• Title/Summary/Keyword: Play & Education

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Exploring the Play-centered Curriculum Action Competence of Early Childhood Teachers Based on FGI Analysis (FGI 분석을 통한 유아교사의 놀이중심교육과정 실행 역량 탐색)

  • Lee, Wonmi;Kwon, Yeonhee
    • Korean Journal of Childcare and Education
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    • v.16 no.4
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    • pp.93-110
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    • 2020
  • Objective: The purpose of this study was to explore the early childhood education teacher's ability to implement play-centered curriculum that is recognized by an early childhood education expert based on an analysis of focus group interviews. Methods: Two professors of early childhood education, two directors of daycare centers, and two early childhood education teachers participated in the focus group interview. The interview was conducted three times. The interviewed data were categorized and compared. Results: The action competence of the play-centered curriculum required for early childhood teachers were categorized into the following categories; comprehending play, recognizing play, and practicing child-centered play. Detailed factor competencies were required for understanding play, reflective thinking, reading play, recording play, playing like a child, and supporting play. Conclusion/Implications: For actualizing play-centered curriculum, early childhood education teachers needed to comprehend, recognize, and practice for child's play. Furthermore, we discussed the necessity and direction of teacher education to improve the teacher's action competence for play-centered curriculum.

Development and Effects of Fear-Reduction Program for Malignant Disease Children with Inserting Implanted Port (이식형 포트 삽입 학령전기 아동의 주사공포감소를 위한 프로그램 개발 및 효과)

  • Yang, Kyung-Ah;Chang, Sook;Kim, Il-Ok
    • Korean Parent-Child Health Journal
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    • v.8 no.1
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    • pp.37-48
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    • 2005
  • Purpose: The purpose of this study was to develop a play education program to reduce children's fear of needle insertion to the implanted port, and to assess the effect of this program. Method: The play education program was composed of play education before needle insertion, encouragement during needle insertion, and a present to reward then after needle insertion. Measurement instruments were the Procedure Behavior Check List(PBCL) and Faces Rating Scale(FRS). Results: The first hypothesis, "the PBCL point of children with malignant disease would decrease after play education program", was rejected(before insertion : Z=-0.189, p= .850, during insertion : Z=-0.350. p= .727, after insertion : Z=-0.590, p= .555). The second hypothesis, "the FRS point of children with malignant disease would decrease after play education program education", was rejected(observer 1 : Z=-0.245, p= .806, observer 2 : Z=-0.912, p= .362, self-report : Z=-0.181, p= .856). The third hypothesis, "the Time of needle insertion would decrease after play education program", was rejected(Z=-0.464, p= .642). Conclusion: The effect on fear-reduction of play education program for children with malignant disease inserted implanted port was not significant but continuous education is needed for parents and children.

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The Effects of a Child-Centered Play Therapy Internship Program for Novice Play Therapists on the Professional Competence of Play Therapists (초보놀이치료자를 위한 아동중심놀이치료 인턴쉽 프로그램이 놀이치료자의 전문적 역량 강화에 미치는 효과)

  • Yang, Sun Young;Han, You Jin
    • Journal of Families and Better Life
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    • v.35 no.1
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    • pp.83-105
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    • 2017
  • The purpose of this study is to strengthen the professional competence of novice play therapists through training, and to develop a CCPT internship program that encourages them to participate by experiencing play therapy education and cases. The five novice play therapists who participated in this study were currently getting their master's degrees in child psychotherapy. The novice play therapists's CCPT Internship program conducts 20 hours of education and practices, 24 hours of group supervision, 16 sessions of play therapy. The results of the research were as follows. First, the novice play therapist's CCPT internship program gave the play therapists positive effects on the development level. Second, the novice play therapist's CCPT internship program had a positive effect on the therapists' performance ability on play therapy. Third, the change of psychological and emotional reactions of play therapists through self-examination was different depending on the stage in the play therapy.

A Study on the Activation Plan of Play & Education Based on Focus Group Interview (FGI 분석을 통한 놀이교육 활성화 방안 연구)

  • Park, Hye-Jin;Kim, Yong-Young
    • Journal of the Korea Convergence Society
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    • v.10 no.4
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    • pp.165-173
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    • 2019
  • Recently, a variety of programs for elementary school students that utilize play in their curricula are supported. In this study, we are trying to draw up ways to activate play education based on the elements necessary for the play education to be effectively provided on the field and the current operational status. In order to achieve the research goal, nine participants of play experts and parents were selected for the focus group interview (FGI). The FGI consist of five questions: (1) opinions on the establishment and joint operation of the organization to support play and parents' education; (2) opinions based on experience in participating in existing training programs; (3) activation plan of play & education program; (4) competencies required by members of the organization; (5) evaluation of program for quality improvement. Through the FGI survey, we drew ideas for the operation of play & education programs to promote positive growth and support systemic programs of both preschoolers and elementary students. In order for play & education to be active in the field of education, a center where play & education and parents' education can be conducted at the same time should be established and operated so that the education can be integrated with play. Based on these findings, we proposed follow-up research in the direction of achieving specific goals and enhancing the quality of play education.

A Study on the Perceptions of Teachers on the Implementation of the Ordinance for Guaranteeing Right to Play and the Practice of Play: Focusing on the Ordinance of the Jeollanam-do Office of Education (놀 권리 보장조례의 이행과 놀이 실행에 관한 교사의 인식 연구: 전라남도 교육청 조례를 중심으로)

  • Kim, Jeong Wha
    • Korean Journal of Childcare and Education
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    • v.16 no.6
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    • pp.1-17
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    • 2020
  • Objective: The purpose of this study is to examine whether the 'Ordinance for Guaranteeing Children's Right to Play' is has been implemented well and investigate play practice in elementary school. Methods: For this study, a survey was conducted on 319 elementary school teachers in Jeollanam-do. Results: First, elementary school teachers' perception of the enactment of the 'Ordinance on Children's Right to Play' is high. And their perception is positive about the effect of the 'Ordinance on Children's Right to Play'. Second, among the roles of the Office of Education, play-related training and club support were relatively low. The role of the elementary school director was relatively low in the analysis and disclosure of play performance. Third, the time that children mainly play in school is the middle play time. The sufficiency and safety of play spaces differed by region. Fourth, the contents to be added to the 'Ordinance' are securing play space, budget support, and mandatory play time. Conclusion/Implications: In the future, 'Ordinance on Children's Right to Play' should go through a process of improvement so that children's play is realized as a right.

Play and Education Program Development Based on the Instructional Systems Development (교수체제개발에 기초한 놀이교육 프로그램 개발)

  • Park, Hye-Jin;Kim, Kwi-Ok;Kim, Yong-Young
    • Journal of Digital Convergence
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    • v.17 no.4
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    • pp.19-27
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    • 2019
  • The purpose of this study is to develop play education programs based on the instructional systems development (ISD). To achieve the goal, play education programs for elementary school students were developed based on the ADDIE model. Internal researchers, teaching design experts, and subject matter expert reviewed, modified, and developed play and education programs having three modules: design and scheduling, making a model, and preparing an exhibition. Students set up a program to realize the play space they want through collaboration with their peers. The program was applied to fifth grade elementary school students in Chungju for verification of the play and education program. At the end of the play education program, the FGI was conducted on 13 students to measure the overall value of the play education program, including its sustainability. Through these processes, we drew the effects and implications of the play education program and presented future research directions of play education and projects for elementary school students.

Play-based SW Education Teaching-Learning Strategy to Improve Computational Thinking (컴퓨팅 사고 신장을 위한 놀이중심 SW교육 교수학습 전략)

  • Han, SeonKwan
    • Journal of The Korean Association of Information Education
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    • v.21 no.6
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    • pp.657-664
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    • 2017
  • This study investigates the effect of play-based software education instruction strategy for improving computational thinking as a method of software education. The play-based instruction strategy is a teaching-learning strategy in which the presented code is navigated through play, and the functions are revised and newly reconstructed. We designed an education program with the play-based instruction strategy and applied the program to elementary students. In order to verify the effectiveness of the research, we examined the competence of computing thinking concept and computing thinking practice. As a result, the computing thinking concept and computational thinking practice were that the proposed teaching-learning model is higher than the direct teaching method.

Pedagogical Methodology of Teaching Activity-based Flow Chart for Elementary School Students (초등학생 대상의 활동 중심 순서도 교육 방법)

  • Lee, Yong-Bae;Park, Ji-Eun
    • Journal of The Korean Association of Information Education
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    • v.16 no.4
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    • pp.489-502
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    • 2012
  • Today computer education puts an emphasis on algorithm education. There are little researches about how to express the given problem in algorithm and how to interpret the expressed algorithm. In this study play-based learning methods dealing with flow chart which is one of the expressing tools of algorithm are developed for lower graders of elementary school. Then we diagnosed the learning possibility of the tool after applying the methods in a classroom environment. There are four types of learning game activities; sequential play, selective play, repetitive play and puzzle play. Puzzle play is a game that students need to reconstruct the learned content to a real flow chart by using flow chart cards. The result of an achievement test after teaching students flow chart showed that the group who took the play-based lesson got their average score with about 7.5% higher than the group who took the ICT-based lesson. Both the groups got their average scroe of more than 9 out of 10 after the lesson. This result shows that flow chart lessons are adaptable for the lower graders of elementary school. It also shows that play-based education can be exceptionally effective.

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Play Types of Preschool Children with Disabilities : Mainstreaming versus Segregated Classrooms (통합과 분리학급 장애유아의 놀이 유형에 관한 연구)

  • Kim, You Jung;Chung, Chung Hee
    • Korean Journal of Child Studies
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    • v.24 no.2
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    • pp.51-62
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    • 2003
  • This study investigated differences in play types of preschool children with disabilities both in mainstreamed and segregated classrooms. The play behaviors of 50 preschool children with disabilities were observed and videotaped during free play time. Differences were found in children's dramatic and group play. Conclusions were that mainstreamed preschool program emphasizing a play-based curriculum could be an effective model for children with disabilities by providing for a variety of play types. Implications for mainstreaming education and for teacher education were discussed.

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The Effect of Elementary Students' Creativity on Play-Centered Computer Science Educational Program (놀이중심의 컴퓨터과학교육프로그램이 초등학생의 창의성에 미치는 영향)

  • Han, Byoungrae;Hwang, San-Duck
    • Journal of The Korean Association of Information Education
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    • v.17 no.2
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    • pp.125-134
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    • 2013
  • In this paper, we want to know the effect of elementary students' creativity thru the play-centered computer science educational program. We extracted educational content from computer science. The students addressed to the problems thru the play and found their own solution. Research result show significant difference in creative attitude of sub-area of creativity. We found that students were actively involved with pleasure in play, the rules of play was actively keep.

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