• 한국보육지원학회지
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• 제17권1호
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• pp.19-37
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• 2021

Objective: This study aimed to explore the effect of the national preschool curriculum on children's development in Korea, focusing on teachers' daily practice. By comparing the effect of the teachers' curriculum practice to that of quantitatively measured free play, it tried to add practical implications beyond the statistical significance. Methods: Participants were 512 three-year-old children who participated in the Panel Study of Korean Children and their teachers. National curriculum practice and free play time at the age of three was put in the hierarchical linear regression models to discover children's developmental outcomes at the age of four, in domains of language, cognitive development, and social development. Results: Results demonstrated the significant positive influence of national curriculum practice on every domain of developmental outcomes. However, no facilitative influence of free play time was observed. Conclusion/Implications: The importance of teachers' practice of the national curriculum was emphasized. It was implied that the quantity of free play time itself did not assure the sound development of children. Policy implications were discussed regarding teacher practice and education.

• International Journal of Advanced Culture Technology
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• 제6권4호
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• pp.233-239
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• 2018

The purpose of the study was to examine the effects of preschool teachers' qualification (education level, teaching experience, major, and certification) and competency variables (teaching efficacy and teacher-child interaction) on young children's development (cognition, language, and social development). The data came from $5^{th}$ Wave of Panel Study on Korean Children (PSKC) from the Korea Institute of Child Care and Education, and the multiple regression analyses as well as Pearson's correlation analyses were used. The results showed the positive associations between teachers' competency (teaching efficacy and teacher-child interaction) and child development. However, we did not find significant effects of teachers' qualification on young children's development. Based on the results, we proposed a policy implication that teacher qualification needed to be discussed with teacher competency to improve teacher quality.

• 한국보육지원학회지
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• 제12권6호
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• pp.41-58
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• 2016

This study investigated the relationships between socio-economic status of family, home environment stimulation, children's behavioral problems, and interactive peer play of preschool children. Surveys of 2,150 Korean mothers with their preschool children(Mean age= 51.9 months) from the Panel Study of Korean Children by Korea Institute of Child Care and Education were analyzed using structural equation modeling. Each variable's confirmatory factor analysis showed the correlation coefficient below .85, which made a satisfactory level of discriminant validity. The model fit to the data well, with an agreeable level of index. The major findings were as follows. First, SES did not significantly affected children's interactive peer play. Second, SES significantly affected home environment stimulation and children's behavioral problems. And the relationship between SES and children's behavioral problems are significantly mediated by home environment stimulation. Third, the relationship between SES and children's interactive peer play are significantly mediated by home environment stimulation and children's behavioral problems. These results help better understand the paths among the home characteristics and children's behavioral problems on children's social development. Interpretation and implication of the results have been discussed.

• Child Health Nursing Research
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• 제20권4호
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• pp.255-263
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• 2014

목적 본 연구는 학령전기 동안의 모아상호작용과 아동의 사회적 발달, 건강 및 건강관련 삶의 질 간의 관련성을 살펴보고 향후 모아상호작용 중재 프로그램 개발 시에 기초자료를 제공하기 위하여 시도되었다. 방법 본 연구는 서술적 조사연구이며, 전북 지역에 거주하는 학령전기 아동과 어머니 230명을 편의 표출하여 자료 수집을 하였으며, 응답이 불충분한 설문지를 제외하고 최종 분석에 이용된 설문지는 총 209부였다. 수집된 자료는 SPSS 18.0 프로그램을 이용하여 분석하였다. 결과 학령전기 아동과 어머니의 상호작용은 5점 만점에 $3.96{\pm}0.55$점으로 나타났고, 하부 영역 중 아동 영역 점수가 가장 낮고 양자적 영역 점수가 높게 나타났다. 아동의 건강 상태는 5점 만점에 $3.75{\pm}0.62$점으로 나타났으며, 아동의 건강관련 삶의 질은 100점 만점에 $83.89{\pm}10.20$점으로 나타났다. 하부 영역 중 운동 기능, 긍정적 기분, 활력 영역에서 높게 나타났고, 문제 행동, 식욕 문제, 수면 문제 영역에서 낮게 나타났다. 아동의 사회적 발달은 24점 만점에 $19.66{\pm}3.57$점으로 나타났다. 모아상호작용, 아동 건강상태, 건강관련 삶의 질과 사회적 발달 간에는 모두 긍정적 상관관계가 나타났다. 결론 학령전기 아동의 건강한 성장과 발달을 위해서, 아동의 주양육자인 어머니와 아동 간의 관계의 질이 무엇보다 중요함을 인식하였고, 이에 대한 적극적 관심과 중재 프로그램 개발이 필요할 것으로 생각된다.

• 한국생활과학회지
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• 제19권5호
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• pp.761-774
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• 2010

This study examined the relationship between parental efficacy, marriage satisfaction, social support, neighborhood context, and parental involvement in preschool children's education in low income families. Total 460 low income parents' data about parental efficacy, marriage satisfaction, social support, neighborhood context, and parental involvement are collected from the data of index studies for Korean child and adolescent's development in 2009. Parental efficacy, marriage satisfaction, perceived social support and perceived neighborhood context correlated positively with parental involvement. Regression analysis detected different patterns of association between these variables and the three dimensions of parent involvement. Perceived neighborhood context was associated with child care involvement, while parental efficacy was the most influential factor related to child leisure involvement. Marriage satisfaction was the strongest factor influencing involvement in children's educational activity. These results support the validity of a multi-dimensional, ecological conceptualization of parent involvement in low income families.

• 가정과삶의질연구
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• 제23권4호
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• pp.17-26
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• 2005

The purpose of the this study was to identify the relations among intelligence, parenting environment and self-regulation of preschool children. The subjects were 81 children between the ages 3 and 6 and their mothers from one day-care center in Seoul. T-test, correlation analysis, multiple regression analysis were used for data analysis. First, the result of this study showed that children's self-regulation ability by sex difference was significant to only girls and children's self-regulation ability by no was not significant. Parents who had higher educational background were positively related to children's intelligence and children's self-regulation ability was significant to mothers' educational background. Second, the preschool children who got higher scores in intelligence scale were higher self-regulation ability. Third, the young children's self-regulation ability showed significance only in motor intelligence which was one of the subscales of intelligence scale. Fourth, the effect of children's intelligence and parenting environment on preschoolers' self-regulation were relatively presented as intelligence($\beta$=.34, p<.01), trauma state($\beta$=0.31, p<.05) and development state($\beta$ =.23, p<0.5) which were subscales of parenting environment.

• 대한가정학회지
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• 제41권5호
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• pp.41-58
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• 2003

The purpose of this study is to develop and evaluate a social competence enrichment program for institutionalized children in early childhood. The program was developed to enhance institutionalized children's social competence. The program consists of sixteen 30-minute sessions. 19 institutionalized children (11 boys and 8 girls) participated in this program. The effect of this program was evaluated by institutionalized preschool children's emotional knowledge and interpersonal problem solving strategy. Assessment of emotional knowledge consists of identification and situation task. Interpersonal problem solving strategy includes forceful, prosocial, and manipulative strategy. Results showed that there was a significant experimental effect for emotional knowledge. Experimental children showed higher scores of emotional knowledge than control children. Also, there was a significant experimental effect for prosocial and forceful strategy. Experimental children showed higher ratio of prosocial strategy and lower ratio of forceful strategy than control children. The results of program evaluation revealed that this program was helpful for promoting institutionalized children's social competence.

• 가정과삶의질연구
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• 제30권5호
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• pp.107-119
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• 2012

This study examined the mediating effect of maternal abuse and neglect on the relationship between socioeconomic status and preschoolers' social behavior. A total of 702 mothers with 3-year-olds(353 boys and 349 girls) and the children's teachers, all of whom reside in Seoul, participated in the study. Socioeconomic status was measured by maternal educational level and monthly household income. Maternal abuse and neglect were assessed by asking mothers to complete the Parent-to-Child Version of the Conflict Tactics Scales. Both mothers and teachers completed the Preschool Social Behavior Scale in order to evaluate prosocial behavior and aggression. The results indicated that both socioeconomic status and maternal abuse and neglect were significantly associated with preschool children's prosocial behavior, and socioeconomic status was significantly and negatively related to aggression. Furthermore, a structural equation model confirmed the mediating effect of maternal abuse and neglect on the relationship between socioeconomic status and preschool children's prosocial behavior, suggesting the need for interventions focusing on improving positive parenting and decreasing negative parenting to promote prosocial behavior.

• Journal of Nutrition and Health
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• 제28권1호
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• pp.61-70
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• 1995

This study was designed to : (a) develop the nutrition education program for preschool children (b) actually apply the program in the child-care center and evaluate its educational effects by a Non-equivalent control group design. Nutrition education program was developed on the basis of the conceptual framework which consisted of nutrition nutrients. food handling, life cycle and social.psychological needs. Also the program was devised to contribute children's motor, social, emotional and sensory developments. Nutrition achievement test(NAT) based on the table of specifications coinciding with the conceptual framework and was utilized to evaluate the nutrition education program. Subjects consisted of 42 preschool children, with 22 in control group and 20 in treatment group. All the subject completed a pretest and a posttest and the posttest means between control and treatment groups were compared. The control group had a score of 15.08 and the treatment group, 16.76 and the difference was not significant The treatment group's pre and post test means were 14.20 and 16.76, and showed the difference to be significant (p$\leq$0.05).

• 대한가정학회지
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• 제35권6호
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• pp.249-259
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• 1997

The purpose of the study was to investigate the relationships of maternal attachment, social competence and interpersonal cognitive problem-solving skill. fifty-four children aged 5 and 6 years and their mothers were observed and videotaped in a strange situation. Children were interviewed in order to assess interpersonal cognitive problem solving skill. teachers rated children's social development using modified ISCE(Iowa Social Competency Scale : Preschool Forma). The results showed that there were significant relationships of maternal attachment, social competence and interpersonal cognitive problem-solving skill. children of the secure attachment to mothers were greater social activator, cooperative, alternative solution thought and consequential thought. In contrast, children of insecure attachment to mother were less social activator and cooperative, and more hypersensitive and apprehensive. Children's social competence was related to the interpersonal cognitive problem-solving skill.