• Korean Journal of Child Studies
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• v.21 no.4
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• pp.197-210
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• 2000

This integrative review of research on the role of toys in the pretend play of young children investigated claims about the relative effects of abstract or unrealistic compared with concrete or realistic toys. Researchers and educators acknowledge the benefits of pretend play as an expression of the child's capacity of symbolic functioning and they attend to strategies for promoting pretend play at each stage of its development, including the selection and presentation of playthings. Highly structured or realistic toys were once thought to impede pretend play because they can only be used for a single intended purpose whereas less structured toys are pliant and hold the child's interest over longer periods of time as new ideas are tried out. However, the present review suggests that realistic toys are effective for very young children who still have limited representational capacity, and that realistic toys continue to give impetus to make-believe even for kindergarten children.

• Korean Journal of Human Ecology
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• v.20 no.4
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• pp.745-757
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• 2011

The purpose of this study was to explore status of mathematical interactions between parent and child and use of mathematical materials at home. For this purpose, questionnaires were developed. The framework of the questionnaires consisted of mathematics education content domains. 276 parents(4-5 year old children) in J Province responded to the questionnaires, which were analyzed according to the level of home income, the mother's work conditions and the mother's level of education. The results were as follows: First, between parent and child mathematical interaction at home showed a 2.84 score in average and frequency of mathematical interaction expressed in the domains of 'Understanding of regularity', 'Measurement', 'Growing number sense', 'Space and shapes', 'Organizing data and showing results'. The domains of 'Growing number sense', 'space and shapes', and 'measurement' showed significant difference only by mother's level of education. The higher the mother's level of education, the more frequent the mathematical interaction between parent and child. Second, the use of mathematical materials showed an average score of 1.18, which means mathematical materials were practically not used at home. Also, the use of mathematical materials showed a slightly significant difference when measures against the levels of home income and the mother's level of education. The results showed a significant difference in parent-child mathematical interactions, and the possession and use of mathematical materials when measures against by level of home income and the mother's work conditions. Therefore, the results of this study suggest that the parent education program for mathematical interaction to apply at home and mathematics curriculum to be connected early in childhood education institution and home should be developed for parents.

• Korean Journal of Child Studies
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• v.31 no.4
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• pp.61-74
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• 2010

The present study sought to examine parent-child relational factors associated with young child's language abilities according to socioeconomic status. To do so, the survey responses of 2,269 parents of 0- to 5- year-olds, taken from research on the Actual Condition of Korean Children and Youth were analyzed. The results were as follows : (1) Low-income families had significantly fewer toys related to literacy than middle and upper-income families. (2) There were fewer instances of parent-child play interactions as well as lower scores of parenting styles and beliefs in low-income families than in middle and upper-income families. (3) Although there was no difference in terms of language abilities from 0- to 1-year-old children according to socioeconomic status, 2-, 3-, 4- and 5-year-old children from low-income families exhibited significantly lower language scores than children from middle- and upper-income families. (4) Toys related to literacy and parent-child relational factors were positively related to children's language abilities. (5) It can be further argued that toys related to literacy and parent-child relational factors clearly predict children's language abilities.

• The Journal of the Korea Contents Association
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• v.12 no.11
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• pp.527-538
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• 2012

The purpose of this study was to suggest a new direction for the development of children's music education and to provide a basis for the development of improved music education program for children through the qualitative investigation of what 'musicing' means to children on the basis of musical experiences - singing, listening, body expression, learning rhythms and time, playing instruments - in the children's comprehensive musical activities. The study was carried out from September $5^{th}$, 2011 to November $25^{th}$, 2011, on 15 4-years-old children in Haetnim-class, in S nursery, in the city of D. The observations were recorded in the field and materialized, and the collected materials were categorized and analyzed. The results of the study suggests that 'doing music' to children means 'making movements,' 'sharing emotions through imitation,' 'fun activity that one can look forward to,' 'musical instruments as playthings,' and 'finding 'the true me'.

• Child Health Nursing Research
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• v.25 no.2
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• pp.154-164
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• 2019

Purpose: The study aimed to develop a play toolkit to facilitate infants' and toddlers' symbolic thought and fine motor development. Methods: This study used a methodological study design including two phases of development and evaluation. After reviewing the play culture and developmental health issues in Kyrgyzstan through a literature review and interviews with local experts and parents, the toolkit was developed and evaluated using content validity and utilization tests. Results: The toolkit was based on Westby's symbolic play and the fine motor milestones in the Bright Futures Guidelines. The Toolkits were composed of an overall suggested play schedule according to the child's age, four kinds of play props, and a utilization guidebook for parents. The play props were a felt book, sorting and assembling blocks, cup blocks, and a tangram. The guidebook contained age-appropriate operating methods and alternative ways to use the materials. Conclusion: A play toolkit was developed to enhance nurturing practices among parents of infants and toddlers. The findings may help facilitate effective interactions between parents and their children. Considering that nurturing care is critical for achieving better child health outcomes, enhancing parenting resources and parent-child relations could function as an effective strategy for promoting child health.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.9
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• pp.4240-4247
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• 2013

This purpose of this study was to investigate the difference of safety practice and safety knowledge according to background variables of mothers and the relationship between practice and knowledge in safety of mothers. The subjects were 143 mothers in Iksan city. A questionnaire was made by the researcher on the basis of relevant materials. The data was analyzed by statistical methods such as frequency, Cronbach's ${\alpha}$, descriptive statistics, t-test, ANOVA, Scheffe and Pearson's correlation. The results are as follow: First, mothers' safety knowledge was higher than average. There were significant differences in emergence care, dangerous material, toy safety and young children' developmental character according to mothers' age. There were significant differences in dangerous situation, young children' developmental character and sum score of safety knowledge according to mothers' educational level. So there were significant differences in electrical fire safety, young children's developmental character according to children's age. Second, mothers typically practiced home safety. There were significant differences bathroom, entrance according to mothers' age. And there were significant differences room, kitchen and sum score of safety practice according to children's age. Third, there is no correlation between mothers' safety knowledge and home safety practice.