• Journal of The Korea Institute of Healthcare Architecture
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• v.9 no.2
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• pp.51-58
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• 2003

The elements of a medium for gathering the able bodied and the disable bodied children are examined within the scope of this study. Starting from the importance of play for the children, the characteristics and the properties of middle childhood are chosen as domain. This study showed that though most of the playground sites were accessible to Physically disabled Children, and were safety. For Physically disabled Children, the opportunities to play in a play area depend largely on the accessibility of the facilities, this study also explored the play experience of children with disability. The play spaces and the playgrounds including the equipment are examined. The results of study suggest there be creatived planning items in terms of accessibility and domain, which, in detail, are summarized in following six points; Accessibility, Barrier-free, convenience, movement, safety, domain. A guideline on the design of an accessible & safety playground for Physically disabled Children should be made.

• Journal of Life Science
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• v.32 no.10
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• pp.821-831
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• 2022

This study evaluated the effects of physical touch play programs in children through a systematic literature review and meta-analysis. A literature search for journal articles published before August 2022 was conducted using KERIS, KISS, DBpia, and ScienceON. The keywords used for the search were 'child', 'infant', 'physical touch', 'physical touch play', 'physical touch activities' and 'physical touch play program'. For the study's purpose, seven studies were selected through a systematic process of using several databases and were used to estimate the effect size of physical touch play programs. A meta-analysis was performed using a random effects model, and the effect size on cognitive function was calculated. Hedges' g of the physical touch play program was 6.20 (95% CI: 3.74-8.66), indicating a large effect size. To determine heterogeneity (I2= 95.4%, Q = 417.30, p<0.001), moderator analysis was performed using the total number of times and intervention duration. The total number of times was statistically significant; the other moderators did not differ significantly. This study systematically analyzed the results of physical touch play programs on children in Korea. It also provides insights that can be applied to the design of physical touch play programs for children. To present more evidence that supports the effectiveness of physical touch programs, further research is warranted.

• Korean Journal of Child Studies
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• v.20 no.1
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• pp.177-197
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• 1999

The purpose of this study was to provide the basis for establishing policies and recommendations to the legal system to ensure children's safety related to playground equipment and toys. The present legal system, including national inspections and safety requirements were reviewed both in Korea and other advanced countries. Several issues were found related to accident prevention and improvement of playground and toy safety in Korea. Recommendations were made for the development of educational safety programs for children, parents, teachers, consumers, industry, administrators, and policy makers.

• Korean Journal of Child Studies
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• v.33 no.6
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• pp.133-147
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• 2012

This study focused on the relationship among playfulness in teachers, teaching efficacy on play and teachers' positive play beliefs in a sample of 151 teachers working childcare center in Seoul and Chungcheungnam-do. The collected data were analyzed using simple regression and hierarchical multiple regression. The main results of this study were as follows. First, teachers' playfulness had a positive influence on their positive play beliefs. Second, teachers' playfulness had a positive influence on their teaching efficacy on play. Finally, effect of teachers' playfulness on their teaching efficacy on children's play was totally mediated by their positive play beliefs.

• Korean Journal of Child Studies
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• v.26 no.6
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• pp.1-15
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• 2005

The purposes of this study were to assess children's emotional competence, to examine whether there was a difference in children's emotional competence according to their gender, and to investigate the relationship between children's emotional competence and their play behavior. The subjects of this study were 104 four-year-old children(56 boys, 48 girls). Collected data were analyzed by frequency, percentage, means, standard deviation and Pearson's correlation. The results were as follows : First, there was meaningful correlation among the emotional competence measured by teacher, the understanding and expression of emotion and the emotional regulation measured by mother. Second, there was difference in children's emotional competence according to gender. Specifically, girls showed better competence in the socio-behavioral emotional competence and the understanding and expression of emotion than boys. Third, the dramatic play and the group play had some meaningful correlation with the emotional competence measured by teacher and the understanding and expression of emotion measured by mother.

• Journal of Families and Better Life
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• v.13 no.1
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• pp.134-144
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• 1995

본 연구는 한국전총사회의 아동양육을 알아 보기 위해 고려시대의 문집인 파한집.한국이상국집.보한집을 문헌분석하였다. 그 결과는 다음과 같다. 첫째, 고려시대의 아동에 대한 인식특징으로는 아동의 소질이나 품성은 선천적으로 타고 나는 것으로 보았으며, 또한 아동의 지적 측면에 대한 기초가 높았다는 점을 들 수 있다. 둘째, 고려시대 아동은 가내과업을 통하여 성인생활로 자연스럽게 사회화될 뿐만아니라 행동모방.자연적 친화.도구제작 등의 활동특성을 지닌 놀이 생활을 하였다. 세째, 고려시대에 부성은 아동의 물리적 보호뿐만 아니라 심리적 측면에서의 야육활동을 수행하였고 한편으로 모성에게는 영아 양육에 있어 필연적 관계가 강조되었으며 또한 당시 사회에는 강항 양육책임의식이 있었음이 밝혀졌다. 그리고 분집을 통하여 당시 아동의 의식주생활, 출생의례, 가족교육등에 관한 일부 내용이 발견되었다.

• Korean Journal of Childcare and Education
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• v.11 no.1
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• pp.249-267
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• 2015

This study aims to examine the effect of child-centered group play therapy on the improvement of withdrawn preschool children's daily stress, anxiety, peer interaction and EEG variation. The research subjects are 12 children of 3-5 years of age who are over 65T in the social-withdrawal scale of KPRC(Korean Personality Rating Scale for Children). They were recommended by class teachers due to the withdrawal behavior at D kindergarten in Seoul. The experimental group received 12 sessions of the child-centered group play therapy program, twice a week for 35 minutes. But the control group did not receive any of the child-centered group play therapy program. To verify the effects of the program, a Mann-Whitney-U test of the non-parametric was preceded and homogeneity between the two groups was verified. Also, a Wilcoxon's signed-rank test was conducted to check on the pre-to-post changes of daily stress, anxiety, peer-interaction and EEG variation by using SPSS 18.0. The results of this research showed that the child-centered group play therapy program decreases daily stress and anxiety, while it increases positive peer-interaction and the EQ of withdrawal children. The result of this study serves as a baseline data about the effects of child-centered group play therapy for withdrawal children with emotional difficulties.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.5 no.1
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• pp.118-132
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• 1994

The purpose of this study was to compare communication and mother-child interactions of reactive attachment disordered children with normal children. The subjects were 24 children and their mothers participated in this study'12 reactive attachment disordered children and mothers, 12 normal children and mothers. The mother and her child were brought into a p]lay room and the mother was instructed to play with her child as she normally would at home. The play situations were videotaped. Tapes were transcribed and transcribed data was analyzed with 13 mutually exclusive categories encompassing pragmatic functions represented in communication form the early stage of multiword speech in childhood. The tapes were analyzed with 10 behavioral mother-child interaction patterns. As the statistical method, t-test and correlation was calculated. The results of this study were as follows : 1) Reactive attachment disordered children used significantly fewer 'filler', 'information', 'requests', 'describes' and 'disscus self'. 2) Reactive attachment disordered children's mother used significantly fewer 'filler' and 'names'. 3) Reactive attachment disordered children used significantly more 'independent play', fewer 'intiates interaction', 'responsiveness' and 'answer' Reactive attachment disordered children's mother used more 'control play', 'observe' and fewer 'initiates interaction'. 4) Children's communication patterns were related lo mother·'s communication and mother-child interaction types. Children's 'filler', 'information requests', 'describes' and 'disscus self' were consistantly related to mother's 'filler' and 'names', (Children's 'filler', 'information requests', 'describes'. 'disscus self' and mother-child's intiates interaction 'responsivness' were significantly positively correlationed and 'independant play', 'control play', 'observation' were significantly negatively correlationed. The results of reveal that communication and mother-child interaction pattern of reactive attachment disordered group was different from normal group and children's communication pattern were influenced by mother's communication and interaction patterns.

• The Journal of Korean Academy of Sensory Integration
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• v.15 no.1
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• pp.1-9
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• 2017

Objective : This paper is a report on the PLAY inSIde camp which connects sensory integration and play; the camp was designed for celebrating the KASI's 20th anniversary. Subjective : The camp was consisted of group play activity programs based on sensory integration for children aged 5~6 years with developmental disorder. The programs consisted of the Opening Program, Group Activity Program, Post Group Activity Program, and the Closing Activity Program. During the children's programs, their parents participated in parent education. The therapists participating in the camp planned and envisioned activity programs through pre-meetings and rehearsal sessions, where there were discussions among therapists and supporters. Conclusion : Through the camp, children experienced play activities involving sensory integration with other children, therapists shared their expertise in interaction with other therapists, and the KASI could share the accumulated resources with the society. After the events designed by the KASI, social participation through the occupation based on sensory integration could be facilitated and promoted in the future.

• The Journal of the Korea Contents Association
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• v.18 no.4
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• pp.601-612
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• 2018

This study is a clinical single case study of the application of Theraplay approach for the treatment of children with eating disorder based on Polyvagal Theory. The first research question is how children with eating disorder change through Theraplay. The second research question is to analyze what the therapeutic factors are for changes in children with eating disorder. To do this, I used a qualitative case study method that explores a small number of cases closely and reveals the case deeply. As a result, the client has a sense of security in Theraplay session, expands the window of tolerance and develops a social engagement system. Through these, client become increasingly adaptable and overcome eating disorder. The results of this study can contribute to neuroscience validation of the counseling effect.