• 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.

• Korean Journal of Childcare and Education
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• v.9 no.5
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• pp.299-320
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• 2013

This research aims to develop and evaulate the effectiveness a group theraplay program for teachers than can boost full-day kindergarteners' ego resilence, peer competence and teacher-child relationships. A total of 14 children attending a full-day kindergarten located in Seoul were the subjects of this study. The experimental group consisted of 7 children exposed to 10 sessions of group theraplay for 50 minutes per session, held twice a week. The control group consisted of 7 children who did not receive any treatment. The teacher evaluated ego resilience, children's peer competence and student-teacher relationships to investigate two group's behavioral changes. Data analysis was done by performing the non-parametric Mann-Whitney test and Wilcoxon test after classifying and evaluating pre- and post-examinations of each group. The results of this research are as follows : The group theraplay program was found to be effective based on the study results of improving ego resilience and peer competence among full-day kindergartners and strengthening teacher-child relationships.

• Korean Journal of Childcare and Education
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• v.9 no.4
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• pp.185-210
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• 2013

The purpose of the study was to observe and categorize daily routines of infant classes in daycare centers based on quantity of indoor and outdoor free play, group activities and nap/rest and explore differences in infants' play and teacher's behavior according to daily routine types. A team of trained observer observed daily routines and teacher's behavior of 26 infant classes from 7 daycare centers for two days and teachers evaluated 164 infants' playfulness. As a result daily routines of infant classes were categorized into two types: "Indoor & Outdoor Free Play Oriented" and "Group Activities & Rest Oriented". Infants' playfulness of "Indoor & Outdoor Free Play Oriented" groups were higher than that of "Group Activities & Rest Oriented" groups. Teachers from "Indoor & Outdoor Free Play Oriented" groups were found to have more experiences in the field and also they showed more positive and neutral guidance than the others.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.4
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• pp.255-262
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• 2021

This study examined the effect of rope play through forest experience on children's self-confidence. Empirical analysis through the experimental design was carried out on an experimental group of 15 (seven male and eight female children) and a control group of 15 (nine male and six female children). Analysis of covariance (ANCOVA) for the effect between the experimental and control groups after the experimental treatment showed that the mean of the experimental group was significantly higher than that of the control group (F=357.350, p<.001). Rope play through forest experience has a statistically significant effect on the children's self-confidence. Consequently, rope play through forest experience between peers is a beneficial experience that helps improve children's self-confidence. Furthermore, it is a positive play activity to help them with a passive character boost to their self-confidence through cooperation between peers.

• The Journal of the Korea Contents Association
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• v.21 no.2
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• pp.271-279
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• 2021

This study wanted to see if there was a difference in the development of counselors before and after sandplay education analysis and verbal education analysis. Ten people were selected for the sandplay education analysis and the level of counselor development before and after receiving the verbal education analysis, divided into three groups that received the verbal education analysis, and the three groups that received the language education analysis. A nonparametric test, Kruskal-Wallis test, was conducted to identify differences in the results of the pre-parametric test, and a nonparametric test, Wilcoxon signed tank test was conducted to identify differences in the pre-post test results. Studies have shown that there is a statistically significant difference in the overall development of counselors and in case of case, in the whole of sandplay education analysis groups, while those that received verbal education analysis and those that did not receive education analysis do not have a statistically significant difference in the level of counselors development. This study is meaningful as it proves that sand play education analysis is effective in the development of counselors.

• Korean Journal of Childcare and Education
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• v.8 no.5
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• pp.47-66
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• 2012

The purpose of this study was to examine the effect of theme centered block play on young children's metacognition and sociality. The subjects of this research were a total of 60 five year old children from two classes in Gwangju. The average age of the subjects was 73 months. The subjects were randomly assigned to two groups. The experimental group participated in theme centered block play activities while the control group participated in free block activities. The collected data were analyzed by t-test using the SPSS program. The results of this study were as follows: The experimental group showed significantly higher improvement than the control group in young children's metacognition and sociality. Therefor, it might be concluded that theme centered block play activities contributed to the development of metacognition and sociality of young children.

• Proceedings of the Korean Society of Computer Information Conference
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• 2013.01a
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• pp.261-262
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• 2013

전통놀이는 전통문화의 일부분으로 옛날부터 민간에 의하여 전승되어 오는 놀이로서, 이를 후세에 전승시켜 유지보존하고 이어가는 것은 그 사회집단의 독특한 문화를 계승 발전시키는데 있어 매우 중요하다. 그러나 급격한 도시화와 세계화에 따른 정체불명의 미디어와 게임의 확산은 전통놀이 계승을 통한 전통문화의 보존을 방해하는 요인으로 작용하고 있다. 본 논문에서는 놀이 공간 확보의 어려움과 청소년들이 디지털 미디어 단말기의 선호에 따른 실외 및 집단놀이 활동의 외면 등, 전통놀이 확산의 장애 요인을 극복하기 위하여 최신의 인터랙션 미디어 제작기법을 활용한 전통놀이의 설계 및 구현 기법을 제안하였다. 특히, 정월대보름날에 행해지는 대표적인 전통놀이인 쥐불놀이 키트를 최근 부각되고 있는 아두이노 보드와 가속도 센서를 이용하여 제작하고 프로세싱으로 구현하는 사례를 제시하였다.

• Korean Journal of Child Studies
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• v.16 no.2
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• pp.37-47
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• 1995

본 연구는 사회적 능력 및 친구관계에서의 개인차가 아동의 집단상상놀이에 어떠한 영향을 미치는지를 한국계 미국아동과 백인계 미국아동의 비교분석를 통해 알아보았다. 연구대상은 46명의 한국계 미국아동과 46명의 백인계 미국아동으로 두집단의 평균연령은 모두 4세였다. 아동의 사회적 능력은 교사에 의해 평가되었으며 친구관계는 사회적 측정법을 통하여 측정되었다. 아동의 상상놀이는 실내외 자유놀이시간동안 시간표집법으로 관찰되었다. 연구결과에 의하면 두 문화에서 모두 집단상상놀이에 빈번히 참여하는 아동은 교사에 의해 사교성이 높은 것으로 평가되었으며, 한국계 아동의 경우 이 아동들은 어려움점수가 높은 것으로 나타났다. 또한 백인계 아동은 한국계 아동에 비해 상호지명된 친구수가 많은 것으로 나타났다. 그러나 한국계, 백인계 아동 모두 친구가 많은 아동일수록 사회상상놀이에 더 빈번히 참여하는 것으로 나타났다.

• Korean Journal of Childcare and Education
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• v.7 no.3
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• pp.211-238
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• 2011

This study examined the effects of drama play activities on child's initiativeness. The participants were 34 five-year-old children in two classes of a child care center. Before the experiment, the initiativeness test was conducted on the children of the experiment and control groups. initiativeness was categorized into emotional ability, communication skills, and achievement motivation. Drama play activities were directed to the children of the experiment group while the existing program was applied to the control group. After the experiment, both the experiment and control groups took the post-test. Analysis of data was performed by ANCOVA. According to the result of the research, children of the experiment group participated in drama play activities showed more effects in all sub area of initiative including emotional ability, communication skills, and achievement motivation than children of the control group. This result implied that dramatic play activities are effective teaching-learning method for enhancing child's initiativeness.

• 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.