• Journal of the Korean Society of Costume
• /
• v.59 no.3
• /
• pp.67-81
• /
• 2009

Body shape of a child in elementary school is distinguished by physical differences in the form of low weight, normal weight and obesity, which are influenced by various periodic environments. In particular, there are hardly any patterns for obese children in elementary school to choose. To this end, the purpose of this study is to supplement the problems with the production lines of the companies for children's patterns as well as an analysis on the physical characteristics of obese children and to suggest the patterns appropriate to obese children. This study employed obese children from the 3rd- to 5th-grade elementary school students whose number has been rapidly increasing and conducted a questionnaire regarding the draft of the patterns for obese children on their mothers and the makers of children's clothing. Based on the results, the study compared and analyzed ordinary children's patterns to the patterns in question by suggesting a dimension system for Korean obese children. The results are as follows. The obesity rate of the children in elementary school has been grown in significant numbers every year, whereas obese children's sense of self-identity and degree of satisfaction with their patterns appeared to be much lower than other ordinary children in the peer group; also, the satisfaction level their mothers with their children's patterns appeared to be low. In order to verify the degree of the children's satisfaction with their patterns, the study suggested a dimension system for the obese children and displayed appropriateness by comparing the children patterns from ordinary companies and the patterns in question.

• Human Ecology Research
• /
• v.59 no.2
• /
• pp.233-243
• /
• 2021

This study examined the longitudinal effects of media usage by early school-age children and of maternal parenting stress on children's school adjustment. The study focused on the mediating effect of executive function difficulty. Longitudinal data to examine the hypothetical model were drawn from the eighth (2015) through tenth (2017) waves of the Panel Study of Korean Children (PSKC) collected by the Korea Institute of Child Care and Education (KICCE). A total of 581 children (293 boys and 288 girls) and their mothers were included. Confirmatory factor analysis, structural equation model, and bootstrapping analysis were applied using SPSS 25.0 and Amos 26.0. The results are as follows. First, no significant correlation was found between early school-age children's media usage and maternal parenting stress. Second, neither media usage by early school-age children nor maternal parenting stress were found to directly affect children's school adjustment. Third, media usage by early school-age children and maternal parenting stress were shown to indirectly affect children's school adjustment via executive function difficulties. In other words, higher levels of media usage by early school-age children and maternal parenting stress during the first grade lead to greater executive function difficulties after a year, which, in turn, lead to a lower level of school adjustment in the third grade. This study indicates the need to develop practical support for the psychological wellbeing of mothers while they are performing their role as a parent and for children in maintaining suitable levels of media usage during early childhood.

• Korean Journal of Child Studies
• /
• v.33 no.6
• /
• pp.51-69
• /
• 2012

The purpose of this study was to investigate the differences in children's daily experience and school adjustment of elementary school according to children's gender and self-care and to explore the relationship between children's daily experience and school adjustment. Data were collected from the NYPI panel survey of 2010. The data were analyzed by means of Cronbach's ${\alpha}$ tests, means, standard deviations, Two-way ANOVAs, and Pearson's Correlation. The results of this study were as follows : 1. There were some significant differences by gender and self-care in daily experience. Girls spent more time in watching TV but less time in games than boys. And self-care children spent less time in learning and reading, but more time in game and TV watching. Also there was a interaction effect of learning experience by gender and self-care. 2. There were some significant differences by gender and self-care in school adjustment. Girls showed more positive school adjustment than boys. And children who are cared for by their parents showed more positive learning and school rule adjustment. 3. There were some significant relationship between children's daily experience and school adjustment.

• Child Studies in Asia-Pacific Contexts
• /
• v.2 no.1
• /
• pp.61-75
• /
• 2012

Indisputably school is the main institution that socialises migrant children into the culture of their new country. Through school they learn the new language and customs, which will enable them to become cultural brokers between the new cultural world and their families. During this process migrant children often transit a liminal terrain where their roles and identity become at the same time diverse and ambivalent. Despite the challenges involved these children often become experts in juggling different cultures, environments and expectations. This study explores the experiences of Latin American children and their families as they start primary school in Australia.

• Korean Journal of Child Studies
• /
• v.30 no.2
• /
• pp.129-144
• /
• 2009

This study investigated Korean elementary school children's happiness by gender and grade and by attendance in after-school programs during weekdays and weekends. Participants were 3,608 children in Korean provincial areas except Jeju-do; they responded to the Happiness Scale developed by the researchers. Data were analyzed by frequency, percent, and t-test. Results were (1) children's happiness level was high; girls' happiness level was higher than boys'. As they moved up in school grade, happiness level decreased. (2) Their attendance in after-school programs during weekdays and weekends decreased their happiness level in leisure and extra academic activity, but it increased happiness in school/community life and sibling relations. Conclusions were that reduction in the amount of children's after-school programming would increase children's happiness.

• Journal of the Korean Society of School Health
• /
• v.29 no.3
• /
• pp.156-166
• /
• 2016

Purpose: The purpose of the study was to synthesize related studies and identify the predictors of school adjustment among multicultural children. Methods: The author searched Google Scholar, RISS, KISS, Naver Academic, NDSL, and the National Assembly Library databases from August 1 to August 8, 2016. Keywords included multicultural, adolescents, school life, and school adjustment. Results: Twenty two studies, from 3,645 screened references, were included and finally analyzed. All studies were prospective studies and used regression analysis. The predictors of school adjustment among multicultural children were children's personal factors and social factors. Children's personal factors consisted of general factors, psychosocial factors, and situational factors. Social factors consisted of parental factors, family factors, teacher factors, and peer factors. Conclusion: The findings suggest that consideration of social factors as well as personal factors of multicultural children, their family, teacher, and peers is needed to improve school adjustment of multicultural children.

• Korean Journal of Child Studies
• /
• v.30 no.4
• /
• pp.135-153
• /
• 2009

This study examined trends in private after-school lessons for preschoolers and elementary school children as a function of demographic characteristics such as children's age, socioeconomic status, and mothers' employment status. One thousand and sixty-three mothers completed questionnaires on demographic characteristics and their children's participation in private after-school lessons. Data were analyzed by chi-square, one-way ANOVA, t-test, and multiple regression analyses. Results demonstrated that older children and children from higher income and full-time homemaker families attended more private lessons. Age of children was the most influential variable among the demographic characteristics; that is, older children had more after-school lessons. Recommendations for future research are to focus on possible negative effects of excessive private lessons on children's socio-emotional development.

• Korean Journal of Child Studies
• /
• v.14 no.1
• /
• pp.109-127
• /
• 1993

This study examined compensatory patterns of support among three types of children's peer relationships: school friendships, nonschool friendships, and sibling relationships. Specifically, this study investigated (1) the degree to which children with unsupportive school friendships turn to nonschool friends and siblings to compensate for the provisions they lack from school friends, and (2) the potential protective effects of substitute support on such children's adjustment. Subjects for this study were drawn from a sample of 297 sixth graders attending 3 public schools in Seoul. 6 teachers and 594 of parents of subjects also participated in the study. Subjects completed their questionnaires in their own classroom. The teachers and parents completed their forms within 1 week. The data were analyzed by two-way ANOVA and $Scheff{\acute{e}}$ test. The results of this study were as follows: (a) When compared with the average, aggressive children and isolated children perceived their school friendship as low support. (b) Isolated, aggressive, and average children differed in their perceptions of support from nonschool friends and their favorite siblings. (c) The children who have unsupportive school friendships experienced greater socioemotional difficulties than did children with supportive school friendships. (d) The extent that sibling and nonschool friends provided the support lacking in their school friendships, isolated and aggressive children experienced diminished emotional distress.

• Journal of Fisheries and Marine Sciences Education
• /
• v.26 no.1
• /
• pp.59-71
• /
• 2014

The purpose of this study was two folded. The first was to examine relationships among children's self-resilience, their mother's parenting style, family strength and the children's school adjustment and the second was to investigate the relative effects of the three variables on the children's school adjustment. To achieve the purposes, a total of 198 5th and 6th grade children and their mothers were surveyed on children's resilience scale, parenting style scale, family strength scale, and school adjustment scale. As a results, positive relationships among the four variables were observed. Also it was founded that children's self-resilience is the most effective, mothers' parenting style is the second, and family strength is the least factor on school adjustment. From the results the researchers suggested that early intervention is needed to enhance family strength as well as intervention to improve self-resilience in order to increase the children's school adjustment.

• Journal of Nutrition and Health
• /
• v.30 no.8
• /
• pp.1009-1017
• /
• 1997

This study was designed to assess the iron nutritional status and growth development of children provided with and without the national school -lunch program(NLSP). The subjects consisted of 590 elementary school children (313 boys, 277 girls) in the 2nd, 4th and 6th grades provided with (n=390) and without (n=200) NSLP. anthropometric measurements were taken for body weight, height, triceps skinfold thickness and body fat percentage. Nutrient intakes were assessed by a modified 24 -hour recall method. Fastinig blood samples were obtained and analyzed for hemoglobin concentration, hematocrit, serum iron and total iron binding capacity. The results obtained are summarized as follows. No significant differences between children provided with and without NSLP were found in height and body weight, but triceps skinfold thickness and body fat(%) were significantly higher in children without NSLP than in those with NSLP. There was no significant difference in hemoglobin concentration and hematocrit between children provided with and without NSLP. However, serum iron concentration and transferrin saturation were higher in the children provided with NSLP(81.9$\mu\textrm{g}$/dl and 22.8%) than in the children without NSLP(73.1$\mu\textrm{g}$/dl and 20.9%). When comparing iron and vitamin C intakes , iron intake was significantly higher in children provided with school-lunch, but vitamin C intake was significantly higher in children provided without school-lunch. Percentages of iron -deficient anemia in underweight, normal and obese children when judged by total iron binding capacity were 14.9%, 12.5% and 25.8% respectively.