• Korean Journal of Child Studies
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• v.29 no.6
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• pp.245-257
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• 2008

Subjects in this study on causal relationships among playfulness, interactive peer play, teacher-child relationships, and creative characteristics were 286 3- to 5-year-old children. Instruments were the Rating Scale for Creative Characteristic of Preschoolers (Lee et al., 2002), Children's Playfulness Scale (Bemett, 1990), Penn Interactive Peer Play Scale (Fantuzzo et al., 1995), and Student Teacher Relationship Scale (Pianta, 1991). Results showed : (1) significant relationships among social spontaneous, cognitive spontaneous and children's humor in sub-areas of children's playfulness, friendliness in sub-areas of teacher-child relationships, play interaction in sub-areas of interactive peer play and creative characteristics. (2) Children's creative characteristics directly influenced social spontaneous, cognitive spontaneous and children's humor in sub-areas of children's playfulness and of play interaction in sub-areas of interactive peer play.

• Korean Journal of Child Studies
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• v.32 no.4
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• pp.135-146
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• 2011

The purpose of this study was to explore the relationship between young children's play characteristics, interactive peer play and Preschool children's behavior. The subjects of this consisted of 235 3- to 5-year-old children resident in Gyeonggi Province. Collected data were analyzed with SPSS statistical software. The results of this study were as follows : First, there was a significant relationship between play characteristics, interactive peer play and Preschool children's behavior. Second, in terms of the degree of play characteristics in evidence, interactive peer play appears to be a reliable predictor of young children's behavior.

• Korean Journal of Child Studies
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• v.29 no.3
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• pp.303-318
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• 2008

Participants in this study of the validity and reliability of PIPPS (Penn Interactive Peer Play Scale; Fantuzzo et al., 1998) for Korean children were 248 5-to 6-year - old children and 11 teachers. Instruments included the Peer Rating Scale(PRS; Singleton et al., 1979), Social Competence and Behavior Evaluation (SCBE; LaFreniere & Dumas, 1995), and Preschool Behavior Questionnaire (PBQ; Behar & Stringfield, 1974). The structure of PIPPS resulted in 3 factors, 'play disruption', 'play interaction', and 'play disconnection' with 30 items similar to the original PIPPS factors. Validity was evidenced by inter-correlations among sub-factors and by correlations between PIPPS and criterion measures. PIPPS scores were validated by ratings from PRS, SCBE and PBQ sub-areas scores. Cronbach's a reliability of PIPPS factors ranged from .88 to .92.

• Journal of the Korean Home Economics Association
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• v.48 no.10
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• pp.133-141
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• 2010

The purpose of this study was to investigate the construct validity of the Penn Interactive Peer Play Scale on the parent version. The participants of this study were 231 children in the Seoul and Gyeonggi provincial areas. The instruments included the 32-item exploratory PIPPS (Choi & Shin, 2008), and the Preschool Behavior Questionnaire (PBQ; Park, 1992). The data were analyzed by descriptive statistics, factor analysis, Pearson's r and Cronbach ${\alpha}$. The results were as follows. First, the PIPPPS on the parent version was validated with supporting three factors: Play Disruption, Play Disconnection and Play Interaction with 30 items. The sub-factors of the PIPPS were related with those of the PBQ as criterion measurements. The reliability coefficients of the sub-factors of the PIPPS were ranged from .78 to .82.

• Korean Journal of Child Studies
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• v.34 no.4
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• pp.125-141
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• 2013

The following study to enhance children's creativity in the context of diverse cultures and ethnic groups, and utilizes various programs from different countries aimed at 5 year old children with the Nuri framework. The study also seeks to measure pre and post play behaviors, creativity levels, and thinking capabilities of the children, then compare these results with those from a control group. Analysis of the results indicates that children who experienced programs from various countries through a multicultural approach had much higher levels of fluency, adaptability, originality, and imaginative capabilities than children who had not experienced such programs. Among the children's creative play behaviors, intrinsic motive-magination, sensitivity-curiosity, longetivity-concentration, various forms of interest-challenge, and leadership-independence were all found to be significantly higher.

• Korean Journal of Human Ecology
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• v.23 no.4
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• pp.571-585
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• 2014

The purpose of this study was to investigate the effects of playfulness, play support beliefs and parenting stress on intimate parenting in the mothers of young children by maternal employment. In order to achieve this, 405 mothers of young children, aged 3-5 years old, participated in a self-reported survey. The data was analyzed by descriptive statistics using SPSS 19.0 and structural equation modeling and multigroup analysis using AMOS 21.0. The results of this study showed that the mothers' support beliefs and parenting stress mediated both playfulness and intimate parenting irrespective of maternal employment. Interestingly, the unemployed mothers' playfulness had direct effects on intimate parenting whereas the playfulness of the employed mothers did not. Lastly, the effects of the mothers' play support beliefs, playfulness, and parenting stress on intimate parenting did not differ between employed and unemployed mothers.

• The Journal of Korean Academy of Sensory Integration
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• v.17 no.3
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• pp.1-13
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• 2019

Objective : The purpose of the present study is to investigate the effects of Ayres Sensory Integration (ASI^®) with play-centered oral defensiveness reduction activities on the oral sensitivity of a child with oral defensiveness. Methods : The subject was a three-and-a-half year-old boy with a developmental delay. The study was performed from August to September, 2018. The research design used in this study is the design for single-subject research. The experimental period was divided into three phases: three sessions for the initial baseline phase (A), 15 sessions for the treatment phase (B), and three sessions for the final baseline phase (A'). Ayres Sensory Integration (ASI^®) with active oral play was conducted in the treatment phase. The Measuring Oral Sensitivity in Practice was used to test changes in the oral sensitivity level. The Korean Children's Eating Behavior Inventory and Food Checklist were used to assess the difference in functions related to oral sensitivity before and after the intervention. Results : In comparison with the baseline phase, the Measuring Oral Sensitivity in Practice and Korean Children's Eating Behavior Inventory were improved during the treatment phase, but the Food Intake checklist score was not changed after the treatment phase. Conclusion : The use of Ayres Sensory Integration (ASI^®) with active oral play produced positive results and reduced the child's oral sensitivity and eating problems.

• Korean Journal of Childcare and Education
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• v.11 no.6
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• pp.37-58
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• 2015

The purpose of the study was to analyze the effects of both young children's gender and temperament and their teachers' teaching efficacy and teacher-child interactions on peer play interactions. For this purpose, the data from the 2012 Panel Study on Korean Children were analyzed using analyses of variances and correlation co-efficiencies. In addition, analyses of hierarchical regression, with young children's temperament and teacher-related factors (teaching efficacy and teacher-child interactions) as the independent variables and three sub-factors of peer play interactions (play interaction, play disruption, play disconnection) as the dependent variables, were conducted. The results showed that young children's temperament, teacher efficacy, teacher-child interactions, and peer play interactions differed by gender and significantly correlated. Young children's temperament and teacher-child interactions significantly affected young children's peer play interactions, and the effect of teacher-child interactions was larger than the effect of temperament by 2~2.5 times. The results proved the importance of early childhood teachers' roles in the development of young children's peer interactions with consideration of differences based on children's gender and temperament. With the results given, implications and suggestions for further research were discussed.

• 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.

• Journal of the Korea Convergence Society
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• v.5 no.4
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• pp.137-146
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• 2014

This study investigated the effects of response prompting through 3-steps compliance training to reaction time for child with Asperger's syndrome(AS). The participant was 3 and 8 year-old boy who was diagnostic As with non-compliant, delayed receptive language. Study design was multiple-baseline across behaviors. Target Behaviors were hands-up, following direction, and answering behavior. Dependent variable was latency reaction time during compliance training. This results mean that reaction time was increased raise hands-up behavior, compliance behavior and response ask questions. During intervention, the participant improve the rate on-task behavior as well as reduce off-task behaviors.