• 한국콘텐츠학회논문지
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• 제21권4호
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• pp.603-614
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• 2021

본 연구는 인간 발달의 서사 모델에 따라 그림책 읽기가 성인 독자에게 자신의 어린 시절 놀이 경험을 회상하는 데 도움을 주는지, 그렇다면 회상된 놀이의 유형과 내용은 어떠한지를 탐색하기 위해 수행되었다. 이를 위해 성인 독자에게 놀이를 소재로 한 그림책을 제시하고 그림책을 읽기 전후로 회상한 놀이경험과 그림책에 대한 반응을 인터뷰를 통해 수집하였다. 그 결과는 다음과 같다. 첫째, 그림책을 읽기 전에 성인들이 회상한 놀이는 주로 '규칙이 있는 게임'이었으며 야외에서 이루어진 동적인 놀이였다. 그러나 그림책을 읽은 후 대부분의 성인 독자들은 읽기 전과는 유형이 다른 유년기의 놀이를 회상하였다. 둘째, 놀이를 소재로 한 그림책을 읽기 전 성인들은 여러 놀이를 파편화된 상태로 회상하거나 한 개의 놀이 행위의 명칭만을 회상하였다. 그러나 그림책을 읽고 난 후의 놀이 회상에서는 서사의 요소인 등장인물, 배경, 플롯이 구체적으로 나타났다. 셋째, 독자들은 놀이를 소재로 한 그림책에 대하여 대체적으로 정서적 반응 또는 미학적 반응을 보였다. 본 연구의 결과는 그림책이 유아부터 노인까지 전 연령이 향유할 수 있는 예술 장르이자 도서임을 확인하며 성인 독자가 유년기를 회상하며 자신을 재발견하도록 도와줄 수 있는 매체임을 시사한다.

• 아동학회지
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• 제22권4호
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• pp.257-269
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• 2001

This study identified and explained the prototypes of teacher's belief about children's play with the use of Stephenson's Q-methodology. The sample consisted of 35 kindergarten teachers. A Q-deck composed of 48 cards, derived in part from a review of related literature and was developed by the researchers and sorted by the subjects. The obtained Q-sort scores were analyzed by factor analysis. The findings revealed that the subjects were divided into 3 belief types : "life-experienced", "developmental-disciplinary", "cultural-environmental". Likely explanations for these results are considered, and implications are discussed.

• 아동학회지
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• 제25권5호
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• pp.41-58
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• 2004

This study examined the relations between children's Impulsivity temperament, socio-dramatic play, and self-regulation of 4-year-old children. Subjects were 117 4-year-old children(59 boys and 58 girls) selected from three kindergartens. Each mother completed a questionnaire on her child's temperament. Naturalistic observations of total socio-dramatic play, complex socio-dramatic play, solitary dramatic play and of self-regulation in two classroom contexts - clean-up periods and group circle time - were conducted for obtaining data. Significance was analyzed by Pearson's correlation and multiple regression analysis. Children's Impulsivity was negatively related to self-regulation and to total and complex socio-dramatic play, but impulsivity was positively related to solitary dramatic play. Total and complex socio-dramatic play was positively related to self-regulation while solitary dramatic play was negatively related to self-regulation. Total and complex socio-dramatic play, and solitary dramatic play displayed a mediating role between impulsivity and self-regulation during clean-up periods.

• 한국생활과학회지
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• 제17권6호
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• pp.1093-1103
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• 2008

The purpose of this study is to investigate low- and middle-income preschoolers' pretend negotiation. Pretend negotiation of 78 five-year-old children were analyzed by children's sex and their socioeconomic status. Dyads were participated in social pretend play session during 20 minutes. The play session was videotaped and the videotaped data were transcribed. Each transcript was analysed according to the modified version of Howe et al. (1998)'s coding schemes. Results showed that children from middle-income families were higher in directive and responsive pretend negotiation than children from low-income families. And girls from middle-income families were higher in pretend negotiation (play role) than girls from low-income families.

• 아동학회지
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• 제21권4호
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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.

• 아동학회지
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• 제31권4호
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• pp.75-90
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• 2010

This study sought to investigate the aspects and other factors at work in rough and tumble play by children, through a qualitative research approach. The participants consisted of 25 5-year-old children and their teachers at A kindergarten, located in Seoul. The results of the research are as follow：(1) there are various aspects in the initiation of, development of, as well as the way children's rough and tumble play ends. (2) The factors that trigger children's rough and tumble play include : limitation and creation of toys, teacher absence, particular times throughout the day, gender awareness, peer relationships, the reactions of teachers, and social and cultural factors at work in class.

• 가정과삶의질연구
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• 제29권6호
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• pp.169-184
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• 2011

The aim of this study was to investigate whether there are differences in mother's parenting behaviors and children's playfulness and communication abilities according to the type of family and to determine the relationships among these variables. A total of 154 pairs consisting of 77 pairs of children and their mothers from multi-cultural families and 77 pairs of children and mothers from general families along with 76 teachers in charge of the children participated in this study. We found that there was a difference in the children's playfulness and communication ability according to the family type. Moreover, the relationship between the mothers' parenting behaviors and their children's playfulness and communication ability levels differed according to family type. Therefore, to understand children's playfulness and communication ability in general and multicultural families, it is necessary to consider each child's environment.

• 한국보육지원학회지
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• 제17권3호
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• pp.19-37
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• 2021

Objective: The purpose of this study was to examine the effects of parent play support beliefs and children's playfulness on children's ego-resiliency. Methods: The participants for this study were 236 young children aged 3 to 5, their parents, and teachers in 19 daycare centers located in Seoul and Gyeonggi Province. Descriptive statistics, bivariate correlations, and hierarchical regression analysis were conducted. Results: The major findings were summarized as follows. First, overall, the level of parents' play support beliefs, children's playfulness and ego-resiliency tended to be high in the present sample. Second, mothers' play support beliefs and children's active participation in play were significantly and positively associated with children's ego-resiliency. Third, parents' play support beliefs had no moderation effect on the effects of children's playfulness on their ego-resiliency. Conclusion/Implications: The results of this study suggest that parents' play support beliefs and children's playfulness are effective in improving children's ego-resiliency.

• 아동학회지
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• 제26권6호
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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.

• 아동학회지
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• 제26권6호
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• pp.111-126
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• 2005

Subjects were two teachers each with higher or with lower play teaching efficacy, and the 111 four and five-year-old children they taught. Using naturalistic observation, children's constructive play was videotaped and transcribed for 60 minutes on ten consecutive days in each classroom. Play was analyzed by level of constructive play, continuous length of play, variety of materials, enrichment of activities, and coherence of content. Constructive play of children whose teachers had higher efficacy in teaching play showed longer continuous play, used a higher variety of materials, and their play had more creative integrity. Five-year-olds exhibited longer continuous play, used a larger variety of play materials, more enrichment of play activity, and more coherence in play contents than four-year-olds.