• Korean Journal of Childcare and Education
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• v.19 no.4
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• pp.29-52
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• 2023

Objective: This research aims to examine the effect of a young children's engineering-focused STEAM program based on the project approach - a program that constructs components aligned with children's interests in their play through an engineering design process - on their scientific inquiry ability, mathematical problem-solving ability, and creativity. Methods: In this research, 42 five-year-old children from a public kindergarten in S district, I city, were randomly divided into experimental and comparative groups, each with 21 children. The engineering-focused STEAM program was conducted from April 18 to June 10, 2022, with the experimental group exploring the 'car' theme and the comparison group focusing on a different theme. The study employed an independent sample t-test and analysis of covariance(ANCOVA), using the pretest as a covariate to control variables. Results: The children-selected 'cars' themed engineering-focused STEAM program was effective in enhancing their scientific inquiry ability, mathematical problem-solving ability and creativity. Conclusion/Implications: The engineering-focused STEAM program, which emerges from young children's interesting daily play, had positive effects on enhancing their scientific inquiry ability, mathematical problem-solving ability, and creativity. This research can serve as fundamental data for developing education programs focused on engineering within the STEAM framework, guided by children's emergent play.

• Korean Journal of Child Studies
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• v.30 no.5
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• pp.57-72
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• 2009

The purpose of the present investigation was to analyze the effects of a social-emotional competence program utilizing group play therapy in promoting young children's prosociality, teacher-child relations and peer competence. The subjects were 90 five-year-old kindergarten children. The experimental treatment was performed in 14 sessions for 7 weeks. Instruments were the Prosocial Behavior Scale for Young Children (2003), Student-Teacher Relationship Scale (2004), and Iowa Social Competence Scales (1997). Data was analyzed by ANCOVA. Results were that the experiment group showed significantly higher social competence scores than the comparison and control groups. Conclusions were that a social-emotional competence program utilizing group play therapy can be effective in enhancing young children's improvement of prosociality, teacher-child relations, and peer competence.

• Journal of Families and Better Life
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• v.30 no.6
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• pp.115-127
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• 2012

This study's aim was to analyze the effect of a project activity based on role play on 5-year-olds' mathematical ability. The participants of this study were 56 5-year-olds from two educational institutions for young children located in two metropolitan cities in Korea. The experimental group (n=28) participated in a project activity based on role play, while the comparative group (n=28) did not. The "Mart Play" project activity based on role play was developed emergently by the children and teachers of the experimental group. The children's mathematical ability was measured before and after the experiment. The data were analyzed using t-test and ANCOVA. As a result, the project activity based on role play had an effect on the improvement of 5-year-olds' mathematical ability generally, but not on their measurement ability.

• Korean Journal of Child Studies
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• v.25 no.4
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• pp.33-48
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• 2004

The purpose of this study was to examine if mothers and their children used different interaction strategies depending on the interacting contexts. Sixty-five mothers and their children were observed while they interacted with each other in two contexts, that is, a free play context and a joint problem solving context. The result of this study showed that first, the mothers' strategies and their children's strategies were closely related. When the mothers used positive strategies, their children also responded with positive strategies. In contrast, when the mothers used negative strategies, their children also tended to use negative strategies. Second, the contexts which the mothers and their children interacted affected the strategies that the mothers and their children used. The mothers and the children were more likely to use positive strategies in the context of free play than in the context of the joint problem solving. This result points out the importance of free play as the context of producing a positive atmosphere where the mothers and their children interacted positively and had a good time. Suggestions for further study and implications for parents were provided.

• Journal of the Korean housing association
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• v.18 no.3
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• pp.91-102
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• 2007

The purpose of this study was to analyze the relationship between outdoor play environments and child's play behaviors. The data were collected by this study included field measurement survey, and non-participatory observation from 8 child care centers in Seoul. The field measurement survey were conducted from February 20 to March 20, 2005, whereas non-participatory behavior observation were conducted from June 15 to July 10, 2005. The major results showed the following. 1) Most of child care centers were too small, did not use the adequate surfacing to play various activities, and were made of play equipment setting. 2) Child's play behavior focused on functional play activity and construction play activity. 3) The relationship between outdoor play environments and child's play behaviors showed that small outside play environment with monotonous construction of play setting produced functional play behaviors on children. However, in some cases, despite the small and monotonous play area, diverse play behaviors were observed. These playgrounds at least differed from others in that they provided the place where multi purpose play was possible. This finding shows that multi purpose play areas can be an alternative in small playground environment.

• Proceeding of Spring/Autumn Annual Conference of KHA
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• 2006.11a
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• pp.432-437
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• 2006

The purpose of this study was to analyze the relationship between outdoor play environments and child's play behaviors. The data were collected by this study include field measurement survey, and non-participatory observation from 8 child care centers in Seoul. The field measurement survey were conducted from February 20 to March 20, 2005, whereas non-participatory behavior observation were conducted from June 15 to July 10, 2005. The major results showed the following. 1)Most of child care centers were too small, did not use the adequate surfacing to play various activities, and were made of play equipment setting. 2)Child's play behavior focused on functional play activity and construction play activity. 3)The relationship between outdoor play environments and child's play behaviors showed that small outside play environment with monotonous construction of play setting produced functional play behaviors on children. However, in some cases, despite the small and monotonous play area, diverse play behaviors were observed. These playgrounds at least differed from others in that they provided the place where multi purpose play was possible. This finding shows that multi purpose play areas can be an alternative in small playground environment.

• Korean Journal of Childcare and Education
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• v.12 no.6
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• pp.1-17
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• 2016

This study aimed to investigate the effects of shyness of 3 to 5-year-olds and the teacher-child relationship on peer play behaviors. For this purpose, a survey was conducted targeting 33 teachers working with 277 three to five-year-olds at child care centers located in Chungbuk, Korea. SPSS 19.0 was used to implement exploratory analyses and hierarchical regression analysis. It was found that children with low sociability and thoes with close relationships with teachers indicated the least play disruption. Children whose assertiveness and sociability were low and whose relationships with teachers were close were likely to do the most play interaction. However, regardless of the level of the lack of assertiveness and of the lack of sociability, children with close relationships with teachers had a higher level of play interaction. Children with a higher level of lack of sociability and in conflict relationships with teachers had a higher level of play disconnection. Findings of this study highlight the importance of considering the interplay of children's shyness and teacher-child relationships in the development of peer play behaviors.

• Korean Journal of Child Studies
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• v.25 no.5
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• pp.95-110
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• 2004

This research employs the grounded theory approach among various qualitative methodologies in order to reach a deep understanding of both the experiential process that children undergo in block play and the essential meaning of it. The objects of this study are 22 children(female 7, male 15) in a 5-year-old class of K kindergarten at Guro district, Seoul. The result of this research shows that first, children take pleasure in block play because of the delight and sense of accomplishment in building, the joy in demolishing, and the happiness of embracing the world through dramatic play with building structures. Second, the characteristics of children's block play are popular subject of the play, decision of the subject, impromptu transformation and elaboration of building structures, and flow of the play according to friend/non-friend relationship. Third, the implicit rules shared by children have more significant influences upon the block play than the agreed rules at the beginning of semester.

• Korean Parent-Child Health Journal
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• v.8 no.1
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• pp.37-48
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• 2005

Purpose: The purpose of this study was to develop a play education program to reduce children's fear of needle insertion to the implanted port, and to assess the effect of this program. Method: The play education program was composed of play education before needle insertion, encouragement during needle insertion, and a present to reward then after needle insertion. Measurement instruments were the Procedure Behavior Check List(PBCL) and Faces Rating Scale(FRS). Results: The first hypothesis, "the PBCL point of children with malignant disease would decrease after play education program", was rejected(before insertion : Z=-0.189, p= .850, during insertion : Z=-0.350. p= .727, after insertion : Z=-0.590, p= .555). The second hypothesis, "the FRS point of children with malignant disease would decrease after play education program education", was rejected(observer 1 : Z=-0.245, p= .806, observer 2 : Z=-0.912, p= .362, self-report : Z=-0.181, p= .856). The third hypothesis, "the Time of needle insertion would decrease after play education program", was rejected(Z=-0.464, p= .642). Conclusion: The effect on fear-reduction of play education program for children with malignant disease inserted implanted port was not significant but continuous education is needed for parents and children.

• Therapeutic Science for Rehabilitation
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• v.9 no.1
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• pp.69-78
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• 2020

Objective : The purpose of this study was to conduct a comprehensive survey of children's play in parents of disabled and non-disabled children prior to commencing school. This study aimed to further understanding play recognition and to present a specific direction of play necessary to each parent. Methods : A questionnaire based on prior studies was sent to 700 people who had previously agreed to the take part. A total of 596 questionnaires were analyzed. Uncollected and insincere surveys, of which 106 were questionnaires for parents of disabled children, were exclused from analysis. The SPSS Window 23 program was used for data analysis and frequency analysis and the independent sample T test were performed. Results : Disabled children's parents perceived playing with their children as more important than that of non-disabled children's parents(p<0.01). There was no statistical difference between disabled children and non-disabled children's parents, but there were some differences(p=0,053). Both disabled and non-disabled children had more time to participate with their mothers than with their fathers. Mothers with disabilities had more time to play however, fathers with no disabilities had more time. Both disabled and non-disabled children's parents had the most "ordinary" frequency of buying toys and there was very littele difference between the 2 groups. Both disabled and non-disabled children's parents primarily used the internet to acquire play information, and consideration when buying fun was followed by interest inducement, development level and safety. Conclusion : Through this study, it was possible to compare the status of play recognition and participation by parents of children with or without disabilities. Based on this study, parents will be able to find out what they really need to play and will be provided as a basis for future play studies for children.