This study was conducted to examine the longitudinal effects of parenting stress and parental control attitudes on problem behaviors in preschool children, using a latent growth model.

Participants were 1,724 pairs of parents and 1,724 preschool children who had completed the panel survey on Korean children (5^th~7^th survey panels).

An analysis of the multivariate latent growth model of parenting stress, parental control attitudes, and children's problem behaviors suggested that the parents’ intercepts for parenting stress influenced their intercepts for parental control attitudes (father: b=.21, p<.001; mother: b=.55, p<.001). In addition, the slopes for fathers’ parenting stress was the only aspect that affected the slopes for mothers’ parental control attitudes (b=.77, p<.001). Moreover, both the intercepts and slopes of parenting stress and parental control attitudes significantly affected the children's problem behaviors.

This study is significant as it provides longitudinal evidence of the impact of parenting stress and parental control attitudes on children's problem behaviors. The findings suggest that accurately assessing changes in parenting stress and parental control attitudes and developing intervention programs to reduce them will be effective in reducing problem behaviors in children.

The purpose of this study was to develop a health education program for child care workers of infants, toddlers and preschoolers to improve their care ability. The program provided child care teachers and children with information on how to take care of their health.

This program development was based on a systematic design of instruction by Dick & Carey(1996). The process included a review of literature, setting an instructional goal, getting advice from various experts, designing instruction and instructional medias, designing formative evaluation, revising the program and making a summative evaluations.

The products of this program were the ‘ Teachers Guide Book & CD-ROM.” The guide book included health education programs for infants, toddlers and preschoolers. The infant program included a basic baby care program for teachers. The toddlers and preschoolers program included basic health promotion, dental health, nutrition management, communicable disease prevention, substance abuse prevention and a safety program.

These programs provided a systematic content of health education for children andtheir teachers, and useful data which can be applied to child care centers.

This study was intended to integrate the evidence of home care service intervention for mothers and children in vulnerable groups through an integrative literature review.

We searched the MEDLINE (PubMED), EMBASE, Cochrane Central Register of Controlled Trials, CINAHL, DBpia databases. The quality of the articles was assessed by one doctoral researcher and verified by one professor of community health nursing who had participated in the systematic review of literature. A framework was developed to identify the intervention patterns in the selected papers and categorize various elements. The extracted intervention elements were grouped into potential themes, which were verified by assessors on whether they clearly reflected the interventions in the papers.

Among 878 searched papers, we selected 16 papers after excluding literature that does not satisfy the selection criteria and quality evaluation. The intervention elements of 16 selected papers were categorized into six themes. The extracted intervention elements were divided into the themes of Patient-specific/Situation-specific care planning and intervention, Emphasis on self care competency, Intense home visit by developmental milestone, Reinforcing and modeling mother-child attachment, Communication and interaction across the intervention, Linkage with community resource and multidisciplinary approach.

As a result of the analysis of proper interventions of home care services for mothers and children in vulnerable groups, it was found that it is necessary to consider indispensable intervention elements that can standardize the quality of home care services, and conduct studies on developing intervention programs based on the elements.

The purpose of this study was to identify the effects of the program to promote drinking knowledge, attitudes, and coping behavior in preschool children.

A quasi-experimental with non-equivalent control group pretest-posttest design was conducted. The participants were 123 five year old children from G city. They were assigned to the experimental group (n=77) or the control group (n=46). A pretest and posttest were conducted to measure main variables. For the experimental group, the drinking prevention program was given for 6 weeks. Data were analyzed using χ²-test, t-test, and ANCOVA.

After the intervention, preschool children in the experimental group reported significant differences in drinking knowledge (F=9.25, p=.003), drinking attitudes (F=19.57, p<.001), and coping behavior (F=16.38, p<.001) compared to preschool children in the control group.

The results of this study indicate that a drinking prevention program for preschool children is effective in increasing drinking knowledge, attitudes, and coping behavior. This drinking prevention program is recommended as an effective intervention for preschool age children to postpone an early introduction to drinking.

This study was done to develop the self-report Mother-Preschool Child Interaction Scale (MPIS) for mothers of preschool children.

The scale was based on items derived from literature review and in-depth interviews. A methodological study was used to check reliability and validity and participants were 334 mothers of preschool children enrolled in kindergarten or nursery. Data were analyzed using principal component factor analysis for construct validity, t-test for contrasted group validity, Pearson correlation for criterion related validity and test-retest reliability and Cronbach's α for reliability.

In the final MPIS 34 items identified through factor analysis were included, 6 constructs were derived, and explanatory power was 64.2%. Items on the MPIS were verified through correlation with the interaction observation scale of Kim & Mahoney and MPIS. Results were significant as mothers in the normal group exhibited MPIS scores that were significantly higher than those of mothers in the depressed group. Reliability of MPIS was .96 and test-retest reliability was .92.

MPIS has the advantage of being easy to use, economical, and useful. Consequently, it is expected to be used as a screening tool for promptly and simply identifying the mother-preschool child interaction in diverse nursing practice and research.

To examine the effect of tooth-brushing education on the oral health of preschoolers.

A quasi-experimental design with a non-equivalent control group was used. Two kindergartens were selected and 39 preschoolers from one kindergarten were assigned to the experimental group with tooth-brushing education and 39 from the other kindergarten to the control group. The tooth-brushing education program included 1 session on oral health education, individual tooth-brushing instruction for 1 week and supervised tooth-brushing after lunch for 4 weeks. Oral health behavior including use of tooth paste, tooth-brushing time and method of tooth-brushing, plague, streptococcus mutans, lactobacillus and dental caries were measured before and after the education. Fisher's exact test, t-test and paired t-test with the Window SAS 9.1 program were used to analyze the data.

A significant increase in the use of tooth paste, tooth-brushing time and the practice of correct tooth-brushing and a decrease in plague and development of dental caries were observed in the experimental group.

This tooth-brushing education was partially effective in improving oral health of preschoolers.