Emotion Expressiveness and Knowledge in Preschool-Age Children: Age-Related Changes

Shin, Nana,Krzysik, Lisa,Vaughn, Brian E. Korean Association of Child Studies 2014 Child studies in Asia-Pacific context Vol.4 No.1

Emotion is a central feature of social interactions. In this study, we examined age-related changes in emotion expressiveness and emotion knowledge and how young children's emotion expressiveness and knowledge were related. A total of 300 children attending a daycare center contributed data for the study. Observation and interview data relevant to measures of emotion expressiveness and knowledge were collected and analyzed. Both emotion knowledge and expressed positive affect increased with age. Older preschool children expressed positive affect more frequently than did younger preschoolers. Older preschool children also labeled, recognized, and provided plausible causes mores accurately than did younger preschool children. In addition, we tested whether children's errors on the free labeling component conform to the structural model previously suggested by Bullock and Russell (1986) and found that preschool children were using systematic strategies for labeling emotion states. Relations between emotion expressiveness and emotion knowledge generally were not significant, suggesting that emotional competence is only gradually constructed by the child over the preschool years.

Emotion Expressiveness and Knowledge in Preschool-Age Children: Age-Related Changes

Nana Shin,Lisa Krzysik,Brian E Vaughn 한국아동학회 2014 Child studies in Asia-Pacific context Vol.4 No.1

Emotion is a central feature of social interactions. In this study, we examined age-related changes in emotion expressiveness and emotion knowledge and how young children`s emotion expressiveness and knowledge were related. A total of 300 children attending a daycare center contributed data for the study. Observation and interview data relevant to measures of emotion expressiveness and knowledge were collected and analyzed. Both emotion knowledge and expressed positive affect increased with age. Older preschool children expressed positive affect more frequently than did younger preschoolers. Older preschool children also labeled, recognized, and provided plausible causes mores accurately than did younger preschool children. In addition, we tested whether children`s errors on the free labeling component conform to the structural model previously suggested by Bullock and Russell (1986) and found that preschool children were using systematic strategies for labeling emotion states. Relations between emotion expressiveness and emotion knowledge generally were not significant, suggesting that emotional competence is only gradually constructed by the child over the preschool years.

미시적 언어 정책 측면에서 본 유아 영어교육에 대한 인식과 방법

신나나(Nana Shin),이문우(Mun Woo Lee) 한국영어학회 2024 영어학 Vol.24 No.-

This study addressed two research questions related to the perceptions and practice of early childhood English education at home among mothers aged 20–35 years who had experienced the 7th curriculum and were raising children younger than six years. A survey of 127 people was conducted, followed by five interviews with four selected participants. The mothers hoped that their infant children would be exposed to English early in life and thus would naturally acquire the language; this hope was related to the mothers’ difficulty in speaking English, despite having received education in English for many years. In terms of practice, 80 of the 127 participants (63%) had provided English education to their children. The mothers had used various types of educational media, including television or radio, textbooks, teaching aids, fairy tales, video media, and workbooks; they had also used song and hand play to expose their children to English in a way that accounted for children’s short attention spans. However, due to a lack of confidence in their English skills, the mothers also appeared to rely on early childhood educational institutions or private education. This study emphasizes the role of macro language policy and planning in line with micro language policy and planning for English education in early childhood.

청소년의 자아개념에 대한 부모-자녀관계와 학교생활 적응간의 상호작용 효과

신나나(Shin Nana),도현심(Doh Hyun Sim) 가정과삶의질학회 2000 가정과삶의질연구 Vol.18 No.3

모-자녀간 상호작용 시 어머니의 양육행동과 유아의 순응/불순응 행동 간의 상호적 관계

신나나(Nana Shin),박보경(Bokyung Park),김소영(Soyoung Kim),도현심(Hyunsim Doh) 한국아동학회 2015 아동학회지 Vol.36 No.5

This study examined short-term longitudinal reciprocal relationships between maternal parenting behavior and preschoolers’ compliance/noncompliance, as well as stability in both maternal parenting behavior and preschoolers’ compliance/noncompliance over time. The sample which was used for this study was taken from a two-wave (one year apart) longitudinal study of preschool aged children and their mothers (N = 53 dyads). At both times, mothers and their children were invited to a laboratory and engaged in 25 minutes of play involving three episodes of mother-child interaction. Maternal parenting behavior and preschoolers’ compliance/noncompliance during play were coded using the Dyadic Parent-Child Interaction Coding System-III (DPICS-III). Maternal codes included positive, neutral, and negative parenting behaviors and child codes were comprised of compliance and noncompliance. The results revealed that during the play session, maternal neutral and negative parenting behavior and preschoolers’ compliance were stable over time. In addition, T1 maternalThis study examined short-term longitudinal reciprocal relationships between maternal parenting behavior and preschoolers’ compliance/noncompliance, as well as stability in both maternal parenting behavior and preschoolers’ compliance/noncompliance over time. The sample which was used for this study was taken from a two-wave (one year apart) longitudinal study of preschool aged children and their mothers (N = 53 dyads). At both times, mothers and their children were invited to a laboratory and engaged in 25 minutes of play involving three episodes of mother-child interaction. Maternal parenting behavior and preschoolers’ compliance/noncompliance during play were coded using the Dyadic Parent-Child Interaction Coding System-III (DPICS-III). Maternal codes included positive, neutral, and negative parenting behaviors and child codes were comprised of compliance and noncompliance. The results revealed that during the play session, maternal neutral and negative parenting behavior and preschoolers’ compliance were stable over time. In addition, T1 maternalnegative parenting behavior was significantly related to T2 child compliance/noncompliance. However, T1 child compliance/noncompliance were not significantly associated with T2 maternal parenting behavior. These findings suggest that during the preschool period, there are unidirectional effects from mothers to children.

유아기 수면문제, 실행기능 및 사회적 행동 간의 관계

신나나(Nana Shin),박보경(Bokyung Park),김민주(Minjoo Kim),윤기봉(Kibong Yun),윤선영(Sun-Young Yoon) 한국아동학회 2017 아동학회지 Vol.38 No.3

Objective: This study examined the relationships among sleep problems, executive function and social behavior during the preschool period. In addition, the mediating role of executive function between sleep problems and social behavior was investigated. Methods: A total of 304 preschool children participated in this study. The data were collected through maternal reports. Results: First, preschoolers’ sleep problems were found to be significantly related to overt aggression and prosocial behavior. Second, preschoolers with sleep problems displayed lower levels of executive function. Third, preschoolers’ executive function was significantly associated with social behavior. Lastly, preschoolers’ executive function fully mediated the relationship between sleep problems and overt aggression, and between sleep problems and prosocial behavior. That is, preschoolers’ sleep problems had effects on overt aggression and prosocial behavior, only through the effects on executive function. Conclusion: This study contributes to the sleep literature by examining the role of executive function and emphasizes the importance of forming a healthy sleep habit during the preschool period.

Vaginal Microbiota and Its Relation with Pregnancy Outcome in Post-Conization Patients

( Shin Hashiramoto ),( Tadatsugu Kinjo ),( Oki Yuji ),( Nana Yara ),( Yoshino Kinjyo ),( Yukiko Chinen ),( Yutaka Nagai ),( Keiko Mekaru ),( Yoichi Aokia ) 대한산부인과학회 2023 대한산부인과학회 학술대회 Vol.109 No.-

Unit Cell 파라미터 분석을 통한 마이크로 스케일 핀-핀 제트 냉각 최적화

강나나(Nana Kang),금교훈(Gyohoon Geum),이형순(Hyoungsoon Lee),한창우(Changwoo Han),신동민(Dongmin Shin) 대한기계학회 2023 대한기계학회 춘추학술대회 Vol.2023 No.11

유아기 수면문제와 의도적 통제: 안정성 및 상호 영향 탐색

정재은(Jaeeun Jeong),신나나(Nana Shin) 인지발달중재학회 2023 인지발달중재학회지 Vol.14 No.1

연구목적: 본 연구는 유아기 수면문제와 의도적 통제의 평균 수준의 변화와 상대적 안정성 및 두 변인 간 상호 영향을 탐색하는 것을 주목적으로 하였다. 연구방법: 202명의 유아를 대상으로 수면문제와 의도적 통제를 두 시점(1차년도: 만 3∼5세, 2차년도: 만 4∼6세)에 걸쳐 측정하였다. 수면문제는 한국판 수면습관 질문지(K-CSHQ)를 통해, 의도적 통제는 아동 행동 질문지(CBQ)를 통해 측정하였다. 어머니가 모든 문항에 응답하였으며, 자기회귀교차지연 모형을 설정하여 분석하였다. 연구결과: 첫째, 수면문제의 세 하위요인의 2차년도 점수는 1차년도 점수보다 유의하게 감소한 반면, 의도적 통제 점수는 1차년도에 비해 2차년도에 유의하게 증가하였다. 둘째, 자기회귀교차지연모델을 통해 안정성을 나타내는 자기회귀계수를 살펴본 결과, 수면문제는 중간 수준의 안정성을, 의도적 통제는 높은 수준의 안정성을 보였다. 마지막으로 상호 영향을 교차지연계수를 통해 살펴본 결과, 1차년도의 수면량/수면착수지연은 2차년도의 의도적 통제에 영향을 미쳤고, 1차년도의 의도적 통제는 2차년도의 수면행동문제에 영향을 미쳤다. 결론: 본 연구의 결과는 유아기 수면문제가 안정적이지만 그 정도는 높지 않아 변화 가능성 또한 존재함을 시사한다. 유아기 수면문제가 만성화될 경우 이후 다양한 발달 영역에 부정적인 영향을 미치게 되므로, 본 연구의 결과는 이 시기가 수면문제에 대한 예방 또는 개입 방안을 마련하는 데 중요한 시기임을 제안한다. Objective: This study aimed to explore the stability and bidirectional effects between sleep problems and effortful control (EC) during the preschool period. Methods: A short-term longitudinal study was conducted using a sample of 202 preschoolers (Time 1: 3-to 5-years old, Time 2: 4- to 6-years old). Sleep problems were assessed using the Korean version of the Children’s Sleep Habits Questionnaire (K-CSHQ), and EC was assessed using the Children’s Behavior Questionnaire Form (CBQ). The mother of the child responded to all items. Data were analyzed using an autoregressive cross-lagged model. Results: Scores for the three aspects of sleep problems decreased while levels of EC increased from Time 1 (T1) to Time 2 (T2). The autoregressive cross-lagged model established that sleep problems exhibited moderate rank-order stability, while EC exhibited a high level of stability over the two time points. Sleep duration/onset delay at T1 had an impact on EC at T2. Additionally, EC at T1 was a significant predictor of sleep behavior problems at T2. Conclusions: The findings indicate that sleep problems during the preschool period tend to persist over time, albeit with moderate stability coefficients, implying a potential for change. Given that persistent sleep problems during the preschool period can have adverse effects on multiple domains of development, the present study underscores the significance of this period as a critical time for implementing preventive or intervention strategies aimed at alleviating sleep problems.

어머니의 자율성 지지가 유아의 정서적 유능성과 사회적 유능성에 미치는 영향

문지현(Jihyun Moon),신나나(Nana Shin) 한국아동학회 2017 아동학회지 Vol.38 No.6

Objective: The purpose of this study was to examine the relationships among maternal autonomy support, preschoolers’ executive function, and preschoolers’ emotional and social competence. In addition, the mediating role of preschoolers’ executive function between maternal autonomy support and preschoolers’ emotional and social competence was investigated. Methods: A total of 245 preschoolers (130 boys and 115 girls) and their mothers participated in this study. Data were collected through maternal reports. Results: First, maternal autonomy support was significantly related to preschoolers’ emotional and social competence. Second, maternal autonomy support was significantly related to preschoolers’ executive function. Third, preschoolers’ executive function was significantly related to emotional and social competence. Fourth, preschoolers’ executive function partially mediated the relationship between maternal autonomy support and preschoolers’ emotional and social competence. Conclusion: These results highlight the importance of executive function in attaining emotional and social competence during the preschool period.