• Proceedings of the KHMA Conference
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• 2010.11a
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• pp.204-205
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• 2010

• The Journal of Korean Academy of Sensory Integration
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• v.16 no.1
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• pp.25-34
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• 2018

Objective : This study aims to figure out the effect that sensory integration group therapy has on the fine motor, social interaction and playfulness of preschool children with intellectual disability. Methods : Participants were four children from three to five years old who were diagnosed with intellectual disabilities and they participated in twelve sessions of sensory integration group therapy, sixty minutes per session and once a week. Sensory integration group therapy was composed of parallel and peer play-centered gross motor activities, art activities and sensory plays that were related to each theme. Erhardt Developmental Prehension Assessment (EDPA), Penn Interactive Peer Play Scale (PIPPS) and Test of Playfulness (ToP) were used to evaluate participants' fine motor, social interaction and playfulness before and after the intervention. Results of fine motor, social interaction and playfulness before and after the intervention were compared using Wilcoxon matched-pair signed rank test. Results : After sensory integration group therapy intervention, the fine motor skills of participants did not show significant increases, but social interaction and playfulness showed significant increases (p< .05). Conclusion : Although sensory integration group therapy with preschool children with intellectual disability did not show positive improvement in fine motor skills, it showed positive effect on social interaction and playfulness. Group sensory integration therapy might be an intervention approach for all children with disabilities.

• 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.30 no.5
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• pp.57-72
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• 2009

The purpose of the present investigation was to analyze the effects of a social-emotional competence program utilizing group play therapy in promoting young children's prosociality, teacher-child relations and peer competence. The subjects were 90 five-year-old kindergarten children. The experimental treatment was performed in 14 sessions for 7 weeks. Instruments were the Prosocial Behavior Scale for Young Children (2003), Student-Teacher Relationship Scale (2004), and Iowa Social Competence Scales (1997). Data was analyzed by ANCOVA. Results were that the experiment group showed significantly higher social competence scores than the comparison and control groups. Conclusions were that a social-emotional competence program utilizing group play therapy can be effective in enhancing young children's improvement of prosociality, teacher-child relations, and peer competence.

• Korean Journal of Human Ecology
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• v.23 no.6
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• pp.1089-1104
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• 2014

The objective of this research is to find out the relationship among resilience of young children, their interactive peer play, and mothers' overprotective parenting attitudes. The research was conducted for 455 children aged 3~5 and their mothers of day care centers in the cities of Kimje and Iksan. To measure resilience of young children, the rating scale for parents and teachers(Koo, 2010) adapting DECA(1999) was used. And the interactive peer play scale of Choi and Shin(2008) adapting PIPPS(1998) and the Parental Protectiveness of Do and Falbo(1999) was used. The results from this research are as follows. First, there is a generally significant positive correlation between resilience and interactive peer play of young children. Resilience of young children gets higher as interactive peer play of young children gets higher. Second, there is low negative correlation between resilience and mothers' overprotective parenting attitudes. Resilience of young children gets higher as mothers' overprotective parenting attitudes get low.

• The Journal of the Korea Contents Association
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• v.17 no.3
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• pp.15-30
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• 2017

This study tried to look into influences to parenting style, mother-child interaction, child interactive peer play, and problem behaviors according to employment status by objecting 1,614 mothers having young child and also using Korea Child Panel 6th Year data (2013) having been provided from Korea Institute of Child Care and Education. Regarding collected data, hierarchical regression analysis was carried out by using SPSS 18.0 program. The results of this study were as follows. First, as much as warmth parenting style of mothers and child peer play interaction were high regardless of mothers' employment status, child internalizing and externalizing problem behaviors appeared to be decreased. Second, there were differences between employed mothers and unemployed ones because mother-child interaction did not affect significant influences to child internalizing, externalizing problem behaviors in case of employed mothers, but child internalizing, externalizing problem behaviors were turned up to be increased as much as mother-child interaction was larger by affecting significant influences in case of unemployed mothers. Based on above finding, this study has a meaning in that it provides a basic data which could be actually utilized to parent education program in order to prevent various problem behaviors of children or child & family counseling field.

• Korean Journal of Childcare and Education
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• v.8 no.1
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• pp.45-64
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• 2012

This research is about how infants' multi-cultural recognition and their sphere of activity can be changed when married immigrant women and infants' homeroom teachers were put together in the infants' multi-cultural teaching program. The subjects(children under 5) were selected in "S" city of Gyeonggi-do, South Korea. And they were divided into experimental group 1, experimental group 2, and the control group. And this research did a pretest and post-test for the 60 children. The result of this research can be summarized into three parts. Therefore, it is possible to suggest that the improvement of infants' diversity recognition is affected by a certain kind of teacher and that he/ she can improve the infants' play ability. Experimental group 1 is proceeded by both married immigrant woman and the infants's homeroom teacher. Experimental group 2 was managed by only the homeroom teacher who was going through the same program as the teachers above. The control group was managed by a general nurturing program. This research did do a pretest and post-test for this experiment. -by Chun-Ok. Lee was used for infant's multi-cultural measurement. Mee-sook. Kim's measurement was used for measurement of playfulness between same age children. Meaningful differences was exposed in experimental group 1, experimental group 2, and the control group in sequence. The two experimental groups who had experienced a multi-cultural program seemed to have higher playfulness.

• Journal of the Korean Home Economics Association
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• v.41 no.11
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• pp.123-133
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• 2003

This study investigated the relationship between conflict issues and resolution strategies in pretend play. Also, the relations among frequency of internal state terms, conflict resolution, and communicative strategies were examined. 704 and 5 year old preschoolers, each paired with self-chosen peer, were observed and videotaped during 20-minute play session. Findings revealed that conflict issues were associated with resolution strategies. Internal state language and communicative strategies were related with conflict resolutions in pretend play, which shared with socio-emotional ability.

• Korean Journal of Child Studies
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• v.21 no.1
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• pp.269-281
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• 2000

본 연구의 목적은 유아교육기관의 자유놀이 시간에 자발적으로 출현하는 유아의 쓰기 활동의 양상과 이를 지지하는 유아교육기관의 환경에 대하여 탐색하는 것이다. 이를 위하여 본 연구에서는 연구의 대상으로 미국 캘리포니아주에 위치한 대학 부설 유아교육기관과 유아를 선정하고 관찰한 후 그 결과를 서술하고 분석하였다. 본 연구의 결과 연구의 대상인 유아교육기관의 전반적인 환경에는 다양한 문해 활동 자료들이 풍부하게 마련되어 있었고 유아들은 이러한 환경에서의 자유놀이의 맥락 내에서 자발적으로 쓰기 활동에 참여하였다. 유아들은 실제 생활을 운용하기 위하여 효율적으로 쓰기 활동에 참여하였고, 또래들과 교사들과 함께 그들의 쓰기 작품을 읽고 그 의미를 토론하면서 쓰기 언어에 대한 그들의 발전적인 지식을 표출하였다. 본 연구의 결과는 형식적인 쓰기 교수법이 없이도 다양한 문해 활동 자료들이 풍부하게 갖추어진 질 높은 유아교육기관의 자유놀이 시간을 통해 유아의 쓰기 언어 학습이 효율적으로 이루어질 수 있다는 사실을 증명함으로써 유아교육기관에서의 언어 교육의 실제에 적용할 수 있는 시사점을 제공한다.