• Journal of the Korean Society of Floral Art and Design
• /
• no.41
• /
• pp.3-12
• /
• 2019

The purpose of this study was to investigate the effect of forest play activities on children's emotional vocabulary change. Forest play activities were conducted for 498 children aged 4 to 5 years old who visited the environmental training in G city for forest play activity for 1 hour. As a result, positive vocabulary was significantly improved from 0.95±0.78 before forest play to 1.15±1.21 after forest play(p=.003) and negative vocabulary was significantly decreased from 1.27±1.58 to 0.41±1.10(p=.000). In the case of male children, positive vocabulary was increased significantly from 0.96±0.82 to 1.36±1.24(p=.000), in the case of negative vocabulary, it decreased significantly from 1.42±1.74 to 0.55±1.30(p=.000). In the case of female children, negative vocabulary was significantly decreased from 1.12±1.37 to 0.26±0.26(p=.000), but the positive vocabulary increase was not significant(p=.851). As a result of age, for a 4-year-old children, positive vocabulary did not show significant difference between before and after forest play(p=.471), and negative vocabulary was significantly increased from 1.04 ± 1.42 before forest play to 0.41±1.16 after forest play(p=.000). For a 5-year-old children, positive vocabulary was increased significantly from 0.96±0.85 to 1.23±1.21(p=.001) and negative vocabulary was decreased significantly from 1.41±1.65 to 0.41±1.06(p=.000). As a result of this study, it was found that play activities using various natural objects in the forest were directly related to nature, resulting in positive vocabulary increase and negative vocabulary decrease.

• Journal of the Korean Institute of Landscape Architecture
• /
• v.44 no.6
• /
• pp.162-176
• /
• 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
• /
• v.14 no.10
• /
• pp.4855-4864
• /
• 2013

The purpose of this research is to examine the effects of infants' free play in forests on the development of their sociality. The 24 infants of a kindergarten in Jeju city, who is four years old, participated in the research. Participants freely played in forests for two hours at each time according to their own interests and demands, and this play performed twice every week for total 12 weeks. The results are as followed. Firstly, the free play activities in forests improved the infants' sociality. Secondly, the activities improved every sub-factors of the sociality such as cooperativeness, the acceptance of view, the free will, and the interaction. The results indicate that forests provide rich natural objects for infants to create various and new play by themselves. In addition, the free play activities in forests could build good inter-personal relationship through active interaction among the infants and lead positive impact on the development of their sociality.

• Proceedings of the Speleological Society Conference
• /
• 1995.08a
• /
• pp.88-88
• /
• 1995

I. 서론 II. 관광자원의 분류 1. 자연관광자원 : 산악 호수 하천 계곡 산림 온천 지형 자연현상등 2. 문화관광자원 : 고고적유적 유무형문화재 향토예술제 박물관 등 3. 사회관광자원 : 풍속 행사 예술 종교 음악 사회형태 스포층 등 4. 산업관광자원 : 공업단지 백화점 전람회 사회공공시설 농업 상업 등 5. 위락관광자원 : 수영장 레저타운 카지노 승마장 놀이시설 등(중략)

• Proceedings of the Korea Water Resources Association Conference
• /
• 2012.05a
• /
• pp.761-764
• /
• 2012

하천공간을 개발하는 것에 있어 공간계획의 구분은 자연보전 공간, 학습공간, 운동공간, 친수공간, 위락공간 등 다양한 공간을 창출할 수 있다. 이러한 공간을 개발하는 것에 있어 공간을 이용하는 사용자가 누구인가가 중요하다. 또한 하천과 같이 공공의 서비스 공간에서 투자한 사업비에 비교하여 보다 많은 사용자의 이용과 서비스의 제공이 이루어진다면 효율적이고 성공적인 사업이라 할 수 있다. 도심지 하천 혹은 관광지 주변의 하천의 경우 최근의 여가의 트랜드를 비추어 볼 때 가족중심의 여가문화와 유 아동을 동반한 부모, 성인의 문화가 발달하고 있다. 이러한 추세에 비추어 가족중심의 하천변 개발에 있어 유 아동들이 즐길만한 공간의 제공이 필요하다. 현재의 하천공간은 체육시설 그리고 잔디광장 중심의 공간개발이었다. 그러나 최근 스토리텔링의 하천개발에 접목에 따라서 다양한 하천공간이 개발되고 있다. 역사, 문화, 전통, 동화 등 다양한 소재의 개발과 하천의 접목으로 다양한 연령층과 즐길 거리를 제공할 것으로 기대된다. 본 연구에서는 일부 하천공간을 동화와 놀이를 접목시켜 유 아동들의 놀이와 나아가 교육을 체험할 수 있는 하천공간을 개발하는 것에 있다. 유 아동들이라면 누구나 아는 동화를 스토리텔링화 하여 하천공간을 뛰어다니면서 동화의 체험과 놀이 그리고 교육을 접목시킬 수 있는 방안을 제시하였다.

• Journal of Korean Philosophical Society
• /
• v.117
• /
• pp.373-397
• /
• 2011

Nicht nur in Philosophie sondern auch im Bereich der meinsten Geisteswissenschaften $best{\ddot{a}}rkt$ sich die Gewichtigkeit des Spielbegriffs immer mehr. Aus diesem Grund wird 'Spiel' in den $vielf{\ddot{a}}ltigen$ Wissenschaftsbereichen, in $vielf{\ddot{a}}ltiger$ Weise definiert, und diese Definitionen sind im Gebrauch auch in $vielf{\ddot{a}}ltiger$ Weise. Aber trotz dieser mit Spiel $zusammenh{\ddot{a}}ngenden$ '$Vielf{\ddot{a}}ltigkeiten$' liegt immer eine identische Voraussetzung am Boden der Definitionen oder Theorien des Spiels, und das ist nichts anderes als, dass Spiel ausnahmslos eine Vertieftsein-$T{\ddot{a}}tigkeit$ ist. Anders gesagt, dass es kein Spiel gibt, in dem man sich nicht $v{\ddot{o}}llig$ aufgeht. Aber diese Ansicht ist vorwiegend nur im Abendland in Geltung, und deswegen ist es sehr bedenklich, ob man das auch auf dem Morgenland gleichfalls zutreffen $k{\ddot{o}}nnte$. Grund $daf{\ddot{u}}r$ ist, dass, weil das traditionelle $Lebensgef{\ddot{u}}hl$ nicht in einem Tage gebildet worden ist, $l{\ddot{a}}sst$ sich es nicht vermeiden, dass dieses $Lebensgef{\ddot{u}}hl$ auf alles, was mit dem Leben Zusammenhang steht, einen unmittelbaren Einfluss $aus{\ddot{u}}bt$. Dann kann man sagen, dass das sich $nat{\ddot{u}}rlich$ in der Ansicht zum Spiel widerspiegelt. Aus diesem Urteil wird man in dieser Arbeit den Vertieftseinsbegriff und den Verfremdungsbegriff gegeneinander stellen, und folglich, wenn man die 'Verfremdung' $f{\ddot{u}}r$ einen sonstigen Charakter des Spiels erachten kann, muss man sie auch in Rechnung ziehen, falls man Spielbegriff studieren will.

• Korean Journal of Child Studies
• /
• v.30 no.6
• /
• pp.459-472
• /
• 2009

This study investigated educational effects of soil play activities by analyzing the influence of soil play activities on children's nature-friendly attitudes and emotions. Fifty 5-year-old children enrolled in K-kindergarten in Y-city were randomly selected for the study. Assessment of nature-friendly attitudes and emotions was by 11 questions selected from Musser & Diamond's (1999) Pro-environmental Attitude Test (adapted by Lee, Hye Sun, 2006) and from Bar On and Parker's (2000/2001) Emotion Test, an Emotional Quotient Scale for Young Children. Results showed that children who participated in the Soil Play Activities program acquired more nature-friendly attitudes and emotions than the control group. In conclusion, soil play activities can improve nature-friendly attitudes and emotions of 5-year- old children.

• Korean Journal of Child Studies
• /
• v.25 no.1
• /
• pp.61-76
• /
• 2004

This study was conducted with 50 5-year-old children in public schools with very similiar outdoor eco-friendly play facilities. Specific play activities were introduced in the experimental group of 25 children while the control group did nor have such activities. Results of the analysis by t-test and ANCOVA showed that the play activities were effective for implementing emotional, social and physical self-concepts. There was no effect of play activities on cognitive self-concept. Effects on prosocial behavior showed that the play activities were effective for developing abilities to control individual emotions, build human relationships and adapt to school.

• Journal of Elementary Mathematics Education in Korea
• /
• v.16 no.1
• /
• pp.167-183
• /
• 2012

In this paper I analyzed mathematics textbooks of elementary school in 1st curriculum. I found that they used the natural closed items and children's play. And they also delayed the introduction of the symbol and letters. Finally they had the system to practice what students learned repeatedly.

• The Journal of the Convergence on Culture Technology
• /
• v.9 no.4
• /
• pp.357-362
• /
• 2023

This study aims to investigate the perception of pre-service early childhood teachers regarding play-oriented education through metaphorical analysis, in order to comprehend its meaning that pre-service early childhood teachers perceive. A questionnaire was used, which asked the participants to express play metaphorically and provide reasons for their choices. The collected data were analyzed using a systematic metaphorical analysis approach. The results revealed that the metaphorical expressions of pre-service early childhood teachers regarding play-oriented education were categorized as instructional methods being the most prominent, followed by environment, enjoyment/happiness, autonomy, growth and development, interactive relationships, child-directedness, the essence of life, interest, creativity, potential, variability, everyday life, ambiguity of beginnings and endings, naturalness, and others. Based on these findings, it is expected that one can attain insights regarding the methods of training pre-service early childhood teachers on how to implement play-centered education in the revised Nuri curriculum.