Objectives The purpose of this study is to analyze the effects of parental warm parenting behavior, child’s internalization problem behavior, and child’s play interaction on child’s social competence.
Methods This study used 7th data from the Korean Children’s Panel, and correlation analysis and stepwise multiple regression analysis were performed to analyze the correlation and influence of variables.
Results Research results were as follows. First, parental warm parenting behavior, child’s internalization problem behavior, and child’s play interaction were found to have an effect on child’s social competence. And mother's warm parenting behavior showed the highest explanatory power for child’s social competence. Second, among the sub-factors of internalization problem behavior, atrophy had the greatest influence in all of the sub-factors of social competence, assertiveness, cooperation, self-control, and accountability.
Conclusions Through this study, it was found that in order to develop an child’s social competence, both parents must show interest and affection for the child and show parenting behavior that encourages and supports the child. Furthermore, It was found that parents and teachers should help child maintain their psychological health status and support positive interactions with peers when playing.
Objectives This study analyzed the teachers’ dietary guidance method for 2-year-old toddlers in childcare centers. Methods This study used a case study method, one of the qualitative research methods. Research participants were composed of 30 toddlers and 4 teachers in the faith class, hope class and love class for 2-year-olds. Data collection were conducted by participant observation. Results Research results were as follows. The teachers’ dietary guidance methods for 2-year-old toddlers are recommending, providing compliments, explaining, helping, modeling, and withholding. Recommending and explaining are dietary guidance method using language. Helping and modeling are guidance method to help or demonstrate by directly intervening in the toddlers’ dietary situation. Reservation is a guidance method that considers individual differences and development levels of two-year-old toddlers. Conclusions This study is meaningful in that it examined the dietary guidance method of teachers by observing the actual educational site where dietary guidance takes place between teachers and toddlers. Also this study is meaningful in proposing educational implications based on teachers’ dietary guidance method.
Objectives This study aims to examine how a 3-year-old teacher teaches class rules to children. Through this study, we will discuss educational implications for the desirable rule guidance of the 3-year-old class. Methods For this study, participation observation was conducted on 21 children and 2 teachers in a class aged 3 years. Data collected through observation were analyzed through a categorization process. Results There were two types of rule guidance for 3-year-old teachers: ‘teaching stage’ and ‘teaching method’. The ‘teaching stage’ could be divided into pre-instruction of compliance’, ‘instruction for compliance and violations’, and ‘post-instruction of compliance’. There were ‘teaching method’ including ‘storytelling’, ‘discussion’, ‘questions’, ‘showing othres’ mood or position’, ‘negotiation’, ‘directions’, ‘explanation’, ‘demonstration’, ‘reward’, ‘prohibition’, ‘immediate action’. Conclusions Teachers should repeatedly teach 3-year-olds class rules using various teaching methods depending on the type of rules and be able to wait for changes in children’ behavior. Futhermore, teachers should help 3-year-old children develop their ability to judge right and wrong on their own and control themselves through rule guidance so that they can be socialized in the community.
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