• 대한가정학회지
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• 제48권10호
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• pp.133-141
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• 2010

The purpose of this study was to investigate the construct validity of the Penn Interactive Peer Play Scale on the parent version. The participants of this study were 231 children in the Seoul and Gyeonggi provincial areas. The instruments included the 32-item exploratory PIPPS (Choi & Shin, 2008), and the Preschool Behavior Questionnaire (PBQ; Park, 1992). The data were analyzed by descriptive statistics, factor analysis, Pearson's r and Cronbach ${\alpha}$. The results were as follows. First, the PIPPPS on the parent version was validated with supporting three factors: Play Disruption, Play Disconnection and Play Interaction with 30 items. The sub-factors of the PIPPS were related with those of the PBQ as criterion measurements. The reliability coefficients of the sub-factors of the PIPPS were ranged from .78 to .82.

• 한국보육지원학회지
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• 제13권3호
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• pp.1-17
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• 2017

Objective: The purpose of this study was to analyze the effects of preschoolers' negative emotionality on their peer play behaviors, focusing on the mediation of behavioral problems. Methods: The study sample included 287 preschoolers aged 3 to 5 attending child care centers located in Seoul, Korea. The instruments used in this study were the Child Behavior Questionnaires (CBQ), Child Behavior Checklist (CBCL), and Penn Interactive Peer Play Scale (PIPPS). Results: The main results of this study are as follows: First, boys and girls' negative emotionality exerted positive effects on their behavioral problems. Second, boys and girls' negative emotionality had a positive influence on their play interaction, play disruption, and play disconnection. Further, the effect of boys' negative emotionality on their play disruption and play disconnection was totally mediated by their behavioral problems, and girls' negative emotionality on their play interaction and play disconnection was totally mediated by their behavioral problems. Conclusion/Implications: These findings provide preliminary evidence that the relationships between preschoolers' negative emotionality and peer play behaviors may be mediated by their behavioral problems.

• Human Ecology Research
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• 제53권4호
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• pp.405-412
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• 2015

This study investigated the moderating effect of negative emotionality on the association between teacher-child intimacy and peer interaction based on a differential susceptibility model. The participants were 252 three-year-old children recruited from a day care center and preschool located in Incheon and Gyeonggi province. The teacher-child relationship was measured on a Student-Teacher Relationship Scale. This measure is a type of teacher's report with ratings based on a teacher's daily observations. This scale is composed of closeness items on the degree of warmth and open communication in teacher-child relationships. Peer interactions were measured with a Penn Interactive Peer Play Scale. This measure is composed of play interaction items, play disruption items and play disconnection. Negative emotionality was measured with Child Behavior Questionnaire. Teachers measured teacher-child intimacy and peer interaction scales. Parents reported children's negative emotionality. The research showed that negative emotionality moderated the association of teacher-child intimacy, play interaction, play isolation and play disruption. The magnitude of association between teacher-child intimacy and play disconnection as well as play interaction was greater for high levels of negative emotionality. Teacher-child intimacy was significantly associated with play disruption only for high levels of negative emotionality. The findings of this study support a differential susceptibility model.

• 대한통합의학회지
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• 제10권1호
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• pp.119-128
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• 2022

Purpose : The purpose of this study was to examine the effects of applying occupational therapy that uses motion recognition on the physical self-efficacy, visual-motor integration ability, and play skills of children who have neurodevelopmental disorder before and after treatment. Methods : This The study chose 16 children with neurodevelopmental disorder as research subjects who were randomly and evenly allocated into an experimental group and a control group. The experiment followed a pretest-posttest design. As an intervention, the experimental group received motion recognition-based occupational therapy and a separate sensory integration program. The control group only participated in the separate sensory integration program. The eight-week experiment duration included 24 intervention sessions where the a 50-minute session was implemented three times a week for eight weeks. To compare the physical self-efficacy, visual-motor integration ability, and play skills before and after the intervention, measurement tools including the Physical self efficacy, Beery VMI-6, and Penn interactive peer play scale were used. All measured variables were analyzed and expressed as mean, standard deviation and percentage. Results : The motion recognition-based occupational therapy demonstrated a significant effect on improving the physical self-efficacy, visual-motor integration ability, and play skills of the experimental group. The intervention also caused a significant difference between the experimental group and control group in terms of the physical self-efficacy, visual-motor integration ability, and play skills. Conclusion : We confirmed the possibility motion recognition-based occupational therapy could be effective in improving the physical self-efficacy, visual-motor integration ability, and play skills for patients who have neurodevelopmental disorder. Based on the study result, further future studies are expected based on this study result that prove the application effect of the motion recognition-based occupational therapy using disabled and non- disabled children as subjects are expected in the future.

• Human Ecology Research
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• 제51권4호
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• pp.395-401
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• 2013

The purpose of this study is to investigate the moderating effects of language abilities associated with between emotionality, attention deficit hyperactivity disorder (ADHD) and peer play interactions. Two hundred fifty-two participants were 3 year olds, with 136 boys and 116 girls. They were recruited from day care centers and preschools in Gyunggi province and Incheon city. Peer play interaction was assessed by the Penn Interactive Peer Play Scale (PIPPS). Emotionality was measured by Child Behavior Questionnaire (CBQ). ADHD was assessed by teacher ratings of ADHD syndrome. Language abilities were measured by Korean Wechsler Preschool and Primary Scale of Intelligence (K-WPPSI). Teachers completed questionnaires to assess peer play interactions, emotionality, ADHD. The results revealed that language abilities moderated relationships between emotionality and play in isolation. The magnitude of associations between emotionality and play in isolation was greater for high levels of language abilities. Moreover, there were moderating effects of language abilities associated between ADHD and play disruptions. Although ADHD was significantly associated with play disruptions, the association was stronger at the higher levels than the low levels of language abilities. It can be deduced that language abilities of 3 year old children affects the protection factor between emotionality and peer play isolation; whilst, it affects the risk factor on peer play disruptions and ADHD propensity.

• Human Ecology Research
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• 제52권5호
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• pp.541-549
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• 2014

The purpose of this study was to analyze the effects of preschool children's behavioral and emotional regulation on their peer play behavior, focusing on gender differences. A total of 214 4- and 5-year-old children attending a child care center in South Korea participated in this study. The instruments used in this study were the Child Behavior Rating Scale, Emotion Regulation Checklist, and Penn Interactive Peer Play Scale. The collected data were analyzed using a Student's t -test, Pearson's partial correlation, and multiple regressions with the SPSS software ver. 16.0. The main results of this study are as follows: first, there was a significant gender difference in preschool children's behavioral regulation, emotional control, play interaction, and play disruption. However, there was no gender difference in preschool children's play disconnection. Second, preschool children's emotional control and behavioral regulation had positive effects on their play interaction irrespective of gender. Third, preschool children's emotional instability and emotional control had a positive influence on their play disruption irrespective of gender. Finally, the factors of behavioral regulation and emotional instability significantly predicted the boys' play disconnection, while for the girls, the significant predictor was emotional control. Further, implications for the use of early intervention targeting specific behavioral and emotional regulation problems have been discussed.

• 한국보육지원학회지
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• 제8권3호
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• pp.91-111
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• 2012

본 연구는 어머니 역할지능이 유아의 또래놀이 상호작용 및 또래수용도에 미치는 영향을 살펴봄으로써 어머니 역할의 영향을 세부적으로 규명하고 부모교육에 필요한 기초 자료를 제공하는데 목적이 있다. 연구대상은 서울과 경기도에 위치한 어린이집 및 유치원 6개소 만 5세 학급의 유아 197명과 그들의 어머니였다. 측정도구는 유아의 놀이장면을 토대로 한 교사평정용 또래놀이 상호작용 척도와 또래평가에 의한 또래수용도 척도를 사용하였고, 어머니의 역할지능은 부모역할지능 척도를 수정, 보완하여 활용하였다. 수집된 자료는 주요 변인들의 상관분석 결과를 바탕으로 연구문제별로 중다회귀와 위계적 회귀분석을 실시하였다. 그 결과, 격려, 증진, 합리적 권위, 수용, 통제, 거부 지양에 대한 어머니 역할지능이 높을수록 유아는 놀이장면에서 또래의 놀이를 방해하거나 놀이로부터 단절되어 있는 부정적 상호작용보다는 긍정적 상호작용을 더 많이 나타냈다. 또한 공감, 격려, 증진, 합리적 권위, 거부 지양에 대한 어머니 역할지능이 높을수록 유아가 또래로부터 수용될 가능성이 높은 것으로 나타났다.

• 대한감각통합치료학회지
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• 제19권1호
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• pp.1-12
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• 2021

목적 : 본 연구는 짝 그룹 감각통합치료가 만 4세 발달지연 아동의 감각처리, 또래와의 상호작용, 놀이발달에 미치는 영향을 알아보고자 하였다. 연구방법 : 본 연구는 짝 그룹 감각통합치료의 경험이 없는 2명의 대상자로 중재 40분, 부모 상담 10분씩 주 1회, 총 13회기를 시행하였다. 중재 프로그램은 감각처리조절을 위한 활동과 다양한 작업활동으로 구성하였다. 중재 전과 후를 비교하기 위해 Short Sensory Profile(SSP), Penn Interactive Peer Play Scale(PIPPS), Knox Preschool Play Scale-Revised(KPPS-R)를 실시하여 결과를 측정하여 분석한 후, 시각화된 자료를 활용하여 제시하였다. 결과 : 짝 그룹 감각통합치료 중재 후 대상자 모두 SSP 평가에서 감각처리능력의 향상과 KPPS-R 평가에서 놀이발달의 증진을 보였다. 또한, 대상자들은 PIPPS 평가에서 부정적인 상호작용의 빈도수가 감소하였다. 결론 : 짝 그룹 감각통합치료는 발달지연 아동의 감각처리, 또래와의 상호작용, 놀이발달 증진에 긍정적인 영향을 미쳤다. 앞으로 다양한 연령대의 대상자에게 짝 그룹 감각통합치료를 적용한 연구가 진행되기를 희망한다.

• 한국보육지원학회지
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• 제12권1호
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• pp.37-55
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• 2016

본 연구에서는 유아의 놀이성, 정서통제, 정서불안정이 또래놀이행동에 미치는 상대적 영향을 비교하기 위해 어린이집에 다니는 만 4세 및 5세 유아 209명을 대상으로 연구를 실시하였다. 본 연구에서는 유아의 놀이성을 측정하기 위해 '놀이성척도'를, 정서통제, 정서불안정을 측정하기 위해 '정서규제체크리스트'를, 또래놀이행동을 측정하기 위해 '또래놀이행동척도'를 사용하였다. 수집된 자료는 t-검증, 피어슨의 적률상관계수, 단계적 회귀분석을 통해 분석되었다. 본 연구의 결과는 다음과 같다. 첫째, 연령에 따라 유아의 또래놀이행동, 놀이성, 정서통제, 정서불안정에 차이가 있는 것으로 나타났다. 둘째, 유아의 놀이상호작용은 정서통제와 놀이성에 의해 영향을 받는 것으로 나타난 반면, 유아의 놀이방해와 놀이단절은 정서불안정과 놀이성에 의해 영향을 받는 것으로 나타났다. 이와 같은 연구결과에 기초하여 유아의 또래놀이행동에 영향을 미치는 정서 관련 변인의 중요성에 대해 논의한 후 향후 과제와 제언을 제시하였다.

• 한국보육학회지
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• 제19권2호
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• pp.57-69
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• 2019

본 연구는 유아의 기질과 또래놀이상호작용의 관련성에서 교사-유아관계의 친밀감과 갈등의 조절효과를 검증하고자 하였다. 연구대상은 경기도 및 인천시 어린이집과 유치원 11곳에 재원 중인 만 4세 유아 606명이다. 교사 보고법을 사용하여 유아의 기질과 또래놀이상호작용 및 교사-유아관계가 측정되었다. 수집된 자료는 상관관계와 위계적 회귀분석을 사용하여 분석되었다. 연구결과를 보면, 의도적 통제와 놀이방해의 관련성에서 교사-유아관계의 친밀감의 유의미한 조절효과가 나타났으며, 교사-유아관계의 친밀감이 높은 경우에는 의도적 통제가 놀이방해에 미치는 영향이 감소되었다. 정서성과 놀이단절의 관련성에서 교사-유아관계 친밀감의 유의미한 조절효과가 나타났으며, 교사유아관계의 친밀감이 낮은 경우에는 정서성이 놀이단절에 미치는 영향이 증가되었다. 또한 정서성과 놀이단절의 관련성에서 교사-유아관계의 갈등은 유의미한 조절효과가 나타났으며, 교사-유아관계의 갈등이 높은 경우에 정서성이 놀이단절에 미치는 영향이 증가되었다. 따라서 또래관계에 어려움이 있는 유아의 경우 기질 뿐만 아니라 교사관계와 같은 환경요인을 함께 고려할 필요가 있음을 알 수 있다.