Young Suk Grace Kim , Young Hee Park

DOI: Vol.21(No.1) 1-21, 2015

We investigated how parent-child interactions during and after book reading are related to narrative skills among prekindergarten-aged children. We addressed this question by using a nationally representative sample in the U.S., the Early Childhood Longitudinal Study - Birth Cohort (ECLS-B; unweighted N ~ 550; weighted N = 2,766,947), and by employing a latent variable approach. The results showed that parents employed a variety of interactional behaviors such as asking open-ended and closed-ended questions and directing the child to pictures during reading. In comparison, only a limited number of parents engaged in interactions after book reading. The results of structural equation modeling showed that interaction after, but not during, reading was uniquely related to the child`s retell skill after the child`s communicative oral language skill and family socio-economic status were controlled. These results suggest that interactions after book reading such as summarizing the book might be beneficial for the child`s story retell.

book reading, retell, prekindergarten, parent-child interaction, during reading, after reading

Dae Wook Kim , Hyun Ji Kim

DOI: Vol.21(No.1) 23-37, 2015

This study explored the relationship between individual characteristics, smart phone game overindulgence, and awareness of smart phone game addiction in five-year-old children. A pilot survey and main survey were conducted. A questionnaire was given to 400 parents with five-year-old children. The data from 239 participants were analyzed using correlational analysis and regression analysis. According to the results, younger children were more likely to overindulge in smart phone games. Older children were more aware of smart phone game addiction and could concentrate more on the game. The findings explain the relationship between the individual characteristics of children and their smart phone game overindulgence and smart phone game addiction awareness. It is suggested that it is necessary to educate young children about how to prevent smart phone game overindulgence and how to keep themselves from smart phone game addiction by making rules, learning about prevention, and playing sports.

smart phone game, game addict, overindulgence, game addiction awareness

Hyunjin Kim

DOI: Vol.21(No.1) 39-56, 2015

This study examined early childhood preservice teachers` beliefs about e-portfolios as an indicator of their understanding of professional teaching standards perceived through their experience in the development of an e-portfolio. Data were analyzed from 112 preservice teachers in an early childhood teacher education program in the U.S. Midwest. The results from hierarchical multiple regressions revealed that current program status and overall positive experience in the development of an e-portfolio were significant indicators of the preservice teachers` beliefs about e-portfolios reflecting their understanding of standards. The results also showed that lack of technology skills result in low understanding of the role of e- portfolios vis-a-vis the standards. The results highlight the importance of a positive experience in the development of eportfolios in helping preservice teachers better understand the standards pertaining to quality teacher education and standards-based performance. This study discusses educational implications for quality teaching and student learning promoted through the effective use of e-portfolios as a reflective tool in early childhood teacher education.

e-portfolio, early childhood preservice teacher, standards, teacher education

Jongmin Ra , Keun Kyu Kim

DOI: Vol.21(No.1) 57-73, 2015

Various interactional and contextual models have been proposed to conceptually understand direct and indirect parental influences on children. The Parenting Style and Dimension Questionnaire (PSDQ) has shown promise as an instrument to identify psychometric features of parenting style. Since the PSDQ assesses the parenting styles of both mothers and fathers and allows each parent to rate their own as well their spouse`s parenting style, it is important to confirm the psychometric properties of the PSDQ. Therefore the current study aims to explore the validity of the domains specified in the PSDQ. The purpose of this study was to examine the construct, convergent, and discriminant validity of the PSDQ using the multitraitmultimethod (MTMM) approach under a confirmatory factor analysis (CFA) framework. Results provide support for good convergent and discriminant validity for each of the constructs. Implications of the findings are discussed in relation to future research.

construct validity, discriminant validity, factor analysis, multitrait-multimethod matrix, Parenting Style and Dimension Questionnaire, PSDQ

Sung Ae Chi , Seong Hyun Kim , Hyun Jin Kim

DOI: Vol.21(No.1) 75-93, 2015

The purpose of this study was to analyze the direct and indirect effects of self-esteem on kindergarteners` school adjustment, as well as the possible mediating effect of ego-resilience in those processes. Participants included 221 children (mean age = 5.45 years) attending kindergarten in South Korea. For data collection, the study utilized the "Preschool Adjustment Questionnaires," "Devereux Early Childhood Assessment," and "Young Children`s Sense of Self-Esteem Inventory." The results of this study demonstrated that there are significant positive correlations among school adjustment, selfesteem, and ego-resilience. It also revealed that there are two processes by which self-esteem affects school adjustment. First, there was a direct effect. Second, there was an indirect effect where in higher self-esteem was predictive of greater ego-resilience, which in turn has a positive effect on school adjustment. The results of this study suggested that secure development of self-esteem and egoresilience are the precedent conditions for children`s positive school adjustment. In practice, it is necessary to consider self-esteem and ego-resilience when aiming to enhance the development of children at risk for school adjustment problems.

ego-resilience, school adjustment, self-esteem

Soyoun Bae Suh , Heejeong Sophia Han , Soon Hwan Kim

DOI: Vol.21(No.1) 95-121, 2015

This study examined the knowledge/skills early childhood teachers want to learn for implementing multicultural education for young children in South Korea. A total of 211 early childhood teachers participated in this study via a self-response questionnaire. The participants expressed a strong desire to learn more about understanding culture and multicultural education; planning, integrating, and implementing a curriculum for children from multicultural families; and collaboration and continued professionalism. Significant group differences were also found based on their educational level and years of teaching experiences. The implications of the findings include the importance of considering a stronger foundation and clearer direction for multicultural education at the early childhood education level as well as suggestions for early childhood teacher education in the South Korean context.

multicultural education, early childhood teacher education, multicultural sensitivity, teacher knowledge

Hyung Sook Cho , Su Young Yang , Young Joo Kim

DOI: Vol.21(No.1) 123-141, 2015

This study aimed to determine the effect of dramatic play activity on 3-year-old children`s pro-social behavior. For this purpose, a five step educational program including a dramatic play activity was developed. Thirty-two 3-year-olds were randomly selected for this study. Among them, 16 were included in the experimental group and participated in the twice-weekly program including the dramatic play activity for 7 weeks. For the children in the comparison group, the dramatic play component was excluded from the program during the same time period. Through comparisons of preand post-tests for pro-social behavior, an ANCOVA was used to analyze the effect of the dramatic play activity. The results indicated that the dramatic play activity had a significant effect on promoting 3 year-old children`s pro-social behavior. Specifically, among all the sub-factors of pro-social behavior, leadership, helping, communication, proximity, and sharing were positively influenced by the dramatic play activity.

3-year-old children`s pro-social behavior, dramatic play activity

Chung Hee Chung , Gye Wan Moon , Hyo Rim Lee

DOI: Vol.21(No.1) 143-162, 2015

This study examines the effects of directors` leadership and organizational culture on teachers` perceptions of kindergartens` cultural competences. The study`s participants included 162 early childhood teachers who responded to the Multiple Leadership Questionnaire and the Principals` Transformational Leadership Questionnaire, which were both developed by Bass and later revised by Hwang. Song`s Organizational Culture scale was used to measure cultural competence, and Chung and Lee`s Cultural Competence of Early Childhood Institution scale was used to assess the level of cultural competence among early childhood institutions specifically. The collected data were analyzed using the Pearson correlation coefficient, hierarchical multiple regression analysis, and stepwise regression analysis. The results revealed meaningful statistical correlations between directors` transactional/ transformational leadership, kindergartens` organizational cultures, and kindergartens` cultural competences. Furthermore, analysis of the influence of independent variables such as directors` transactional/transformational leadership and organizational culture on kindergartens` cultural competences produced an explanation power of 41.3%.

transactional and transformational leadership, organizational culture, kindergartens’ cultural competences