2013, Vol.26, No.2

THE KOREAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2023 KCI Impact Factor : 1.67

pISSN : 1229-0718 / eISSN : 2671-6542
https://journal.kci.go.kr/baldal

This study is aimed to investigate developmental changes in affective parenting from 3 to 7 years of age, and the influence of parenting at 3 years and changes in parenting between 3 and 7 years of age on school adjustment. Participants were 96 dyads of mothers and classroom teachers. Affective parenting was measured at intervals of 2 years in 3-, 5-, and 7-year-old children (3 measurements total) by reports from the mothers; school adjustment was measured via teachers' reports. A latent growth model was utilized to examine developmental changes in affective parenting, and the influence of parenting at 3 years and changes in parenting from 3 to 7 years on school adjustment. According to the results, mothers’ affective parenting for the 3- to 7-year-olds showed a tendency to decrease slowly, and there were individual differences in mothers’ affection for the 3-year-old children. Mothers’ affective parenting at 3 years did not affect the school adjustment of the 7-year-olds, but an association was found showing that the slower the rate of decline in changes in affective parenting from 3 to 7 years, the higher the level of school-life adjustment, academic performance, and peer adjustment. These results indicated that the mothers’ affective parenting shows a tendency to decrease very slowly between 3 and 7 years of age, and that this tendency had a positive influence on children’s school adjustment.

Interviewers in an investigative context are required to consider children’s developmental characteristics and their effect on children’s ability to remember and report traumatic experiences. Further, it is important that they follow standardized investigative interview guidelines for working with children and endeavor to accommodate the underlying mechanisms of their memory function. A large body of research has shown that some characteristics of children's memory development influence the quality and accuracy of their memory and reporting of past experiences. However, there have only been a few articles published on developmental theories and the characteristics of children's memory in the context of investigative interviewing in Korea. Thus, this paper aimed to consolidate the information on children's memory capacity, the various complexities and characteristics of children’s memory development, and the theoretical frameworks of children's memory processes focusing particularly on the context of investigative interviewing. This analysis should assist clinicians, social workers, and legal professionals in tailoring interviews to best meet children’s needs and capacities across ages and creating developmentally and individually sensitive guidelines for interviewing children within the legal system.

The present study was designed to investigate the development of preschool children’s understanding of mixed emotions and to examine the effect of adults' verbal explanation of an emotional story on this development. Eighty children aged 4 and 6 were assigned to two different interventions (an emotion-focused explanation and an event-focused explanation) and tested before and after the intervention using mixed-emotion tasks adapted from Brown and Dunn (1996). Our results showed that the 6-year-olds outperformed the 4-year-olds, but children in both age groups had difficulty understanding mixed emotions. Most importantly, the emotion-focused explanation had a significant effect on children in both age groups: their performance was significantly increased after the emotion-focused intervention but not after the event-focused intervention. Finally, the improvement following the emotion-focused explanation was significantly higher in the 6-year-olds than in the 4-year-olds.