This study aimed to investigate whether the parenting stress of mothers exerts a mediating effect on the relationship between the adult attachment of mothers and emotional regulation of infants. In this study, the adult attachment of mothers was measured using ECRR-K, which is a measure translated and modified by Kim Sung-hyun (2004) , whereas the parenting stress of mothers was determined using a measure modified by Kong Tae-ri (2017). Moreover, the emotional regulation of infants was evaluated using the modified by Park Ye-rang (2017). Data analysis was conducted in accordance with the characteristics and objective of the study. Further, correlation, multiple regression, and hierarchical multiple regression analyses were performed. First, the study found that the relationship among the adult attachment of mothers, parenting stress of mothers, and the emotional regulation of infants was significant. Second, the relationship between the adult attachment of mothers, parenting stress of mothers, and the emotional regulation of infants exerted a significant impact on one another. Lastly, the parenting stress of mothers partially mediated the relationship between the adult attachment of mothers and the emotional regulation of infants. These findings are valuable because they can be used as meaningful data for improving emotional regulation among infants and as a basis for acquiring appropriate parenting skills by identifying the importance of the adult attachment and parenting stress of mothers.

This study aims to examine the effects of integrated play therapy on early intervention for developmental changes in children with developmental delays. Pre- and post-tests were conducted and compared to identify developmental changes. For integrated play therapy, the study analyzed progress monitoring and recording records with the following findings. First, a change was noted in intelligence quotient (71 → 84). Second, the intervention was conducted by integrating child-centered play therapy, thera play and cognitive-behavioral play therapy.

This study aims to examine the mediating effect of teacher empathy in the relationship between nursery teacher sensitivity and emotional control among infants. Accordingly, a total of 210 questionnaires were distributed to teachers in charge of infants in the child care. Only 201 questionnaires were used for the analysis. The results are as follows. First, the relationship between teacher sensitivity, empathy, and infant emotional control indicated a significant correlation. Second, the relationship between teacher sensitivity, empathy, and infant emotion control exhibited a significant impact on each other. Third, teacher sensitivity exerted a partial mediating effect in the relationship between teacher sensitivity and infant emotional control. These findings suggest that teacher sensitivity exerts a positive effect on emotional control for infants and their teachers. Lastly, this effect suggests that empathy can be controlled as a mediating factor.

This study aims to examine the mediating effects of peer relationship and self-esteem on the relationship between psychosocial school environment and subjective happiness. Data from the 13th year of the Korea Welfare Panel Study, which covered data from 319 adolescent students, were used for analysis. The results revealed that, first, psychosocial school environment, peer relationship, and self-esteem were positively and significantly correlated with subjective happiness. Second, psychosocial school environment, peer relationship, and self-esteem exerted a positive effect on subjective happiness. Finally, peer relationship and self-esteem played mediating roles in the relationship between school environment and subjective happiness.

This study aims to investigate the effect of the teaching efficacy of early childhood teachers and classroom environment on the school readiness of five-year-old children through the mediating effect of teacher-infant interaction. The study used the seventh-year data (2014) of the Panel Study on Korean Children by the Korean Institute of Child Care and Education. Out of 1,620 children aged 70 79 months and their teachers, data were collected from 1,054 infants attending kindergartens and daycare centers. To examine the relationship and influence among variables, statistical analysis was performed using a structural model, wherein the fit of the model was found to be very good. The result indicates that the mediating variable, that is, teacher-infant interaction, exerted a positive effect on the school readiness of five-year-old children. However, the relationship between the teaching efficacy of early childhood teachers and the classroom environment did not seemingly exert a direct effect on the school readiness of the children. Second, the teaching efficacy of early childhood teachers and classroom environment were found to exert an indirect effect on the school readiness of the five-year-old children through the mediating role of teacher-infant interaction. In addition, this mediating effect was considered significant after verifying through bootstrapping.

The mental health of childcare teachers exerts a significant impact on the healthy growth and development of infants and young children. Therefore, continuous management in this regard is required. This study aims to investigate the experiences, perceptions, and needs of childcare teachers concerning the development of mental health care programs. Accordingly, a questionnaire was distributed to 227 childcare teachers working in Cities C, M, and K. The results revealed that childcare teachers were experiencing physical and psychological symptoms and job stress in the workplace. Job stress was relieved through conversation with colleagues. However, teachers were unable to participate in mental health care programs owing to lack of time. Second, childcare teachers perceived the high interest and necessity for mental health care programs. Their responses reported the need for support from assistants as the most important one and that such programs are necessary owing to their relationship and interaction with infants and young children. Third, childcare teachers expressed that they felt pressured about time. As such, they requested that such programs consider realistic conditions, such as work coordination and alternative preparation, emotional health, and leisure activities. In conclusion, the current study provided basic data and implications for the development of mental health care programs for childcare teachers.