• 아동학회지
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• 제19권1호
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• pp.141-154
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• 1998

This study investigated how kindergarten teachers apply children's traditional play to educational curriculum and how kindergarten children engaged in traditional play. The subjects of this study were 120 kindergarten teachers and their 2930 5-year-old kindergarten children. Data were gathered through questionnaires. The results showed that most teachers included children's traditional play in educational curriculum as indoor and outdoor play activities, but they had difficulties in this process by lack of play materials and their knowledge of children's traditional play. The results also showed that kindergarten children played "Yut" most frequently and, in most cases, they engaged in traditional play in ways which were adjusted to their developmental level and life style.

• 가정과삶의질연구
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• 제30권6호
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• pp.129-150
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• 2012

This study examined difference in the responses of children and therapists depending on children's problem type(internalization or externalization) and the therapists' levels of psychological burnout. Play therapy' cases (March 2010 ~ September 2011) were successfully concluded in more than 36 sessions, which targeting 14 children aged 4~9 who had emotional and behavioral problems and two therapists who consulted with the children. To examine the change in the play therapy stepwise process in this case, the responses in the children and the therapists were examined by dividing the stages of therapy into the early stage, the middle stage, and the late stage. The Results showed that (1) the children's response during the play therapy process were not significant different for both types of children's problems. Moreover, there were no differences with different levels psychological burnout by the therapist. (2) A change in the children's response during the play therapy process was noted in both children who had internalization problem and in those who had externalization problems. Moreover, according to the therapist's levels of psychological burnout, a change in the children's responses was indicated in the play therapy process. (3) The therapist's responses in the play therapy process did not show significant difference according to children's problem type or therapists' levels of psychological burnout. (4) A significant difference was noted in the responses between the therapists experiencing psychological burnout depending on their level.

• 한국보육지원학회지
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• 제12권6호
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• pp.41-58
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• 2016

This study investigated the relationships between socio-economic status of family, home environment stimulation, children's behavioral problems, and interactive peer play of preschool children. Surveys of 2,150 Korean mothers with their preschool children(Mean age= 51.9 months) from the Panel Study of Korean Children by Korea Institute of Child Care and Education were analyzed using structural equation modeling. Each variable's confirmatory factor analysis showed the correlation coefficient below .85, which made a satisfactory level of discriminant validity. The model fit to the data well, with an agreeable level of index. The major findings were as follows. First, SES did not significantly affected children's interactive peer play. Second, SES significantly affected home environment stimulation and children's behavioral problems. And the relationship between SES and children's behavioral problems are significantly mediated by home environment stimulation. Third, the relationship between SES and children's interactive peer play are significantly mediated by home environment stimulation and children's behavioral problems. These results help better understand the paths among the home characteristics and children's behavioral problems on children's social development. Interpretation and implication of the results have been discussed.

• 아동학회지
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• 제26권6호
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• pp.1-15
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• 2005

The purposes of this study were to assess children's emotional competence, to examine whether there was a difference in children's emotional competence according to their gender, and to investigate the relationship between children's emotional competence and their play behavior. The subjects of this study were 104 four-year-old children(56 boys, 48 girls). Collected data were analyzed by frequency, percentage, means, standard deviation and Pearson's correlation. The results were as follows : First, there was meaningful correlation among the emotional competence measured by teacher, the understanding and expression of emotion and the emotional regulation measured by mother. Second, there was difference in children's emotional competence according to gender. Specifically, girls showed better competence in the socio-behavioral emotional competence and the understanding and expression of emotion than boys. Third, the dramatic play and the group play had some meaningful correlation with the emotional competence measured by teacher and the understanding and expression of emotion measured by mother.

• 한국보육지원학회지
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• 제16권6호
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• pp.35-51
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• 2020

Objective: The purpose of this study was to examine the effects of young children's emotionality on their smartphone overuse and to verify the mediation effect of mothers' play participation on the relationship between young children's emotionality and their smartphone overuse. Methods: Research participants include 274 mothers and their children aged 2 to 4 years old. The mothers completed questionnaires. Data analysis was performed with Pearson's correlation coefficient and mediation analysis using SPSS 23.0. Results: The results of this study are summarized as follows. First, The young children's emotionality showed a positive association with their smartphone overuse. Second, Their emotionality was negatively associated with their mothers' play participation. Finally, the mothers' play participation was found to partially mediate the relationship between young children's emotionality and smartphone overuse. Conclusion/Implications: The results of this study suggest that it is necessary to provide parent education for supporting mothers' play participation to prevent children from developing smartphone overuse.

• 대한가정학회지
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• 제47권4호
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• pp.25-35
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• 2009

The purpose of this study is to examine the effect of group game play program on ADHD-liked children’s executive function. The game play program was implemented for children in experiment group to find out the effect of the group game play program on ADHD-liked executive function. The subjects of this study were 12 children (4th year elementary students), showing ADHD characteristics. 6 were put in experiment group and other 6 were put in control group randomly. The effectiveness of group game play on ADHD children’s executive function are as followings: The attention ability, behavior inhibition ability, cognitive flexibility of children in experiment group was improved more than in control group. It is concluded that group game play program is effective for ADHD-liked children’s executive function.

• 한국생활과학회지
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• 제19권1호
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• pp.203-214
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• 2010

This study will examine the current condition of outdoor play in child care centers and the overall perception of teachers on outdoor play in regards to its related programs and children's reaction to them. Through examining such issues, this study will provide the basic data that can be applied in planning appropriate outdoor play activities, programs and environments. For the study, we surveyed teachers and directors of child care centers using a structured questionnaire. The objects of the survey were 22 child care centers in Daejeon and Seoul, who agreed to conduct the survey. The survey was conducted from August 1 to September 30 2006; 220 copies were distributed, and 188 copies were collected. The results of the study can be summarized as follows: 1) The number of outdoor plays per week were on average 1~2 in most cases, although teachers believed the play should be done everyday. Outdoor play time was mostly 21~30 minutes, while teachers thought 31~40 minutes as appropriate. Children's reaction scored the highest when they played outdoors for 30 minutes every day with their teachers involved in the play. As a result, we have concluded that the appropriate outdoor play should be conducted everyday for 30~40 minutes. 2) Outdoor play was mostly conducted as part of the overall educational plan rather than a separate plan. Since outdoor play affects children's development as much as indoor play, there is a need for development of a specific and separate plan for various outdoor play programs. 3) The outdoor play program that was most often conducted was equipment play and sand play. This indicated the monolithic nature of the outdoor program. Given the fact that children enjoy outdoor plays a lot (M=4.71), various programs including adventure play, sensitive play, and carpenter play should be developed. 4) In outdoor play, the teacher's role included supervising and interacting with children. According to the survey, teachers had a good understanding of the importance on safety and supervising issues in outdoor plays. However they seemed to overlook the importance of having better programs and improving teacher's participation to the play. Despite the importance of outdoor play to children's development, the result shows that teachers have tendencies to limit and obstruct outdoor plays by emphasizing supervising and safety issues instead. 5) Children's safety should not be the only consideration for outdoor plays; teachers ought to better understand that children's development can be maximized by the play. Furthermore, there should be emphasis placed on the program development and teacher's participation; teacher's participation should actively encourage the interactions between a child and a teacher, as well as among children.

• 한국실내디자인학회논문집
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• 제19권1호
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• pp.37-45
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• 2010

Children likes to play and learn by playing at anywhere as a psychological trait. Children's museum is designed for limited age of 'children,' they learn more actively by playing at the museum with interactive display. In this paper, we analyze Movement of Based on the Psychological Characteristics of Children and Analysis of Preferred Experience of Children's Museum according to Piaget's cognitive development process. It is significant study to investigate user's needs space proposal by grasping user's mentality. After itinerary tracking, we found children's preferred and non-preferred experience displays and as a result, we divided children's Museums into three types, M museum is represented by preoperational period, called 'Go around play' type ; Y museum is represented by 'concrete operational period', called 'Smart road play' type ; and H museum is represented by 'formal operational period' called 'Open search play' type. The conclusions are children's cognitive development stages depending on the age discrimination that the development of play, and preferred plays are different by children cognitive development process. In order to take advantage of children playing in the children's museum by taking into account the developmental aspects will have to be designed. Efficient for viewing by age should be different on the basis. This study has shown that, when planning a children's museum, Planners should discriminate the movements of children and analysis of preferred experience of children's museum according to three museum types friendly to children's cognitive development process.

• 아동학회지
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• 제31권3호
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• pp.161-181
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• 2010

This study reviews policies related to children's play which are being implemented by the UK at a national level from 2008 to 2020. The Department for Children, Schools, and Families, in cooperations with other central government departments and professional organizations, are developing and implementing the strategy. The purpose of the strategy is to improve play opportunities for all children and young people in England by raising the value and status of play in every community. This study examines the strategy by focusing on firstly, the purpose, vision, and steps to be undertaken; secondly, the methods used and the participating organizations; and thirdly, the legal, social, and academic basis upon which the strategy is founded. By way of conclusion, the researcher argues that we need to consider and learn from the case of the UK to come up with desirable polices for children's education and well-being.

• 한국보육학회지
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• 제17권3호
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• pp.29-48
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• 2017

본 연구는 아버지의 놀이신념이 놀이참여를 매개로 유아의 놀이몰입과 또래놀이행동에 미치는 영향력이 어떠한가를 분석해보는데 목적을 두었다. 이를 위해 G시와 J도 소재 유아교육기관의 유아 242명과 그들의 아버지를 연구대상으로 선정하고, 이현지(2016)의 부모놀이신념 척도와 원희영(1998)의 부모 놀이참여 검사, 나은숙(2013)의 유아 놀이몰입 척도와 최혜영, 신혜영(2008)의 또래놀이행동 검사를 활용하여 자료를 수집하였다. 구체적으로 연구목적과 응답방법에 대한 안내지를 포함한 놀이신념과 놀이참여 질문지를 가정에 배부하여 아버지로부터 자료를 수집하였으며, 유아의 놀이몰입과 또래놀이행동은 담임교사를 통해 자료를 수집하였다. 수집된 자료를 토대로 Hayes(2013)의 PROCESS macro를 활용한 매개모형(mediation model)의 유의성 검증을 실시하였다. 분석결과, 아버지의 놀이신념이 놀이참여를 매개로 유아의 놀이몰입, 또래놀이행동 중 놀이방해, 놀이상호작용에 유의한 영향을 미치는 것으로 나타났다. 연구결과는 아버지의 놀이신념과 놀이참여가 유아의 놀이에 대한 사회 정서적 측면에 직간접적으로 영향을 미치고 있음을 시사한다. 이에 유아의 놀이에 영향을 미칠 수 있는 아버지의 양육역할의 중요성을 강조하였으며, 아버지의 놀이신념이 실제적인 놀이참여에 영향을 미침으로써 유아의 놀이만족과 건강한 놀이행동을 유도할 수 있음을 고려하여 이들 변인을 긍정적으로 강화할 필요가 있음을 논의하였다.