• Korean Journal of Childcare and Education
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• v.11 no.4
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• pp.1-17
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• 2015

The purpose of this study is to investigate the relationship between peer interaction, self-regulation and leadership of young children, and examine the mediating effect of self-regulation ability in the effect of peer interaction on the leadership of young children. The subjects of the study were 211 children aged 4 to 5 who attended in child education institutes in the Seoul-Incheon area. A survey was conducted on teachers who worked in kindergartens and day care centers with questionnaires, and the collected data were analyzed. For data analysis, SPSS WIN 21 program was used to calculate mean, standard deviation, skewness, and kurtosis, and correlation analysis was conducted. Also, the structural equation model was validated using Amos 21, and the following results were obtained. First, the positive peer interaction, self-regulation and leadership of children were positively associated. Second, the peer interaction did not have a significant effect on the leadership of young children, and the self-regulation of young children had a positive effect on the leadership of young children. It was found that peer interaction had a positive effect on the self-regulation of young children, and in the relationship of effects on the leadership of young children, the self-regulation was found to play a role of significant mediating effect. Such results are remarkable elements in leadership education for young children, implying the importance of peer interaction and self-regulation of young children.

• Korean Journal of Occupational Therapy
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• v.26 no.4
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• pp.111-125
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• 2018

Objective : This study was designed to determine the effects of sensory integration group therapy with regard to the sensory processing, peer interactions, and task performance, and whether they continue. Methods : Twelve children aged 7 to 13 years enrolled in this study for 60 minutes per session, three times a week for 8 weeks. Sensory integration group therapy consisted of a total of 24 activities that included sensory processing, play skills, and interaction with peers. Short Sensory Profile was used to select subjects. In order to measure the outcome, we used the Short Sensory Profile, Penn Interactive Peer Play Scale and Canadian Occupational Performance Measure at pre, post, and follow-up evaluations. The results were analyzed by means of repeated measures analysis, and the pre-test, post-test, and follow-up tests were compared using the Wilcoxon matched-pair signed rank test. Results : After sensory integration group therapy, sensory processing, peer interaction, and task performance significantly improved(p<.05). In addition, we confirmed that the effects of treatment were maintained in the 4 weeks follow-up test. Conclusion : Sensory integration group therapy is an effective way of mediating effects not only by improving sensory processing skills, but also by providing imitation and training in groups for children in need of peer interaction and linking them to daily life.

• Korean Journal of Human Ecology
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• v.15 no.1
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• pp.1-15
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• 2006

The purpose of this study is (1) to investigate how children's peer interaction type and joint problem-solving performance differ, depending on a partner's age, in such a situation as they are asked to solve problems with their peer and (2) to investigate relationship between children's peer interaction type and joint problem-solving performance. Results reveal that children's problem-solving performance receives more benefit in the interactions with older peers, rather than those with younger ones. It can also be improved by higher level of collaborative interactions such as abstract collaborative explanations in joint activities. It is influenced positively by collaborative interactions, expecially when the children are in the same age groups. Results here were discussed in terns Piagetian and Vygotskian theories.

• The Journal of Korean Academy of Sensory Integration
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• v.7 no.1
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• pp.13-25
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• 2009

Objective : The purpose of the study is to find out how group sensory integrative (SI) intervention enhances play skill and social interaction of the children with sensory integration disorders. Method : Three children who were showing problems related in sensory integration received 12 SI intervention sessions. The Sensory Profile (SP) and The Social Maturity Scale (SMS) were accomplished by the subject's primary caregiver. Test of Playfulness (ToP) and Peer Social Interactions Rating Scale (PSIRS) were utilized to investigate the children's play skills and social interactions with their friends. Goal Attainment Scale (GAS) is applied to assess the children's play skill, social interactions with peer, and sensory processing at each session. Data was collected before- and after the intervention and analyzed by the Wilcoxon matched-pair signed rank test with SPSS/WIN version 10.0 and Microsoft Excel. Results : The average scores of ToP, PSIRS, and SMS were increased after the sensory integrative intervention. However, there is no significant difference in the play skills and social interactions between data of pre-intervention and the one of post-intervention. The score of the GAS was frequently increased in terms of the play skills and sensory processing throughout the whole sessions. Conclusions : This study reveals a possibility of that the group sensory integrative intervention may affect not only sensory processing ability, but also play skills and social interactions of children experiencing difficulties of sensory processing. Future research should supplement limitations of this study regarding insufficient number of the subject and the short period of the experiment.

• Journal of Korea Entertainment Industry Association
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• v.13 no.5
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• pp.185-193
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• 2019

Young children facilitate their social and emotional development by doing a lot of play activities with their peers. As an empirical survey study, this study is aimed at analyzing how the peer play interaction influences peer competency and self-regulation. To achieve that, a questionnaire survey was conducted with 271 young children aged 5 years who were going to the kindergarten in the G district of Seoul. With the data collected in the survey, frequency analysis, descriptive statistics, reliability test, correlation analysis and regression analysis were conducted by SPSS program. The analysis results are presented as follows: firstly, peer play interaction positively influenced young children's sociability, pro-sociality, and leadership as their peer competency factors; secondly, peer play interaction positively influenced their patience, endurance of waiting, and adaptation as their self-regulation factors. This study drew the conclusion that peer play interaction is a critical variable to predict young children's peer competency and self-regulation. Therefore, it will be necessary to continuously develop a variety of play activity programs which young children can join in the inside and outside of kindergarten in order to helps young children improve their peer competency and self-regulation, and to actively connect the programs with Nuri curriculum.

• Journal of Convergence for Information Technology
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• v.8 no.3
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• pp.33-38
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• 2018

Objective: To review the literature on development in the peer relationships of the adolescents within the context of their parents' divorce. Method: The cognitive and sociocultural literature was searched to analyze the social interactions of the adolescents of divorced parents. Results: The evidence supports the variations in adolescents' peer relations based on their family structure. Comparisons with the adolescents of the nuclear families and the step-families suggest certain types of interactions the adolescents of divorced parents experience. Conclusions: Divorce of the parents is associated with the difficulties their children at adolescent experience, such as the higher level of social isolation among their peers or their incompetence in social skills. For there is not much known about the integration into the world of peers of the adolescents from the divorced families, while their general psychological and cognitive development after the separation is often studied, future study will need to focus on their peer interactions at their school environment and the social treatment for the possible hardships in their peer relations.

• Journal of Music and Human Behavior
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• v.19 no.1
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• pp.21-41
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• 2022

The purpose of this research was to develop and verify applicability of a musical play program aimed at promoting interaction between immigrant preschoolers and Korean preschoolers. A daycare center serving the preschool-age children of Korean nationals and immigrant families were the site for this research. Utilizing the elements of a musical play (e.g., role playing, narration, and joint music activity), the program was developed for improving interaction among preschoolers, while promoting intercultural acceptance by providing the opportunity to be exposed to music from different cultures and engage in the joint activity using such music. For the purpose of investigate the applicability of the developed program, the program was implemented with two groups of preschoolers and each group received the musical play program for 30 minutes twice a week for a total of 6 sessions. The results of this preliminary study indicate that the musical play program promoted interaction between peers from different cultural background. Based on the results of this study, musical play programs may be helpful in promoting interactions between preschoolers from different cultural backgrounds and increase of acceptance of immigrant students in Korean daycares and schools.

• The Journal of Korean Academy of Sensory Integration
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• v.10 no.1
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• pp.1-10
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• 2012

Objective : The purpose of this study was to investigate the effects of group sensory integrative intervention on the sensory integration dysfunction children's social interaction with peer and therapist Methods : The subjects were three children aged between 3 and 5 with sensory integration disorder. Each Child participated in 15 sessions of group sensory integrative intervention. The based on the observation list of the children's social interaction behavior, the children's interactions with the peers and therapist are measured. One group pretest-posttest design was used to verify the effect of group sensory integrative intervention. The difference between before and after the sensory integration group program in the observation list of the children's social interaction behavior were tested by the Wilcoxon matched-pair signed rank test. Results : The average scores of the observation list of the children's social interaction behavior was increased after the group sensory integrative intervention. However, there is no significant difference in the social interactions between data of pre-intervention and the one of post-intervention. Conclusion : The results suggest a possibility of that the group sensory integrative intervention may affect social interactions. Future research should supplement limitations of this study regarding the short period of the experiment and there must be several evaluation standard to show norm data.

• Korean Journal of Child Education & Care
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• v.17 no.2
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• pp.75-98
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• 2017

The purpose of this study was to examine practice of strategies childcare teachers use in order to promote peer interaction among young children and difficulties in implementing strategies by using mixed methodology. The participants of current study were 155 inservice childcare teachers and they completed SIPPY questionnaire. To investigate strategy practice with difficulties, 44 teachers participated in theme writing and 3 teachers were interviewed. SIPPY data were analyzed by SPSS 20.0 and theme writing and interview transcripts were coded by qualitative analysis procedure. Results are as follows; First, teachers in this study use more environmental and naturalistic activity strategies than intensive strategies. Depending on educational experience and education level, there was a statistically significant difference. Second, participants reported various natural activity strategies that they use in the classroom such as compliments, modeling, suggestion, cooperative activity plan. Based on the analysis of qualitative data, four categories of difficulties were presented such as environmental component, disconnection with families, child individual characteristics, and teacher component. Implications were discussed in terms of teacher education and teacher driven professional development program.

• Journal of Music and Human Behavior
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• v.21 no.2
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• pp.77-105
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• 2024

This study explored whether story-based interactive music activities improve play interactions between children with developmental disabilities (DD) and typically developing (TD) children at an integrated daycare center, and whether these activities influence TD children's attitudes towards their DD peers. The participants included six children with DD, aged 3-5 years, and 21 TD peers. They attended 10 sessions, each 30 minutes, twice a week. Play interactions were observed during free play after each session, and TD children's attitudes towards peers with DD were assessed before and after the intervention. The results showed that children with TD and DD in the integrated group showed significantly reduced disengagement, with notable improvements in joint action for TD children and joint attention for DD children. However, there were no significant changes in peer acceptance among TD children in the integrated group while there was a significant decrease in the non-integrated group. This study highlights that story-based interactive music activities effectively enhance interactions between TD and DD children. However, the limited impact on peer acceptance suggests the need for more long-term and systematic interventions, considering the children's developmental levels. The study also emphasizes the importance of tailored approaches that address the individual needs of both TD and DD children, providing valuable insights into the direction of systematic interventions at a time when the importance of social integration is increasingly recognized.