• Journal of Korea Entertainment Industry Association
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• v.14 no.3
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• pp.267-275
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• 2020

Even ordinary-looking plays can have a profound meaning. Based on this assumption, Eugene Pink (1960) has established an analytical model of play with five elements, namely "delight", "meaning", "community", "rules" and "tools." It was an effort to reflect on the true meaning of play beyond the cortical entertaining nature of play. In this study, it was carried out that all the texts containing images and performance from the EBS character "Pengsu" were selected, since he emerged as a new star in 2019. And also his play structure was analyzed by applying the Pink's model. As a result, Pengsu's play structure was confirmed to be systematic and complete as a play prototype because it was well-organized with five elements of play. It was regarded as a successful character that skillfully attracts participants to the play world. Among the components of the play, "fun" was found to be his funny appearance, sudden and unconventional behavior, "meaning" was the elimination of authoritarianism, self-esteeming and energizing, "community" was a multi-platform media user who crossed off-on-line, analog-digital-line, "rules" was to set his concept fixed as a young stranger with an ego to unreveal his identity, and "tools" was shown as his character itself and continual discourse. It shows that until now, Pengsu has a social net function of quite spreading the positive meaning of encouragement and comfort, advice and guide, consideration and forgiveness, introspection and nirvana to all members of our society, including the youth who are struggling with uncertainty and anxiety by showing rather exaggerated and stimulating performance that precisely combines these play elements.

• Korean Journal of Childcare and Education
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• v.9 no.5
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• pp.321-334
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• 2013

The purpose of this study was to examine the relationship of father's verbal control modes, children's self efficacy, social competence and interactive peer play. The subjects were pairs of 195 three, four and five year-old-children and their fathers. Data were analyzed with mean, standard deviation, and bivariate correlation. Results indicated that father's verbal control modes were significantly correlated with children's self efficacy, social competence and interactive peer play. Father's person-oriented control verbal mode was positively related to children's self-recognition, self-emotion, social competence, leadership and interactive peer play while imperative control verbal mode was negatively related to children's instability, interrupted play behavior, and disturbed play behavior.

• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.41-48
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• 2022

The purpose of this study is to compare the meaning of the experience of robot play in the free play time of 5-year-old children in daycare centers with the experience of 5-year-old children in the structural group activities of teachers. To this end, a total of 32 children (15 in the experimental group and 17 in the comparative group) aged 5 were conducted for 1 hour three times a week for 10 weeks. Robots were supported as toys in the classroom of the experimental group, and children in the comparative group freely experienced robot exploration and play during free play time, and children in the comparative group learned the robot's functions and performed structural group activities based on the 2019 Revised Nuri Curriculum national-level curriculum. As a result of analyzing the difference between pre-test and post-test, the use of robots in free play showed a significant effect in creativity and fluency of children, and a significant effect in expression of pleasure in playability. These results suggest that robots are meaningful as play materials in early childhood education, which aims for infant-led free play, and that it is worth studying the robot experiences of children in these free situations in the future.

• Journal of Korea Game Society
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• v.22 no.1
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• pp.55-64
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• 2022

Serious games are developed under particular purpose. This study provides a theoretical background on serious games for social change as a basis for future experiments and practice. By examining the elements of games and related theories, narrative immersion and critical participation are identified as the two main experiences of games, which are realized through role play. Based on educational theories for behavioral and cognitive change, this study suggests to use role play as a strategy on serious games for social change. Analyzing the cases of serious games in Korea, this study concludes that participants are able to experience the context of the situation through role play.

• Korean Journal of Child Studies
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• v.33 no.6
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• pp.85-107
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• 2012

In this study, the Infants & Toddlers' Playfulness Scale(ITPS) was developed and its reliability and validity were examined. The participants in this study consisted of 656 parents whose children were 8 to 36 months old. Five factors were identified from the results of the exploratory factor analysis performed on the 29 items that had been derived by analyzing existing research. The Goodness of Fit Indices(GFIs) of the confirmatory factor analyses, performed on the 1st-order 5-factor model and the 2nd-order one factor model, were both satisfactory. Concurrent validity was established by the high correlations of r = .631~.808(p < .01) between each factor of the ITPS and the total score of the Children's Playfulness Scale(CPS), an existing measure for children's playfulness. The reliability of each factor, as measured by Cronbach's ${\alpha}$, ranged from .773 to .883. Consequently, the ITPS developed in this study can be seen as a reliable and valid scale that can be used by parents to measure the playfulness of their infants and toddlers in a multi-dimensional manner.

• The Journal of the Korea Contents Association
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• v.20 no.9
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• pp.107-128
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• 2020

This study analyzed trends in play therapy for adults in order to search trends in academic research related to play therapy for adults published in Korea. The purpose of this research is to suggest the implications for future research, clinical practice, and education and training. For this study, 73 academic papers published in Korea were selected from 2009 to 2019 on play therapy for adults. As results showed a tendency to expand to various subjects and units while quantitatively growing in a short period of time.

• Journal of Korea Entertainment Industry Association
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• v.14 no.3
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• pp.393-402
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• 2020

The purpose is to provide the basic information about the changes of the social distance, disability awareness, and activity satisfaction of the occupational therapy students through the parachute play. The subjects were 10 students in the third grade of the occupational therapy. They participated in the parachute play for 4 weeks. Their social distance, disability awareness and activity satisfaction were evaluated. The results showed the changes that the social distance was decreased, disability awareness and the activity satisfaction was increased after the play. Thus, to form the positive social distance and disability awareness and increase the activity satisfaction, the parachute play should be provided for the occupational therapy students.

• Korean Journal of Child Studies
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• v.33 no.6
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• pp.133-147
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• 2012

This study focused on the relationship among playfulness in teachers, teaching efficacy on play and teachers' positive play beliefs in a sample of 151 teachers working childcare center in Seoul and Chungcheungnam-do. The collected data were analyzed using simple regression and hierarchical multiple regression. The main results of this study were as follows. First, teachers' playfulness had a positive influence on their positive play beliefs. Second, teachers' playfulness had a positive influence on their teaching efficacy on play. Finally, effect of teachers' playfulness on their teaching efficacy on children's play was totally mediated by their positive play beliefs.

• Journal of the Korean Institute of Landscape Architecture
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• v.46 no.1
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• pp.29-37
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• 2018

This study intends to derive play attribute words to describe the nature of play by analyzing the correlation between play facilities and play attribute words. To investigate play attributes at playing facilities and supplement areas of weakness can provide a balanced play environment. Play attributes words were compiled via a literature review and the importance of each play attributes word was surveyed by experts. The keywords explaining play derived from news articles and references are defined as play attributes words. These words were classified into six broad categories and twenty-six sub-categories. The importance of major play attribute words show: Communication (0.268%) > Imagination (0.201%) > Amusement (0.190%) > Development (0.167%) > Learning (0.108%) > Intelligence (0.067%). Experts have recognized the most important elements are communication and imagination. Each play attribute associated with an amusement facility was separately identified in the amusement facilities installed in 114 children's parks in Seoul. Of the play attribute words, the amusement facilities at Seoul's Children's Park reflected a high frequency in 'development'. Furthermore, the importance of major playing attribute words such as 'Communication' and 'Imagination' were not fully reflected in cognitive play facilities. Therefore, it was judged that there is a need to actively introduce these attributes. This study proposed future improvements by determining weaknesses of amusement facilities in children's parks and analyzing the features and functions of play so as to suggest future improvements.

• The Journal of the Korea Contents Association
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• v.13 no.1
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• pp.482-497
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• 2013

The purpose of this study was to develop creative drama group program for children with mental retardation. To develop this program, the study begins with and in depth examination of the prior creative drama models, techniques and constructivism theory. The style of this creative drama program for children with mental retardation is a 24 session structured program, a small group program. The techniques of this creative drama program are a orientation, warming-up, main performance, feedback and sharing. Major findings were as follows. 4 mentally with mental retardation in creative drama group program showed a significant increased social competence. Also, children with mental retardation children showed the positive social skill change through the creative drama group program. Based on these findings, implications for creative drama group program for children with mental retardation were suggested.