-grade children's school adjustment and the mediating effect of attention problem. Longitudinal data from the Panel Study of Korean Children (PSKC) collected by the Korea Institute of Child Care and Education (KICCE) was used to examine this hypothetical model. The subjects of the study included 2,150 children (1,091 boys and 1,059 girls) and their mothers across 2013 (5 yrs.) through 2015 (7 yrs.). The Structural Equation Model (SEM) was estimated using SPSS 25.0 and Amos 25. The results of this study were as follows. First, higher level of preschool children's media exposure and maternal depression were related to higher attention problems after a year and lower level of children's school adjustment during first-grade. Second, preschool children's media exposure and maternal depression had an indirect effect on first-grade children's school adjustment via attention problem. The results of this study will provide supporting evidence to many educators and parents for the implementation of effective practices for first-grade children to enhance their school adjustment. Furthermore, this study emphasizes the importance of maternal psychological wellbeing and the risk of indiscriminate media exposure during early childhood on first-grade's school adjustment.

• Korean Journal of Child Studies
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• v.15 no.2
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• pp.117-128
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• 1994

The purpose of the study was to examine the relations between mothers' and teachers' perceptions of temperament and children's adjustment to preschool. The subjects were 115 4~5 years old children. The instruments were the Parent Temperament Questionnaire and the Preschool Adjustment Questionnaire. The data were analyzed with t-test, Pearson's r and multiple regression. It was found that there were differences between mothers and teachers in perception of child's temperament. Children who were well adjusted in the preschool classroom were perceived by their teachers as being high in adaptability, activity and responsivity and by mothers as being high in adaptability.

• Korean Journal of Childcare and Education
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• v.7 no.2
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• pp.97-113
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• 2011

This study was aimed to explore the relations between Father's language interaction and self-leadership, preschool adjustment of young children. The subjects consisted of 253 four- and five-years-old children and their father's. Data were analyzed by Pearson's r. The results of study were as follows; First, there were significant correlations between father's language and self-leadership of young children. Second, there were significant correlations between father's language and preschool adjustment of young children. The educational implications of these indicate that we need to actively develop programs to increase self-leadership and preschool adjustment of young children through parents education.