• Human Ecology Research
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• 제52권5호
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• pp.541-549
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• 2014

The purpose of this study was to analyze the effects of preschool children's behavioral and emotional regulation on their peer play behavior, focusing on gender differences. A total of 214 4- and 5-year-old children attending a child care center in South Korea participated in this study. The instruments used in this study were the Child Behavior Rating Scale, Emotion Regulation Checklist, and Penn Interactive Peer Play Scale. The collected data were analyzed using a Student's t -test, Pearson's partial correlation, and multiple regressions with the SPSS software ver. 16.0. The main results of this study are as follows: first, there was a significant gender difference in preschool children's behavioral regulation, emotional control, play interaction, and play disruption. However, there was no gender difference in preschool children's play disconnection. Second, preschool children's emotional control and behavioral regulation had positive effects on their play interaction irrespective of gender. Third, preschool children's emotional instability and emotional control had a positive influence on their play disruption irrespective of gender. Finally, the factors of behavioral regulation and emotional instability significantly predicted the boys' play disconnection, while for the girls, the significant predictor was emotional control. Further, implications for the use of early intervention targeting specific behavioral and emotional regulation problems have been discussed.

• 아동학회지
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• 제36권5호
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• pp.173-188
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• 2015

The main purpose of this study was to investigate the effects of a mother's big five personality factors and playfulness on maternal parenting behavior. The participants consisted of 270 mothers with young children, aged 3-6 years old. The subjects completed questionnaires on IPIP(International Personality Item Pool), PAS(Playfulness Scale for Adults) and Parenting Behavior. The results were as follows. First, regarding the relationships of the mother'personality and parenting behavior, higher levels of neuroticism(N) in the mothers resulted in lower levels of warmth acceptance(W A) in parenting behavior. Higher levels of extroversion(E), openness(O), agreeableness(A), and conscientiousness(C) resulted in higher levels of W A. In terms of the relationships of the mother's playfulness and parenting behavior, higher levels of playfulness resulted in higher levels of W A. and lower levels of permissiveness nonintervention(P N) and rejection restriction(R R). Second, N, E, C, and a maternal sense of humor had an effect in W A. C was found to have an effect in P N and N was observed to have an effect in R R.

• 가정과삶의질연구
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• 제29권6호
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• pp.169-184
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• 2011

The aim of this study was to investigate whether there are differences in mother's parenting behaviors and children's playfulness and communication abilities according to the type of family and to determine the relationships among these variables. A total of 154 pairs consisting of 77 pairs of children and their mothers from multi-cultural families and 77 pairs of children and mothers from general families along with 76 teachers in charge of the children participated in this study. We found that there was a difference in the children's playfulness and communication ability according to the family type. Moreover, the relationship between the mothers' parenting behaviors and their children's playfulness and communication ability levels differed according to family type. Therefore, to understand children's playfulness and communication ability in general and multicultural families, it is necessary to consider each child's environment.

• 한국콘텐츠학회논문지
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• 제18권10호
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• pp.203-216
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• 2018

본 연구의 목적은 어린이집의 자유놀이에서 나타나는 영아와 교사가 각각 상호작용을 시작하려는 의도를 검토하여 발달을 도모하는 상호작용이 무엇인지를 탐구하려고 한다. 연구방법은 질적 연구방법으로 연구대상은 영아 9명과 영아반 교사 3명이다. 자료 수집은 영아의 오전일과에서 교사-영아 상호작용에 초점을 두고 캠코더로 녹화한 후 전사하였다. 3개월 동안 총 24회 관찰과 교사와 심층면담 그리고 연구대상 어린이집의 생활안내 책자, 일간/월간/연간계획안, 관찰기록, 행동발달 관찰기록서 등을 수집하여 분석하였다. 연구결과, 연구문제 1인 자유놀이에 나타난 영아의 상호작용 의도는 첫째, 어떻게 놀이해야 하는지를 알기위해 둘째, 일상 관련한 그림책의 내용을 보기위해 셋째, 정서적 요구의 충족을 위한 것으로 나타났다. 연구문제 2인 자유놀이에 나타난 교사가 먼저 상호작용을 시작하는 의도는 첫째, 사물탐색과 놀이시도를 돕기 위해 둘째, 교사중심에서 영아주도의 놀이전이를 위하여 셋째, 울음으로 의사를 표현하는 영아를 달래기 위한 것으로 나타났다. 상호작용의 질을 높이고 영아의 발달을 도모할 수 있는 영아 중심적 관점에서의 영아-교사의 상호작용에 대한 장기적 심층적 연구가 요망된다.

• 정보교육학회논문지
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• 제16권2호
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• pp.181-188
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• 2012

본 연구는 정보통신윤리 의식 강화를 위한 마음공부기반 역할놀이 수업모형을 개발하고 수업에 적용하여 정보통신윤리 의식을 강화시키고 실제 행동의 변화를 가져올 수 있는 실천의지를 기르고자 하였다. 즉 마음공부 역할놀이 수업모형은 마음 활동의 과정적 요소와 마음교육의 방법적 요소, 역할놀이 활동 단계를 고려하여 설계하였으며 마음공부를 역할놀이를 통해 직간접적으로 경험하도록 하는데 중점을 두었다. 본 연구를 위해서 첫째, 문헌 및 사레연구를 통하여 마음공부기반 역할놀이 수업모형 초안을 설계하고, 둘째, 이를 현장에 적용하여 봄으로서 모형 초안에 대한 강점과 개선점을 중심으로 모형 초안을 수정 보완한 후 완성된 형태의 모형을 설계하였다. 도출된 모형의 초안을 J시 J대학의 교직과목인 '교육방법 및 교육공학'을 수강하는 교육학과 2학년 학생 총 36명을 대상으로 수업을 실시하여 개발하였다. 또한 수업모형의 효과성 검증은 현장에 있는 교사 10명과 5학년 24명, 6학년 27명을 대상으로 하였다. 적용 결과 마음공부기반 역할놀이 수업모형을 적용한 수업에서 정보통신윤리교육이 재미있는가와 관련한 문항에서 자료의 투입 후 긍정적으로 응답한 비율이 90%이상이었다.

• 아동학회지
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• 제27권5호
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• pp.1-17
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• 2006

This study on filial play therapy training as parent education included 12 experimental group mothers, 11 control group mothers, and their 5-year-old children. Over 5 weeks, experimental group mothers received 2 hours filial therapy training 10 times, twice a week, and 30 minutes home special play 4 times, once a week. Each mother was videotaped playing with her child and completed three self-report instruments : Parental Acceptance Scale(Porter, 1954), Parenting Stress Index(Abidin, 1990), and Child Behavior Checklist(Oh et al., 1997) before and after the training. Pre- and post-test data was analyzed by paired-t test. Filial play therapy training enhanced empathy in adult-child interaction during free play. Significant increases appeared in parental acceptance level of child's feeling and autonomy.

• 아동학회지
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• 제28권3호
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• pp.45-59
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• 2007

This study included 12 mothers and their 5-year-old children. Over 5 weeks, mothers participated in 2 hours filial therapy training twice a week, and 30 minutes special play at home once a week. Each mother was videotaped playing with her child and completed three self-report instruments : Parental Acceptance Scale(Porter, 1954), Parenting Stress Index(Abidin, 1990), and Child Behavior Checklist(Oh et al., 1997). These measurements were taken three times : before, immediately after, and 8 weeks after the program. Enhanced empathic interaction and parental acceptance level through filial play therapy training was maintained 8 weeks after the training. Eight weeks after the training, child's behavior problems were significantly reduced in comparison to immediately after the training.

• 대한가정학회지
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• 제47권4호
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• pp.25-35
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• 2009

The purpose of this study is to examine the effect of group game play program on ADHD-liked children’s executive function. The game play program was implemented for children in experiment group to find out the effect of the group game play program on ADHD-liked executive function. The subjects of this study were 12 children (4th year elementary students), showing ADHD characteristics. 6 were put in experiment group and other 6 were put in control group randomly. The effectiveness of group game play on ADHD children’s executive function are as followings: The attention ability, behavior inhibition ability, cognitive flexibility of children in experiment group was improved more than in control group. It is concluded that group game play program is effective for ADHD-liked children’s executive function.

• 아동학회지
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• 제18권2호
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• pp.47-56
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• 1997

This study investigated the agreement between 3 assessments of preschoolers' friendship: peer nominations, teacher nominations, and behavioral observations. The relationship between friendship, social status, social competence, and play behaviors was also investigated. The subjects were 44 5-year-olds. Teachers were asked to rate the children's social competence; play behaviors were observed during free play time. The results indicated high agreement between the 3 assessments. Popular children were more likely to have friends than other social status groups. Children without friends were more hesitant than children with friends. Children with friends were more accepted by peers and engaged in cooperative social play more than children without friends.

• 아동학회지
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• 제29권2호
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• pp.89-108
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• 2008

This study used Family Group Theraplay (Munns, 2005) to investigate the effects of enhancing interaction between child and mother on mitigating developmental risks for children growing up in low-income households. The subjects for the study were selected from among Community Child Care Centers and Community Welfare Centers in Seoul. The children were in the first, second, and third grades of elementary school. Eleven child-mother dyads participated in Family Group Theraplay once a week for a total of 12 45-minute sessions. The control group consisted of 9 child-mother dyads. The Family Group Theraplay program improved interaction between the children and their mothers and also reduced children's behavior problems and mothers' parenting stress.