• Korean Journal of Child Studies
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• v.26 no.6
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• pp.111-126
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• 2005

Subjects were two teachers each with higher or with lower play teaching efficacy, and the 111 four and five-year-old children they taught. Using naturalistic observation, children's constructive play was videotaped and transcribed for 60 minutes on ten consecutive days in each classroom. Play was analyzed by level of constructive play, continuous length of play, variety of materials, enrichment of activities, and coherence of content. Constructive play of children whose teachers had higher efficacy in teaching play showed longer continuous play, used a higher variety of materials, and their play had more creative integrity. Five-year-olds exhibited longer continuous play, used a larger variety of play materials, more enrichment of play activity, and more coherence in play contents than four-year-olds.

• Korean Journal of Child Studies
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• v.28 no.5
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• pp.143-159
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• 2007

This study examined the relation between the quality of constructive play and convergent and divergent problem solving. The subjects were 48 five-year-old children. Unit blocks were used to test the quality level of constructive play; a 40 piece puzzle and pattern blocks were used to test convergent problem solving; the pattern blocks also were used to test divergent problem solving. Children's block play was videotaped and pictures were taken of constructions made by children. Data were analyzed by correlation and stepwise multiple regression. Results showed statistically significant correlations between the quality of constructive play and convergent and divergent problem solving. Among the sub variables of constructive play, social play patterns affected convergent problem solving; diversity affected divergent problem solving.

• Korean Journal of Child Studies
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• v.19 no.1
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• pp.155-167
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• 1998

The purpose of this study was to analyze the quality of the constructive play of 3, 4 and 5 year-old children. The researchers used unit blocks as the instrument because they are the most representative examples of constructive play materials. The subjects were 73 children enrolled in a half-day early childhood education program. The children's block play was videotaped 8 times, for a total of 330 minutes. The videotapes were transcribed and assessments were made on the children's 233 constructions in terms of the developmental stage of block play, the variety of materials used, play duration, and play intensity. The data were analyzed through two-way ANOVA to check age and sex differences. The results showed that children's developmental stages of block play were low on the average and that girls did not show an active interest in block play. The results also implied that block play developed by play experience rather than by age. Therefore, this study was interpreted to highlight the importance of teachers' understanding, planning, and mediation of block play in order to induce high-quality constructive play.

• Korean Journal of Human Ecology
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• v.23 no.1
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• pp.31-46
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• 2014

This study investigated the proceeding patterns of constructive play with lego blocks, and the differences on the quality of constructive play and symbolic play's pretending elements. The subjects were 132 children at child care centers and kindergarten: 64 three-year-olds (36 boy, 28 girl) and 68 five-year-olds (32 boy, 36 girl). The study found three proceeding patterns in the constructive lego play. First, children engaged in constructive and symbolic play simultaneously, or they switched back and forth between symbolic and constructive play. This pattern was termed as "constructive and symbolic play simultaneously or alternatively"(type 3), and it was occurred most frequently. Secondly, children focused only on constructing structures. This pattern was termed as "constructive play only"(type 1), Thirdly, children engaged in symbolic play only after they completed building some structures. This pattern was named "symbolic play after constructive play"(type 2). The findings also indicated that children who were categorized as type 1 and 2 showed higher quality of constructive play and longer duration in play than children as type 3. Five-year-old children sustained play longer and showed higher quality in terms of elaboration, imagination, and variety (number of blocks, shape of blocks). Furthermore, children as type 3 showed a higher level of imaginative play than children as type 1 and 2, especially in terms of role, objet, and context of projection.

• Journal of the Korea Convergence Society
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• v.10 no.4
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• pp.165-173
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• 2019

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.

• Proceedings of the Korea Information Processing Society Conference
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• 2004.11a
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• pp.59-62
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• 2004

이동객체 색인에 관한 기존 연구는 실외 환경의 빠른 속도로 이동하는 많은 이동객체들을 대상으로 과거 궤적과 현재 위치 및 미래 위치를 검색하는 색인 기법들이었다. 그러나 쇼핑몰이나 대형 박물관과 같은 건물의 실내나 놀이동산과 같은 한정된 영역의 이동객체들은 실외 환경에서처럼 빠른 이동속도를 가지고 있지 않다. 또한 이동객체들의 이동하는 영역이 한정되어 있을 뿐만 아니라 최대 수용인원 등이 정해져 있다. 본 논문에서는 이러한 특성을 갖는 실내 환경에 적합한 색인 기법으로 현재 그리고 미래 위치 질의 처리를 위한 공간색인과 시간 색인을 분리한 두 개의 색인 구조를 갖는 새로운 색인 기법과 가까운 미래 시간의 특정 영역에 있는 이동객체들의 수에 대한 질의응답을 위한 시공간 히스토그램을 구성하고, 적용하는 방법을 제안한다.

• (The) Research of the performance art and culture
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• no.32
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• pp.7-30
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• 2016

The inter­relationship of Korea southeast region community related to a mask dramas in depth. The Folk mask dramas are, for traditional community members to live well and enjoy cultural practices in society. Even if a mask drama would be performed in the 21st century, it would be the one of traditional society. It shows the life of traditional society and proposes the issue of traditional society. The thing is handed down well with technology of a mask drama assigned as intangible cultural asset. The Korea southeast region, Kyongsang Provinces, or Yeongnam area has been handed down several kind of mask dramas. These are Byeolsingut Talnori with religious, the Ogwangdae of wandering play team, the Ogwangdae of local residents, and the Dulnorum of local residents. The mask dramas of Korea southeast region are specified as intangible cultural asset, many traditional mask play were restored. The restoring is imitation. These things are difficult to assigned as the intangible cultural asset. But though it is the imitation of the mask dramas, it is culture phenomenon. So we need to make the fostering system.

• Journal of Family Resource Management and Policy Review
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• v.26 no.4
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• pp.39-52
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• 2022

The purpose of this study was to examine the workday leisure time of dual-income fathers and mothers with preschool children. Data were gathered from the Statistics Korea Life Time Surveys from 2004(y1) and 2019(y2) (n=2,697). Life time was composed of three types(inevitable time, compulsory time, and leisure time) and leisure time was categorized into 11 activities(voluntarism, participation, social relationships, religion, rituals, culture and tourism, sports, game and play, media, rest, and others) to investigate gender differences and time effects. The major results were as follows: First, both working fathers and mothers with preschool children spent less inevitable time, more compulsory time, and less leisure time, than other adult group. Second, fathers spent more time on 10 leisure activities except religion in y1, and on all activities than mothers in y2. In y2, less time on three activities(social relationships, rituals, and media) for both fathers and mothers, less time on religion for mothers only, more time on two activities(participation, game and play) for both groups were spent than y1. Third, in the regression analysis of fathers' and mothers' leisure time on three leisure activities(sports, game and play, and media) with a distinct pattern from leisure time for adult group between y1 and y2, socioeconomic variables and lifetime variables showed different effects by gender and waves. Based on the results, family policy and programs to improve the work-life balances of working fathers and mothers discussed.

• Journal of The Korean Association of Information Education
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• v.7 no.3
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• pp.275-283
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• 2003

Web-based instructional system gives us the greatest potential for supporting face-to-face classroom instruction in many ways. With the help of the Web in high school setting, all of the participants including teachers can share many different experiences, active interactions, and even learning outcomes. In this paper, web-based instructional strategy based on constructivism for extending the geographical thought is suggested. The results from the formative assessment, as well as the statistical results from regression analysis concerning the learners' satisfaction, are also provided.

• The Journal of the Convergence on Culture Technology
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• v.9 no.2
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• pp.67-71
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• 2023

The purpose of this study is to investigate the effect of a community-based cognitive stimulation program on cognitive function and subjective memory in the elderly with mild cognitive impairment. This study was applied by selecting 15 users who understood the purpose of this study and agreed to participate in the shelter program for more than 3 months from April 2019 to August 2019 at the D Dementia Center in G located, Gyeonggi-do. The program consisted of a total of 36 cognitive stimulation programs 3 times a week a total of 3 months. Cognitive stimulation program stimulates cognitive function through various activities such as orientation reinforcement, cognitive training, recall, music, art, and physical play, and is used for the purpose of improving social function. It consists of folk songs, percussion instruments, national gymnastics, dance, games, and traditional games. As a result of the cognitive stimulation program, the average cognitive function increased by 2.13 points from 26.33 points before implementation to 28.46 points after implementation, and a statistically significant result was obtained (p=0.000). Subjective memory decreased by 3.53 points from the average of 7.13 points before the cognitive stimulation program was implemented to 3.60 points after the implementation, and a statistically significant result was obtained (p=0.000). It can be confirmed that this works. Dementia is leading to a cost burden, and congnitive function decreases the aqulity of life. It brings various burdens. It is necessary to study cognitive stimulation programs applied to various environments in the future.