• 융합정보논문지
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• 제11권6호
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• pp.120-130
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• 2021

본 연구는 유아의 자유놀이를 지원하는 융합인재교육(STEAM)기반 스마트 앱 활용 교육 프로그램을 개발하고 이의 효과를 검증하기 위한 목적으로 실시되었다. 연구의 목적을 달성하기 위하여 관련 분야 문헌 및 자료수집, 현장조사를 통하여 유아의 자유놀이에 STEAM기반 스마트 앱을 활용하기 위한 내용을 도출하고, 이에 기반하여 프로그램을 개발하였다. 본 프로그램은 스마트 폰에 개발된 'Free Play' 앱을 설치하고 자유놀이 시작, 중간, 종료 단계에서 유아의 놀이에 대해 교사와 유아가 상호작용하는 교수전략이다. 이러한 유아의 자유놀이를 지원하는 스마트 앱 활용 교육 프로그램의 효과를 검증하기 위하여 실험연구를 실시하였다. 연구결과, 본 프로그램의 적용으로 유아의 자기조절력과 자기조절력 하위요인이 향상됨을 확인하였다. 본 연구는 유아교육의 핵심인 자유놀이 시간에 교사와 유아 모두를 지원하기 위한 교수전략이자 공학과 교육이 융합된 발상으로 프로그램을 개발하고 적용하였으며 추후 교육현장에서 스마트 앱 활용 교육을 활성화하는 단초가 되길 기대한다.

• 아동학회지
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• 제19권1호
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• pp.131-140
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• 1998

The purpose of this study was to describe relations between the rough-and-tumble play of preschoolers and their social competence. The subjects were 61 4-year-olds and 59 5-year-olds. Children were observed on a day care center playground during free play time. Teachers were asked to rate the children's social competence. The results indicated that the incidence of rough-and-tumble play varied according to the sex of the child and the physical environment of the playground. Children's rough-and-tumble play was negatively correlated with measures of social competence.

• 한국보육지원학회지
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• 제12권3호
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• pp.79-97
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• 2016

The purpose of this study was to investigate the effects of children's multiple intelligences and temperaments on their play behaviors. In order to achieve this, 155 mothers and 21 teachers of children aged 4 to 6 years old were invited to participate in an observe-reported survey. The data were analyzed using descriptive statistics, Cronbach's ${\alpha}$, Pearson's correlation, and hierarchical regression analysis using SPSS version 18.0. It was found that both multiple intelligences and temperament types have partial influences on play behaviors of young children; it was confirmed that among multiple intelligences of children, logical-mathematical intelligence influences onlooker behaviors in a positive way, body-kinesthetic intelligence has a positive effect on rough-and-tumble play, and musical intelligence positively affects social play during free-choice play. Also, children with a difficult temperament were more likely to participate in solitary play than children with a slow temperament. These results imply that teachers' guidance and involvement of children's play should differ by types of temperament and levels of multiple intelligence in children.

• 의료ㆍ복지 건축 : 한국의료복지건축학회 논문집
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• 제15권4호
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• pp.23-31
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• 2009

The needs of integrated play and space for both healthy children and children with Disabilities is increasing due to positive effect of integrated play. However, existing plan of play space have not considered children with Disabilities as the user and Integrated Perspective what children and children with Disabilities can do together is insufficient. For these reasons, establishing guideline of the Barrier Free Play Space and Model Development is required to meet the New Paradigm's demands. The purpose of this research is to deduce present condition and problem of play space through the Actual Condition Analysis of domestic Play Space. This study have given careful consideration to the actual condition of play space for 3 types by Types of Installation method. As a result, there are many problems from research point of view and facilities for the disablilities too. Consequently, element of plan and facilities for the disabled which are problems should be shown the direction focused improvement, moreover major task is build a barrier free play space as a place of social integration.

• International Journal of Advanced Culture Technology
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• 제8권2호
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• pp.239-245
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• 2020

With the recent revised curriculum, the importance of exploring children's play through new teaching media is increasing in kindergarten. In this study, it is to use the robot 'Bee-bot' for early children to uncover the changes that children have through free exploration and play. As a result of comparing the change of scientific problem-solving ability of 3, 4, and 5-year-olds, there were significant changes in all three sub-elements. We propose to us scientific problem-solving ability test tools, propose and apply ideas for problem-solving, conclusion on problem-solving Building. Through this, it was found that unplugged play using 'Bee-bot' is meaningful as a play environment and as a teaching medium for children aged 3, 4 and 5 years old.

• 문화기술의 융합
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• 제8권6호
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• pp.41-48
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• 2022

본 연구는 어린이집 만 5세 유아의 자유놀이시간 로봇 놀이 경험의 의미를 교사의 구조적 집단활동에서 나타나는 만 5세 유아 경험과 비교하는데 목적이 있다. 이를 위해 만 5세 유아 총 32명(실험집단 15명, 비교집단 17명)을 대상으로 10주 동안 주 3회 1시간씩 진행하였다. 실험집단의 교실에 놀잇감으로 로봇을 지원하였으며, 유아들은 자유놀이시간에 자유롭게 로봇 탐색과 놀이를 경험하였으며, 비교집단의 유아들은 교사가 로봇의 기능을 알려주고 로봇에 탑재되어 있는 2019 개정 누리과정과 연계된 월별 주제에 기반한 구조적 집단활동을 하였다. 사전검사와 사후검사의 차이를 분석한 결과, 자유놀이에서 로봇 활용이 유아의 창의성에서 독창성, 유창성에서 유의미한 효과가 나타났고, 놀이성에서 즐거움의 표현에서 유의미한 효과가 나타났다. 이러한 결과는 유아 주도적인 자유놀이를 지향하고 있는 유아교육에서 놀이자료로서 로봇이 의미가 있으며 향후 이러한 자유로운 상황에서의 유아들의 로봇 경험을 연구할 가치가 있다는 것을 시사한다.

• 가정과삶의질연구
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• 제27권1호
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• pp.181-196
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• 2009

This study compared mother-toddler verbal interaction by play type (traditional play, free play, block play), and child's sex and age. Subjects were 10 boys and 10 girls ranging in age from 25- to 36-months and their mothers. An observer videotaped the children and their mothers at play in their homes. Results showed that (1) Mothers attempted more positive verbal interaction in traditional than in block play. (2) Mothers expressed more positive emotion in free than in traditional and block play. (3) Mothers more answer 'reflection' in traditional than in free play (4) Toddlers attempted more positive verbal interaction in block than in traditional and free play. (5) Toddler's positive emotion express was not distinguished by play type or by child's sex or age. (6) From 31- to 36-months's boys expressed more play situation than from 25- to 30-months' girls. This study provides groundwork for mother-toddler traditional play programs with potential for improving positive expression of emotion and language development.

• 대한가정학회지
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• 제37권1호
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• pp.79-89
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• 1999

Children's sex, temperament, and empathy were studied as antecedents of preschoolers' prosocial development. Eighty eight 5-, and 6-year-old children, 41 boys and 47 girls, were sampled in two kindergartens. Children's naturally occurring prosocial behaviors were videotaped in their classrooms for 21 minutes in 3 days. Teachers rated the children's prosocial tendency using a questionnaire. Empathy was measured individually with a picture/story measure, and mothers provided information on children's temperament using a questionnaire. The two measures of preschoolers' prosocial behaviors, teacher ratings and free play observations, were moderately related. Girls were more prosocial in terms of helping/sharing/cooperation in both teacher-ratings and free-play observations. Preschoolers' adjustability was moderately related to the prosocial behaviors of children in both teacher-ratings and observations. Boys' verbal empathy was related to the observed prosocial behaviors.

• 한국생활과학회지
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• 제5권1호
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• pp.1-14
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• 1996

The purpose of this study was to examine children's dramatic play and dramatic play themes in the same-age and mixed-age kindergarten classrooms. The subjects were 45 children in three classrooms of 4-year-olds, 69 children in three classrooms of 5-year-olds, and 60 children in three mixed-age classrooms of 4-and 5-year-olds. Observations were conducted by videotape recordings. Observation periods were of five-minutes duration. There were ten observations of children's indoor free-play periods. Four-and five-year-olds in mixed-age classrooms were more likely to engage in group-dramatic play than 4-and 5-year-olds in same-age classrooms. Four-year-olds in mixed-age classrooms were more likely to engage in domestic and family, war/violence, school, animal, and vehicle play themes than 4-year-olds in same-age classrooms. However, 5-year-olds in mixed-age classrooms were more likely to engage in family and school play themes than 5-year-olds in same-age classrooms. 5-year-olds in same-age classrooms were more likely to engage in vehicle and animal play themes than 5-year-olds in mixed-age classrooms. 5-year-olds in same-age classrooms did not differ from 5-year-olds in mixed-age classrooms on the war/violence themes used during dramatic play. In terms of sex differences, boys were more likely to engage in violence, adventure fantage themes than girls. Conversely girls were more likely to engage in family/marriage static play themes than boys.

• 아동학회지
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• 제18권1호
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• pp.143-162
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• 1997

This qualitative study explores the development of young Korean children's reading stances and responses to children's books and discusses their literacy development in relation to school reading experiences. Rosenblatt's theory (1978) of aesthetic and efferent stances is used to characterize the relationship between the reader and the text. A teacher's reading stances in the official school world are analyzed and their relationships to children's stances and responses are discussed. The teacher's efferent stance encouraged her children's responses to he efferent as well. It also influenced children's assumptions and expectations about the teacher's reading activities, so that the children came to view these activities only as ways of obtaining factual knowledge and practicing literacy skills. The children's own interests and intentions during free play time are described in order to understand children's reading stances in the unofficial school world. The children showed various types of stances during free play time even though they were encouraged to take only one type of stance, i.e., an efferent stance, in the official school world. The findings are discussed In terms of their implications for classroom practice and literacy research.