• Journal of Korea Entertainment Industry Association
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• v.14 no.2
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• pp.131-139
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• 2020

This study intended to analyze the early childhood education freshmen's academic interest. For this study relationship pre-service early childhood teacher's playfulness and play teaching efficacy. The study subjects were 145 early childhood education students in third grade at K-college in Deagu. They answered the survey regarding playfulness scale and play teaching efficacy scale. The collected data were analyzed by frequency analysis, descriptive statistics, pearson correlation and multiple regression analysis using SPSS 18.0 program. The study finding are as follows. First, the average of playfulness and play teaching efficacy were near at the intermediate-level. Second, playfulness and play teaching efficacy were significantly correlated. Third, when examining the relative effect of pre-service early childhood teacher's playfulness on play teaching efficacy, cheerfulness and improvisation is influential factor in play teaching efficacy.

• Korean Journal of Child Education & Care
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• v.18 no.2
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• pp.203-215
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• 2018

The purpose of this study was to investigate the structural relationship among preschool children's attachments, preschool children's temperaments and children's playfulness. Participants of this study were 275 child care teachers and preschool child mother's from U-city. The collected data were analyzed by structure equation model analysis using SPSS and AMOS program. Fitness was evaluated using the ${\chi}^2$, RMSEA, NNFI, CFI, and SRMR. The results of this study were as follows. First, there was a positive correlation between preschool children's attachments and preschool children's playfulness, and a positive correlation between preschool children's temperaments and preschool children's playfulness. Second, preschool children's attachments had a significant direct effect on preschool children's playfulness and preschool children's temperaments also had a significant indirect effect on preschool children's playfulness.

• Korean Journal of Childcare and Education
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• v.10 no.4
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• pp.119-132
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• 2014

The purpose of this study is to see how young children's playfulness and ability to creatively problem solve can affect their behavior. young children's playfulness in creases with in creasing creativity and personality traits and behavioral problems decrease with increasing of playfulness. Young children's behavioral problems increase with increasing of creative personality traits. In addition, young children's playfulness and creative personality characteristics affect their behavioral problems. The impact on the behavioral problems with variables for playfulness and creative personality traits has a negative correlation with creative curiosity, a sense of humor and expression of fun. The cognitive and physical spontaneity of the playfulness are correlated positively to young children's behavioral problems.

• 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.

• Korean Journal of Childcare and Education
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• v.9 no.5
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• pp.489-511
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• 2013

The main purpose of this study is to examine the effects of preschoolers' levels of playfulness, self-esteem and self-regulation on their self-determination. Furthermore, the mediational effects of the children's self-esteem in the relationship between their playfulness and self-determination. To meet the purposes of this study, 126 preschoolers aged 6-7 years old who attended early childhood education and care settings were sampled. Data on the preschoolers' self-esteem, self-regulation, and self-determination were assessed by their teachers, and their playfulness was observed by one of the researchers in this study. The main results of this study were as follows. The most influential variable on the young children's self-determination was found to be their levels of self-esteem. Also, the preschoolers' self-esteem mediated the effects of the playfulness on their self-determination. Implications for research and practice were discussed along with the results of this study.

• Korean Journal of Childcare and Education
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• v.7 no.2
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• pp.159-180
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• 2011

This study examined the effects of children's temperament, self-control and maternal parenting on children's playfulness. The subjects of this study were 288 3-, 4- and 5- years old children and their mothers. The collected data were analyzed by correlations and pathway analysis. The results were as follows: First, children's sex, sociability temperament, self-control and maternal authoritarian parenting directly affected children's playfulness. Children's sex indirectly affected children's playfulness through children's activity level and self-control. Children's sociability and emotionality temperament indirectly affected children's playfulness through maternal authoritarian parenting. Maternal authoritarian parenting indirectly children's playfulness affected through children's self-control. Second, the most important variable predicting children's playfulness was maternal authoritarian parenting.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.2
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• pp.296-303
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• 2020

The purpose of this study was to examine the keywords of studies related to young children's play in the selected registered and candidate academic journals and the network of the keywords by conducting a semantic network analysis. The selected journals were published over the past decade in diverse fields of study that included social sciences and life sciences such as education and early childhood education. The findings of the study were as follows: First, there was a great increase in the studies related to early childhood play over the last five years in comparison with the first term(2009-2013). As a result of analyzing how many studies were included in the journals by field, the largest numbers of the studies were published in the field of education, followed by early childhood education, and life sciences. Second, when the network of the keywords was analyzed, the major keywords in the first term were playfulness, role play, young children, creativity, play, and peer play interaction. In the second term(2014-2018), playfulness was also the most frequently exhibited keyword, followed by young children, play, and peer play behavior. Keywords such as teacher-child interaction, language skills, happiness, cognitive ability, early childhood education newly appeared.

• Industry Promotion Research
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• v.9 no.2
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• pp.85-93
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• 2024

This study examines the direct effects of infant temperament, infant happiness, playfulness, and self-regulation and the mediating effect of playfulness and self-regulation in the relationship between infant temperament and infant happiness, and examines the relationship of influence on infant happiness according to infant temperament. The purpose is to provide theoretical and practical information for promotion. The main results of this study are as follows. First, the activity of infant temperament was found to have a positive effect on infant happiness. Second, the adaptability, activity, and approach-avoidance of children's temperament were found to have a positive effect on playability. Third, the physiological regularity of infant temperament was found to have a positive effect on self-regulation. Fourth, playfulness and self-regulation were found to have a positive effect on children's happiness. Fifth, playfulness was found to play a mediating role between infant temperament adaptability, activity, approach avoidance, and happiness. Sixth, self-regulation was found to play a mediating role between the physiological regularity of infant temperament and infant happiness. In conclusion, this study can improve children's happiness by analyzing the direct effects on children's happiness, playfulness, and self-regulation according to the sub-factors of children's temperament, and the indirect influence of the mediating variables, playability and self-regulation, on children's happiness. It is meaningful in providing theoretical and practical basic data for early childhood care and education by understanding what direction there is.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.12
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• pp.6125-6132
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• 2013

This study was designed to examine the relationships between rough and tumble play and children's social language use. The subjects were 90 children in a nursery school in N city. The data was analyzed using the Pearson correlation and stepwise regression. The results were as follows. First, there was a significant positive relationship between rough and tumble play, and the children's social language use. Second, the children's social language use' sub valuables had an effect on rough and tumble play. In particular, 'demand of action' has negative effects on the 'pull and push', and 'catch'. Furthermore, 'rejection' has negative effects on 'collapse' and 'rush'. This suggests that a rough and tumble play program can be developed to enhance the children's social language use.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.1
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• pp.467-474
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• 2017

The objective of this study is to analyze teachers' experience in the operation of outdoor play in an early childhood educational institute. For this purpose, the experience obtained in planning/operating the outdoor play in early childhood educational institutes, as well as the difficulties experienced in their operational process, were examined. The data was collected through interviews with eight early childhood teachers. In the results of the study, first, the teachers' perception of outdoor play was analyzed. The teachers considered outdoor play as meaningful in that the children could develop gross/fine-motor skills, have the chance to develop their sociality, relieve their stress, and also commune with nature through outdoor play. Second, regarding the plan/operation of the outdoor play activities, even though they aimed to provide the children with meaningful outdoor play activities through various materials and methods, most of the teachers could not put their original plans into practice, because of the numerous variables in the actual site. The teachers' difficulties included insufficient time, spatial limitations, and insufficient qualifications for play instruction.