• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.4
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• pp.255-262
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• 2021

This study examined the effect of rope play through forest experience on children's self-confidence. Empirical analysis through the experimental design was carried out on an experimental group of 15 (seven male and eight female children) and a control group of 15 (nine male and six female children). Analysis of covariance (ANCOVA) for the effect between the experimental and control groups after the experimental treatment showed that the mean of the experimental group was significantly higher than that of the control group (F=357.350, p<.001). Rope play through forest experience has a statistically significant effect on the children's self-confidence. Consequently, rope play through forest experience between peers is a beneficial experience that helps improve children's self-confidence. Furthermore, it is a positive play activity to help them with a passive character boost to their self-confidence through cooperation between peers.

• Communications of Mathematical Education
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• v.12
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• pp.21-32
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• 2001

쌓기놀이는 유치원에서의 주요 활동이며, 유아들이 가장 선호하는 놀이일 뿐 아니라 교육적 가치도 크다고 보고 있다. 특히 쌓기놀이는 다양한 크기, 형태의 나무 적목을 사용하여 구성하게 되므로 공간 관계, 기하학적 도형, 대칭, 합동 등의 수학적 경험을 제공할 수 있다는 것이다. 그러나 교육현장에서의 쌓기놀이는 유아가 자유롭게 구조물을 만든 후 이를 극화놀이로 확장되어 전개되는데 그치고 있어 이를 통한 수학적 경험은 크게 기대할 수 없으며 우연적일 수 밖에 없다. 따라서 본 연구에서는 유아의 쌓기놀이를 보다 기하학적 사고와 탐색을 포함하는 교수-학습의 방안을 모색하고 현장 적용성을 검토하고자하였다. 본 연구의 내용은 유아의 쌓기놀이 활동에 기초한 기하학습의 모형을 설계하고, 이를 기초로 한 적용사례를 제시하는 것이다.

• Journal of the Korean Institute of Landscape Architecture
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• v.44 no.6
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• pp.162-176
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• 2016

The experience and play activities in forest spaces have played an effective role in children's growth and development, therefore, many studies and projects related to forest activity space have progressed actively. However, the focus of previous research has been merely on the effectiveness of forest activity but little on providing the basis for the spatial design of these types of forest activity spaces. Thus, this study aims to identify the relationship between children's developmental play activity and the physical characteristics of forest activity spaces for evidence-based design. First of all, indicators for Cognitive-Social play(CSP) was selected and forest spaces were categorize into play facility spaces and forest spaces. More detailed environmental characteristics of each space were 'play area' and 'paving materials' for play facilities and 'density of tree and shrub', 'slope', 'paving materials' and 'fixing and type of natural loose parts' for forest space. Through environmental inventory and behavior observation, the types of play behaviors and the occurrence frequency of children aged four to five were collected and analyzed. The results were as follows: 1) In play facility spaces, play behaviors occurred at a high frequency at the facility playground with play facilities and sand area. In terms of CSP, functional-solitary and functional-parallel plays occurred predominantly. 2) In forest spaces, various play behaviors occurred at high frequency in the environment with low density planting and various natural loose parts. For CSP, functional-group and symbolic-group plays occurred at a high frequency. 3) Symbolic-group play appeared to be highly affected by environmental characteristics like tree area of scatter density or less, 10~20 degree slope, and the presence of fixed large stumps. In conclusion, this study provides standards of physical environmental characteristics for forest activity space design through direct observation and analysis of children's play behaviors.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.1
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• pp.173-181
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• 2014

In order to determine the effect of Korean traditional play on young children's social competence and resilience, 44 children were used in a study in the Korean traditional play program. The program was held 2 times per week for 7 weeks and was divided into control group and experimental group. The study found that there was a significant difference in children's social competence between the experimental group that executed Korean traditional play in comparison to the ordinary outside play group. There was a significant difference statistically in the sub-factors of social abilities of scrupulosity, cooperation and sociability; it found that Korean traditional play had a greater positive influence on children's social skills in contrast to ordinary outside play. Also results showed that there was a significant difference in resilience between the experimental group that executed Korean traditional play and the experimental group that executed ordinary outside play. This shows there is a positive effect in the increase in resilience from Korean traditional play on young children. However this study found that there was a significant difference in only resilience sub-factors of the ability to control emotions and there was no significant difference in the ability to control impulse, optimism, and problem solving ability, empathy skill, efficacy and active participation to challenges. In other words, Korean traditional plays had a positive effect on a sub-factor of young children's social competence and resilience, emotional control.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.11
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• pp.473-480
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• 2018

This study is intended to look into the effects of children's forest math game activities on their understanding of number and space concept. To achieve this, an evaluation was carried out to 20 4-year-old children in each group - experimental group and control group - by an evaluation sheet after forest math game activities during a total of 16 sessions 4 times a week for 4 weeks. The findings are as follows. First, children's forest math game activities had an effect on their understanding of number and space concept. Second, the difference between experimental group and control group showed that the experimental group received higher evaluation in the classifying and order finding items than the control group. It was confirmed that classifying and order finding in the forest math game were factors to help children's mathematical problem-understanding abilities. This implies that their forest math game activities have a positive effect on their mathematical problem-understanding abilities. Consequently, active forest math game activities for children are needed to help them understand the concept of number in the process of classifying task objects and solving tasks in order.

• Korean Journal of Childcare and Education
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• v.8 no.4
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• pp.97-111
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• 2012

This goal of this study was to find relationships between variables that have an influences on young children's leadership. The subjects of the study were 251 five year old children enrolled in childcare programs located in Seoul & Gyeonggi-do, Korea, the methods for analyzing children's leadership were t-tests, a correlation analysis and the multiple regression analysis which was used to recognize what factor affected the leadership of young children the most. The result of this study was that there was a difference between the sub-factor and leadership of playfulness according to the gender and birth order of young children and whether their mother was working out or not. In other words, there was a difference in the leadership and temperament according to gender and birth order and whether their mother was working out or not. Secondly, there was partial correlation between the temperament of young children, playfulness, and leadership according to the testing of the low-level variable factor. Thirdly, the strongest predictor of children's leadership wad the social independence among playfulness.

• Korean Journal of Childcare and Education
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• v.11 no.5
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• pp.191-214
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• 2015

The purpose of this study was to investigate variables which have an influence on young children's peer interactions. The data of 966 4-year-old children and their parents and class teachers were extracted from the 5th Panel Study on Korean Children in 2012 by Korea Institute of Child Care and Education. The data were analyzed by means of ANOVA, Pearson's coefficient and multiple regression. The results were as follows: First, boys' play disruption and play disconnection were higher than girls', and girls' play interaction was higher than boys'. Second, sociability and activity of temperament, and teacher-child interaction were related to peer disruption. Third, teacher-child interaction and sociability of temperament significantly affected play interaction. Controlling parenting behavior of the mother was positively related to peer interaction in girls. Fourth, teacher-child interaction, sociability and emotionality of temperament significantly affected play disconnection. Social parenting behavior of the father was negatively related to play disconnection in boys. Lastly, teacher-child interaction was the clearest indicator for young children' peer interactions. These findings suggested a potential role of the teacher in young children's peer interactions.

• Korean Journal of Childcare and Education
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• v.9 no.5
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• pp.321-334
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• 2013

The purpose of this study was to examine the relationship of father's verbal control modes, children's self efficacy, social competence and interactive peer play. The subjects were pairs of 195 three, four and five year-old-children and their fathers. Data were analyzed with mean, standard deviation, and bivariate correlation. Results indicated that father's verbal control modes were significantly correlated with children's self efficacy, social competence and interactive peer play. Father's person-oriented control verbal mode was positively related to children's self-recognition, self-emotion, social competence, leadership and interactive peer play while imperative control verbal mode was negatively related to children's instability, interrupted play behavior, and disturbed play behavior.

• Korean Journal of Childcare and Education
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• v.8 no.3
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• pp.91-111
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• 2012

The purpose of this study was to investigate the effects of mothers' parental intelligence on children's peer play interaction and peer acceptance. The participants were 197 fiveyear- old children and their mothers of six kindergartens and child care centers in Seoul and Gyeonggi province. The Penn Interactive Peer Play Scale(Choi & Shin, 2008), the Peer Rating Scale(Asher et al., 1979), and the Parental Intelligence Scale(Hyon, 2004) were used as measurements. The results of this study were as follows. Firstly, the higher scores in mothers' parental intelligence of encouragement, enhancement, rational authoritativeness, acceptance, control, and avoiding rejection roles, the more the children's positive behaviors were exhibited during the peer play. Secondly, children whose mothers provided higher levels in parental intelligence of empathy, encouragement, rational authoritativeness and enhancement roles were rated as displaying higher levels of children's peer acceptance. On the other hand, children whose mothers expressed higher parental intelligence level of the rejection role tended to have lower levels of peer acceptance.

• Korean Journal of Childcare and Education
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• v.10 no.2
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• pp.213-236
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• 2014

This study is aimed at enhancing the prosocial behaviors and the positive peer play interaction of young children with developmental delays. Three children with developmental delays and three students without developmental delays who were 4-year-old students in an inclusive classroom were selected. Their homeroom teacher carried out the program with a small group of 6 children totaling 21 sessions over 3 months. The major results of this study were as follows: First, the result of both the observer and the parents' test after the program showed that the small group made positive changes on prosocial behaviors. In addition the frequency of target behaviors increased during the intervention. Second, the result of both the observer and the parents' test after the program showed that positive peer play interaction increased in the small group. Moreover the negative peer play interaction such as play disturbance and play isolation decreased. In conclusion, the thematic fantasy play program is useful for an inclusive classroom, and can be a concrete method to support inclusive education and childcare.