• Korean Journal of Child Studies
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• v.13 no.2
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• pp.229-240
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• 1992

Although play is a key element in child development, little research has been done on how play is conceptualized by adults directly involved with children on a daily basis. The purpose of the study was to determine meanings of the concept "play" held by mothers of preschool children in Korea. Specifically, the study sought to determine Korean mothers' conceptions of the nature and functions of play, and their conceptions of play in contrast to work. An open-ended/semi-structured interview instrument was constructed to generate research data. Interview questions focused on three content categories: (1) the nature of play, (2) the functions of play, and (3) conceptions of work. Questions in each content category consisted of four distinct types: (1) experience/behavioral, (2) opinion/value, (3) feeling, and (4) knowledge. The instrument was pilot-tested with two subjects, revised, and administered to eleven mothers of preschool children. Interview data were subjected to domain and taxonomic analyses. Analyses yielded two principal themes: (1) Play is viewed as an intrinsically motivated and pleasurable activity; (2) while play and work could be consonant, the values inherent in play and work are generally in opposition.

• Journal of Fisheries and Marine Sciences Education
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• v.29 no.1
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• pp.242-256
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• 2017

The purpose of this study was to describe and understand the characteristics of morphological, contextual as relational aggression among 4-year old children during free play periods. The ethnographic methods included participants observation of children's play interaction behaviors, field notes, video taping and analysis of transcribed date. The results are as exclusion occurred by group power taking the relational attribute, including direct language, while the other would not be revealed easily other than being in line with real relation. Also as follows; proactive relational aggression was more frequently observed in girls, and their major strategies employed against someone they disliked were ignoring them, distorting play-rules, and so on. Major strategies of reactive relational aggression in girls were largely manipulative in nature, for example, 'threatrning their friend' and 'withdrawal of friendship'.

• Korean Journal of Child Studies
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• v.21 no.1
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• pp.253-268
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• 2000

The social dramatic play of seventeen five-year-old children was videotaped and transcribed for analysis of Intersubjectivity and play role types. The teachers of the children rated children's social competence. Results showed that children's Intersubjectivity in social dramatic play was related to their play role types and peer competence. Children with a high level of Intersubjectivity play leading roles during social dramatic play and were rated as socially competent by their teachers. The results were discussed from the Vygotskian perspective. Implications for early childhood teachers and suggestions for future studies were provided.

• Korean Journal of Child Studies
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• v.18 no.1
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• pp.53-63
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• 1997

The purpose of this study was to investigate the relationship between age, internal state information, and narrative structure. Another purpose was to examine how the kinds of replica play and story props affect the theme of children's narratives. The subjects were 36 4-and 5-year-olds. Children's narratives were audiotaped and analyzed accordmg to narrative structure, themes and internal state factors. The results indicated that 5-year-olds showed well organized narrative structure such as a descriptive narrative and a primary plotted narrative whereas 4-year-old presented no response and a descriptive narrative. Also, 5-year-olds used more internal state information in the narratives than 4-year-olds. The replica figures serve to remind the chiidren of story themes: the children with police props presented negative themes while children with playground props showed positive themes.

• Korean Journal of Child Studies
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• v.19 no.1
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• pp.141-154
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• 1998

This study investigated how kindergarten teachers apply children's traditional play to educational curriculum and how kindergarten children engaged in traditional play. The subjects of this study were 120 kindergarten teachers and their 2930 5-year-old kindergarten children. Data were gathered through questionnaires. The results showed that most teachers included children's traditional play in educational curriculum as indoor and outdoor play activities, but they had difficulties in this process by lack of play materials and their knowledge of children's traditional play. The results also showed that kindergarten children played "Yut" most frequently and, in most cases, they engaged in traditional play in ways which were adjusted to their developmental level and life style.

• Korean Journal of Child Studies
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• v.18 no.2
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• pp.47-56
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• 1997

This study investigated the agreement between 3 assessments of preschoolers' friendship: peer nominations, teacher nominations, and behavioral observations. The relationship between friendship, social status, social competence, and play behaviors was also investigated. The subjects were 44 5-year-olds. Teachers were asked to rate the children's social competence; play behaviors were observed during free play time. The results indicated high agreement between the 3 assessments. Popular children were more likely to have friends than other social status groups. Children without friends were more hesitant than children with friends. Children with friends were more accepted by peers and engaged in cooperative social play more than children without friends.

• Proceedings of the Korea Information Processing Society Conference
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• 2020.11a
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• pp.490-493
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• 2020

Using AR technology, which has recently emerged as an innovative technology, AR mobile application for infants was planned. In the form of combining play and education, children's interest is aroused and access to education to various fields is increased. Unity 3D Engine and Vuforia SDK were mainly used to design Android-based mobile applications.

• The Journal of the Convergence on Culture Technology
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• v.9 no.3
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• pp.359-370
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• 2023

The purpose of this study is to analyze the meaning of picture book reading experience for 2-year-old children using sensory reading media and to suggest a plan to support language ability through meaningful reading. For this study, 35-month-old boys were selected, and data collection was conducted based on participant observation and field record notes at home and analyzed qualitatively. In this study, for about two months from March 20th to April 30th, 2021, all the time of exploring picture books and playing were recorded and the data were collected. The recording time was about 20 hours, and the collected data and field records were transcribed on 108 pages of A4 paper. The results of the study showed that 2-year-old infants were immersed in exploring new media through the experience of reading picture books using sensory reading media, comparing with similar media, and reading picture books using media. In addition, it was found that the emergence of leading reading that selects and reads books by Hans himself, exploration using reading media, and play linked to picture books in everyday life.This can be seen as a result of suggesting that the picture book reading experience of 2-year-olds using sensory reading media is meaningful to the reading experience of infants.

• Journal of Families and Better Life
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• v.29 no.2
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• pp.73-87
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• 2011

The purpose of this study is to investigate the influence of children's socia-demographic variables(i.e., gender, birth order, and the amount of time staying in kindergarten) on, leadership, self-regulation and children's peer play behaviors. The participants of this study are 336 children aged between five and seven in four classes in a private kindergarten and eight classes in a private preschool located in the capital region. The results revealed that, girls showed more leadership, self-regulation, and play interaction section than boys: whereas, boys showed higher response in play disruption and the lack of play disconnection. However, birth order, did not have a significant effect on the sub-domain of leadership, self-regulation competence, and peer play behaviors. As for the duration children stay in preschool or in preschool or kindergarten, children who spend half-day showed higher reaction in behavioral self-control and emotional taking abilities than children who stay in the preschool or kindergarten full day. On the other hand, self-esteem of full-time children was higher than half-time children. Children who were emotionally sensitive, knew how to lead their peer group, and those who were sociable and self-regulated presented to be more active in peer-interaction than others. Second, as the result of the correlation analysis reveals, children's leadership, self-regulation competence, peer play behaviors, and play interaction had a meaningful effect on the sub-variations of children's leadership and self-regulation and they showed significant influence upon play disruption and play disconnection. In addition, girls who were not able to manage or to inspect their behavior and had insensitive emotion demonstrated higher tendency to play disconnected. Children, who participated in full-day program with having difficulties in self-regulation or inspecting their behavior properly but had a strong leadership and insensitive showed play disruption highly.

• Human Ecology Research
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• v.59 no.1
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• pp.71-82
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• 2021

This study examined the structural relationships among parent's play participation, children's playfulness, self-regulation and happiness. In this Study, subjects were 274 children who were 4 through 5 years old. The participants included 274 preschoolers' parents and their teachers in D city. The parents completed questionnaires regarding parent's play participation with their children and children's self-regulation. The teachers completed questionnaires regarding preschoolers' happiness and playfulness. Data was analyzed using descriptive statistics, pearson correlation analysis and mediation analysis based on structural equation modeling with SPSS 25.0 and AMOS 23.0 program. Also, specific indirect effects were analyzed using AMOS user-defined estimand function. The primary results of this study were as follows. 1) The parent's play participation had an influence upon children's playfulness and self-regulation. 2) The children's playfulness had an influence upon children's self-regulation and happiness. 3) The children's self-regulation had an influence upon children's happiness. 4) Between the parent's play participation and children's happiness were mediated by the children's playfulness and self-regulation. This study revealed that parent's play participation, children's playfulness and self-regulation need to be considered simultaneously to explain the level of the children's happiness. The results highlight the structural relationships among parent's play participation, children's playfulness, self-regulation and happiness.