• 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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• 제49권2호
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• pp.27-36
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• 2011

This study dealt with free play activities in the curricula of childcare centers in Daejeon area. 29 teachers from 21 day care centers were interviewed individually to obtain an understanding of teachers perceptions and conflicting views about play activity in the context of different day care curricula. The data were analysed qualitatively, using categorization and key word classification, frequency analyses and chi-squared tests. The results were as follows: (1) play-oriented curricula included sufficient play time and planned play activities in terms of the children's development. Children's freedom in play, optimum intercession by teachers, and interrelating activities between activity areas were included. In mixed curricula, children's freedoms were limited in many cases, and interrelating play between activity areas was hardly found. Formal lesson-oriented curricula resulted unplanned play activities and teachers' passive intercession of play. (2) Most teachers believed that play activities were more important to a child's development than formal lessons.

• 한국보육지원학회지
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• 제19권2호
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• pp.119-141
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• 2023

Objective: This study aimed to investigate Pre-service early childhood teachers' perceptions and roles regarding young children's free play time. Methods: The study utilized the photovoice method and involved 21 pre-service early childhood teachers who expressed interest in participating. Participants were enrolled in an infants teaching methodology class in B city. The study involved four virtual meetings conducted via untact teams, and the automatic recordings of these meetings were transcribed for analysis. Results: The results revealed that pre-service early childhood teachers recognized young children's free play time as a period to enjoy full freedom, develop as the main agent of their lives, and express their imagination. Furthermore, pre-service early childhood teachers perceived their roles during young children's free play time as a specialist infant observer, a connector between play and learning, and a versatile supporter. Conclusion/Implications: The findings suggest the need for a systematic curriculum to provide pre-service early childhood teachers with a balanced perspective and awareness of the meaning of free play and teacher roles. The study highlights the importance of expanding pre-practice courses for observation of play and field-oriented curriculum for incumbent teachers.

• 한국콘텐츠학회논문지
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• 제14권11호
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• pp.883-892
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• 2014

게임에 있어서 부분유료화 사업 모형은 한국에서 처음 상용화가 되어서 이제는 가장 보편적인 사업 모형이 되었으나, 이에 대한 이론적인 내용에 대해서는 잘 알려지지 않았다. 이에 따라 현장에서는 그동안 부분유료화 모형 설계에 있어서 시행착오나 영감에 기초하여 진행해 왔다. 본 연구에서는 경제학의 가격차별화 이론을 바탕으로 부분유료화 사업 모형을 설명하고, 이를 통해 시장지배력, 고객 구분 역량, 그리고 고객간 거래 금지라는 부분유료화 사업 모형의 세가지 핵심조건을 이론적으로 도출하였다. 그리고, 사례 분석을 통해 본 연구에서 제안한 핵심조건이 만족되지 못하였을 경우 어떻게 부분유료화 사업모형이 붕괴되는지에 대해 살펴보고 이를 통해 부분유료화 사업모형 기획의 이론적 배경을 제시하고자 한다.

• 한국보육지원학회지
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• 제17권4호
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• pp.29-47
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• 2021

Objective: The purpose of this study was to understand the teacher's role as play supporter in a carry out play generated curriculum and develop and implement an action plan in order to indoor free play. Methods: Participants were 14 kindergartners (9 boys, 5 girls) and one teacher. Processes of planning-implementation and observation- reflection were repeated in a cyclical procedure and the 3rd action plan was conducted based on strategies to support children's play. Results: Children experienced the following: Continuing and immersive play, play filled with experiments and challenges, play to make together, attitude to enjoy novelty and respect differences, and play of trial and error. And the researcher changed the following: Be sensitive to the child's words and actions, finding the 'real interest' of children in 'waiting', acquiring the perception that 'children are the masters of play', seeing the value of learning in children's expressive play, and gain confidence in play support. Conclusion/Implications: This study suggested the need for teacher to have patience and demonstrate reflective thinking in order to support children's play.

• 한국보육지원학회지
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• 제17권1호
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• pp.19-37
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• 2021

Objective: This study aimed to explore the effect of the national preschool curriculum on children's development in Korea, focusing on teachers' daily practice. By comparing the effect of the teachers' curriculum practice to that of quantitatively measured free play, it tried to add practical implications beyond the statistical significance. Methods: Participants were 512 three-year-old children who participated in the Panel Study of Korean Children and their teachers. National curriculum practice and free play time at the age of three was put in the hierarchical linear regression models to discover children's developmental outcomes at the age of four, in domains of language, cognitive development, and social development. Results: Results demonstrated the significant positive influence of national curriculum practice on every domain of developmental outcomes. However, no facilitative influence of free play time was observed. Conclusion/Implications: The importance of teachers' practice of the national curriculum was emphasized. It was implied that the quantity of free play time itself did not assure the sound development of children. Policy implications were discussed regarding teacher practice and education.

• International Journal of Contents
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• 제10권3호
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• pp.1-8
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• 2014

In this paper, we collect and analyze the status of mobile phone applications (hereafter apps) in the healthcare and fitness category of the Apple iTunes App Store and Google Play Store. We determine the number of apps and analyze statistical aspects such as classifications, age rating, fees, and user evaluation of the popular items. As of September 30, 2013, there were 236 popular apps available from iTunes. Google Play offered 720 apps. We discover that apps for healthcare and fitness are diverse. Apps for physical exercise have the greatest popularity. The proportions of apps that are suitable for all ages among the Google and iTunes popular apps are 55.8% and 89.4%, respectively. The user evaluation of apps in iTunes is relatively less positive. We determine that the proportion of paid apps to free apps in Google is higher than that of the apps in iTunes. We perform hypothesis tests and find statistically significant differences in age rating and perceived satisfaction between the apps of the Apple iTunes App Store and Google Play Store. However, we find no meaningful differences in the classification and price of the apps between the two app stores. We perform hypothesis tests to verify the differences in age rating and perceived satisfaction between the paid and free apps within and across the Google Play Store and iTunes App Store. There are statistically significant differences in the age rating between the paid and free apps in the Google play store, between the Google free and iTunes free apps, between the Google paid and iTunes paid apps, between the Google free and iTunes paid apps, and between the Google paid and iTunes free apps. There are statistically significant differences in the perceived satisfaction between the Google free and iTunes free apps, between the Google paid and iTunes paid apps, between the Google free and iTunes paid apps, and between the Google paid and iTunes free apps.

• 가정과삶의질연구
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• 제34권5호
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• pp.83-98
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• 2016

The purpose of this study was to investigate the relationship among toddler's symbolic play level, mother's responsiveness and verbal interaction. The subjects were 56 pairs of 24-29 months old toddlers and their mothers. The toddler's symbolic play level was classified using categories by Gowen(1995). The mother's verbal interaction was coded during a 10-minute-free play session with her toddler using Caldera, Huston, and O'Brien's(1989) categories. PICCOLO(The Parenting Interactions with Child Checklist of Observations Linked to Outcomes) by Roggman, Cook, Innocenti, Jump, Norman, & Christiansen(2009) was used to investigate the mother's responsiveness. While the mothers played with their toddlers during a 10-minute-free play session, their interaction were videotaped. The data were analyzed by means, t-test, and correlations. The results of the study were as follows: First, the mean levels of the toddler's symbolic play were in level 3, 'the pretending others'. Also girls spent more symbolic play time with mothers than boys. Second, mothers' responsiveness was generally high in free play with their toddlers. Mothers frequently used 'questions' 'comments' and 'fantasy statements'. Mothers with girls used more 'questions' than mothers with boys. Third, there was a significant relationship among toddler's symbolic play level, mother's responsiveness and verbal interaction. Maternal responsiveness and 'fantasy statements' were positively related with the mean level, and the frequency of play. The 'questions' and 'answers' were also related with symbolic play level and frequency. But 'praise' was negatively related with symbolic play frequency. In conclusion, this study suggested that toddler's symbolic play level was related with mother's responsiveness and verbal interaction during free play.

• 한국보육지원학회지
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• 제11권1호
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• pp.101-128
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• 2015

본 연구는 자유선택활동의 의미와 자유선택활동 시간의 교사 역할에 대한 예비유아교사의 인식을 살펴보는데 목적을 두었다. 이를 위해 현재 유아교육과 3학년에 재학 중이며 보육실습에 참여한 학생 69명이 실습 중에 작성한 반성적 저널 및 은유하기와 이미지 그림, 면담 기록을 분석하였다. 연구 결과, 예비유아교사들이 인식한 자유선택활동의 의미는 '가슴 설레는 축제', '울타리 있는 놀이터', '배움을 찾아가는 여행'으로 요약될 수 있으며, 자유선택활동 시간 교사의 역할에 대한 인식은 '함께 하는 교사', '끌어주는 교사', '바로잡아주는 교사', '북돋아주는 교사'로 정리될 수 있다. 이러한 결과를 통해 예비유아교사들이 자유선택활동의 의미와 교사의 역할 수행에 대한 균형 잡힌 시각과 인식을 형성할 수 있도록 돕는 교육이 직전교육과정을 통해 체계적으로 이루어져야 할 필요가 있음을 알 수 있다.

• 한국항공우주학회지
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• 제38권10호
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• pp.973-978
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• 2010

본 논문에서는 유격을 고려한 항공기 전방 착륙 장치의 쉬미 현상을 연구하였다. 쉬미는 항공기의 이착륙 시 랜딩기어가 주행도중 측방향과 조향방향으로 진동에 놓이는 현상이다. 이 현상은 스트럿의 낮은 강성, 랜딩기어 내부의 마찰과 유격, 휠의 불균형이나 마모된 부품 등으로 인해 발생하며, 항공기의 안정성을 저하시킨다. 유격은 비선형 요소이기 때문에 기술 함수로 선형화 하여 주파수 영역에서 안정성해석을 수행하였고, 4차 Runge - Kutta를 이용하여 시간영역에서 안정성해석을 수행하였다. 본 연구에서는 수치적인 해석법을 통해 쉬미현상의 선형 동특성과 비선형 동특성을 조사하였다. 유격을 고려한 비선형 수치 해석결과, 선형 임계속도보다 낮은 속도에서 제한주기진동이 발생하는 등, 유격으로 인해 쉬미 안정성이 저감되는 결과를 관찰하였다.