• 아동학회지
• /
• 제28권1호
• /
• pp.17-35
• /
• 2007

This study examined whether sequential transition patterns of social play differed by children's social competence. The social competence of sixty 5-year-old children was rated by their teachers using the Social Competence Scale(NICHD Early Child Research Network, 1996). Children's social play was observed during free play and coded by criteria developed by Robinson et al(2003). Results showed differences in children's social play behaviors by social competence and differences in the transition patterns of children's social play level by social competence. Children with higher social competence showed a transition pattern moving toward cooperative-social interaction, whereas children with lower social competence showed a transition pattern moving backward to solitary or onlooker behavior.

• Child Health Nursing Research
• /
• 제12권4호
• /
• pp.486-494
• /
• 2006

Purpose: This study was done to analyze children's play during hospitalization. Method: Data were collected from 36 play situations of hospitalized children, ages 2 to 6, hospitalized at 4 general hospitals, one in each city, Seoul, Suwon, Daejeon and Daegu. All observations were made in pediatric units during free-play periods. Each child was observed for 5 minutes at each observation and observed three times at each play session. Results: Of the children, 83.3% played on the bed. Play partners were mainly mothers. While 75.0% of children actively took part in play activity and 70.0% played with joy, 63.9% of play partners were more passive in the play. The most frequent play material was a small toy. The level of play was early stage of social and cognitive play, and dramatic play was observed in a few children over the age of 3 years. The play activities were conversional play, reflections of therapeutic procedures, imagination, and exploratory play. In the conversional play, children converted hospital equipments into play materials. Conclusion: It is recommended that health care team members should pay attention and actively participate in play of hospitalized children in order to help them have some control over the stress of the situation.

• 철학연구
• /
• 제124권
• /
• pp.295-320
• /
• 2012

희랍신화는 마법의 눈으로 바라본 자연과 세계를 상징적으로 재현하여 구조화하고 해석하는 상상놀이이다. 호메로스(Homeros)와 헤시오도스(Hesiodos)의 희랍신화는 신들의 이야기이지만 인간의 상상력이 상징 요소들을 통해서 자연현상의 근원과 원인을 이해 가능하도록 가공한 상상의 세계이며, 인간의 운명을 이해하는 틀이다. 상상세계로서 신화는 완전한 허구가 아니라 마법의 눈으로 바라본 인간의 현실이 상징적으로 재현된 세계이다. 신화는 한편으로는 이미 있는 인간세계를 모사하는 재현의 놀이이기도 하고 또 한편 지금까지 없었던 새로운 현실을 투사하는(project) 상상력의 놀이이기도 하다. 인간이 재현과 상상력을 통해 자유롭게 유희하는 세계가 바로 신화세계이다. 상상의 놀이로서 나타나는 신화와는 달리, 자연철학은 메타포를 통해서 세계의 구조와 운행법칙을 해명하고자 한다. 엠페도클레스, 데모크리토스 등의 자연철학자들은 자연 변화를 다양한 아르케들의 작용들로 파악하고 그 변화 과정을 아르케의 이합집산으로 설명하고 있다. 헤라클레이토스에 이르면, 세계생성을 놀이적 성격을 통해서 해명하려는 철학적 사유가 생겨난다. 그는 놀이로 존재의 의미를 규정하려는 전회를 시도한다. 헤라클레이토스의 "단편 B52"는 생성소멸의 세계를 영겁의 세월을 노는 아이로 비유한다. 세계는 일종의 신적인 놀이이며, 놀이는 존재자의 의미를 해명하는 단초이다. 놀이에는 세계 전체가 투영되어 있다. 그는 "어린아이의 놀이"를 통해서 세계가 목적 없이 창조되었고 끝없이 변화된다는 것을 표현한다. 철학적 사변은 놀이라는 메타포로서 세계를 파악한다.

• 아동학회지
• /
• 제18권2호
• /
• pp.47-56
• /
• 1997

This study investigated the agreement between 3 assessments of preschoolers' friendship: peer nominations, teacher nominations, and behavioral observations. The relationship between friendship, social status, social competence, and play behaviors was also investigated. The subjects were 44 5-year-olds. Teachers were asked to rate the children's social competence; play behaviors were observed during free play time. The results indicated high agreement between the 3 assessments. Popular children were more likely to have friends than other social status groups. Children without friends were more hesitant than children with friends. Children with friends were more accepted by peers and engaged in cooperative social play more than children without friends.

• 의료ㆍ복지 건축 : 한국의료복지건축학회 논문집
• /
• 제9권2호
• /
• pp.51-58
• /
• 2003

The elements of a medium for gathering the able bodied and the disable bodied children are examined within the scope of this study. Starting from the importance of play for the children, the characteristics and the properties of middle childhood are chosen as domain. This study showed that though most of the playground sites were accessible to Physically disabled Children, and were safety. For Physically disabled Children, the opportunities to play in a play area depend largely on the accessibility of the facilities, this study also explored the play experience of children with disability. The play spaces and the playgrounds including the equipment are examined. The results of study suggest there be creatived planning items in terms of accessibility and domain, which, in detail, are summarized in following six points; Accessibility, Barrier-free, convenience, movement, safety, domain. A guideline on the design of an accessible & safety playground for Physically disabled Children should be made.

• 아동학회지
• /
• 제1권
• /
• pp.15-27
• /
• 1980

PURPOSE This study was intended to analyze the play-form of normal preschool children as related to age, sex, educational experience and social maturity. METHOD 1. Subjects The subjects of this study were eighty seven 3-, 4- and 5-year-old preschool children attending educational institutions in Seoul. 2. Instruments The instruments used in this study consisted of twenty one-minute observations in 5 preschool settings and a questionnaire designed to measure the children's social maturity filled in by their parents. The observations provided information on the children's free play, that is 1) play-form: solitary, parallel and group play 2) use/non-use of toys 3) behavior: play, activity, doing nothing, onlooking 4) stationary/moving dimensions 5) play group size The questionnaire measured such factors as communication, socialization, locomotion, self-help and self-direction. 3. Data Analysis Data analysis consisted of percentage and Chi square. RESULTS 1. Play-Form The relationship between age and play-form proved to be significant at the .05 level. That is, in both boys and girls, solitary play decreased with age and group play increased with age while parallel play maintained a similar position. The relationship between sex and play-form proved to be significant at the .05 level in 3-& 4-year-old children, but not significant in 5-year-old children. That is, in their $3^{rd}$ year boys engage in the solitary play more than girls and in their $4^{th}$ year boys engage in more group play than girls. 2. Toys Without differentiation of sex and age, cases of using toys in play exceed those cases where toys were not used. 3. Behavior The relationship between age and behavior proved to be significant at the .05 level in both boys and girls. That is, with increase of age, play decreased and activity increased in boys while play increased and doing nothing decreased in girls. 4. Moving Status Totally, moving occurred more frequently in play than stationary status. Moving proved not to have a significant relationship with age, but it did Navel a significant relationship with sex at the .05 level. That is, moving tended to increase with the increase in age in both boys and girls, but not at a significant level. Boys moved significantly more than girls in all three age levels. 5. The Relationship between Educational Experience and Play-Form There was a tendency for children with longer preschool experience to engage in less solitary play and more group play than children who had less than one semester of preschool experience, but this difference was not statistically significant. 6. The Relationship between Social Maturity and Play-Form The high social maturity group engaged in less solitary play and more group play than the low social maturity group, but this was not a statistically significant difference. 7. Play Group Size Play group size was 2~10 children, but the majority of play groups consisted of 2~3 children. There was a tendency for play groups composed of 2 children to decrease with age and play groups composed of 3 children to increase with age. No significant difference was found between the sexes in play group size.

• 영어영문학
• /
• 제55권4호
• /
• pp.539-565
• /
• 2009

T. S. Eliot attempted the combining of the liturgy of Anglican Church and a drama in Murder in the Cathedral (1935) and created a modern verse drama which comes most close to the regular tragedy like Greek tragedy today. Eliot chose the drama to deliver his religious insight because of its ritualistic origin and its potentiality to deliver a dramatic world which can contain a complete order. The central theme of this play is the martyrdom. The dramatic action of killing the archbishop Thomas Beckett in this play, however, is not treated as important event enough to be a dramatic climax. He is portrayed as a witness to the reality of God's will rather than a man who wills to give up his own life for any religious belief or cause. In Eliot, a martyr is nothing but "a witness" in its ancient sense. This paper purposes to review the language of this play. The various and new meters and rhythms of the language of this play function enough to bring its playwright to encounter 'the real audience' in 'a living theatre'. The interactions between different verbal models also play a big role to make this play a living theatre. Eliot found the poetry which crosses the various classes and levels of the tastes of audience is the most useful poetry. And the poetry of this play proves as the very thing which intensifies the theme of the play and gives the most powerful force to the play. Especially Eliot's poetry succeeds smost in the various and free meters of chorus, which makes Eliot the first playwright since Aeschylus, who could bring the chorus to undertake the function of extending the dramatic action of the play into the universal meaning. In the theatre the real audience identifies themselves with chorus. And the chorus leads the audience to respond to peace which passeth understanding beyond words and sounds of this play, which is the desired response in Eliot's conception of drama.

• 수산해양교육연구
• /
• 제29권1호
• /
• pp.242-256
• /
• 2017

The purpose of this study was to describe and understand the characteristics of morphological, contextual as relational aggression among 4-year old children during free play periods. The ethnographic methods included participants observation of children's play interaction behaviors, field notes, video taping and analysis of transcribed date. The results are as exclusion occurred by group power taking the relational attribute, including direct language, while the other would not be revealed easily other than being in line with real relation. Also as follows; proactive relational aggression was more frequently observed in girls, and their major strategies employed against someone they disliked were ignoring them, distorting play-rules, and so on. Major strategies of reactive relational aggression in girls were largely manipulative in nature, for example, 'threatrning their friend' and 'withdrawal of friendship'.

• 영어어문교육
• /
• 제17권3호
• /
• pp.119-139
• /
• 2011

Free-talking in Korea has recently been emphasized as a way of improving students' speaking ability outside of the classroom. The purpose of this study is to examine perceptions of free-talking, to understand what type of roles were played by or allotted between Korean students and international professors (IPs) and to look for effective speaking strategies for utilizing free-talking. Participants of this study were 68 university students and 23 IPs. The data collected through a survey type of questionnaire were analyzed by this researcher and the main findings indicate that students and IPs have somewhat different viewpoints about their concepts of free-talking. Students expressed varying viewpoints depending on their experience and class (year). In terms of the benefits, usefulness, and satisfaction of free-talking, students and IPs seem to be in more agreement with each other although the two groups have conflicting perceptions in the particular operation of free-talking, especially in terms of preparation and feedback. Students stated that they feel anxious, nervous, and that they struggle with peer pressure while free-talking. However, they feel that through free-talking they build up confidence and increase their speaking ability. Regarding roles, most professors play a helpful role as a guide or facilitator while students want professors to provide more suitable materials and to tutor them by means of appropriate feedback and strategies as well-prepared teachers like a prompter, participant or tutor in the timely manner. Finally, this paper proffers a few practical suggestions for activating free-talking and a discussion of the pedagogical implications.

• 대한가정학회지
• /
• 제37권1호
• /
• pp.79-89
• /
• 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.