• International Journal of Contents
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• 제14권3호
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• pp.46-52
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• 2018

The objective of this study was to determine the status of star chart game applications in the Google play store in Korea. The share of game genres in paid and free star charts of game applications was searched. Also, the average reviewer's rating, average number of reviews, and average age rating based on the genre of paid and free star charts of game applications, and the average price of paid applications based on genre were analyzed. Hypothesis tests for the differences in average reviewer's rating, average number of reviews, average age rating according to the genre of game applications were performed. Also, hypothesis tests for the differences in average reviewer's rating, average number of reviews, average age rating between the paid and free game applications along with the hypothesis test for the differences in price according to the genre of paid game applications were performed. Lastly, hypothesis tests for the correlation between the start chart ranking and number of reviews in association with the correlation between the start chart ranking and reviewer's rating were performed. Statistically significant differences in average reviewer's rating, average number of reviews, average age rating according to the genre of game applications, and between the paid and free game applications were verified. However, the correlation between the start chart ranking and number of reviews in association with the correlation between the start chart ranking and reviewer's rating were not statistically significant.

• Child Studies in Asia-Pacific Contexts
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• 제2권1호
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• pp.11-27
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• 2012

We examined play interactions between siblings when one child has autism in a Vietnamese American and a European American family. Analysis was based on video recorded free play sessions with each set of siblings at their home. Interviews with the typically developing sibling and parents also provided supplemental data to aid our knowledge about their play behavior. This study describes the role of the typically developing sibling in play and the types of play engaged in by siblings. Findings indicate that the two sets of siblings differed in their play behavior. Specifically, significant differences were noted in the role of the typically developing sibling in play, and the types of play engaged in by the siblings. The perceptions of the typically developing siblings and parents regarding autism also differed across families, significantly affecting their play behavior. Implications for research are described.

• 아동학회지
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• 제20권4호
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• pp.247-263
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• 1999

Literacy-related communication and information types naturally occurring in the dramatic play area were observed during free play over a 4 week period. Participants were 21 boys and 16 girls enrolled in a kindergarten class in Taegu. Types of literacy-related communication frequently used during social pretend play were Description, Suggestion, Question, and Answer. Negative types of literacy-related communication, such as Threat, Protest, and Warning were rare. Types of frequently occurring literacy information were about letters & words, and literacy functions. These findings were discussed with respect to curricular implications for the classroom.

• 아동학회지
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• 제26권5호
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• pp.1-14
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• 2005

The purpose of this study was to examine the relation between forms of children's solitary play and temperament, problem behaviors. Seventy-six children of four-year-olds were observed during free play. Children's temperament was measured by mothers of participants. Children's problem behaviors were measured by teachers. Following from Coplan et al(1994), this study were analyzed three aggregate measures of solitary play consisting of reticent behavior, solitary-passive play, and solitary-active play. The results of this study shows that first, the highest frequency of solitary play's forms was reticent behavior, followed by solitary-passive play, then solitary-active play. There weren't any differences in children's solitary play according to their gender. Second, there were significant differences among forms of children's solitary play and temperament. And there were gender differences in the correlates of different forms of solitary play. Third there were significant differences among forms of children's solitary play and problem behaviors. Also, there were gender differences in the correlates of different forms of solitary play. This result points out the important of solitary play and distintion of solitary play'forms.

• 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.

• 한국생활과학회지
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• 제20권2호
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• pp.353-364
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• 2011

The purpose of this study was to examine different child care curricula according to teacher's teaching method types. The subjects of the study were three hundred and fifty-six teachers, who were divided into four groups according to their teaching method: mixed method(type A), child oriented method(type B), teacher oriented method(type C), and beliefless method(type D). The data on the duration of free play and outdoor play time, activities frequently practiced in class, and outside one the playground were collected. The dimensions of child care programs were measured using Moore(1994)'s "The Early Childhood Dimensions of Education Rating Scale". The results of this study were as follows: first, teachers who used child oriented teaching methods gave more free play time than teachers using teacher oriented or mixed teaching methods. Second, teachers using teacher oriented methods showed the closeness and teachers using child oriented methods showed the openness in child care programs. Last, the activities teachers thought were the most important differed according to the teachers' methods even though in actual practice, there was no difference shown.

• 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.

• 한국보육지원학회지
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• 제12권1호
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• pp.57-81
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• 2016

본 연구의 목적은 자유선택활동 시 놀이 인원수 제한규칙에 따른 유아의 놀이를 알아보는 것이며, 본 연구결과가 자유선택활동 운영 개선에 기여할 것으로 기대된다. 연구참여자는 사립유치원 4세 학급 유아 25명과 담임교사와 공동연구자인 도움교수였다. 2014년 7월부터 10월까지 유아 관찰, 유아 인터뷰, 교사의 반성적 저널쓰기를 통해 자료를 수집하였다. 연구 결과, 유아들은 영역 선택을 표시하기 위해 사용하는 이름표에 대한 스트레스를 받고 서로 간의 과도한 경쟁을 하고 있었으며 규칙을 위반하고 있었다. 이를 통해 연구자들은 인원수 제한규칙이 유아의 도덕성 발달 제한, 사회정서발달 저해와 안전사고 위험, 자유선택 행동 저해 등의 역기능이 있음을 발견하였다. 이러한 규칙의 역기능을 인식한 연구자는 인원수 제한규칙을 해제함으로써 유아의 변화를 살펴보았고, 그 결과 공간 놀이 갈등 조절에서 유아의 자율성이 증진되었으며, 자유선택활동 시 교사의 역할과 운영방법에도 변화를 가져왔다. 연구결과에 기초하여 자유선택활동의 다양한 제한규칙의 필요성과 바람직한 규칙 적용에 대해 논의하였다.

• Parasites, Hosts and Diseases
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• 제51권6호
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• pp.663-667
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• 2013

Free-grazing ducks play a major role in the rural economy of Eastern Asia in the form of egg and meat production. In Thailand, the geographical location, tropical climate conditions and wetland areas of the country are suitable for their husbandry. These environmental factors also favor growth, multiplication, development, survival, and spread of duck parasites. In this study, a total of 90 free-grazing ducks from northern, central, and northeastern regions of Thailand were examined for intestinal helminth parasites, with special emphasis on zoonotic echinostomes. Of these, 51 (56.7%) were infected by one or more species of zoonotic echinostomes, Echinostoma revolutum, Echinoparyphium recurvatum, and Hypoderaeum conoideum. Echinostomes found were identified using morphological criteria when possible. ITS2 sequences were used to identify juvenile and incomplete worms. The prevalence of infection was relatively high in each region, namely, north, central, and northeast region was 63.2%, 54.5%, and 55.3%, respectively. The intensity of infection ranged up to 49 worms/infected duck. Free-grazing ducks clearly play an important role in the life cycle maintenance, spread, and transmission of these medically important echinostomes in Thailand.

• 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.