• Journal of Digital Contents Society
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• v.16 no.5
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• pp.727-740
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• 2015

In the information-oriented society of 21st century, the added value of creativity has never been so important to need any further discussion. This research investigates an implication of metonymic activities in early childhood Convergence arts education as a basis of the creative education by analyzing EduDrama, the program which helps children acquire creativity through metonymic activities. To this end, this research proposes a desirable way of early childhood arts education by organizing limited situation of early childhood education in Korea with domestic and foreign cases applying metonymic activities. Despite actively conducted studies on arts education led by existing arts management field in Korea, arts education research for early childhood is still not entirely satisfactory. Therefore, this research makes clear the value of arts education using metonymic activities provided during early childhood on the assumption that the added value of our life depends on the creative human resource of 21st century.

• The Journal of the Convergence on Culture Technology
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• v.8 no.5
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• pp.385-392
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• 2022

Our society, which has arrived in the 4th industrial revolution, emphasizes covergence education to cultivate creative convergence talents. Therefore, this study is to develop a convergence education program consistent with the direction of the 2019 revised Nuri course and to help teachers who want to implement convergence education. In order to achieve this purpose, in this study, voluntary questions that occurred in play using the educational robot 'Turtle' were classified as STEAM elements. After that, frequency analysis and correlation analysis were conducted. Therefore, this study is meaningful in collecting children's questions about the same robot by age, and it is valuable in establishing future convergence education directions by analyzing the correlation by STEAM elements.

• Korean Journal of Child Education & Care
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• v.18 no.3
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• pp.123-140
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• 2018

Objective: This research was designed to investigate how young children's musical ability and interest in Korean music and their playfulness were affected by musical play activities based on traditional children's songs. Methods: In this study, 28 five-year-old children from W childcare center in W city were divided into an experimental and a comparison group. The experimental group then took part in musical play activities based on traditional children's songs while the comparison group, even though they sang the same songs, took part in musical activities based on themes in the 'Nuri curriculum'. The average and standard deviations of the children's musical ability and interest in Korean music and their playfulness were calculated from the collected data, and ANCOVA was computed using the pre-test scores of each subject as the covariate. Results: The results showed that taking part in musical play activities based on traditional children's songs positively affected young children's musical ability and interest in Korean music and their playfulness. Conclusion/Implications: Therefore, it is suggested that such activities could be useful components for effective Korean music programs in the field of early childhood education.

• Journal of Korea Entertainment Industry Association
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• v.13 no.5
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• pp.185-193
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• 2019

Young children facilitate their social and emotional development by doing a lot of play activities with their peers. As an empirical survey study, this study is aimed at analyzing how the peer play interaction influences peer competency and self-regulation. To achieve that, a questionnaire survey was conducted with 271 young children aged 5 years who were going to the kindergarten in the G district of Seoul. With the data collected in the survey, frequency analysis, descriptive statistics, reliability test, correlation analysis and regression analysis were conducted by SPSS program. The analysis results are presented as follows: firstly, peer play interaction positively influenced young children's sociability, pro-sociality, and leadership as their peer competency factors; secondly, peer play interaction positively influenced their patience, endurance of waiting, and adaptation as their self-regulation factors. This study drew the conclusion that peer play interaction is a critical variable to predict young children's peer competency and self-regulation. Therefore, it will be necessary to continuously develop a variety of play activity programs which young children can join in the inside and outside of kindergarten in order to helps young children improve their peer competency and self-regulation, and to actively connect the programs with Nuri curriculum.

• 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 Korea Academia-Industrial cooperation Society
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• v.21 no.5
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• pp.303-311
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• 2020

This study examines the effects of children's play activities through forest experience on their parents' expectation and multiple intelligence improvement. To achieve this, an empirical survey was conducted by applying a structural equation model to 152 parents with children. As a result, first, physical and cognitive factors were adopted, and social factors were rejected in the factors that influence the physical, social, and cognitive factors of children's forest experience play activities on parents' expectation of children's safety activities and concern about fine dust. Second, their physical, social and cognitive factors affected their sociality among sub-factors of multiple intelligence improvement. Their social and cognitive spontaneities significantly affected their sensitivity and creativity improvements. Third, parents' expectation did not appear to play a significant mediating role in the effect of play activity through forest experience on multiple intelligence improvement. This study has confirmed that their physical and cognitive factors of play activities through forest experience are directly affected by their parents' concern about fine dust and expectation of their safe activities, and has suggested that their sociality can be thoroughly learned through various educational programs in daycare centers, which is somewhat far from their parents' expectation of their play activities through forest experience.

• Korean Journal of Child Studies
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• v.31 no.6
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• pp.71-85
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• 2010

This study examined the moderating role of young children's playfulness and the association between maternal parenting and young children's peer competency. The subjects of the present study were 132 4 or 5-year-old young children and their mothers recruited from child-care centers in Seoul and Gyeonggi-Do. The findings of this Study were as follows : First, maternal parenting influenced children's peer competency. Second, young children's playfulness influenced young children's peer competency. Third, the association between overprotective and permissive maternal parenting styles and young children's leadership abilities were negative only in the low cognitive playfulness group. Fourth, the association between maternal rejective and negligent parenting and young children's socialibility were found to be negative only in the low physical playfulness group.

• Proceedings of the Korean Society of Computer Information Conference
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• 2023.01a
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• pp.57-58
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• 2023

본 연구는 메타버스 플랫폼에서 사용자 커뮤니티 형성에 몰입과 재미를 추구하는 방법으로 로제 카유아의 놀이이론을 바탕으로 지속적인 사용자 유입과 서로간의 상호관계 형성의 유의한 특성을 살펴보았다. 가상공간 사회에서 아바타를 통한 역할놀이로 자신의 다양한 모습을 표현할 수 있고 서로 자유로운 경쟁, 때로는 게임과 같은 규칙이 설정된 곳에서 경쟁하며 스릴을 즐길 수 있다. 또한 현실과 비슷한 운에 기대어 확률 뽑기를 하면서 충분히 놀이를 만끽하고 있다. 본 논문에서는 로제 카유아의 놀이이론과 메타버스에서 공동체가 형성되는 과정에 재미를 유도하는 놀이적 특성을 비교하여 새로운 콘텐츠를 찾는 연구방향을 제시하는 것을 목표로 한다.

• Korean Journal of Child Education & Care
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• v.19 no.2
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• pp.145-163
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• 2019

Objective: The purpose of this study was to systematically arrange previous ones on developmental effects of play in early childhood through a meta-analysis. Methods: For this purpose, the researchers searched for variety of databases and analyzed 110 studies, which were 90 graduate theses and 20 journals from 2005-2016. Results: First, the total developmental effect size of infant play was 1.21, with the effect size of the experimental group being 38.7% higher than that of the control group. The total developmental effect size was .81, however when inserted effect size was calculated, so it was supposed that the current effect size might be decreased, if missing studies were included. Second, effect size appears in all developmental areas, though actual effect size of sub-factors of child development tends to be mostly decreased: The fall in physical development fell down from 1.28 to .95 that emotional development was 1.42 to .86. The fall in social development was considerable from 1.13 to .85 that cognitive development was 1.19 to 1.07. In language development, it didn't change much. It stayed about the same as 1.30. The fall In creativity development stood at just below from 1.00 to .69. Third, effect size by moderating variables was examined to show that there were statistically significant difference in measurement, age, total number of training and types of activities between two groups. Conclusion/Implications: The results of this study have an implication, in that the study verified that infant play reflects and promotes child development and functions as a tool for developmental change, by illuminating effects of it child development.

• Korean Journal of Play Therapy
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• v.21 no.4
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• pp.449-471
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• 2018

This instrumental case study analysed the play engaged in during play therapy sessions provided for a child suffering from tension, embarrassment, and anxiety. The client, a 4-year-old girl, was referred to play therapy due to high levels of difficulties in expressing her thoughts, and her refusal to engage in group activities at a child care center. Child initiative play therapy and the consultation with the mother focused on building her child rearing skills and helping her create a facilitating environment for her child were employed as the therapeutic intervention. The teacher's weekly report focused on child behaviors at the child care center were continued during the sessions. 12 play therapy sessions were provided and there was a follow-up session after one month. The process of the play therapy itself and the themes thus revealed were analyzed on the basis of Erikson's developmental theory and the findings provide implications for mental health professionals.