This study examined the moderation role of attention regulation and the moderated moderation role of attention regulation and co-parenting in the relationship between preschoolers' dispositional fear and emotional and anxiety behaviors. The participants included 232 preschoolers (118 boys, 114 girls) between the ages of 3 and 5 years in a 10-day care center in D city. Data were analyzed using descriptive statistics, correlations, and multiple regressions. The moderating effect and moderated moderating effect of attention control and co-parenting were analyzed using the procedure proposed by Hayes (2013). The results indicated that attention regulation moderated the influence of dispositional fear on preschoolers' emotional and anxiety behaviors. Additionally, attention regulation and co-parenting had a moderated moderating effect on the influence of dispositional fear on preschoolers' emotional and anxiety problem behaviors. Attention regulation moderated the relationship between dispositional fear and preschoolers' emotional and anxiety problems. However, these effects were effective in instances where their parents' supportive co-parenting was less than average and undermining co-parenting was above average. Accordingly, an effective intervention strategy was suggested.

This study purposed to investigate whether infantile temperaments mediated maternal anxiety and parenting stress. The study subjects comprised mothers of children aged between three and five years residing in Daegu, South Korea. The following results were obtained. First, maternal anxiety levels significantly influenced parenting stress in the participating mothers. Second, a significantly positive association was found between maternal anxiety levels and infant temperaments associated with sociality and emotionality. Overall, a significantly negative connection was determined between parenting stress and the activity factor of infant temperaments. Third, only the infant temperament sub-factor of emotionality mediated partially between maternal anxiety and parenting stress.

This study aims to investigate the effect of creative drama activity using picture books on the peer competence of children with maladaptive behavior. The subjects of this study were 60 6-year-old children, chosen by utilizing the PBQ and peer competency scale. The authors selected 12 infants included in both categories: as six in the experimental group and six in the control group. The play program creative drama activity using picture books included eight sessions. The experimental group performed creative drama activity using picture books, while only picture books were provided to the control group. For processing the obtained data, pre- and post-group mean and standard deviation, t-tests were performed using SPSS WIN 21.0, and the changed behavior was observed. As a result of the study, the authors found that children with maladaptive behavior experienced a positive effect on peer competence through creative drama activity using picture books.

The purpose of this study was to investigate the meaning of group arts therapy experiences for trainees specializing in psychological rehabilitation for children. In-depth interviews were conducted with 10 such trainees and the results were analyzed using a Consensual Qualitative Research (CQR) method. From the analysis of the interviews, 3 upper categories and 35 subcategories were derived and the results are as follows. First, as a psychological and emotional experience through group arts therapy, participants experienced healing energy and the power of change and understood harmony through stability, relaxation, and psychological balance. Second, through the cognitive experience of this group arts therapy, participants were able to achieve inner awareness, improved insight, self-opening, and an improvement in their media and arts work. Third, as a relational experience through this group arts therapy, participants understood communication methods and patterns with others, and as the bond was strengthened, empathy and reliability improved. In summary, group arts therapy promoted improvement of the trainees' psychological·emotional/cognitive/relational experiences, and showed the effectiveness of making positive life changes and improving awareness.