• Korean Journal of Child Studies
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• v.28 no.2
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• pp.39-53
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• 2007

This study investigated the relationship between young children's comprehension and story making(narrative) by age and gender. Subjects were 109 3-, 4-, and 5-year-olds at two child care centers in K Province. Data were analyzed by two-way ANOVA and simple regression analysis. Results showed differences in comprehension between 3-, 4- and 5-year old children and differences in story making ability between 3- and 5-year-old children. Children's comprehension and story making had positive relationships. Specifically, there were significant relationships with children's comprehension and story construct concept, sentence structure level, language(vocabulary and sentence structure). In sum, the results of this study reveal that young children's comprehension ability is partially related to story making ability by age.

• Journal of Families and Better Life
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• v.10 no.2
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• pp.277-292
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• 1992

The purpose of this study was to investigate developmental of young children's musical abilityes and musical conservation concepts. Two kinds of test were administered to 117 children aged 5-to 7-year-old. The musical ability test consisted of 30 tape-recorded questions regarding 5 musical ability domains, while the musical conservation test consisted of 17 questions regarding 4 musical conservation concept domains. The major findings of the study were as follows: 1)there was a significant difference in young children's musical abilities according to their sex and age. Girls developed their musical abilities better than boys did. Older children noticeable improved their musical abilities, especially, in such three domains as listening musical and rhythmic activities and playing musical instruments. 2)There was a significant difference in young children's musical conservation concepts according to their age, but not according to their sex. Older children improved musical conservation concepts specifically, in rhythm ,number of notes and duration conservation concepts. 3) the results of stepwise multiple regression analysis indicated that the most influence in variable on the musical conservation concepts was musical ability, then followed by children's age and sex. Some suggestions for future research and for the ways to increase musical abilities were discussed.

• Korean Journal of Human Ecology
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• v.23 no.2
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• pp.175-191
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• 2014

The purpose of this study was to acquire in-depth understanding regarding teachers' experiences with North Korean defectors' young children during their initial settlement period at Pyeonghwa Kindergarten. The participants of this study included 2 kindergarten teachers and 15 North Korean defectors' young children along with 3 local classmates. Qualitative data was collected via interviews and in-class observations. The study results show that (1) teachers witnessed that North Korean defectors' young children came from diverse backgrounds and struggled with emotional insecurity while local classmates were being excluded by them, (2) teachers had difficulties to communicate and make a consensus with their parents while teachers' efforts to communicate were being paid off gradually, and (3) teachers felt that kindergarten education was de-prioritized administratively to elementary education, and many programs were cancelled due to lack of understanding of in-charge staff.

• Journal of the Korea Convergence Society
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• v.7 no.5
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• pp.221-226
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• 2016

This research was conducted as a necessary preliminary research for topics related to young gifted children education such as whether young gifted children education is really necessary, how to define the concept of giftedness, and on what grounds the identification of giftedness should be conducted by. For this purpose, the research examines the concept of giftedness in both western and eastern cultures and searched for development direction focusing on domestic research trends in the identification. The research holds its value from provision of rudimentary data in adequate identification of young gifted children in convergence era.

• Journal of Fisheries and Marine Sciences Education
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• v.20 no.2
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• pp.266-285
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• 2008

This study investigated the relationship between musical understanding and expression, the purpose of music education. It also intended to present the theoretical basis of integrated early childhood music education by examining into the necessity of it as a method to help young children with musical understanding and expression. The results of the study showed that either of the understanding and expression of music should be necessary and there is a mutual promotional relationship between them. It was found out that real musical understanding can be formed not by mechanical skill, but when the relationship between notes is understood with various experiences. Therefore an integrated early childhood music education became necessary as a principle of educational method to help young children with musical understanding and musical expression. Concretely it was found out to be necessary in terms of the characteristics, interest and concern of young children, the use and development of multi intelligence and the translation of the same knowledge into the same level.

• Korean Journal of Child Studies
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• v.30 no.5
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• pp.57-72
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• 2009

The purpose of the present investigation was to analyze the effects of a social-emotional competence program utilizing group play therapy in promoting young children's prosociality, teacher-child relations and peer competence. The subjects were 90 five-year-old kindergarten children. The experimental treatment was performed in 14 sessions for 7 weeks. Instruments were the Prosocial Behavior Scale for Young Children (2003), Student-Teacher Relationship Scale (2004), and Iowa Social Competence Scales (1997). Data was analyzed by ANCOVA. Results were that the experiment group showed significantly higher social competence scores than the comparison and control groups. Conclusions were that a social-emotional competence program utilizing group play therapy can be effective in enhancing young children's improvement of prosociality, teacher-child relations, and peer competence.

• Journal of the Korean Home Economics Association
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• v.47 no.5
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• pp.107-121
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• 2009

The purpose of this study was to examine leadership-related variables of young children. Subjects were 467 fiveyear-olds from the region. Data were subjected to descriptive statistical analysis. Pearson’s correlation, and multiple regression analysis. Results showed that leadership in young children was related to their temperament, peer interaction, verbal control modes of mothers, and home environment. Positive peer interaction was the strongest predictor for leadership of young children.

• The Journal of the Convergence on Culture Technology
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• v.5 no.2
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• pp.157-161
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• 2019

This study aims to investigate the types of popular songs and the paths to reach popular songs. Young children no longer sings for them. The popular song is deeply located around young children. Participants were 73 kindergarten children. Preliminary interviews were conducted from October 1, 2018 to October 11, 2018. Through the preliminary interview, the structured question was revised and the interview was conducted. This interview was conducted from October 22, 2018 to November 9. Based on the transferred data, I classified the types of popular songs that young children encounter into popular songs, popular singers, and genres. The path that young children touches the popular song is analyzed as place, medium, and person. As a popular song by young children, iKon as a popular singer, and k-pop as a genre. There were many kindergartens and houses in the place where young children got to know the popular songs, and they came into contact with many people through Youtube, and they got through family and friends. Through research, I have found that popular songs are already deeply embedded in the everyday life of young children. Now, it is necessary for young children to be equipped with popular song literacy.

• Korean Journal of Childcare and Education
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• v.12 no.3
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• pp.79-97
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• 2016

The purpose of this study was to investigate the effects of children's multiple intelligences and temperaments on their play behaviors. In order to achieve this, 155 mothers and 21 teachers of children aged 4 to 6 years old were invited to participate in an observe-reported survey. The data were analyzed using descriptive statistics, Cronbach's ${\alpha}$, Pearson's correlation, and hierarchical regression analysis using SPSS version 18.0. It was found that both multiple intelligences and temperament types have partial influences on play behaviors of young children; it was confirmed that among multiple intelligences of children, logical-mathematical intelligence influences onlooker behaviors in a positive way, body-kinesthetic intelligence has a positive effect on rough-and-tumble play, and musical intelligence positively affects social play during free-choice play. Also, children with a difficult temperament were more likely to participate in solitary play than children with a slow temperament. These results imply that teachers' guidance and involvement of children's play should differ by types of temperament and levels of multiple intelligence in children.

• Journal of the Korean Home Economics Association
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• v.46 no.9
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• pp.125-135
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• 2008

The purpose of this study was to examine the effects of young children's age and information processing style in understanding spatial coordinates. For sampling the subjects of this study, Korean version K-ABC Intelligence Test(Moon, Soo-Back, 1997)was conducted with 165 children aged 5-6 who were attending I and G kindergarten in D city. From this pool 30 children who possessed sequential processing style and 30 children who possessed simultaneous processing style were sampled. In order to analyze the understanding of spatial coordinates, a test tool was formulated according to methodology of Blades & Spencer(1989) which was modified. Acquired data was subjected to descriptive and comparative statistical analysis. The following conclusions were arrived at: Firstly, there was significant difference between 5-year-olds and 6-year-olds in understanding spatial coordinates. The 6-year-old group got statistically higher grades than the 5-year-old group in locating a point on the coordinate plane and reading the coordinate numbers. Secondly, there was significant difference between children's information processing style in understanding spatial coordinate. Children with high simultaneous-low sequential processing showed higher performance in locating a point on the coordinate plane and reading coordinate numbers than children with high sequential-low simultaneous processing. Thirdly, after verifying statistical significance of interactivity between young children's age and children's processing strength, there was significant interactive effects in both tasks.