• The Journal of Korean Academy of Sensory Integration
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• v.20 no.3
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• pp.60-71
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• 2022

Objective : This study aimed to summarize and present the effects of group sensory integration treatment applied to children with and without disabilities in Korea. Methods : The search period was from January 2010 to December 2021, and databases of 'The Journal of Korean Academy of Sensory Integration', 'The Korean Journal of Occupational Therapy', 'Koreanstudies Information Service System', 'Research Information Sharing Service', 'DBpia' were used for data search. A total of 11 studies were selected, and the Patient, Intervention, Comparison, Outcome method was applied to organize them systematically. Results : As a result of the study, single-group non-randomized studies were the most common with 8 out of 11 studies (72.73%). There were 99 subjects, ranging in age from 3 to 11, and an average of 7.39. Among them, there were more children with disabilities, and 40 out of 99 (40.41%) were diagnosed with developmental disabilities the most. A total of 5 to 45 treatment intervention sessions were provided, and 60 minutes were the most frequently provided once or twice a week. The Canadian Occupational Performance Measure and The Penn Interactive Peer Play Scale were the most commonly used evaluation tools in 4 times each (12.90%). As the treatment intervention goal, social interaction skills was the most common with 8 studies (36.36%). As a result of treatment intervention, 8 studies showed significant results. Conclusion : Based on this study, it is expected that in the future, various methods of intervention of sensory integration therapy based on high quality levels can be systematically presented and used as useful information in clinical practice.

• Korean Journal of Human Ecology
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• v.5 no.1
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• pp.1-14
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• 1996

The purpose of this study was to examine children's dramatic play and dramatic play themes in the same-age and mixed-age kindergarten classrooms. The subjects were 45 children in three classrooms of 4-year-olds, 69 children in three classrooms of 5-year-olds, and 60 children in three mixed-age classrooms of 4-and 5-year-olds. Observations were conducted by videotape recordings. Observation periods were of five-minutes duration. There were ten observations of children's indoor free-play periods. Four-and five-year-olds in mixed-age classrooms were more likely to engage in group-dramatic play than 4-and 5-year-olds in same-age classrooms. Four-year-olds in mixed-age classrooms were more likely to engage in domestic and family, war/violence, school, animal, and vehicle play themes than 4-year-olds in same-age classrooms. However, 5-year-olds in mixed-age classrooms were more likely to engage in family and school play themes than 5-year-olds in same-age classrooms. 5-year-olds in same-age classrooms were more likely to engage in vehicle and animal play themes than 5-year-olds in mixed-age classrooms. 5-year-olds in same-age classrooms did not differ from 5-year-olds in mixed-age classrooms on the war/violence themes used during dramatic play. In terms of sex differences, boys were more likely to engage in violence, adventure fantage themes than girls. Conversely girls were more likely to engage in family/marriage static play themes than boys.

• Journal of the Korean Institute of Educational Facilities
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• v.21 no.6
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• pp.28-32
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• 2014

본 투고에서는 2008년 환경부의 용역으로 실시된 "보육시설의 실내공기질 진단 및 개선 시범사업"의 결과를 바탕으로 우리나라 보육시설의 실내공기 오염 실태와 함께 개선방안, 그리고 개선효과에 대하여 소개하였다. 서울, 경기, 인천 지역의 61개 시설을 대상으로 실내공기질 측정과 설문조사를 실시한 결과 폼알데하이드와 총 휘발성유기화합물은 일부시설에서 "다중이용시설 등의 실내공기질 관리법" 기준치를 초과하는 것으로 나타났다. 반면 이산화탄소와 미세먼지는 조사 대상 시설 중 50 % 이상이 기준치를 초과하는 것으로 나타났다. 따라서 보육시설의 실내공기질 개선을 위해서는 각 오염물질의 발생원별로 유지관리 대책이 필요한 것으로 조사되었다. 또한 오염원인별 분석결과, 대부분 시설의 실외오염물질 농도가 실내보다 낮게 나타나 외기의 오염이 실내에 미치는 영향은 미비한 것으로 나타났으며, 계절에 따른 실내공기오염은 동절기에 낮은 외기온도로 인하여 실내를 하기 때문에 하절기에 비해 더 높게 나타났다. 공간에 따른 오염물질의 농도는 이산화탄소와 미세먼지의 경우 아동이 늘 상주하는 교실의 오염이 가장 심한 것으로 나타났으며 폼알데하이드와 총휘발성유기화합물의 경우 놀이실의 오염도가 교실에 비해 더 높게 나타났다. 개선방안별 개선효과에 있어서는 환기계획 몇 환기설비 설치, 지하공간 습기 문제 개선에서 가장 높은 효과가 나타났다. 향후 보육시설의 쾌적하고 건겅한 실내환경의 유지관리를 위해서는 보육종사자들이 활용할 수 있는 유지관리 지침 또는 매누얼에 대한 보급이 필요할 것으로 판단된다.

• Journal of the Korea Furniture Society
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• v.19 no.5
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• pp.341-349
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• 2008

This study intends to analyze the importance of design on the basis of the children' emotion, by instancing the child-oriented furniture that contributes to the healthy growing and emotion-development of children. This means the reflection of the will trying to see the main point of design for the child-oriented furniture and it's possibility from another new standpoint. It will be understood how far the furniture influences the children and for that the furniture among others for the preschool children having playing & leaning functions is taken as an object of the study. The scope of study is the child-oriented furniture having playing & learning functions that has been presented for displaying as well as for a commercial use, since 2005. The attempt to find objective factors working positively for the emotion- & behavior development of children through seeking a new design of the child-oriented furniture for playing & learning is for emphasizing the importance of the emotional function, not only the primary function of furniture, at designing the child-oriented furniture. The combination between applications of the specialized material for child education & studies, therefore, has to be handled more importantly. The child-oriented furniture for playing & leaning that stimulates a healthy growing of child not only physically, also emotionally should be constantly and more deeply specialized on child education and design aspects.

• Journal of Korean Clinical Health Science
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• v.2 no.1
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• pp.47-57
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• 2014

Purpose. The purpose of this study is to investigate effects of group play therapy program on improvement of social skills of children with developmental disabilities. Methods. With 4-year children with developmental disabilities with developmental problems, group play therapy program with 16 sections, 40minutes for each section for 16 weeks was conducted, and by using Korean infant social skills test (K-SSRSP), social skills index (SSQ) between before and after applying group play therapy program on children with developmental disabilities were compared. Results. When group play therapy are applied on children with developmental disabilities, it was found that there was improvement of social skills including problem solving, emotional expression, sense of order and self-confidence. Conclusions. According to the result of this study, if more specific studies regarding group play therapy program are conducted and they can reflect on other integrated programs, then it is expected that there will be greater synergy effects on improving not only children with developmental disabilities but also social skills of them.

• Journal of The Korean Society of Integrative Medicine
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• v.7 no.4
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• pp.23-32
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• 2019

Purpose : The purpose of this study was to evaluate the effects of multi-sensory treatment programs on attention and learning in ADHD children. Methods : The program was provided for 50 minutes twice a week for a total of 12 times over 6 weeks. The FAIR concentration test was used to identify the children's concentration of attention before and after the intervention. The children's learning ability was evaluated using K-ABC. Results : When attention was evaluated using FAIR, there was a significant increase in all dependencies of performance value (P), quality value (Q), and continuity value (C) (p>.05). In addition, when learning ability was evaluated using K-ABC, learning ability in general increased significantly (p>.05). The multi-sensory play therapy program had a positive effect on the children's attention and learning ability and thus it is a positive intervention method for children with ADHD. Conclusion : In addition to providing challenging activities, the program showed that it was possible to elicit the children's interest by engaging a variety of senses at the same time. This is believed to have motivated them internally to engage actively in the program.

• Journal of Families and Better Life
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• v.16 no.1
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• pp.63-80
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• 1998

The purpose of this study is to analyze the effects of unstructured and spontaeous role-playing in pro-social behavior of a child. The experimental group in this study is 7 children who go to after-school class in J. social welfare facility and the controlled group is 7 children in composition class., While the experimental group did role-playing with each other the control group did not have any treatment, In order to find out effects of an experiment pre-test first post-test and second post-test were done. The results can be concluded as following. First in pre-test the degree of behavior resulted the same in experimental group and in controlled group. However in the first post-test the pro-social behavior of the experimental group with role-playing showed an improve than that of the controlled group. Therefore it can be emphasized once more that the role-playing improves pro-social behavior of a child. Second in the second post-test done 2 moth after the role-playing it was found that the pro-social behavior of experimental group keep the improved points as in the first post-test Therefore it can be concluded that the effect of role-playing on pro-social behavior of a child is continuous.

• Proceedings of the Korea Contents Association Conference
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• 2008.05a
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• pp.363-366
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• 2008

In this paper, I describe about edutainment contents to infant. We can call following PANSORI that user can experience national classical music that is our country tradition music using imagination musical instrument instead of actuality musical instrument, and is one at national classical music. Also manufacturing operationalized Touch-Face that is intelligence style interface platform that can play that tradition pattern and basis use style hand that is a tool the immediate perception enemy use and touch display directly as unaccustomed infant and children are easy and convenient to base. Because of these reason, educational contents can become help to study efficiently because there is in preschool education more on Touch-Face base.

• Korean Journal of Childcare and Education
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• v.17 no.2
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• pp.103-120
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• 2021

Objective: This study explored the effect of childcare teacher's playfulness on burnout through ego-resiliency. Methods: The participants of this study were 265 childcare teachers working at childcare centers. Data was collected through questionnaire on teacher's palyfulness, ego-resiliency and burnout were analyzed with descriptive statistics and Pearson's correlation analysis using AMOS 10.0 and SPSS 21.0. The path included in the study model was verified by Structural Equation Modeling(SEM) and for the analysis of the mediating effect, Bootstrapping was used. Results: First, childcare teachers' playfulness had a negative influence on burnout. Second, childcare teachers' ego-resiliency had a negative influence on burnout. Third, childcare teachers' playfulness had a positive influence on ego-resiliency. Fourth, childcare teachers' playfulness had an indirect effect on burnout through ego-resiliency. The effect of childcare teachers' playfulness on their burnout was completely mediated by ego-resiliency. Conclusion/Implications: When developing a program to intervene in the burnout of childcare teachers, there needs to be more concern about ego-resiliency than playfulness.

• Journal of Korean Academy of Nursing
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• v.48 no.6
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• pp.743-753
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• 2018

Purpose: This study aimed to explore the effects of a community-based first and third Intergenerational Exchange Program (IGEP) on older adults' health-related quality of life (HRQoL), loneliness, depression, and walking speed, and on 4~5-year-old preschool children's learning-related social skills. Methods: This study employed a non-equivalent control group pre-post-test design. The experimental group included 42 older adults and 42 children who participated in the IGEP for 8 weeks, and the control group included 39 older adults. The experimental group participated in the IGEP once a week for 8 weeks. It comprised a traditional play program based on the intergroup contact theory. Results: Compared to the control group, there was a significant increase in scores on the HRQoL-Visual analogue scale (VAS) and a decrease in loneliness and depression in older adults in the experimental group (p<.05). Children who participated in the IGEP showed an improvement in their learning-related social skills (p<.001). Conclusion: These results confirm that the IGEP is an effective intervention to improve HRQoL-VAS, loneliness, and depression among older adults and learning-related social skills among preschool children in the community.