Browse > Article
http://dx.doi.org/10.15207/JKCS.2019.10.4.165

A Study on the Activation Plan of Play & Education Based on Focus Group Interview  

Park, Hye-Jin (Center for Teaching and Learning, Konkuk University)
Kim, Yong-Young (Division of International Business, Konkuk University)
Publication Information
Journal of the Korea Convergence Society / v.10, no.4, 2019 , pp. 165-173 More about this Journal
Abstract
Recently, a variety of programs for elementary school students that utilize play in their curricula are supported. In this study, we are trying to draw up ways to activate play education based on the elements necessary for the play education to be effectively provided on the field and the current operational status. In order to achieve the research goal, nine participants of play experts and parents were selected for the focus group interview (FGI). The FGI consist of five questions: (1) opinions on the establishment and joint operation of the organization to support play and parents' education; (2) opinions based on experience in participating in existing training programs; (3) activation plan of play & education program; (4) competencies required by members of the organization; (5) evaluation of program for quality improvement. Through the FGI survey, we drew ideas for the operation of play & education programs to promote positive growth and support systemic programs of both preschoolers and elementary students. In order for play & education to be active in the field of education, a center where play & education and parents' education can be conducted at the same time should be established and operated so that the education can be integrated with play. Based on these findings, we proposed follow-up research in the direction of achieving specific goals and enhancing the quality of play education.
Keywords
Play & Education; Play Immersion; Play Worker; Parents; FGI;
Citations & Related Records
연도 인용수 순위
  • Reference
1 Damast, A. M., Tamis-LeMonda, C & S., Bornstein, M. H. (1996). Mother-Child Play: Sequential Interactions and Relation Between Maternal Beliefs and Behaviors. Child Development, 67, 1752-1766.   DOI
2 Wholey, J. S. & Hatry, H. P. (1992). The Case for Performance Monitoring. Public Administration Review 52(6), 604-610.   DOI
3 H. Jung. (2008). The Categories and Characteristics of Educational Play: Focused on Freinet's 'Play-Work'. Educational Research Institute College of Education. Journal of educational studies , 39(1), 1-17.
4 Y. J. Jo & J. H. Bae. (2015). A Qualitative Study on the Teachers' Training Based on the Professional Learning Community in Gyeonggi Province. The Journal of Korean Teacher Education, 32(2), 33-65.   DOI
5 Szekely, G.(1997). The Art Educator as Artist: Goerge Szekely's New Art. Art Education, 50(1), 29-32.   DOI
6 Johnson, J., Christie, J., Yawkey, T. (1999). Play and early childhood development(2nd ed.). New York: Longman.
7 Bredekamp, S., Copple, C. (1997). Developmentally appropriate practice in early childhood program. Washington, DC: NAEYC.
8 S. J. Park, S. W. Han. (2015). Research on the Relationship Between Sociality, Play Preference and Participation of Elementary School Students. The Journal of Humanities and Social science, 6(4), 703-720.
9 Husain, S. A., & Cantwell, D. P. (1991). Fundamentals of child and adolescent psychopathology. Washington DC: American Psychiatric Press.
10 Schaefer, C. E., & Drewes, A. A. (2014). The therapeutic powers of change: 20 core agents of change. New Jersey: Wiley.
11 Ray, D., Bratton, S., Rhine, T. & John, L. (2001). The effectiveness of play therapy: Responding to the critics. International Journal of Play Therapy, 10(1), 85-108.   DOI
12 Kirkpatrick, D. L. (2006). Seven Keys to Unlock the Four Levels of Evaluation. Performance Improvement, 45(7), 5-8.   DOI
13 Dewey, J. (1977). How we thinking. Boston: D.C Health and Company.
14 E. S. Na, S. J. Han. (2011). The Study of the Context of Flow in Young Children's free-choice Activities. Journal of Early Childhood Education & Educare Welfare, 15(1), 61-78.
15 S. S. Shin. (2008). An Analysis on the Young Children's Communication Strategies, Social Behavior, and Problem-Solving Ability with the Types of Play. Doctoral Sissertation. Chonnam National University, Pusan.
16 Sutton-Smith, B.(1986). The Spirit of Play. In G. Fein & M. Rivkin(Eds.), The Young Child at Play. Reviews of research, 4, 3-16. Washington, DC: National Association for the Education of Young Children.
17 E. S. Na. (2013). Development and Validation of a Play Flow Scale for Young Children. Journal of Children's Literature and Education, 14(4), 589-608.
18 Smilansky, S. & Shefataya, L. (1990). Facilitating Play: A Medium for Promoting Cognitive, Social, and Academic Development in Young Children. Gaithersburg, MD. Psychology and Educational Publication.
19 Y. H. Ha. (2005). The Analysis of Young Children's Play Behaviors in Daycare Center. Doctoral dissertation. Dong-A University, Pusan.
20 M. S. Kim, H. R. Cho, Y. L. Park, H. Y. Shin. (2013). The Study of Parents and Children Regarding Play : Focused on Parental Play Beliefs and Play Participation. Journal of Parent Education, 5(1), 37-54.
21 Snarey, J. (1993). How Fathers Care for the Next Generation: A Four Decade Study. Cambridge, MA: Harvard University Press.
22 Benson, T. R. (1994). Needed: Playleaders - The Adult's Role in Children's Play (Eric Document Reproduction). Serice No. ED 371-843.
23 L. Kim & S. Lee. (2018). A Delphi Study of Item Development of a Play Participation Attitude Scale for Parents of Preschoolers, Korean Journal of Play Therapy, 21(3), 379-397.   DOI
24 Y. Song & H. Kim. (2004). An Assessment Model of Parent-Child Interaction in Free Play Situation, Korean Journal of Play Therapy, 6(1), 29-44.
25 S. R. Choi. (2005). Play and Children's Development. Gyeonggi: Yangseowon.
26 Chafel, J. A. (1991). The Play of Children: Developmental Processes and Policy Implications. Child & Youth Care Forum, 20(2), 115-132.   DOI
27 Isenberg, J. P., & Quisenberry, N. (2002). Play: Essential for All Children. A Position Paper of the Association for Childhood Education International. Childhood Education, 79(1), 33-39.   DOI
28 Huizinga, J. (1955). Homo Ludens A Study of the Play-Element in Culture. Beacon Press. Boston.
29 Goodman, J. F. (1994). "Work" Versus "Play" and Early Childhood Care. Child & Youth Care Forum, 23(3), 177-196.   DOI
30 H. S. Seo. (2008). The Analytical Exploration of the Concept of Play and It's Educational Values. Doctoral dissertation. Keimyun University, Daegu.
31 King, N. R. (1979). Children's Conception Soft Their Own Play. Early Child Development and Care, 58, 81-85.   DOI
32 Piaget, J. (1962). Play, Dreams and Imitation in Children. New York: Norton.
33 Seefeldt, C. (1980). A Curriculum for Preschool. Columbus, Ohio: Bell & Howell.
34 Vygotsky, Lev S. (1978). Mind in Society: The Development of Higher Psychological Processes. Edited by Cole, Michael, John-Steiner, Vera, Scribner, Sylvia, and Souberman, Ellen. Cambridge: Harvard University Press.
35 Bruner, J. (1972). The Nature and Uses of Immaturity. American Psychologist, 27, 687-708.   DOI
36 Connolly, J. & Doyle, A. (1984). Relation of Social Fantasy Play to Social Competence in Preschoolers. Developmental Psychology, 20, 797-806.   DOI
37 Bruner, J. (1983). Play, Thought, and Language. Peabody Journal of Education, 60(3), 60-69.   DOI
38 J. A. Eom. (2004). Kindergarten Teachers' Awareness of the Connection Between Play and Curriculum versus the Manifestation of that Connection in Classrooms. Korean Journal of Early Childhood Education, 24(1), 145-165.
39 Ministry of Education. (1998). Commentary on the 6th Kindergarten Curriculum. Seoul: Ministry of Education.
40 Krueger, R. A.(1988), Focus Groups: A Practical Guide for Applied Research, Newbury Park, CA: Sage.
41 Krueger, R, Casey, M. (2000). Focus Groups. Sage Publications, London.
42 Morgan, D.L.(1997), The Focus Group Guidebook, Thousand Oaks, CA: Saage.